PROFESSIONAL LEARNING

The means by which teachers, administrators, and other staff acquire, enhance, and refine
the knowledge, skills, practices, and dispositions necessary to create and support high levels
of learning for all students
Professional Learning Standard 1: Aligns professional learning with needs identified
through analysis of a variety of data

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Professional Professional Professional Professional

learning needs are learning needs are learning needs are learning needs are
identified and identified through a identified using identified using
differentiated collaborative limited sources of little or no data.
through a analysis process data.
collaborative using a variety of
analysis process data (e.g., student
using a variety of achievement data,
data (e.g., student examination of
achievement data, student work,
examination of process data,
student work, teacher and leader
process data, effectiveness data,
teacher and leader action research
effectiveness data, data, perception
action research data from students,
data, perception staff, and families).
data from students,
staff, and families).
Ongoing support is
provided through
differentiated
professional
learning.

EVIDENCE: There is a thorough review of student data and student work as

demonstrated in the school’s LSPI plan. The AKS analysis of student work and data from
common and formative assessments drives instructional and assessment models of the
school. For community perceptions, administration reviews information from yearly
surveys completed by families of Creekland Middle School. This survey focuses on
communication from school leaders, safety & security, discipline, attendance and
perceptions of the school.

RECOMMENDATIONS: Student voice or choice isn’t mentioned very often in my

observations of instructional planning. The yearly Student Engagement Inventory (SEI)
isn’t being used as a tool to drive student motivation and engagement. I would review this
information and try to plan professional development on using technology as a tool for
student engagement.
Professional Learning Standard 2: Establishes a culture of collaboration among
administrators and staff to enhance individual and collective performance

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Administrators Administrators Administrators Administrators

and staff, as a and staff routinely and staff routinely and staff routinely
foundational collaborate to collaborate to collaborate to
practice, improve individual improve individual improve individual
consistently and collective and collective and collective
collaborate to performance (e.g., performance (e.g., performance (e.g.,
support leadership construct construct construct
and personal knowledge, knowledge, knowledge,
accountability and acquire skills, acquire skills, acquire skills,
to enhance refine practice, refine practice, refine practice,
individual and provide feedback). provide feedback). provide feedback).
collective
performance (e.g.,
construct
knowledge,
acquire skills,
refine practice,
provide feedback).
Teachers conduct
action research
and assume
ownership of
professional
learning processes.

EVIDENCE: There is a consistent and clear expectation that teachers will work
together with administration and district coaches to analyze data of student work.
Teachers meet at least once a week with a variety of tasks where the overall goal is the
evaluation of teaching and learning. The inclusion of the ATLAS protocol enhances the
collaborative discussions focus on how to best meet the needs of student learners.

RECOMMENDATIONS: There is a lack of a collaborative school-wide technology

initiative that addresses software tools to assist in student engagement. There is mention
of hardware, the goal of being a 1:1 school, but the training of teachers to use is lacking
follow-up support to encourage teachers to be innovative in their teaching practices.

Professional Learning Standard 3: Defines expectations for implementing

professional learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Administrators, Administrators, Administrators, Administrators,

teacher leaders, or teacher leaders, or teacher leaders, or teacher leaders, or
both consistently both regularly both occasionally both rarely, if ever,
define expectations define expectations define expectations define expectations
for the for the for the for the
implementation of implementation of implementation of implementation of
professional professional professional professional
learning, including learning. learning. learning.
details regarding
the stages of
implementation
and how
monitoring will
occur as
implementation
progresses.

EVIDENCE: In the space below, provide detailed evidence supporting your rating
above There is an expectation that teachers participate in the weekly PLC, content or
grade level meetings. Active participation includes ATLAS protocol discussions,
comparison of data, and instructional planning. Teachers are also creating common and
formative assessments during these meetings.

RECOMMENDATIONS: The process of professional development doesn’t seem to be

a plan that includes a variety of opportunities as the majority of meetings follow the same
protocol each week. There is also a lack of evidence in specific technology tools, besides
hardware, that are being used to engage students and to increase DOK. The Local School
Technology Coordinator (LSTC) doesn’t seem to be part of the discussions for
professional learning or training to expand the view of technology in the classroom.
Quick Connect teacher-led sessions are offered for topic specific technology training but
teachers are not required to attend.

Professional Learning Standard 4: Uses multiple professional learning designs to

support the various learning needs of the staff

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident
 Staff members Staff members Some staff Staff members
actively participate actively participate members are receive single,
in job-embedded in professional engaged in stand-alone
professional learning, most of professional professional
learning that which is learning that learning events
engages job-embedded, makes use of more that are
collaborative which includes than one learning informational and
teams in a variety multiple designs design to address mostly large-group
of appropriate (e.g., collaborative their identified presentation
learning designs lesson study, needs. designs.
(e.g., collaborative analysis of student
lesson study, work,
analysis of student problem-solving
work, problem sessions,
solving sessions, curriculum
curriculum development,
development, coursework, action
coursework, action research, classroom
research, observations,
classroom online networks) to
observations, support their
online networks). various learning
Professional needs. Professional
learning includes learning includes
extensive follow-up follow-up with
with descriptive feedback and
feedback and coaching.
coaching.

