In a recent interview with Mr.

Chapple, the Principal at Indian Creek Middle School

(ICMS), I asked him several questions about the school and his vision. He is new to ICMS as of
the 22-23 school, along with the two assistant principals and there are 2 instructional coaches,
math, and literacy.
The Technology Vision Plan
The overall vision for the use of technology at ICMS is for teachers to use technology as
a resource to help students with their academics and for teachers to give students timely needed
feedback. To understand what type of technology the school has let me take a moment to explain
it to you. Since 2018-2019, ICMS has been working to become a one-to-one school. Currently,
all students are assigned a brand-new Google Chromebook, with a charger and carrying case for
use during school and to take home. Should students choose not to take a Chromebook home,
they have the ability to use one during the day, and the school has Wi-Fi access points for the
students to use their personal devices. All classrooms were updated with brand new moveable
Promethean Panels in the 2021-2022 school year, so the teachers can relocate them anywhere
they need in the classroom, and the school was recently updated with new cameras in the
building for security.
The school has a one stop login location for the students and staff, which is called
LaunchPad. This is where all of the apps the school uses for students. Each teacher and student
have their own email address, and the students end with @newtonstudents.org and teachers end
with @newton.k12.ga.us via Office 365, and both have access to a limited G-Suites and Office
365 online. Teachers have the choice on which program they want to use in the classroom. The
school also uses the Canvas Learning Management System (CLMS) for teachers to assign work
to students and students to submit their assignments, that integrate with Office 365, G-Suites,
FlipGrid, Book Creator and many more, using the technology as a tool and resource (Chapple,
2023). This is in line with the technology vision for ICMS as stated by the principal and as stated
in the school achievement plan and goals.
Professional Learning Needs & Types
As the needs of the school changed, professional learning changed. Teachers who were
more knowledgeable about certain items were asked to create PLs for others. This was basically
used in lesson planning, department meetings, or teachers just searching for information on their
own. Professional learning needs at ICMS are in a state of change. The needs are currently
identified through a combination of teacher feedback and data collection.
Professional learning is required at ICMS, and they are offered through PLC’s, peer
observation, coaching by the DLC and ILT, self-study, and is mostly a collaborative practice.
During this collaboration, the professional learning groups are based and driven by data to
improve student achievement.
They are related to the school wide plan because in order for the school to improve, we
need to know what the teacher knows or does not know. With this information, we can work to
help our teachers get the knowledge needed to teach students and to retain quality teachers. In
our plan, we are working to retain high quality teachers.
Technology Professional Learning
Many staff members are asking for help and are getting the help they need to do their job
in this new digital age. Teachers can ask for help with technology in one of two ways, the Digital
Learning Coach (DLC) and the Innovative Leader of Tomorrow (ILT). The DLC person is part of
the Instructional Technology Team at the county level and is provided one full day a week at the
school. They are able to set school wide PL days that meet with the vision plan of the school,
join PLC meetings, demonstrate new system wide technology, observe schoolwide technology
integration, and make recommendations to the administration about pl needs, and follow up after
a training session.
The ILT is a teacher in the building who demonstrates the use of instructional technology.
This person allows other teachers to observe their classroom, assists teachers with technology
integration, teaches students how to use technology, and is not afraid to experiment with new
technologies. As well, this person works with the DLC, administration, and the Instructional
Technology Team to continuously update and use technology in the school and assist with
technology professional development.
Alignment to School Improvement Goals
Professional learning is aligned to the school improvement goals in a way to help the students
improve. In order for the students to improve in their academics, the teachers need to have the
tools they need to teach the students and the teachers need to know how to properly use those
tools. The would-be different types of professional learning in the way of classroom
management, using technology, curriculum knowledge, and building rapport with the students.
Funding and Incentives
All professional learning is paid for at the district level, and the county budget estimates
over $9 million dollars for improvement of instructional services. For some items, the county
provides professional development for teachers and others are school level. Before preplanning
begins, the county has a technology day, Teach for Tomorrow, to demonstrate technology to new
and returning teachers. During this day, teachers from inside and outside of the county teach
others how to use technology in short 1-hour sessions. Teachers can choose to attend anyone
session and receive a small stipend for attending. During preplanning, the county also provides
professional learning for teachers in all areas. This professional learning is delivered by teachers
and district personnel that are specifically designed for all staff and is required. However,
professional learning at ICMS is mandatory and there are no incentives for it. Also, ICMS is
given a small budget for professional learning if a teacher wants to go somewhere.
School Diversity
Although the school improvement plan vaguely discusses the diversification of students,
it does not directly address any issues. In the plan, only the GMAS and IOWA scores and
behavior data are addressed. In the interview with Mr. Chapple, he states that the PL for
addressing the needs of special needs and different backgrounds is a PL that comes from the
county. However, this PL is generally given to the Sp.Ed teachers. The improvement plan does
address Tier 4 students being able to receive special education services, 504 services, and support
as needed.
Collaboration of Professional Learning Teams
The types of collaboration of schoolwide teams are mainly the PLC that ICMS has. The
school is working towards becoming a PLC school, and that will take some time. They are
related to the school improvement plan because it is collaborative work and is a district initiative.
Evaluation of professional learning
Professional learning is evaluated through teacher feedback. The school has people to
come in and talk with the teachers and give their feedback on what they need, how things are
going, what can be changed.
Roadmap for Change
Changes are in the works for ICMS, and Mr. Chapple has a roadmap that he has laid out.
However, at the moment, he needs to find the roadmap and share it with me. Until then, the
school improvement plan is the guiding factor for ICMS.

