GAPSS Review Jill Lyn Rooks- Spring 2015

PROFESSIONAL LEARNING- Professional learning is the means by which teachers, administrators and
other school and system employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create and
support high levels of learning for all students.

Professional Learning Standard 1:The context of professional learning--the who,

when, why and wherecontributes to the development and quality of

learning communities, ensuring that they are functioning, leadership is
skillful and focused on continuous improvement, and resources have been
allocated to support adult learning and collaboration.
PL 1.1 Learning Teams
Not Addressed
Teachers do not participate in
learning teams or meet regularly to
plan for instruction.

Emergent

Operational

Some teachers in some

grade levels or subject
areas meet to plan for
instruction, but meetings
do not occur regularly and
the work is not aligned with
school improvement goals.

Most teachers meet

regularly in learning teams
to plan for instruction (e.g.,
develop lesson plans,
examine student work,
monitor student progress).
This collaborative work
would be enhanced by
clear alignment of group
expectations with the
school improvement goals.

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Fully
Operational
All teachers participate in
learning teams throughout the
year and meet regularly to
plan for instruction (e.g.,
develop lesson plans, examine
student work, monitor student
progress). The collaborative
work is aligned with the school
improvement goals.

EVIDENCE: Subject areas/Grade levels should have the opportunity to collaboratively plan common performance
assessments through weekly planning days. Team meetings were originally on the school calendar. Currently
department heads are required to schedule the meetings, but admin does not follow up. There is an agenda all
departments are supposed to use. The meetings usually cover the agenda, however, actual development of lesson
plans, examining student work, or monitoring student progress as a department is not evident. Not everyone on the
team always attends meetings. Group expectations are not clear.
Quarterly collaboratively team meetings take place and include not only the grade level lead teachers, but also the
connections teachers and all administration.
RECOMMENDATIONS: The group should agree on a day to meet that works for everyones schedule. Designated
collaborative planning time should be protected, so no other meetings should be scheduled during that time frame. A
copy of the SIP to refer back to during planning would be helpful. Specific objectives should be laid out and assessed as
of whether they are being met. Lesson plans should be a group effort, and all should contribute to help with uniformity.
Summer work to develop common lesson plans.

PL 1.2 Learning Community

Not Addressed

Emergent

Operational

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Fully
Operational

There is little or no evidence that

the principal, administrative team or
related human resources (e.g.,
leadership team, coaches, central
office) supports or reinforces the
creation and maintenance of a
learning community.

There is some evidence

that the principal,
administrative team, or
related human resources
(e.g., leadership team,
coaches, central office)
support or reinforce the
creation and maintenance
of a learning community,
but additional support in
this area is needed.
Although administrators
have created structures for
meetings to occur, they
have failed to provide
teachers with professional
development related to the
collaboration process.

The principal,
administrative team, and
other human resources
periodically support the
creation and maintenance
of an effective learning
community to support
teacher and student
learning. In key aspects of
the school, these
individuals work
collaboratively to reinforce
collaborative forms of
professional development
and learning for staff
members. Although this
process is operational, it
would improve if greater
emphasis were given to
monitoring its impact on
school improvement goals
and student achievement.

The principal, administrative

team and other human
resources consistently support
the creation and maintenance
of an effective learning
community to support teacher
and student learning. These
individuals work
collaboratively to reinforce
teachers skillful collaboration
(e.g., facilitation skills, conflict
resolution, and group
decision-making). They also
help to create structures to
support collegial learning and
implement incentive systems
to ensure collaborative work.
They monitor the impact of
these collaborative processes
on school improvement goals
and on student learning, and
participate with other
individuals and groups in the
operations of the learning
community.

EVIDENCE: The administration verbally support learning communities and have it in writing that they support it,
however, they seldom attend meetings. On the small chance they show up they often have their own agenda. There is
an agenda to help create school structure, however professional development has not been provided- and is not
modeled by leadership. Professional learning opportunities are not directly aligned with the school improvement goals.
RECOMMENDATIONS: Train leaders in professional development how to facilitate collaborative learning. Offer
professional development on the collaborative process. Create a system to monitor impact of collaborative process.
Offer incentives, which would promote more teacher involvement in effective learning communities.

