Breitung Township School District
2015-2016
Sarah Western
High School Art
Instructional Goal(s): Measuring Student Growth
This year I would like to continue to explore and design effective and authentic ways to measure student growth in a studio based classroom setting.
Strategies/Activities:
Measure (Data Driven): How will the teacher specifically measure each goal? (i.e. pre/post tests, common assessments, unit/chapter tests, portfolio, etc.)
Classroom Management and Environment Goal(s) The student population in my classes is very diverse. Art pulls in students with a wide range of abilities, interests and motivation levels. It is a constant challenge to assess and address the individual needs of my students. My instructional goal this year is to plan for this differentiated instruction. I want to make sure that all students have opportunities to challenge themselves and work towards reaching their full potential. I will work toward this by:
After meeting the students where they are at, I see results in their completed projects. I take the time to get to know students which helps me gage how much or "how to" push them towards reaching their potential. Strategies/Activities: How will the teacher specifically implement the goals identified above?
Measuring results: I will ask students to write a short reflection after completing their respective unit projects as part of their assessment/rubric. Students will be asked to reflect on what they learned and the extent to which they challenged themselves. Because this goal relates to individual needs—individual responses seem like a realistic way to measure this goal. Professional Goal(s): I am working this year to further develop my Weebly website and Facebook page. Additions I would like to make are as follows: Strategies:
Assessment of Student Learning The goal as educators is to use multiple forms of assessment to determine student achievement and growth. The results of these assessments are then used to plan for individuals or groups of students. Suggestions for Assessment Artifacts Copies of Tests Rubrics for Scoring Work Graded Student Work Examples of Pre and Post Tests Pre-Tests used for goal setting/Post Tests Teacher-Made Tests Informative Assessment Examples Formative Assessment Examples Domain 4.2 Grading Practices Describe AND provide samples of how grading is consistent, meaningful, and how it clearly reflects student performance. For each major project I use a rubric for grading. I have students evaluate themselves, using the rubric when they finish their project. Sometimes I ask students to answer questions on the rubric, specific to the project, or I ask them reflective questions, requiring that they make note of successes and possible improvements in their work. I then grade their work, looking to see first how they assessed themselves and then I make my final assessment. Throughout the year I have weekly sketchbook assignments for my Art I, II, III and IV classes. These smaller assignments have a possible 10 or 15 points attached to them. These sketchbook assignments are graded primarily on effort and quality of work. Another form of assessment we do is an all-class critique. After each major project, we spend two to three days discussing individual work done by all class members for each particular unit. This is an opportunity for students to hear mostly how their piece was successful, but I also try to give each student some constructive take-home feedback that will assist them on future projects. This is also a great time for students to get feedback from their peers. The peer feedback is perhaps some of the feedback that they value the most! Routines, Procedures, and Expectations Examples of artifacts that can be provided to demonstrate classroom management, routines, procedures, and expectations: Schedule of Daily Routine Behavior Management Plan Class rules and regulations Team discipline plan Communication to parents about classroom routines Lesson Plans Syllabus Substitute Lesson Plans RAPPORT WITH PARENTS PARENT/GUARDIAN COMMUNICATION LOG-Domain 4.4 Required Documentation Communication Log Samples/Artifacts that can be provided in this section: Newsletters Emails Weekly Progress Reports Evidence of Parent Conference Letters to Parents Conference Logs Parent Information Documents Student Planner Notes Page from Web Site Please provide artifacts related to Domain 4.4 in this section of the portfolio, and describe how your artifacts support effective practices regarding RAPPORT WITH PARENTS – PARENT/GUARDIAN COMMUNICATION: Relevant Special Training Professional Development Log-Domain 4.8 (Reflective Practice: Professional Growth) Provide a Narrative of Implementation of New Practices Technology Integration-Domain Lesson(s) Incorporating Technology or How technology is used to enhance your position I use Pinterest all the time for lesson ideas and project inspiration. I have made many “boards” that relate to different media, classes and grade levels. I used the Pinterest for ideas as well as visual references for students. Students like the images and ideas from Pinterest a lot. I have several students who now “follow” me on Pinterest. I can also follow other art educators, which is one of the ways I come across interesting ideas. Introductions to classes. I started off the beginning of the year with a slideshow detailing rules and expectations. This made the necessary “day of rules” a little more interesting. I developed three new power-point slideshows to help introduce units in my classes. In a visual art class, the more visuals, the better. I think this helps get students excited about the upcoming unit. I had students email me their reference photos for various projects. This allowed them to do their own research/photo taking on their own mechanical devices. Students were encouraged to take and alter their own reference photos. We often used a free on-line photo-editing program called Pic Monkey. We used this program in my Photography class, and also used it quite a bit in my Art III/IV and a little bit in my Art II class. Students had the opportunity to start making artistic choices before they even started drawing/painting. iPAD for photos, videos and research/reference photos. Students who didn’t have their own device were able to use my iPAD in class. This was great because this way I could keep students off my computer. It is also a very convenient way to take photos of students at work and student work. Service to Students, School Building, District or Profession School/Community Contribution Log-Domain 4.7 Provide a Narrative of Contribution Please provide a narrative of how you accomplished the practice of Service to Students, School Building, District or Profession School/Community Contribution:
