1. The document discusses a professional learning (PL) model used in Georgia that involves teachers attending workshops in the summer and receiving in-school support from teaching artists during the school year. 2. Evaluations of the workshops and in-school residencies showed positive teacher feedback, and focus groups revealed teachers saw improvements in student outcomes, curriculum, and their own learning. 3. Preliminary analysis of teacher videos after the program showed teachers enacting strategies learned, indicating their learning and potential for "adaptive expertise" in teaching.

1. Teacher Learning and Experiencing the Effect of Reform Initiatives Jacquelyn T. Gray Rebecca Brooke Bays Georgia State University

3. Process for PL Developmental Teaching Artist Model - Coach Quality of PL Activities Incorporating Guskey Model Indicators Quality of Teacher Learning System, school, community, and families involvement Positive Student Outcomes Content of PL Context for Professional Learning (PL) Georgia Wolf Trap Visual Logic Model for Professional Learning (PL)

6. Quality of PL Activities Teachers’ and Teaching Artists’ evaluations of Professional Learning Activities Workshop Evaluation Surveys Wolf Trap in school Residency Surveys Video of Teaching Artists End of School Year Teacher Focus Groups

9. Video of Teaching Artists : A rating scale was developed to assess the quality of the Teaching Artists who were working with our target teachers. Two coders independently rated a mid residency Session (Time 1) and a late residency session (Time 2). Reliability was 88.7% agreement. Table 2 indicates that the difference noted At the mid-point of the residencies was not apparent by the latter part of the residencies. Table 2: Means and Standard Deviations for Wolf Trap Teaching Artists Residency Enactment Ratings 4.82 (.39) 4.47 (.51) * Teaching Artist B *p<.002 5.00 (.00) 4.94 (.24) Teaching Artist A Time 2 Time 1

16. System, school, community, and families involvement This is one area we would suggest needs to be evaluated for assessing the impact of our reform efforts as Guskey notes (2000). However, until funding agencies begin to value the importance of allowing fiscal support to do so, this area may continue to be under estimated in impact. We can say we have anecdotal evidence that school level support has been vital to our work and that has been initiated by our partner at the school system level.

17. Positive Student Outcomes Our colleagues, Ann Kruger, Audrey Ambrosino, and Lynda Kapsch present in this symposium reporting positive student outcomes in cognitive and social areas. It is our goal to ultimately analyze the PL factors that could help us account for the variance we see in student outcomes.

18. Process for PL Developmental Teaching Artist Model - Coach Quality of PL Activities Incorporating Guskey Model Indicators Quality of Teacher Learning System, school, community, and families involvement Positive Student Outcomes Content of PL Context for Professional Learning (PL) Georgia Wolf Trap Visual Logic Model for Professional Learning (PL)