Current Reality and GSAPS for Sixes Elementary

Clint Parker
Kennesaw State University
Current Reality and GSAPS for Sixes Elementary 1

Vision:

Sixes Elementary is a K-5 Elementary school located in Canton, GA. It was built in 1992 and is

attended by students who live within the community. The attendance lines are maintained by

Cherokee County school district and students can be cross attendance lines who have Cherokee

county employees and who qualify for the Autism Unit and Sixes also housed the Deaf and Hard

of Hearing Unit for the area. Sixes Elementary classrooms are outfitted with Promethean Boards,

and projectors for students to be able to interact with lessons for their learning. The students also

have access to Chromebooks in their classroom. The school is not quite one to one, but teachers

do distribute with different grouping strategies. This is consistent with the mission statement for

the school which states, “Sixes Elementary School will provide a safe, creative environment

characterized by trust, respect and academic excellence. All students will be provided with the

knowledge, attitudes, and life skills to help them grow into self-sufficient, responsible citizens

and life-long learners. A partnership of students, family, faculty and community will work

together to achieve this goal.”

Needs Assessment:

Sixes Elementary is a school that use data to drive the needs of the school. If teachers think of a

way that they can increase the data of their student performance they can reach out to the

administration and sign up for professional development. Administration at Sixes is always

asking teachers what they can do to help and professional development is one of those ways. If

administration sees bigger need they may send a teacher to a PD and then have them redeliver

what was presented.

Current Reality and GSAPS for Sixes Elementary 2

Students needs are based of weekly data that teachers collect, Milestones, and summative

testing at the end of every week. Students will be grouped by teachers to allow different

strategies to be presented for more targeted learning. Goals are also used to help students see

where they want to get to by the end of the year.

Professional Learning:

Professional Learning at Sixes Elementary is mostly county driven. Teachers are asked to attend

different PL through teacher workdays or even for days for different subjects. Teachers also can

attend different asynchronous sessions that allows the teacher to learn the different content when

they are ready. Different types of content can include, I-Ready content, Mystery Science, or RAZ

Kids. These are just a few of the types of professional learning that teachers can attend while

working at Sixes.

One of the biggest professional learning aspects happens weekly as well. Teachers are required

to work in PLC’s. Teachers come together with the Instructional Lead Teacher and see what gaps

and learning needs to happen for different post and pretest. Teachers sit with content teacher in

grade levels and subject content and look at the data that students have created. This allows the

teachers to look at the data and allow the students to truly drive learning and allows teachers

blocked time to look at how much students are really understanding.

Lastly, in reference to technology, Sixes Elementary shares a Technology Coach that is helpful

to any teacher who needs professional development with anything technology. The coach is there

to help with any Microsoft question, Canvas questions, or even a google question the

Technology Coach is only an email away.

Current Reality and GSAPS for Sixes Elementary 3

School Improvement Goals:

Sixes Elementary has stated in their School Improvement Plan for the 2021 – 2022 school year

that they are wanting to increase their students from proficient learners to distinguished learners

by three percent in both Language Arts and Math. Sixes Elementary \also has stated that they

would like to decrease the number of students who school at beginning or developing learner by

three percent. The elementary school will do this by using their PLCs to target different groups

and create groups for small group learning. Teachers will use data to drive their instructions to

make sure they are doing their best to meet the school improvement plan.

Funding and Incentives:

Professional learning for teachers at Sixes Elementary is funded by the district. The Cherokee

County District budget is made up of about 214 million dollars of state funding, 254 million

dollars of local funding, and 24 million dollars federal funding. Teachers who find different

professional learning classes that interest them just must seek approval from the appropriate

sources. Most teachers go through their administration. Teachers may also ask for money from

the school’s Parent Teacher Organization (PTO). Teachers must write a small grant and may

receive the funds needed asked for in the grant. According to the Cherokee County District

website with a budget of 23 million dollars is for the pupil fund and this is where the allocated

money is for teachers professional learning comes from.

Diversity:

Teachers at Sixes Elementary school are focused on making the classroom work for all learners.

Teachers collaborate and make sure that classes which are diversified are getting great
Current Reality and GSAPS for Sixes Elementary 4

instruction as well. Teachers use breakdowns of classroom demographics to make sure that they

reach all the learners. Teachers with 504 students or Individualized Education Plan (IEP or

Tier4) students are part of the targeted groups as stated in the schools improvement plan.

Collaboration:

Teachers’ collaboration is a huge part of allowing a school to reach their goals, and Sixes

Elementary is no different. Teachers are required to meet weekly on their progress for each unit.

Teachers look at data from the pretest and mid unit formative assessments to see what needs to

change and get those targeted groups as mention in the school’s improvement plan. Teachers

collect data and compare to the grade level to see how to better instruction.
Current Reality and GSAPS for Sixes Elementary 5

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 learning Professional learning Professional Professional

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

EVIDENCE:  Professional Learning needs are identified by teachers needs, county

necessity and what teachers are interested in improving in their classroom. Teachers
and admin look at different scores like Georgia Milestones data and pre and post test
data to see what needs can be filled.

