Arts Education Think Tank

Proficiency in Arts Education

Housekeeping

http://ances.ncdpi.wikispaces.net/http://ances.ncdpi.wikispaces.net/Arts+Education+Think+Tank

AGENDA

• Introductions/Voices from the Field

• LinguaFolio/ArtsFolio

• Proficiency Placement Practices

• Evolving Roles

• Analysis of Student Work (MSLs)

• Future Directions of Think Tank

LinguaFolio/ArtsFolio

Michael Kimsal

Reflections• What are the implications for helping

students take ownership for their learning to achieve proficiency in arts education using a tool such as LinguaFolio?

• Think about how you might like to be involved with ArtsFolio work.

Placement Practices

What does it mean to be proficient?

“well advanced in an art, occupation, or branch of knowledge” http://www.merriam-webster.com/dictionary/proficient

– proficient, adept, skilled, skillful, expert mean having great knowledge and experience in a trade or profession

Proficiency

• implies a thorough competence derived from training and practice

• implies knowledge as well as technical skill

PBTL in Arts Education• Research

• Chart

• Resources

High School Proficiency Levels

Beginning Intermediate Proficient* Advanced*

Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).

Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level.

Standards are for students who have achieved intermediate level standards in the discipline at the high school level.

Standards are for students who have achieved proficient level standards in the discipline at the high school level.

Suggested Student Profile• Upon entry to high school level study, it is

suggested that each student be assessed via a student profile

• This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.

Suggested Student Profile

• The profile documents: – arts education and student academic

performance in any of the four arts education disciplines at the K-8 levels,

– arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).

Student Placement

• Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework.

• Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.

Student Placement Practices• student profile

– previous and continuing arts education (in and out of school experiences)

• checklists (standards-based)

• pre-requisites

– (completion/mastery of previous level standards)

• other criteria

– (auditions, products, portfolio, etc.)

Recommendations

• What models or practices do we want to recommend?

• Think about how you would like to be involved in Proficiency Placement Practices support.

Future Directions

Vision for Sustainability• Areas of Concentration

• Expansion

• Pilots

• Professional Development

Teacher Effectiveness

Helga Fasciano

Teacher Effectiveness and Support for Growth

Using meaningful

evaluation to

increase

effectiveness of

teachers and

leaders

OverviewRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲The central focus of READY is improving student learning ...

by enabling and ensuringgreat teaching.

What is our goal?Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

Student ReadinessAchievement and growth for all students

Great Teachers and LeadersAn effective teacher in every classroom and leader in every school

Before Teaching and LeadingDevelop effective teachers and leaders in preparation programs

▲

During Teaching and LeadingUse meaningful evaluation and professional development to increase effectiveness of teachers and leaders

▲

This research suggests:

• Multiple measures are important.• Including student growth improves

objectivity of evaluation.

Measures of Effective TeachingRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

Standards 6 & 8 – The BasicsRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

Principals (and other Administrators)

8Strategic Leadership1 65432 7Instructional

LeadershipCultural

LeadershipHuman

Resource Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

Strategic Leadership

Growth ModelRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

Teachers

Principals

6Contribute to Academic

Success

Academic Achievement

Leadership8Academic Achievement

Leadership

Standards 6 and 8 are measures of

Growth

Growth ModelRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

We will use

Educator Value-Added Assessment System

EVAAS

for standards 6 & 8 when possible

Teachers

Principals

6Contribute to Academic

Success

Academic Achievement

Leadership8Academic Achievement

Leadership

Teacher Ratings CategoriesRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

5 Rating CategoriesNot Demonstrated

DevelopingProficient

AccomplishedDistinguished

3 Rating CategoriesDoes Not Meet Expected Growth

Meets Expected Growth Exceeds Expected Growth

Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

Ratings Status• Teachers

6 separate ratings to help teachers grow each year

• Principals8 separate ratings to help principals grow each year

• A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8

• Categories for Status1. In Need of Improvement

2. Effective

3. Highly Effective

Status and Standard 6 & 8 Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

• An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8

• A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status

Teacher StatusRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

In Need of Improvement Effective Highly

Effective

Standards 1-5In the year

Standard 6Three-year rolling average

6 6 62 years ago

1 year ago

Thisyear+ + /3))

1 5432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Any rating lower than proficient

And/Or

Does Not Meet

Expected Growth

Proficient or Higher

on Standards1-5

And

Meets or Exceeds Expected Growth

Accomplishedor Higher

on Standards1-5

And

Exceeds Expected Growth

Growth Data for World Language Teachers ▲

MSLsCourses

Focused on Performance

Locally Developed Courses

A B C D

•

• Guidance from DPI by 2013- 2014 on appropriate methods to gather and analyze evidence of student learning.

• School administrators will examine evidence of student work in order to determine the teachers' 6th standard rating.

EOCs,EOGs and VoCATS

Four Buckets of Assessments for GrowthRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

▲

MSLsCourses

Focused on Performance

Locally Developed Courses

A B C D

• Assessment Common Across Districts

• Growth using EVAAS

• Guidance from DPI with local implementation options

• Growth determined by evaluator

EOCs,EOGs and VoCATS

Next StepsGoogle Form

Closing

NCDPI Arts EducationHelga Fasciano

Section Chief, K-12 Programs

Christie Lynch EbertArts Education Consultant (Dance and Music)

and Liaison to the A+ Schools Programchristie.lynchebert@dpi.nc.gov

919-807-3856

Slater MappArts Education Consultant

(Theatre Arts and Visual Arts)slater.mapp@dpi.nc.gov

919.807-3758

“The digital tools used during the course of this training have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”