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PL 1.3 Instructional Leadership Development and Service

Not Addressed
There are few if any opportunities
for teachers to participate in
instructional leadership
development experiences, serve in
instructional leadership roles, or
participate in supporting schoolbased professional learning.

Emergent

Operational

There are opportunities for

teachers to participate in
preparing for and serving
in instructional leadership
roles and contributing to
the school-based
professional learning plans.
However, the opportunities
are limited to a small
number of teachers.

There are many

opportunities for teachers
to serve in instructional
leadership roles and
develop as instructional
leaders. They are highly
engaged in planning,
supporting, and
communicating
professional learning in the
school. This would be
enhanced if there were
more opportunities for
instructional leadership
roles among various
personnel.

Fully
Operational
A variety of teachers take
advantage of opportunities to
participate in instructional
leadership development
experiences and serve in
instructional leadership roles
(e.g., instructional coach,
mentor, facilitator). They plan,
advocate for support of, and
articulate the benefits and
intended results of
professional learning.

EVIDENCE: Opportunities are offered through an application process for leadership roles. There are several
opportunities; however the feedback from the school leaders does not seem to influence the professional learning in the
school. Professional development is mandatory when they have it, however does not appear to be followed through on.
On an individual volunteer basis, classroom teachers who are proficient in technology will coach other colleagues in
implementing technology within their classrooms. Each grade level subject area has a representative on the Leadership
team. Other staff members are given leadership roles in different areas.
RECOMMENDATIONS: Create a Google form to record input- Create Professional Learning choices Have colleagues
recommend leadership roles- Ensure follow-up after implementing a new strategy or skill.

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PL 1.4 School Culture for Team Learning and Continuous Improvement

Not Addressed
There is little or no evidence of the
principal and other leaders
establishing ongoing team learning
with clearly articulated expectations
for professional learning.

Emergent

Operational

There is some evidence the

principal and other leaders
support a culture involving
ongoing team learning and
continuous improvement.
However, there is not a
clearly articulated plan for
professional learning for
teachers and
administrators.

There is general evidence

the principal and other
leaders support a culture
involving ongoing learning
and continuous
improvement through a
plan for professional
learning for teachers and
administrators. The
professional learning would
be enhanced by including a
variety of designs (e.g.,
lesson study, peer
observations, modeling,
instructional coaching,
collaborative teacher
meetings, etc.) constituting
high-quality professional
learning experiences.

Fully
Operational
The principal and other
leaders support a school
culture that reflects ongoing
team learning and continuous
improvement. The principal
and other leaders plan for
high-quality professional
learning, articulate intended
results of school-based
professional learning, and
participate in professional
learning to become more
effective instructional leaders.

EVIDENCE: Team learning is supported through the creation of teams. The plan for implementation is lacking- direction
for teams and leaders of the team is unknown. In the Professional Learning Descriptors for the school, a course
competency listed is to provide models and enhance knowledge and implementation of instructional technology which
will have a goal alignment of having teachers collaborate in grade level meetings to evaluate student work and adjust
instruction. There is no follow up on how to do this. A school calendar lists all meetings scheduled but they often get
cancelled.

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RECOMMENDATIONS:
Professional learning opportunities should be directly connected to the School Improvement Plan and teachers should
understand the results that are expected to be achieved from professional learning. Have forms such as Table 7.2Critical Thinking Checklist (Knight, 2007, pg 153) or 7.1 Unit Organizer (p 154-155). Meetings should be scheduled with
feedback given by both the leaders on the teams, and the administration.

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PL 1.5 Job-Embedded Learning and Collaboration

Not Addressed
Teachers spend little or no time
during the work-week learning and
collaborating with colleagues to
improve their use of curriculum,
assessment, instruction, and
technology.

Emergent

Operational

Some teachers spend a

small amount of time
during the work-week
collaborating with
colleagues. However, this
time is often focused on
non-curricular topics and
typically occurs after
school.

Most teachers spend time

during a workday each
week collaborating with
colleagues about
curriculum, assessment,
instruction and technology
use in the classroom. This
professional learning would
be enhanced by allocating
more time each week for
job-embedded learning
(e.g., lesson study, peerobservations, modeling,
instructional coaching,
teacher meetings).

