Arts Education Think Tank

1. Proficiency in Arts Education Arts Education Think Tank

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

3. AGENDA • Introductions/Voices from the Field • LinguaFolio/ArtsFolio • Proficiency Placement Practices • Evolving Roles • Analysis of Student Work (MSLs) • Future Directions of Think Tank

4. LinguaFolio/ArtsFolioMichael Kimsal

5. 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.

6. Placement Practices

7. 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, expertmean having great knowledge and experience in a trade or profession

8. Proficiency • implies a thorough competence derived from training and practice • implies knowledge as well as technical skill

9. PBTL in Arts Education • Research • Chart • Resources

10. High School Proficiency Levels

11. 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.

12. 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.).

13. 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.

14. 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.)

15. Recommendations • What models or practices do we want to recommend? • Think about how you would like to be involved in Proficiency Placement Practices support.

16. Future Directions

17. Vision for Sustainability • Areas of Concentration • Expansion • Pilots • Professional Development

18. Teacher EffectivenessHelga Fasciano

19. Teacher Effectiveness and Support for Growth Using meaningful evaluation to increase effectiveness of teachers and leaders

20. OverviewRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ The central focus of READY is improving student learning ... by enabling and ensuringgreat teaching.

21. What is our goal?Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Before Teaching and Leading Develop effective teachers and leaders in preparation programs Great Teachers and LeadersAn effective teacher in every classroom and leader in every school Student Readiness Achievement and growth for all students During Teaching and Leading Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders

22. Measures of Effective TeachingRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ This research suggests: • Multiple measures are important. • Including student growth improves objectivity of evaluation.

23. Standards 6 & 8 – The BasicsRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ • Teachers 1 2 3 4 5 6 Contribute to Academic Success Demonstrate Leadership Establish Environment KnowContent Facilitate Learning Reflect on Practice • Principals (and other Administrators) 8 1 2 3 4 5 6 7 Human Resource Leadership External Development Leadership Micro-politicalLeadership Academic Achievement Leadership Strategic Leadership InstructionalLeadership Cultural Leadership ManagerialLeadership Strategic Leadership

24. Growth ModelRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Standards 6 and 8 are measures of Growth • Teachers 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership

25. Growth ModelRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ We will useEducator Value-Added Assessment System EVAASfor standards 6 & 8 when possible • Teachers 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership

26. Teacher Ratings CategoriesRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ • Teachers 1 2 3 4 5 6 Contribute to Academic Success Demonstrate Leadership Establish Environment KnowContent Facilitate Learning Reflect on Practice • 5 Rating Categories • 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

27. Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ • Teachers6 separate ratings to help teachers grow each year • Principals8 separate ratings to help principals grow each year Ratings Status • 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 Status In Need of Improvement Effective Highly Effective

28. 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

29. Teacher Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ 1 2 3 4 5 Establish Environment KnowContent Facilitate Learning Demonstrate Leadership Reflect on Practice Standards 1-5In the year Proficient or Higher on Standards1-5 Any rating lower than proficient Accomplishedor Higher on Standards1-5 And/Or And And Standard 6Three-year rolling average Does Not Meet Expected Growth Meets or Exceeds Expected Growth Exceeds Expected Growth ) / 3 ) 6 6 6 + + 2 years ago 1 year ago Thisyear

30. Growth Data for World Language Teachers ▲ B A C D Courses Focused on Performance Locally Developed Courses MSLs EOCs,EOGs and VoCATS • 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.

31. Four Buckets of Assessments for GrowthRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ • Assessment Common Across Districts • Growth using EVAAS A B C D Courses Focused on Performance Locally Developed Courses MSLs EOCs,EOGs and VoCATS • Guidance from DPI with local implementation options • Growth determined by evaluator

32. Next StepsGoogle FormClosing

33. NCDPI Arts Education Helga Fasciano Section Chief, K-12 Programs Christie Lynch Ebert Arts Education Consultant (Dance and Music) and Liaison to the A+ Schools Program christie.lynchebert@dpi.nc.gov 919-807-3856 Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) slater.mapp@dpi.nc.gov 919.807-3758

34. “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.”