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: In the space below, provide detailed evidence supporting your rating
above –According to the School Improvement plan, page shows that the administration
and the school improvement team used data to determine areas to support with
technology and professional learning and the implementation of a professional learning
community. Spring IOWA & GMAS scores were used to help determine the needs. Page
79, Professional Learning section, shows the action steps to be taken in implementing
and improving professional learning in the building. However, there has not been a
survey made available to all teachers on their needs.

RECOMMENDATIONS: Offer larger stipends for teachers to stay after school hours to
take pl courses, require teachers to maintain pl logs and give bonuses to teachers.
Another option is to add full professional learning days to the school year, where
students can independently learn at home and allow teachers to spend a day getting the
professional development needed during normal work hours. The system calendar has a
minimum of 3 days for professional learning on half days. Use a larger variety of data to
determine the professional learning needs of teachers, not just student achievement
data. A professional learning needs assessment should be provided to all teachers.
Needs Assessment
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
foundational collaborate to collaborate to occasionally
practice, improve individual improve individual collaborate to
consistently and collective and collective improve individual
collaborate to performance (e.g., performance (e.g., and collective
support leadership construct construct performance (e.g.,
and personal knowledge, knowledge, construct
accountability and acquire skills, acquire skills, knowledge,
to enhance refine practice, refine practice, acquire skills,
individual and provide feedback). provide feedback). refine practice,
collective provide feedback).
performance (e.g.,
construct
knowledge,
acquire skills,
refine practice,
provide feedback).
Teachers conduct
action research
and assume
ownership of
professional
learning processes.

EVIDENCE: In the space below, provide detailed evidence supporting your rating
above –The school improvement plan pgs. 7-10 shows where the administration and
staff members met at the end of the 2022-2023 to create the school improvement plan
for the 23-24 school year. Also, Mr. Chapple stated in his interview that professional
learning is a collaborative process, and that PLC groups are data driven and based, and
teachers are surveyed to know what professional learning is needed. Staff members also
meet weekly for lesson planning and professional learning. Google Docs is used to share
lesson plans across the school, but the instructional coaches and admin focuses on the
core academic areas and not the connections/elective classes. However, these classes are
still required to meet regardless of support.

RECOMMENDATIONS: Continue to improve the professional learning for staff

members. Create a location where staff members can return to for follow up learning
on their own, or refresher needs. Include connections/elective courses in professional
learning needs for the school.

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 – The school improvement plan pg. 3 shows the areas of support needed for
professional learning. Pg. 79 demonstrates the action steps to be taken by the school
when it comes to professional learning. Pg. 107 shows the research-based strategies used
to help determine interventions for professional learning, and the implementation plan.

RECOMMENDATIONS: The improvement plan shows the steps to be taken, and when
the measurement dates. When this occurs, disaggregate this information to all staff
members, and stakeholders in an easy-to-read document, or create a readable map
outlining the overall plan for the school.
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 job- learning that learning events
engages embedded, which makes use of more that are
collaborative includes multiple than one learning informational and
teams in a variety designs (e.g., design to address mostly large-group
of appropriate collaborative lesson their identified presentation
learning designs study, analysis of needs. designs.
(e.g., collaborative student work,
lesson study, problem-solving
analysis of student sessions,
work, problem curriculum
solving sessions, development,
curriculum coursework, action
development, research, classroom
coursework, action observations,
research, online networks) to
classroom support their
observations, various learning
online networks). needs. Professional
Professional learning includes
learning includes follow-up with
extensive follow-up feedback and
with descriptive coaching.
feedback and
coaching.