Fully
Operational
Teachers spend a significant
part of their work-week in jobembedded learning and
collaboration with colleagues
addressing curriculum,
assessment, instruction, and
technology. They receive
sufficient support resources
(e.g., materials, time, training)
and assist with securing
additional resources
necessary (e.g., funding, time,
technology) to sustain their
learning. (NSDC Standards
recommend that formal and
informal job-embedded
learning take place during at
least 25% of educators
professional time. Such time
can be devoted to lesson
study, peer observations and
coaching, modeling,
conferencing, teacher
meetings, mentoring.)

EVIDENCE: Common subject area teachers often meet unofficially to share ideas. Common planning is present for the
majority of the curriculum area team- Meetings have to take place after school due to not all teachers having the same
planning. During collaborative planning time, teachers work together to address curriculum, student learning concerns,
and common assessment data, but it is not consistently productive. RtI meet8insg take place monthly.

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RECOMMENDATIONS: Specific collaborative planning times need to be set. Common planning needs to be provided.
Peer observations with coverage to be offered- so teachers can see the subject area/grade level they teach, which cant
be done if the only time to observe is during common planning. There is an over-abundance of data collection which has
no meaning or relevance. The focus is not specific as there are too many concepts being looked at. Staff needs to stay
up to date about classroom and school wide data related to student outcomes.

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PL 1.6 Resources Support Job-Embedded Professional Learning

Not Addressed
Resources are not allocated for jobembedded professional learning that
is aligned with high-priority school
improvement goals. Little if any
professional development is devoted
to helping teachers use technology
to enhance student learning.

Emergent

Operational

Some resources are

allocated for professional
learning. However, much of
the professional learning is
conducted primarily after
school and is not aligned
with the high-priority
school improvement goals.
There is limited
professional development
devoted to helping
teachers use technology to
enhance student learning.

Most resources for

professional learning are
allocated for the identified
high-priority school
improvement goals.
However, providing more
job-embedded learning
opportunities and
professional development
would enhance teachers
use of technology to
support student learning.
In other cases, these forms
of professional
development need to be
more ongoing and
sustained to ensure actual
classroom implementation
of training strategies and
processes.

Fully
Operational
Resources are allocated to
support job-embedded
professional learning that is
aligned with high-priority
school improvement goals and
technology supporting student
learning. There is sustained
commitment to ensuring that
these professional
development activities result
in successful classroom
implementation. There is also
a process in place to
determine the value-added of
key strategies and processes,
i.e., how they impact student
achievement and related
organizational short- and longrange goals.

EVIDENCE: For the most part, professional learning resources appear to focus on the needs listed in the school
improvement plan. PBIS is implemented school wide. Additional professional learning opportunities are offered both
after-school or off campus and are not job-embedded. The SIP isnt a widely spoken about document, so it is unknown
how much teachers actually refer to it when looking at PL.
RECOMMENDATIONS: An evaluation system for accountability needs to be in place to make certain that the professional
development strategies are being implemented, and document the impact it has on student achievement.

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Professional Learning Standard 2: The processthe howof professional learning is

aligned with articulated goals and purposes, data-driven, research-based,

evaluated to determine its impact, aligned with adult learning theory, and
collaborative in design and implementation.
PL 2.1 Collaborative Analysis of Data
Not Addressed
Teachers and/or administrators use
personal experiences or opinions
to determine student and adult
learning needs and goals. Data is
not collected and analyzed in
monitoring school and classroom
improvement strategies,

Emergent

Operational

Teachers and/or
administrators work in
isolation or with limited
representation to review
student summative data and
determine student and adult
learning needs and goals.
Student and teacher data is
collected and analyzed at the
end of the year to monitor
the accomplishment of
classroom and school goals.

Teachers and administrators

collaboratively analyze
disaggregated student
learning, demographic,
perception, and process
data to identify student and
adult learning needs and
goals. They collect and
analyze relevant student
and teacher data at the
beginning and end of the
year to monitor and revise
school and classroom
improvement strategies.
Accomplishments are
celebrated and results are
regularly reported to family
and community.

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Fully
Operational
Teachers and administrators
collaboratively analyze
disaggregated student
learning, demographic,
perception, and process data
to identify student and adult
learning needs and goals.
They continuously (minimum
of 4 times a year) collect and
analyze relevant student and
teacher data (e.g. action
research, analyzing student
work, classroom observations,
Awareness Walks, and
surveys) to monitor and revise
school and classroom
improvement strategies.
Accomplishments are
celebrated and results are
regularly reported to family
and community.