A lot of legwork is involved in getting the various college representatives to commit to joining us for the judging of the art show, the student portfolio reviews and the awards banquet. A lot of work is involved in getting the students fired up to complete and show their work. For each ASA luncheon, we have a local artist conduct a studio workshop with the student artists. Communicating with participating Colleges and Universities:
Student Growth and Assessment Data Measuring Student Growth: Student growth is the change in student achievement between two points in time. Data Source Definition Goal-Setting Teachers have a definite impact on student learning and academic performance. Depending on grade level, content area, and ability level, appropriate measures of student performance are identified to provide information on the learning gains of students. Performance measures include standardized test results, team common assessments, and classroom assessments as well as other pertinent data. Identifying Multiple Measures of Student Growth Measures of student growth must be based on “objective criteria,” but are not limited to state standardized tests (In fact, it would be impossible to measure student growth solely by standardized tests because not all teachers instruct in grade levels or content areas that are tested). Student growth should always be determined using multiple measures and it is often more accurate to measure the impact of the entire school or a team of teachers. Classroom assessments are generally a more valid measure of individual teacher impact than standardized tests, but may be less reliable because of human error and variation between evaluators. Possible Data Sources Pre and Post Tests, Charts of student Progress, Checklists of Mastery of Skills, DIBELS Assessments, Common Assessments related to subject area, AIMS Web, DAZE Assessment, MEAP, MME, MLPP, Student Performance/Project Based Assessments, Rubrics, Explore/Plan Test, ACT, etc. Student Growth and Assessment Data I came across an article from the Washington Post (by Valerie Strauss) that discusses the importance of the arts in an “increasingly right brained world”. I included a copy of the article, but here are the key points listed as the Top 10 skills children learn from the arts:
I find these results to be the most rewarding—far more so than a exquisitly shaded drawing, or a perfectly constructed sculpture. I do see some of these “top 10 skills” emerging in my classroom, but not necessarily in a way that I can chart or list. I did try to produce some visible measured results. Here’s how:
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Watercolor technique practice.
Final watercolor painting: Syd Smith
Watercolor painting: Josh Hayes
8" x 8" practice square. Students were asked to create a non-objective design that included a minimum of three layers of cardboard and at least one recessed layer. Students were also asked to consider texture in their design.
Cardboard sculpture: Lora Davis
Projects allow for diversity. Students are often able to pick subject matter and style, while still demonstrating an understanding of art elements and techniques.
Photos detail: Art I, Plaster Carving
Kingsford High School Art Facebook page link.
Sample rubric for 8th grade drawing unit:
Name_________________________________ Ink Drawing Art II 100 points 1. Student worked from an original reference photo/concept. 10 points 2. Student successfully mapped out composition using contour line. 10 points. 3. Student used a minimum of three different types of ink techniques/mark making. 15 points 4. Student successfully used mark-making techniques to create a range of value. 15 points 5. Student successfully used mark-making techniques to create a variety of textures. 15 points 6. Craftsmanship is excellent. 15 points 7. Daily effort and the extent to which student challenged themselves! 20 points Comments/Reflections on the project: Sample Art I sketchbook assignment:
Dry Brushed Sphere: In this exercise, students will experiment with the dry brushing technique. Trace around something circular. Paint the circle a flat color. Add highlights and shadows using the dry brush technique so that the circle begins to take on the illusion of a sphere. All class critique. We discuss student work: both compliments and constructive feedback are given during critique. This is a great time for peer-to-peer interaction and learning.
Sample PowerPoint: Pottery Class Introduction
Other PowerPoint slideshows/Class introductions:
Art Schedule 2016
Semester 2: 1st hour (8:00-8:55) Art I 2nd hour (9:00-9:55) Art III/IV 3rd hour (10:00-10:55) Pottery 4th hour (11:00-11:50) 8th Grade 5A (11:55-12:45) PREP 5B (12:45-1:15) Lunch 6th hour (1:15-2:05) Art I 7th hour (2:10-3:00) Art II Summer Class at Milwaukee Institute of Art and Design: Constructing Digital Photographs: 2 credits
Summer online class through Concordia University--Improve Literacy Instruction: 3 credits
After completing these classes I was able to obtain my Professional Teaching License (MI). Responsibilities:
Several students in various art classes helped to paint a floor decoration for the 2016 Prom. Field Trip with Pottery class to see a pottery demonstration by Kenyon Hansen, Finlandia ceramics instructor.
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