ARTS AND HUMANITIES: AREA OF PROFESSIONAL LEARNING
Demonstrator 1. Opportunity
Professional learning opportunities are planned according to the Standards for Professional Learning and with the teachers’ learning needs in
mind in response to data available about current teacher practice and student learning In the context of the components and indicators of
effectiveness in The Framework for Teaching.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers develop, implement and assess relevant and purposeful professional growth plans (PGPs) in response to the teacher selfreflection about current practice and student learning?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
There are no teachers’ Professional
Growth Plans (PGPs) in place.
Needs Improvement
PGPs are developed, but do not
reflect individual teacher need (s).
Proficient
PGP implementation results in
change in current practice and
supports appropriate instruction.
Distinguished
Ongoing assessment of the
implementation of the PGP results in
necessary adjustments that result in
increased teacher effectiveness and
student learning.
Evidence: CSIP (found in every teacher’s handbook), Individual Professional Growth Plans each teacher has, Planning Time (school
schedule found in front office), PLC minutes available in Ms. Becker’s room.
Rationale: All arts and humanities teachers identify their own needed areas of professional development based on the PGP in the arts and
humanities, this is then incorporated into the CSIP.
Next Steps: Revision to the CSIP to include a link to professional development in the area of Arts and Humanities.
Demonstrator 1. Opportunity
Professional learning opportunities are planned according to the Standards for Professional Learning and with the teachers’ learning needs in
mind in response to data available about current teacher practice and student learning In the context of the components and indicators of
effectiveness in The Framework for Teaching.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school support teachers’ pursuit of professional learning opportunities focused on research/evidence based best practices and
based on teacher Professional Growth Plans, school and student data?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
There is no evidence to support
opportunities based on data.
Needs Improvement
Professional learning opportunities
are limited, do not focus on
research/evidence based practices
that support teacher PGPs.
Proficient
Distinguished
Professional learning opportunities
incorporate the Standards for
Professional Learning, focus on
research/evidence based practices are
planned, implemented and evaluated
based on teacher Professional
Growth Plans (PGPs) and school and
student data.
Professional learning supports
individual learning focus (PGP),
fosters team collaboration for school
improvement and benefits from
alignment and coordination with
school, district, regional, and state
improvement goals for more
systemic professional learning
experiences.
Evidence: CSIP (found in every teacher’s handbook), Individual Professional Growth Plans each teacher has, Planning Time (school
schedule found in front office), PLC minutes available in Ms. England’s room.
Rationale: All arts and humanities teachers identify their own needed areas of professional development based on the PGP in the arts and
humanities, this is then incorporated into the CSIP. These professional development opportunities are based on research based practices
and student data and are also job embedded.
Next Steps: Encourage participation in at least one workshop or professional development in their content area.
Demonstrator 1. Opportunity
Professional learning opportunities are planned according to the Standards for Professional Learning and with the teachers’ learning needs in
mind in response to data available about current teacher practice and student learning In the context of the components and indicators of
effectiveness in The Framework for Teaching.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school ensure that job embedded professional learning opportunities (teacher learning that is grounded in day-to-day teaching
practice and is designed to enhance teachers’ content-specific instructional practices with the intent of improving student learning; is school or classroom
based and integrated in the workday) are available?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
The school does not provide access
to job embedded professional
learning opportunities to teachers.
Needs Improvement
The school provides limited access
to job embedded professional
learning opportunities to only a few
teachers.
Proficient
Distinguished
The school offers job embedded
professional learning opportunities
that are integrated in the work day to
all teachers.
The school provides a variety of job
embedded professional learning
opportunities (tailored to meet
teachers’ individual needs) all
teachers.
Evidence: CSIP (found in every teacher’s handbook), Individual Professional Growth Plans each teacher has, Planning Time (school
schedule found in front office), PLC minutes available in Ms. Becker’s room.
Rationale: All arts and humanities teachers identify their own needed areas of professional development based on the PGP in the arts and
humanities, this is then incorporated into the CSIP. These professional development opportunities are based on research based practices
and student data and are also job embedded.
Next Steps: The Arts and Humanities teachers will continue to meet to analyze students’ needs.
Demonstrator 1. Opportunity
Professional learning opportunities are planned according to the Standards for Professional Learning and with the teachers’ learning needs in
mind in response to data available about current teacher practice and student learning In the context of the components and indicators of
effectiveness in The Framework for Teaching.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school provide opportunities and allocate time for teachers to collaborate and exchange ideas?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
The school does not provide
opportunities or allocate time for
teachers to collaborate with each
other.
Needs Improvement
The school provides limited
opportunities, but does encourage
collaboration for teachers; however,
no time is allocated for collaboration
to occur.