EVIDENCE: There is very little collaborative analysis of data. There is a data team; however there is no feedback from
them. The Data Team Process beginning at the school but is in the infant stages. Grade levels/subject areas present
their team-wide data quarterly. Current classroom data is collected at the end of the year in a TKES notebook to be
reviewed by administration. Previous years data are are posted in the staff hallway.
RECOMMENDATIONS: The focus need to be clearer with knowledge of what information is to be continuously. Information
needs to be presented to provide a model of what the data should look like. Common assessments should be created
prior to teaching the lesson, and determined to be used during weekly collaboration. Communication needs to be clear
in how to use the data to drive instruction.

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PL 2.2 Evaluating Impact of Professional Learning

Not Addressed
The principal and other leaders
develop and implement a plan for
evaluating teachers reactions to
professional development events.
Teachers contributions to the
evaluation are limited to providing
satisfaction ratings. The
evaluation identifies changes in
teacher knowledge and skills as a
result of participation, but it does
not evaluate changes in practice or
impact on student learning.

Emergent

Operational

The principal and other

leaders develop and
implement a plan for
evaluating professional
development events.
Teachers contribute to the
evaluation by collecting and
analyzing summative student
learning data. The evaluation
identifies changes in teacher
knowledge and skills as a
result of participation and
year-end student
performance, but it does not
evaluate change in teacher
practice.

The principal and other

leaders develop and
implement a comprehensive
plan for conducting ongoing
(formative and summative
for a one- to two-year
period) evaluation of the
impact of professional
development on teacher
practices and student
learning. The evaluation
also emphasizes changes in
school culture,
organizational structures,
policies, and processes.
Teachers contribute to the
evaluation by collecting and
analyzing relevant student
learning and process data.

Fully
Operational
The principal and other
leaders develop and
implement a comprehensive
plan for conducting ongoing
(both formative and
summative over a threetofive-year period)
evaluation of the impact of
professional development on
teacher practices and
student learning. Evaluation
also emphasizes changes in
school culture, organizational
structures, policies, and
processes. Teachers
contribute to the evaluation
by collecting and analyzing a
variety (student learning,
demographic, perception,
and process) of relevant
data. The plan specifies the
evaluation question(s), data
sources, data collection
methodology, and data
analysis processes.

EVIDENCE: A professional development plan is established and maintained through the School Strategic Plan. The plan
has not been accessible to teachers unless specifically requested. The evaluation of professional learning focuses on
participation and yearly standardized test scores; therefore, there is no evidence of change in teacher practice. Teachers
contribute by providing summative student data through a common assessment notebook which is collected at the end
of the year.
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RECOMMENDATIONS: The impact of the professional learning on teacher practices and student learning needs to be
monitored and evaluated to see effectiveness of PL. Evaluation questions need to be put into practice within the
professional learning plan, and teachers should see the benefits of the professional development. School staff needs to
stay knowledgeable about classroom and school wide data related to student outcomes. Data use should be used to
make instructional decisions and to communicate to stakeholders.

Page 13 of 24

PL 2.3 Interpreting and Using Research Results

Not Addressed
The principal and other leaders
review professional journals that
summarize research instead of
actual research or they do not
recognize a need for reading and
interpreting research when
making instructional decisions
regarding professional
development and school
improvement approaches.

Emergent

Operational

The principal and other

leaders review educational
research. They create
opportunities for a few,
select teachers to study
educational research. They
work with them to conduct
reviews of research when
making instructional
decisions regarding the
adoption of professional
development and school
improvement approaches.

The principal and other

leaders demonstrate
modest skills in interpreting
educational research
(validity and reliability,
matching populations, and
interpreting effect-size
measures). They create
opportunities for teachers to
learn to use educational
research. They work with
them to conduct extensive
reviews of research to make
informed instructional
decisions regarding the
adoption of professional
development and school
improvement approaches.

Fully
Operational
The principal and other
leaders demonstrate
advanced skills in
determining appropriate
research design, interpreting
research results, and
determining whether results
can be generalized. They
ensure that teachers and
community members learn
to use educational research.
They work with them to
conduct extensive reviews of
research to make informed
instructional decisions
regarding the adoption of
professional development
and school improvement
approaches.

