TN Fine Arts Student Growth

Measures

The Race to the Top PLAN D:

None of the Above

RTTT & Multiple Measures

Observation of Practice

40%

Student Growth 35%

Stakeholder Perception

5%

Student Achievement

15%

Content Knowledge

5% One Possible Example of a Multiple Measure Approach to Teacher Evaluation- The presentation will focus on the Growth and

What prompted our journey?

• TN Laws (similar to all RTTT/NCLB Waiver states…all but 13) that 35% of performing arts teacher’s evaluations relate to student growth. The USDOE provided 3 choices for consideration.

– A. School Wide Value Added Data Assignment

– B. Student Learning/Growth Objectives Systems

– C. The Creation of New Standardized Assessments/use of approved existing measures.

What prompted our journey?

• TN Laws that 35% of performing arts teacher’s evaluations relate to student growth. Answer?

A. School Wide Value Added Data Assignment

This was met with strong opposition. A cry went out to find a more fair process for measuring teacher effectiveness in the non-tested subjects.

Towards Plan D: None of the Above

THE GOAL: A holistic and meaningful picture of the

value teachers add to students, using the work

that is already happening in classrooms.

OUR SOLUTION: A flexible but rigorous portfolio of

student work samples that demonstrate growth

across standards-based learning domains.

And how do you provide solid, measurable data of student growth, while staying true to the naturally

holistic process of the arts?

History & Collaboration

TN Fine Arts Student Growth

Measures System

TN Fine Arts Development Team

Tennessee Department of

Education

Fine Arts Teachers

NAFME, Consultants, Memphis College of Art,

Hope Street Group Nonprofit

Memphis City Schools TEM, C&I

Process Timeline

Oct 2010- Jan 2011 Fine Arts Committee created & submitted recommendations to the TN Dept. of Ed

Fall 2011 System is Beta Tested

then Piloted with 450 Teachers,

Scoring Guides Created

Spring 2012 Portfolio Submission and

Peer Review Process, Data Report to TDOE,

Meetings at USDOE

Summer 2012 District Trainings at

TN Arts Academy

Fall 2012 TN Board of Ed Approval- Three Districts Implement More Meetings w USDOE

Spring 2013 Peer Reviewers Trained

Teachers portfolios scored, Evaluation profiles populated

Fall 2013 1,500 users have an individual growth score for evaluation,

feedback loop developed

System Requirements

Teacher submits 5 evidence collections which

include a “purposeful sampling” of students

Each collection contains evidence of student

growth (pre and post lesson/unit/year), and

learning objectives/targets/supporting evidence

Self-scored, then rated by content specific peer

reviewer

Built in secondary peer review in case of significant

disagreement between teacher and first reviewer

What is Purposeful Sampling?

• Meaningful representation of the classes and students that teachers instruct.

• Standards-Based (Perform, Create, Respond, Connect… 3 of 4).

• Should be reflective of teacher course load.

• Evidence of Differentiation…showing how you impact students of various learning levels.

What are the Benefits?

Flexible, yet rigorous method of measuring authentic

student performances/products

Combines evaluation with professional growth Precipitates meaningful collaboration and discussion

between arts educators

Creates additional career opportunities for teacher leaders

Equips NTGS educators with the tools to advocate for a well-rounded student experience

Low Expense

What are the Challenges?

The system must be time efficient. Teachers have little time

to do manage all that is required for high stakes evaluations.

The system must account for technology limitations.

The system must account for inequity of resources/class time/curricular support across districts.

The peer review portion must be fair, consistent, rigorous, and provide teachers with feedback that allows for professional growth.

The system must meet teachers where they are, but also move them towards standards-based instruction.

• The Gladis Project

created a Cloud-

Based Evidence

Collection Tool

• Allows for Double Blind

Peer Review

• Accepts a Variety of

Formats

Logistic Support- How does it work?

Student growth samples are self-scored by the teacher and then by peer reviewers.

Training Site Sample

The Scoring Framework

Student Work (PRE)

Student Work (POST)

Teacher Effectiveness

Student Growth

Student Achievement as Defined by the

Scoring Guide And Professional

Judgment

Portfolio Scoring: Theoretical to Practical

We expect that our students will grow approximately one level each year. Level 1: Significantly Below Expectations- No/limited student growth Level 2: Below Expectations- On average, less than one level of student growth. Level 3: Meets Expectations- On average, one level of student growth. Level 4: Above Expectations- On average, approximately two levels of students growth. Level 5: Significantly Above Expectations- Two levels of student growth, AND demonstration of: meta-cognitive processes; knowledge and skills; risk taking, imagination and voice; and a range of abilities with technique, problem-solving and ideation.

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Scoring Guide Sample

Goals for Portfolio Review

• Increased Access to the NTGS “Core” Subject Areas

• Improved Instructional Practice

• Teachers Treated as Experts/Leaders

• Spread of Scores

• Increased Achievement in each subject area.

• Meaningful Generalized Gains

• Increased Student Creativity, Collaboration, Innovation

The TN Arts Growth Measure System

The Pilot for Fine Arts Student Growth Measures as part of the Tennessee Race to the Top Process was funded in part by Memphis City Schools and has been developed in partnership

with:

TN First to the Top Fine Arts Growth Measures Committee and Advisors: Jeanette Crosswhite, Ph.D., Facilitator, Director of Arts Education, Retired, TDOE

Dru Davison, Ph.D., Chair, Music and Dance, Memphis City Schools, Arts Administration Joel Denton, Music, Ooltewah High School, East TN School Band/Orchestra Association, Past

President Amanda Galbraith, Visual Art, Shelby County Schools, Ellendale Elementary, District Lead Teacher

for K-12 Visual Art Flowerree Galetovic, Visual Art, Bearden High School, TN Art Education Association, President

Sandy Ham, Music, Williamson County, Sunset Elementary Carrie Paulo, Theatre, Shelby County, Arlington High School

Karen Wilson, Dance, Chattanooga Center for the Creative Arts, TN Association of Dance

MCS Curriculum and Instruction, Dr. Linda Kennard, Executive Director Gregg A. Coats, Visual Art and Theatre Coordinator

Dr. Dru Davison, Chair, Arts Education and TN Arts Assessment System Project Coordinator Jim Holcomb, Music and Dance Supervisor, Retired

Amy Lutterloh, Visual Art Specialist Wincle Sterling, Orff Music Supervisor

drudavison@gmail.com