EVIDENCE: In the space below, provide detailed evidence supporting your rating
above – The interview with Mr. Chapple states that professional learning is a
combination of PLC’s coaching and peer observations. Also, a search of the school
webpage shows videos to assist teachers with technology needs and the county has a
YouTube and Canvas page for self-study professional learning. The instructional
coaches are also utilized according to the school improvement plan pg. 79, to deliver
professional learning that is data driven.

RECOMMENDATIONS: Continue using the school improvement plan to guide the

steps for professional learning. Look to create a school level professional learning digital
archive to help new and returning teachers. Consider a needs assessment for teachers,
and PL’s outside of normal operation.

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: In the space below, provide detailed evidence supporting your rating
above –The DLC and ILT members to assist with Instructional Technology at the school
level, the county providing the funding for professional learning during pre-planning,
and before school starts, and adding professional learning days to the school calendar,
along with a small stipend for non-workdays. Instructional coaches utilized to facilitate
professional learning for data driven instructional practices.

RECOMMENDATIONS: Technology training is needed by all teachers before school

starts and throughout the school year. Create summer PLCs for teachers, weekend
PLCs, have ILT and DLC work together before school starts to help with technology
integration and updated self-study learning for teachers.
Consider: Student Needs Survey, Parent Needs Survey, Teacher Needs survey
Weilawke School District Technology Plan

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: In the space below, provide detailed evidence supporting your rating
above – The school improvement plan, page 107 shows when official monitoring will
take place, 3 times a year.

RECOMMENDATIONS: More evaluation dates of professional impact on students, to

allow changes to take place more frequently, and to make smaller changes at a time.

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 practices Classroom Classroom

(e.g., considering of most teachers practices of some practices reflect
interests,
reflect skill in little or no evidence
backgrounds, teachers reflect
strengths, and
communicating high of teachers’
evidence of
preferences to provide expectations for training in
teachers’ training
meaningful, relevant each student and understanding the
in understanding
lessons and assess adjusting classroom impact that
student progress, the impact that
activities to meet attitudes regarding
 differentiating student needs. attitudes regarding race, disabilities,
instruction, and Respect for race, disabilities, background,
nurturing student
students’ cultures background, culture, high
capacity for self-
management) of all
and life experiences culture, high expectations, and
teachers reflect an is evident through expectations, and social class of both
emotionally and the emotionally and social class of both students and
physically safe physically safe students and teachers have on
environment where learning teachers have on
respect and
the teaching and
environment where the teaching and learning process.
appreciation for a
students of diverse learning process.
diverse population is
evident. There are backgrounds and
high achievement experiences are
expectations for all taught the school
students and teachers. code of conduct
The principal and (customs) to help
other leaders provide them be successful
professional learning
in the school
for teachers lacking
understanding of the context.
impact that attitudes
regarding race,
disabilities,
background, culture,
high expectations, and
social class of both
students and teachers
have on the teaching
and learning process.

EVIDENCE: In the space below, provide detailed evidence supporting your rating
above – The school system provides yearly mandated PL on ethics, diversity, safety, and
other items for all staff. These trainings occur in video format, in person training, and
paper documents (Employee Manual). Training is funded by the district during the
school year, and staff members are given time during pre-planning to attend the
training and watch the videos. The school improvement plan lays the foundation for
how teacher training will take place at the school, what methods of training the school
will use, and when it will be evaluated. Should a teacher need additional support, the
school uses the BEST Teacher program for new teachers, Instructional Coachers for
observation and feedback to existing teachers. The school also employs Social Emotional
Learning (SEL) for students during the school day, and these are led by teachers.
Community members are utilized to help teachers with students by building stakeholder
relationships. However, this only addresses the broad topic of diversity, and not the
special interests’ groups.

RECOMMENDATIONS: Have students communicate in various ways the effects of

SEL, professional learning for teachers on how to read IEP’s and discuss what they do
not understand or know without the fear of ridicule, have Sp.Ed and ELL teachers
observe/teach in non-co-teach classes (connections) and new teacher classrooms to assist
with diversity.