EVIDENCE: School-wide instructional strategies are based on educational research of best practices. It is uncertain
where the research is derived from. Teachers have few opportunities to learn to use educational research and are
seemingly uninterested. Every new idea that passes is jumped on as being the best. There is not follow-up or
evaluation on whether the practice is based on data.
RECOMMENDATIONS: Teachers should be presented articles and different resources to have more opportunities to use
educational research on the instructional practices t are expected to use. There needs to be an extensive in-depth
review of the research before an informed instructional decision is made.

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PL 2. 4 Long-Term, In-Depth Professional Learning

Not Addressed
Teachers experience single, standalone professional development
events that are typically large
group, workshop designs. There
is little if any evidence of
implementation or change in
practice in classrooms. No
emphasis is given to enhancing
teachers content knowledge or
understanding.

Emergent

Operational

Teachers attend multiple

workshops on the same topic
throughout the year to gain
information about new
programs or practices. They
experiment with the new
practices alone and
infrequently with limited
school-based support for
implementation. No
emphasis is given to
enhancing teachers content
knowledge or understanding.

Teachers participate in longterm (two- to three-year

period), in-depth
professional learning that
includes a variety of
appropriate professional
development designs
including the use of
technology. The various
designs are aligned with the
intended improvement
outcomes. They include but
are not limited to follow-up
support for implementing
new classroom practices
(e.g., collaborative lesson
design, professional
networks, analyzing student
work, problem solving
sessions, curriculum
development, coursework,
action research, and
classroom observations).
Some evidence is present of
attention to enhancing
teachers content
knowledge.

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Fully
Operational
Teachers participate in long-term
(two- to three-year period), indepth professional learning that
engages learning teams in a
variety of appropriate
professional development
designs including the use of
technology. The various designs
are aligned with the intended
improvement outcomes. They
include but are not limited to
extensive, follow-up support for
implementing new classroom
practices (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research, and
coaching with feedback). A major
focus of ongoing professional
development is a commitment to
maintaining and updating all
teachers knowledge and
understanding of the content
they are teaching and changes
occurring in their field(s).

EVIDENCE: Professional learning doesnt outwardly appear to have a specific focus, though there is professional learning
each year. Professional learning days, sessions, or workshops are provided on the same topic but the sessions do not
have follow up support, and the sessions are often fast paced and confusing to the ones who need extra coaching- They
are more of a lecture type setting rather than active learning. Teachers often learn the most through their own
experiences. For example, the school is working on a STEM program to become STEM certified, which accounts for some
PL. The STEM lessons are created and supplies bought but there is no carryover from the staff or follow up by admin.
RECOMMENDATIONS: Teachers should be offered follow up training that continues to reinforce their learning. If the focus
is to become a STEM accredited school, then teachers should be sufficiently trained before they are required to
implement STEM lessons within their classrooms. They should be provided with the opportunity to peer observe and
have the STEM projects modeled.

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PL 2.5 Alignment of Professional Learning with Expected Outcomes

Not Addressed
The principal and other leaders
provide single, stand-alone
professional development events
that are typically large group,
workshops with no expectations
for implementation of new
classroom practices. Generally,
activities are not aligned with the
school improvement plan or
related priorities.

Emergent

Operational

The principal and other

leaders provide multiple
workshops on the same topic
throughout the year. They
articulate the learning goal,
but do not discuss
expectations for
implementation. Teachers
receive limited school-based
support for implementing the
new classroom practices.
Activities are only generally
aligned with the school
improvement plan or related
priorities.

The principal and other leaders

align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research,
and coaching with feedback).
The professional learning is
long-term (two-to-three year
period) and in-depth with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation by providing
rubrics that describe the desired
classroom practices and
communicate how those
practices connect to the school
improvement goals. Generally,
activities are aligned with major
priorities within the school
improvement plan.

Fully
Operational
The principal and other leaders
align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research, and
coaching with feedback). They
ensure that teams of teachers
are engaged in long-term (twoto-three year period), in-depth
professional learning with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation with
collaboratively developed rubrics
describing desired classroom
practices and communicate how
those practices connect to the
school improvement goals.

