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Cps dae for iaea nov 2011 (shared)

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Keynote presentation from Mario Rossero at the Illinois Art Education's 2012 Fall Conference.

Keynote presentation from Mario Rossero at the Illinois Art Education's 2012 Fall Conference.

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Cps dae for iaea nov 2011 (shared) Cps dae for iaea nov 2011 (shared) Presentation Transcript

  • Chicago Public Schools Department of Arts Education Mario Rossero, DirectorIAEA Presentation: Assessment and Evaluation in the Visual Arts November 3, 2012
  • Assessment and Telling the True Story of Arts Learning Agenda • Welcome & Introduction • Context: • 1-Strategy: The CPS Arts Education Plan • 2-Educational Shifts: Assessment and Teacher Evaluation • 3-Advocacy: Better informing decision-makers and stakeholders • Inquiry Question: • Given the changing context of arts education, how can we collect data on arts learning and arts outcomes in the most relevant and elegant way in order to activate positive change, sustain and grow arts programming, and gain greater understanding and buy-in from all stakeholders? • Questions and Closing.
  • Strategy: The CPS Arts Education PlanPart 1
  • Chicago Cultural Plan Recommendations
  • Every student, every art form, every grade, every school CPS Arts Education Plan Goals Create district-level policies that support the arts in every child’s PreK-12 District Arts Policy education experience and create conditions throughout the district that utilize the arts to support student success Arts Curriculum, Ensure district arts curriculum, instruction, and assessment is consistent, Instruction, and supports arts learning pathways from PreK-12 and utilizes both direct arts Assessment instruction and arts integration strategies Provides relevant professional development for all stakeholders to buildCapacity Building their capacity for improving student learning in and through the arts; develop strategies to address the district’s challenges to arts education. Facilitate and support strategic partnerships and collaborations in the arts, built Partnership upon quality indicators, to enhance student learning at all levels and celebrate and honor student voice, culture, and traditions. Build sustainable system infrastructure to track, analyze, and disseminateData-Driven Decisions standardized data on arts instruction and programming. Ensure adequate and sustainable Arts Education funding is equitably distributed across the district and additional funds are available to support arts innovation and school action plans
  • Goal 5: Data-Driven Decisions This does not necessarily mean a standardized test in the arts
  • 5E-Create an assessment system that qualitatively and quantitatively captures,measures, and communicates arts learning outcomes that recognizes the uniquenessof art and student learning. How would you create an assessment system that best tells the story of arts learning for the following audiences (whether for one classroom, one school, or a system of schools): • Students? • Parents? • Principals? • Board of Ed? • Community at large? • Funders?
  • Educational Shifts: Assessment and Teacher Evaluation Part 2
  • Case Study:-How would you assess student learning in this project? Formatively & Summatively?-How would you communicate this in understandable terms to your principal?
  • Assessment and Teacher EffectivenessIL: The Performance Evaluation Reform Act (PERA) (Senate Bill 315; PublicAct 96-0861) was passed by the Illinois General Assembly and signed by theGovernor in January 2010. In summary, PERA requires, among other things, that:•Upon the implementation date applicable to a school district or other coveredentity, performance evaluations of the principals/assistant principals and teachersof that school district or other covered entity must include data and indicatorsof student growth as a “significant factor”.•By September 1, 2012, principals, assistant principals, teachers in contractualcontinued service (i.e., tenured teachers) and probationary teachers (i.e.,nontenured teachers) be evaluated using a four rating category system(Excellent, Proficient, Needs Improvement, and Unsatisfactory).•Anyone undertaking an evaluation after September 1, 2012 must first complete apre-qualification program provided or approved by the Illinois State Board ofEducation (ISBE).
  • CPS REACH: Framework for Teaching Multiple Measures
  • Danielson Domains and the ArtsDomain 1: Planning and PreparationMake the most of:Choosing appropriate standards: o Illinois State Standards in the Arts o National Standards in the Arts o Chicago Guide for Teaching and Learning in the Arts o New Core Arts Standards (projected release in early 2013) o Linkages to CCSS Literacy and MathArts unit planning templatesAppropriate arts-related texts and works of artRubrics and formative assessments in addition to summativeassessments
  • Danielson Domains and the ArtsDomain 2: The Classroom EnvironmentMake the most of:Teacher created routines and procedures for students throughthe use of charts, logs, records and checklistsPosted student guidelines, activity logs, boards, routines andproceduresGroup analysis, revision, and critique though the support of a safeenvironment for studentsShow posters, artwork, graphic organizers and discipline-basedvisuals
  • Danielson Domains and the ArtsDomain 3: InstructionMake the most of:Student word wallsPosting of outcomesStudent workStudent-to-student questioning and discussion embedded ininstructionStandards based instruction guided by planningIndividual and group work by defining clear roles andresponsibilities for studentsStudent journals and self-assessment toolsFlexibility in and revision of instruction to best support studentlearningStudent input
  • Danielson Domains and the ArtsDomain 4: Professional ResponsibilitiesMake the most of:Post-unit reflectionsProfessional development learning and attendance throughkeeping consistent recordsCommunication with families about arts-related activates andevents and in multiple languagesParent volunteersTeacher’s artistic practice outside of the classroom andimplications for teaching practiceAttendance at arts events (performances, museum visits,concerts, etc.) and implications for teaching practiceArts related data
  • Advocacy: Better Informing Decision-Makers and Stakeholders Part 3
  • Advocacy: How to Better Informing Decision-Makers Investments and Outcomes• Inquiry Question: • Given the changing context of arts education, how can we collect data on arts learning and arts outcomes in the most relevant and elegant way in order to activate positive change, sustain and grow arts programming, and gain greater understanding and buy-in from all stakeholders?
  • Advocacy: How to Better Informing Decision-Makers Investments and Outcomes• Inquiry Question: • Given the changing context of arts education, how can we collect data on arts learning and arts outcomes in the most relevant and elegant way in order to activate positive change, sustain and grow arts programming, and gain greater understanding and buy-in from all stakeholders? Reach Implementation Effectiveness -program growth, student -pre/post, process -assessing st growth at #s -conversations with multiple levels, over time -program retention students (student voice) -class critique -college/career -differentiation -engagement -frequency and rotation -develop self-assess, -reflection and struggle for continuity strengths and growth over time - areas, goal setting -self-assess, strengths and -critique growth areas, goal setting -critique -electronic portfolios (over time)
  • Questions & Answers
  • Contact Information MARIO ROSSERO 773.553.1306 MRROSSERO@CPS.EDU WWW.CPSARTS.ORG WWW.CPSARTSPLAN2012.COMWWW.CHICAGOCULTURALPLAN2012.COM