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Objectives Logistics - Info Overview Curriculum – Assessment System Initiatives – Pieces of Gold/Gifts of Gold – Literacy in the Arts – Cultural Proficiency Professional Learning – Staff Development Coordinators – PLTs – Early Release

Central Office Support Liz Droessler, Ed.D. Sr. Administrator Jim Martz Coordinating Teacher

Logistics - Communication Google Survey  Lotus Groups by content area  PLEASE DO NOT “REPLY ALL” TO LARGE S - START A NEW MESSAGE (BCC)  PLEASE USE APPROPRIATE SUBJECT WHEN REPLYING TO S  Remember to check you Every Day!  Please help us find the new staff in your building.

Link to Survival Kit

E-School Solutions  To Earn Renewal Credit:  Register in e-schools ahead of time  Remember High Quality Staff Development is not a ‘one-shot’ session or an informational staff meeting – Professional growth occurs through extensive training over time with follow-up  E-Schools requires that you complete the course evaluation or credit will not display on Transcript! You must register if you want renewal credit!!

Who’s Here??? Stand up & be recognized if you teach: … Music Visual Art Dance Theatre Young People

Early Release Topics – Assessment Practices – Recruitment/Retention – Links to Literacy With principal approval, we would like to continue to offer designated arts staff development on the October & March Early Release Days.

Staff Development >> Professional Learning  Exemplary & relevant  Staff Development Chairs will be your immediate contact Early Release - October 17 th & March 6th with principal approval  Please take advantage of staff development opportunities to support continued professional learning

Ask Your Technology Facilitator Or Media Specialist Alternative to Google Search Tim & Moby Adventures

Curriculum Standards Enduring Understandings Visual Literacy Contextual Relevancy Critical Response 4 proficiency HS Creating/Presenting Connecting Responding 3 proficiency HS

It’s a bit like … We Build Planes

House Rules Keep a growth mindset – Reflection > Starting Point > Forward Motion Jot down your Questions Don’t Shoot the Messenger Remain Flexible

ASW Process How do you measure growth?

ASW Process Overview 1.Describe teaching context 2.Select classes from course load 3.Choose 5 objectives from the Essential Standards 4.Compile a Timelapse Artifact (TA) for each Objective 5. Complete and upload an Evidence Collection 6. Submit the Evidence Collection for “blind” review TA 1 TA 2 TA 3 TA 4 TA 5 EVIDENCE COLLECTION EVIDENCE COLLECTION

ASW Step #1 Teaching Context The teacher will: Verify PowerSchool Courses # students Frequency Duration

ASW Step #2 Class Selection Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts. Online Platform will select the classes from your PowerSchool Course Listings

ASW Implementation Step #3 Choose 5 Objectives Using the Strands and Standards guidance charts, choose 5 objectives 1 from each strand of your choice

Timelapse Artifact Option 1 – Student Work Samples Collect and keep 2 work samples: for each class member for the objective at 2 separate points in time ASW Step #4 Compile Timelapse Artifacts

Timelapse Artifact Option 2 – Whole Class Work Samples 2 work samples that represent the entire class for the objective at 2 separate points in time ASW Step #4 Compile Timelapse Artifacts

TA 1 Timelapse Artifact Option 1 – Student Work Samples Online platform will select 3 students The TA will be compiled using the Student Work Samples from these selected students. ASW Step #4 Compile Timelapse Artifacts

Timelapse Artifact Option 2 – Whole Class Work Samples Be sure to keep the Whole Class Work Samples If the composition of your class changes, do not worry, submit your two work samples. ASW Step #4 Compile Timelapse Artifacts #2 Work Sample 1 Work Sample 2 TA 1

Timelapse Artifacts will be uploaded to the online platform ASW Step #5 Complete and Upload an Evidence Collection TA 3 Student TA 3 Student TA 4 Student TA 4 Student TA 5 Whole Class TA 5 Whole Class TA 1 Student TA 2 Whole Class

The Evidence Collection will be reviewed by a 2 content area specialists. ASW Step #6 Submit the Evidence Collection for “blind” review

Ratings Teachers receive a ratin g for Standard 6 showing growth Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Receive a Category Rating for Standard 6 Does Not Meet Meets Exceeds Expected Growth

Teacher collects TAs of student work Teacher receives category rating for Standard 6 Reviewers rate Evidence Collections Review of the ASW Process Teacher verifies schedule and chooses objectives for each course Teacher Uploads Evidence Collection to Online Platform

Items to Consider When Choosing a Clarifying Objective Strands & Standards Guidance Charts

Items to Consider When Choosing a Clarifying Objective Method(s) of Measurement Choose an objective for which measurement methods exist or can be easily developed

Items to Consider When Choosing a Clarifying Objective Work Samples Student or Whole Class

Strands & Standards Guidance Charts - The choice of objective must be based on the established guidelines Items to Consider When Choosing a Clarifying Objective

Arts Education Guidance Chart

Arts Education Example: Visual Arts 1 Timelapse Artifact for each of the strands in your Arts Education discipline / Visual Literacy 6.V.2.2 Use observation skills of the immediate environment to create original imagery. 1 Timelapse Artifact for each of the strands in your Arts Education discipline / Contextual Relevancy 7.CX.2.3 Implement collaborative planning and art skills to solve problems. 1 Timelapse Artifact for each of the strands in your Arts Education discipline / Critical Response 7.CR.1.2 Implement formative and summative evaluations of personal art 1-2 additional Timelapse Artifacts representing any of the strands for your discipline / Visual Literacy 8.V.2.3 Create original art that conveys one or more ideas or feelings. 1-2 additional Timelapse Artifacts representing any of the strands for your discipline / Contextual Relevancy 6CX.2.3 Understand how collaborative planning is used to create art.