EVIDENCE: The School Strategic Plan is the guiding factor in the written professional development and has specific
outcomes in mind. The purported activities are aligned within the School Strategic Plan. However, the actual
implementation of the professional development is lacking. Expectations of implementation are not discussed and
minimal support is provided. Professional learning is usually short-lived with no connection or follow-up to the outcome
of using material from the professional development.

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RECOMMENDATIONS: Professional learning should be continual over a two to three year time frame. The intended
outcomes should be revisited throughout the year with data being used as evidence, and there should be follow up
dialogue to how the implementation of the strategies learned are working.

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PL 2.6 Building Capacity to Use Research Results

Not Addressed
Professional development is
planned with no regard for
research about adult learning
needs and individual and
organizational change processes.
The sessions provided include
strategies that do not mirror the
instructional strategies teachers
are expected to use with students
(e.g., lecturing on inquiry method,
covering material instead of
helping participants to use and
internalize it), and sessions are the
same for all teachers regardless of
their career stage.

Emergent

Operational

Professional development is
planned using research
about adult learning needs
and how individuals
experience the change
process. The professional
development sessions
demonstrate classroom
practices through videotapes
and simulations. The
experiences focus on
procedural learning -how to
do it- rather than on
developing deep
understanding of concepts
and problem solving
strategies. Some professional
development is specialized
for new and mentor
teachers.

Professional development is
planned using research
about adult learning needs
and individual and
organizational change
processes. The professional
development sessions
include modeling and
demonstrations of expected
classroom practices. The
experiences impact
teachers depth of
understanding enabling
them to use the new
strategies routinely. Some
professional development is
specialized to reflect career
stages of new teachers,
mentor teachers, and
teacher leaders.

Fully
Operational
Professional development
builds the capacity of the
staff to use research about
adult learning needs and
individual and organizational
change processes as they
implement new strategies.
Professional development
sessions consistently employ
the same instructional
strategies that are expected
to be used in their
classrooms. The experiences
impact teachers depth of
understanding enabling
them to solve problems and
adapt new strategies to
classroom circumstances.
Professional development is
differentiated to reflect
career stage needs and
interests (e.g., mentoring,
leading learning teams,
coaching, utilizing
technology, and curriculum
development).

EVIDENCE: Professional learning is presented in a practical procedural learning environment such as lectures instead of
using modeling and new strategies to teach adult learners, especially in regards to technology-related professional
learning. New Teacher Institute has training but not in technologyrelated areas. It is often not immediately relative to
what they need to be successful in the classroom.
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RECOMMENDATIONS: Professional learning needs to move beyond procedural learning and focus on implementing
strategies within the classroom. Research driven best practices should be used in presenting the professional learning to
teachers, as well as modeling the best practices we are focusing on for teachers to see.

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PL 2.7 Knowledge about Effective Group Processes

Not Addressed
Teachers and administrators lack
knowledge about effective group
processes and/or work alone,
disregarding collective
responsibility for student learning.

Emergent

Operational

Teachers and administrators

have knowledge of stages of
group development and
effective interaction skills,
but lack skill in group process
strategies needed for
productive collaborative
work. As a result, colleagues
work in temporary groups
often encountering
unresolved conflict or
frustration. Technology (e.g.,
email, chat rooms, and
websites) is used to support
collegial interactions.

Teachers and administrators

have knowledge and skills
regarding group processes
(e.g., group decision making
strategies, stages of group
development, effective
interaction skills, and
conflict resolution) that are
necessary to accomplish
tasks and satisfy the
interpersonal expectations
of the participants. As a
result, the school culture is
characterized by trust,
collegiality, and collective
responsibility for student
learning where colleagues
work collaboratively.
Technology (e.g., subject
area networks, lesson
sharing, seminars) is used
to support collegial
interactions.

Page 21 of 24

Fully
Operational
Teachers and administrators
have knowledge and skills to
monitor and improve group
processes (e.g., group
decision-making strategies,
stages of group development,
effective interaction skills, and
conflict resolution) that are
necessary to accomplish tasks
and satisfy the interpersonal
expectations of the
participants. As a result, the
school culture is characterized
by trust, collegiality, and
collective responsibility for
student learning where
colleagues work
collaboratively in established,
ongoing learning teams.
Technology (e.g., online
discussions, web casts, and
seminars, educational blogs,
listservs, downloadable
resources) is used to support
collegial interactions and to
ensure effective and sustained
implementation.