EVIDENCE: Teacher-led quick connects are offered to teachers seeking a variety of

way to engage students and increase engagement. However, these opportunities are not
required and topics don’t meet the variety of technology skill levels in the building.

RECOMMENDATIONS: A survey of teacher technology skill levels and interest in

technology tools or other instructional methods should be offered to better meet the needs
of teachers in the building. Perhaps a PLN of teachers that work in tandem with the
LSCT to design learning opportunities as well as support and follow up for teachers who
may not be as advanced in their technology skills. I would also recommend that teachers
are required to participate in at least 2 technology instruction-centered professional
learning opportunities a semester.

Professional Learning Standard 5: Allocates resources and establishes systems to

support and sustain effective professional learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident
Extensive resources Adequate resources Some resources Few, if any,
(e.g., substitute (e.g., substitute and systems are resources and
teachers, materials, teachers, materials, allocated to systems are
handouts, tools, handouts, tools, support and provided to
stipends, stipends, sustain support and
facilitators, facilitators, professional sustain
technology) and technology) and learning. professional
systems (e.g., systems (e.g., learning.
conducive conducive
schedules, schedules, adequate
adequate collaborative time,
collaborative time, model classrooms)
model classrooms) are in place to
are allocated to support and sustain
support and professional
sustain effective learning.
professional
learning.
Opportunities to
practice skills,
receive follow-up,
feedback, and
coaching are
provided to
support the
effectiveness of
professional
learning.

EVIDENCE: This may be a reflection of the current pandemic, but there have not been
additional facilitators or guest speakers to implement professional learning this school
year. I am unaware of previous academic driven facilitators or guest speakers as my
department tends to be excluded from academic driven professional development.
There is a budget available for professional learning opportunities but I have not seen
evidence of these funds being spent this year. I am not seeing a variety of opportunities
for professional learning given that there are funds available specifically for this use.
RECOMMENDATIONS: It is possible to bring facilitators and guests in to enhance
professional learning opportunities during a pandemic. The county orchestra department
has brought in local and nationally respected educators to speak with us during an
assigned professional learning time outside of contract hours. It is actually cheaper for
guests to assist as there are no travel costs or the time restraints of a traditional calendar.
Most speakers and facilitators charge only their speaking fee.

Professional Learning Standard 6: Monitors and evaluates the impact of

professional learning on staff practices and student learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Monitoring and Monitoring and Monitoring and Monitoring and

evaluating the evaluating the evaluating the evaluating the
impact of impact of impact of impact of
professional professional professional professional
learning on staff learning on staff learning on staff learning on staff
practices and practices and practices occurs practices occurs
increases in student learning sporadically. rarely, if ever.
student learning occurs routinely.
occurs extensively.
Evaluation results
are used to identify
and implement
processes to extend
student learning.

EVIDENCE: The focus on student learning occurs every week during a variety of
meetings that focus on a myriad of growth measures and data. However, there is not a
committee of teachers and admin to evaluate the effectiveness of the available
professional learning for its teachers.

RECOMMENDATIONS: I would suggest a committee of teachers and administrators

that can look at the feedback of the implemented professional learning via teacher
surveys, student surveys for specific learning engagement, use of technology to enhance
instruction and increase DOK as well as review student data on the effectiveness of the
training that has been offered to the teachers.

KSU ITEC Professional Learning Standard: Professional learning reinforces

educators’ understanding and use of strategies for promoting equity and high
expectations for all students, application of research-based teaching strategies and
assessment processes, and involvement of families and other stakeholders in
promoting student learning.

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident
 Classroom practices Classroom Classroom Classroom
(e.g., considering practices of most practices of some practices reflect
interests,
backgrounds,
teachers reflect teachers reflect little or no evidence
strengths, and skill in evidence of of teachers’
preferences to provide communicating teachers’ training training in
meaningful, relevant high expectations in understanding understanding the
lessons and assess
for each student the impact that impact that
student progress,
differentiating and adjusting attitudes attitudes regarding
instruction, and classroom activities regarding race, race, disabilities,
nurturing student to meet student disabilities, background,
capacity for needs. Respect for background, culture, high
self-management) of
all teachers reflect an
students’ cultures culture, high expectations, and
emotionally and and life experiences expectations, and social class of both
physically safe is evident through social class of both students and
environment where the emotionally students and teachers have on
respect and
and physically safe teachers have on the teaching and
appreciation for a
diverse population is learning the teaching and learning process.
evident. There are environment where learning process.
high achievement students of diverse
expectations for all backgrounds and
students and teachers.
The principal and
experiences are
other leaders provide taught the school
professional learning code of conduct
for teachers lacking (customs) to help
understanding of the
them be successful
impact that attitudes
regarding race, in the school
disabilities, context.
background, culture,
high expectations, and
social class of both
students and teachers
have on the teaching
and learning process.

EVIDENCE: There has not been a school led training regarding the SEL or diversity of
students within our school. Counselors do offer Nearpod lessons during the twice
monthly advisement sessions but teachers have not had training on reaching students with
the diverse needs that are a reflection of our community. It is evident with conversations
with some teachers of the school that they may have had previous training on these
matters and are aware of the challenges that affect many of our students.

RECOMMENDATIONS: At least one of the monthly PLC meetings needs to address

the diversity of our school. When you understand where students are coming from you
can have a better opportunity meet them where they are and how to encourage their
personal and academic growth.