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Time Frame: 2 nd day of instruction with this selection Objective: Arts Education - Music ML.1.3: Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing and/or playing a varied repertoire of music with technical accuracy. Method of Harvest: Audio Recording These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.. Method of Measurement: Audio Recording Point #1 If you would like to listen to the audio recording, please click this link:

Time Frame: After 10 days of instruction Objective: Arts Education - Music ML.1.3: Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing and/or playing a varied repertoire of music with technical accuracy. Method of Harvest: Audio Recording These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.. Method of Measurement: Audio Recording Point #2 If you would like to listen to the audio recording, please click this link:

Time Frame: 3 rd week of class Objective: Arts Education - Visual Arts B.V.1.2 Apply the Elements of Art and Principles of Design to create art. Method of Harvest: Photo These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth. Method of Measurement: Photograph Point #1

Time Frame: 6 th week of class Objective: Arts Education - Visual Arts B.V.1.2 Apply the Elements of Art and Principles of Design to create art. Method of Harvest: Photo These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth. Method of Measurement: Photograph Point #2

Time Frame: 1 st day of instruction Objective: Arts Education - Theatre Arts B. C. 1.3: Understand how to read and write scripts that communicate conflict, plot, and character. Method of Harvest: Scanned Student Work These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth. Method of Measurement: Scanned Student Work Point #1

Time Frame: 2 weeks after instruction began Objective: Theatre Arts B. C. 1.3: Understand how to read and write scripts that communicate conflict, plot, and character. Method of Harvest: Scanned Student Work These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth. Method of Measurement: Scanned Student Work Point #2

Objective Planning Worksheet Review your standards Brainstorm some objectives & assessments you think might fit Share with your neighbor Continue the work in PLTs

Stretch Break!! Get ready to shift gears

Artists from WCPSS Evan Rogister Ariana Debose DeeJay Robinson Dr. Jordan Wilson Rachel Bahler Adaria Coulter Dr. Mel Tomlinson Christie Lynch Ebert

Dr. Kristen LaBianca Al Crawford Dr. Chuck Davis Willie Hinton Paul Friedrich Craig Stelzenmuller Amanda Bailey Nikki Turner Amanda Outcalt

What’s Your Story about the Arts? Liz Artist Veteran Arts Educator Risk Taker Arts & Public School Advocate Attended Concerts Private & Studio Lessons Sibling Artist Friend s of the College Series

What’s Your Story about the Arts? Who are you? What influenced you? What support systems were in place?

Your Classroom … Who is there? Who isn’t? What are the barriers? What can be done to bash those barriers? What can you do?

Your Classroom … Is the content reflective of diverse cultures? Do you know your students and encourage them to contribute from their perspective? Is the program accessible?

Moving Towards … Cultural Proficiency Growth in the Arts Embracing Change …

Pieces of Gold/Gifts of Gold Started in 1983 as a fund-raiser for Wake Ed Gifts of Gold added in 1993 Funds raised supported teacher grants Gifts of Gold > Raleigh Arts Commission in 2011 Wake Ed Partnership has a new strategic plan Relationship to PoG is changing to support rather than producing Arts Ed will accept full responsibility = 100% profits Additional Partners for support

Pieces of Gold Profits can support Funding to subsidize 5 th grade arts trip (Theatre/Dance) Additional funding for Artist-in-Schools – Master Mid/High – Assist schools w/ limited PTA support Kiln replacement String / Band Instrument purchase/repair All-County Clinicians District-wide productions

Estampas de la Raza

Wade in the Water

Literacy in the Arts Examine a piece of sheet music – Key Ideas & Details – Craft & Structure (form, climax>resolution) – Integration of Knowledge & Ideas What ideas towards literacy are sparked by this?

It’s a bit like … Herding Cats

Arts Education Teach Technical skills in the art form Cultivate aesthetic awareness Activate Higher Order Thinking/Problem solving Build character Foster collaboration Develop communication & leadership INFORM ENCOURAGEINSPIRE

A Successful Arts Classroom… Establishes Discipline/Procedures/Routines Creates a classroom of mutual respect Nurtures an environment that is safe for creativity & risk-taking take time in class to EXPLAIN … DEMONSTRATE … REHEARSE … REINFORCE … CHALLENGE … BE CONSISTENT

High Quality, Consistent, Assessable Arts Education Across the School System Vision: Arts students will graduate on time, college and career ready. While discovering their passion, they will achieve excellence through rigorous study of deeply aligned arts curriculum.

Have a Great Year!