EVIDENCE: Group processes are supported by the teachers and administration, using effective interaction skill;
however, they lack skill in group process strategies needed for productive collaborative work. Teachers work on
collaborative teams but it is not effective and efficient. Though common planning times are supported and advocated
through the administration, not everyone on the team is actually assigned a common planning time. Technology
supports some collegial interactions. There is disconnect between teachers and administrators in their collective
responsible for student learning. Lesson sharing using technology such as Google, is seen throughout each grade level
RECOMMENDATIONS: As a school unit there needs to be more unity in effectively producing collaborative work. There
needs to be more collective responsibility between teachers and administrators need to make sure everyone
understands how we are interconnected with everything we do.
EVIDENCE: Classroom practices of teachers express high expectations of all students. Student academic needs are met
through differentiated classroom placement and further by differentiated lesson plans. Learning environments are safe
and all children are taught the code of conduct and are part of a PBIS program. The ESOL program is being expanded to
reach the cultural needs of the growing Hispanic population. All students are encouraged to be respectful, responsible
role models.

RECOMMENDATIONS: Continued professional learning should be provided that focuses on the cultural needs of all
students, i.e. ESOL, Sped, and African American children.
EVIDENCE: Teachers use an assortment of research based instructional strategies to promote student learning such as
guided reading and math, workshops, centers, and assistive technology as needed. Assessment strategies are varied
using differentiated testing items, rubrics, prompts, and performance tasks. Units and lesson plans are created in
somewhat of a collaborative manner. supporting your rating above
RECOMMENDATIONS: More collaboration amongst teachers in planning interdisciplinary units and should provide a
rationale for why specific instructional strategies and assessments are appropriate.

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EVIDENCE: Teachers are provided weekly common planning time for most teachers in common content areas. Due to
the schedules, there is some isolation and individual practice rather than a collaborative effort. Schedules were
planned with the focus to ensure teams teaching the same students meet together rather than the subject areas being
the focus. It does provide that grade level teams can work together collaboratively. Training is done large-scale, usually
full-staff trainings are provided during staff meetings (which may not meet all the needs of the participants).
RECOMMENDATIONS: Large-scale, full-staff trainings should be avoided as much as possible and replaced with
professional learning that meets the needs of teachers. Teachers weekly collaborative planning times need to be
respected and not replaced with another meeting, especially unplanned meetings.

PL 3.4 Partnerships to Support Student Learning

Not Addressed

Emergent

Operational

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Fully
Operational

There is no collaboration
with parents or the
community in developing
activities to support
learning. Communication
through only written
correspondence is limited to
encouraging parents to
attend school functions,
yearly conferences, and
performances.

There is a school committee

to focus on developing
community partnerships to
support student learning.
Communication through
written correspondence or
phone is about school
programs, student progress,
and encouraging
attendance at school
functions, yearly
conferences, and
performances.

There is a committee that

works with families and the
community through
partnerships that develop
programs to support student
learning. Strategies are
implemented to increase
family involvement such as
offering suggestions about
ways parents can support
student learning at home and
communicating with families
about school programs and
student progress (e.g.,
information about report
cards, grading practices,
student work, homework,
and school events) through a
website, phone, email, voice
mail, and written
correspondence.

Partnerships among
teachers, families, and the
community are maintained
to develop programs that
support learning and
enhance student skills and
talents. Strategies are
implemented to increase
family involvement such as
providing parent education
workshops with information
on child development and
supporting student learning
at home and communicating
with families about school
programs and student
progress (e.g., information
about report cards, grading
practices, (student work,
homework, and school
events) through an
interactive website, phone,
email, voice mail and written
correspondence.

EVIDENCE: The school climate committee and parent teacher coordinator develop and implement programs to support
families and the community. The SIP includes goals to improve participation in family involvement (an increased focus
on ESOL this year), increase the percentage of families participating at workshops designed to improve student learning,
and improving family involvement. Teachers are required to provide a bi weekly newsletter which can sent home and/or
e-mailed. Classroom teachers have created and maintained websites to communicate with families, as well as using the
App Remind to keep the families and community informed. The school website is available for parents to receive
additional school information as well as the school having SchoolCast to push out important messages to the parents.
RECOMMENDATIONS: The parent education workshops should continue to be provided to give parents information and
strategies on supporting student learning. Take homes should also be available.
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