RECOMMENDATIONS: I would recommend that teachers use different resources to

look for possible PD to improve their craft in the classroom. Examples would be North
Georgia RESA.
Current Reality and GSAPS for Sixes Elementary 6

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 and Administrators and Administrators and Administrators and

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

EVIDENCE:  Admin provide time for teachers during planning to collaborate with
grade levels. Teachers can work with Tech Coach if needed individual PD on specific
programs. ( Canvas, Office 365, Ect.)

RECOMMENDATIONS: Admin could ask teachers what other outside PD they would
like.

Professional Learning Standard 3: Defines expectations for implementing professional

learning
Current Reality and GSAPS for Sixes Elementary 7

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 for define expectations define expectations define expectations
the implementation of for the for the for the
professional learning, implementation of implementation of implementation of
including details professional professional professional
regarding the stages of learning. learning. learning.
implementation and
how monitoring will
occur as
implementation
progresses.

EVIDENCE:  Teachers often have to discuss what was learned or even present to their
grade level what was learned at the PD. Teachers who go to outside PD to make sure
that what was presented can be used throughout the school.

RECOMMENDATIONS: Teachers can create a presentation for other teachers and share
out to get the most out of the PD. Teachers would learn and then represent to other
teachers to show understanding of development.

Professional Learning Standard 4: Uses multiple professional learning designs to

support the various learning needs of the staff
Current Reality and GSAPS for Sixes Elementary 8

Level 4 Level 3 Level 2 Level 1

  Exemplary   Operational   Emerging   Not Evident

Staff members actively Staff members actively Some staff Staff members
participate in job- participate in members are receive single,
embedded professional professional learning, engaged in stand-alone
learning that engages most of which is job- professional professional
collaborative teams in embedded, which learning that learning events
a variety of includes multiple makes use of that are
appropriate learning designs (e.g., more than one informational
designs (e.g., collaborative lesson learning design and mostly large-
collaborative lesson study, analysis of to address their group
study, analysis of student work, identified needs. presentation
student work, problem problem-solving   designs.
solving sessions, sessions, curriculum  
curriculum development,
development, coursework, action
coursework, action research, classroom
research, classroom observations, online
observations, online networks) to support
networks). Professional their various learning
learning includes needs. Professional
extensive follow-up learning includes
with descriptive follow-up with
feedback and coaching. feedback and coaching.
   

EVIDENCE:  Outside of PLCs every week teacher can go to county workdays which are
all pretty much the same.

RECOMMENDATIONS: Ask that the staff go to at least one outside PD presented by an

outside source. Examples: ITEC/GAETC tech conference, or NGRESA.

Professional Learning Standard 5: Allocates resources and establishes systems to

support and sustain effective professional learning
Current Reality and GSAPS for Sixes Elementary 9

Level 4 Level 3 Level 2 Level 1

  Exemplary   Operational   Emerging   Not Evident

Extensive resources (e.g., Adequate resources Some Few, if any,

substitute teachers, (e.g., substitute resources and resources and
materials, handouts, tools, teachers, materials, systems are systems are
stipends, facilitators, handouts, tools, allocated to provided to
technology) and systems stipends, facilitators, support and support and
(e.g., conducive schedules, technology) and sustain sustain
adequate collaborative systems (e.g., conducive professional professional
time, model classrooms) schedules, adequate learning. learning.
are allocated to support collaborative time,    
and sustain effective model classrooms) are
professional learning. in place to support and
Opportunities to practice sustain professional
skills, receive follow-up, learning.
feedback, and coaching  
are provided to support
the effectiveness of
professional learning.
 

EVIDENCE:  Teachers can ask for different PD if needed. Depending on budget teachers
may or may not be allowed to go.

RECOMMENDATIONS: Have teachers present different proposals to get grants to go to

different PD sessions. Or ask to have a fundraiser like a fall festival to have money
raised for teacher PD.

Professional Learning Standard 6: Monitors and evaluates the impact of professional

learning on staff practices and student learning
Current Reality and GSAPS for Sixes Elementary 10

Level 4 Level 3 Level 2 Level 1

  Exemplary   Operational   Emerging   Not Evident

Monitoring and Monitoring and Monitoring and Monitoring and

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

EVIDENCE:  Teacher do reflect on how their different PD impacts student learning and
allowing to improve teaching. Teachers also discuss with Admin/ Teacher leaders
what was learned.

RECOMMENDATIONS: Have teachers write a reflection a few weeks after PD to see if

items are still being implemented in the classroom.

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.
Current Reality and GSAPS for Sixes Elementary 11

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

RECOMMENDATIONS: Sixes can look to improve at a local level and also a state and
Current Reality and GSAPS for Sixes Elementary 12

national level as well. We as teachers should use the PD to improve all the scores and
other data in the school to show what our amazing kids can do!!!