Proficient
The school provides opportunities
and allocates time for teachers to
collaborate and exchange ideas.
Distinguished
The school provides a variety of
opportunities and allocates time for
teachers to collaborate and exchange
ideas, especially during the school
day, in professional learning
communities and through
professional learning opportunities.
Evidence: CSIP (found in every teacher’s handbook), Individual Professional Growth Plans each teacher has, Planning Time (school
schedule found in front office), PLC minutes available in Ms. Becker’s room.
Rationale: All arts and humanities teachers identify their own needed areas of professional development based on the PGP in the arts and
humanities, this is then incorporated into the CSIP. These professional development opportunities are based on research based practices
and student data and are also job embedded. Each of the arts and humanities teachers also meets during common planning time with
other members of their team.
Next Steps: We recommend that the master schedule continues to allow the Arts and Humanities teachers time to collaborate with
academic core teachers.
Demonstrator 2. Participation
Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers participate and implement content-specific professional learning based on school, student and teacher data?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Teachers do not participate in
content-specific professional learning
opportunities based on analysis of
school and student data.
Needs Improvement
Teachers participate in contentspecific professional learning
opportunities based on analysis of
school and student data; but there is
no evidence of implementation or a
change in practice as a result of the
professional learning.
Proficient
Distinguished
Implementation of content-specific
professional learning based on
school, student and teacher data
results in change in current practice
and supports appropriate instruction.
Teachers consistently participate in
on-going content-specific
professional learning opportunities
based on analysis of school and
student data. Necessary adjustment
to the professional learning result in
increased teacher effectiveness and
student learning.
Evidence: Lesson Plans, Professional Growth Plans, Certificates for Professional Organizations. All of which are available in the teacher’s classrooms.
PLC minutes are available in Mrs. Becker’s room.
Rationale: Arts and Humanities actively participate in art related professional development to address issues related to instructional practices.
Next Steps: Arts and Humanities continue to participate in art related professional development and take a leadership role in professional learning
communities.
Demonstrator 2. Participation
Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers participate in professional learning communities addressing issues related to instructional practices, data analysis and increased
student learning?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Teachers are not members of
professional learning communities.
Needs Improvement
Proficient
Distinguished
Teachers are members of
professional learning communities
but do not actively participate to
address issues related to instructional
practices, data analysis and
improving student achievement.
Teachers are members of
professional learning communities
within the school/district and
participate actively to address issues
related to instructional practices,
data analysis and increased student
learning.
Teachers are members and leaders
within their professional learning
organizations, actively participate to
address issues related to instructional
practices, data analysis and
improving student achievement, and
as a result contribute to school and
community life.
Evidence: Certificates for Professional Organizations
Rationale: Some Arts and Humanities teachers are members of professional organizations based on their area of education, including but not limited
to- KMEA, ASTA, KAEA, NAEA, NAFME, and ACDA.
Next Steps: All Arts and Humanities teachers should be members of professional organizations.
Demonstrator 2. Participation
Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent are teachers participating members of professional organizations?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Teachers are not members of
professional organizations.
Needs Improvement
Teachers are members of
professional organizations but do not
participate in them.
Proficient
Teachers are members of
professional organizations and
actively participate in them.
Distinguished
Teachers are members and leaders
within their professional learning
organizations, actively participate in
them and as a result contribute to
school and community life.
Evidence: Certificates for Professional Organizations
Rationale: Some Arts and Humanities teachers are members of professional organizations based on their area of education, including but not limited
to- KMEA, ASTA, KAEA, NAEA, AND NAFME.
Next Steps: All Arts and Humanities teachers should be members of professional organizations.
Demonstrator 2. Participation
Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers have contact and collaborate with community, business and postsecondary partners?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Teachers have no contact with
external partners.
Needs Improvement
Teachers have limited contact with
external partners.
Proficient
Distinguished
Teachers have contact and
collaborate with external partners
(community, business and
postsecondary) through advisory
committees, work exchange
programs and/or community groups.
Teachers contact and collaborate
consistently with external partners
(community, business and
postsecondary) through advisory
committees, work exchange
programs and/or community groups.
Opportunities within the school
schedule are provided for this
collaboration, with a stipend or
professional development credit, for
engagement in such practices.
Evidence: field trips to WKU, WKU faculty school visits (lesson plans and pictures), programs, receipts for donations
Rationale: Visual arts and music (orchestra, choir, and band) all take multiple field trips to WKU. Professors and faculty from WKU make school visits,
Collaborative community events with Glasgow musicale, Son Rhea foundation donates instruments to orchestra. Children’s day program
participation
Next Steps: Continue to work with community members to incorporate more community effort into the middle school.