Chicago Public Schools Department of Arts Education

Mario Rossero, DirectorIAEA Presentation: Assessment and Evaluation in the Visual

ArtsNovember 3, 2012

• 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.

Assessment and Telling the True Story of Arts Learning

Agenda

Strategy: The CPS Arts Education Plan

Part 1

Chicago Cultural Plan Recommendations

Every student, every art form, every grade, every schoolCPS Arts Education Plan Goals

District Arts Policy

Arts Curriculum, Instruction, and

Assessment

Data-Driven Decisions

Partnership

Provides relevant professional development for all stakeholders to build 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 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 disseminate standardized data on arts instruction and programming.

Ensure district arts curriculum, instruction, and assessment is consistent, supports arts learning pathways from PreK-12 and utilizes both direct arts instruction and arts integration strategies

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

Create district-level policies that support the arts in every child’s PreK-12 education experience and create conditions throughout the district that utilize the arts to support student success

Capacity Building

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 uniqueness of 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 Effectiveness

IL: The Performance Evaluation Reform Act (PERA) (Senate Bill 315; Public Act 96-0861) was passed by the Illinois General Assembly and signed by the Governor in January 2010. In summary, PERA requires, among other things, that:

•Upon the implementation date applicable to a school district or other covered entity, performance evaluations of the principals/assistant principals and teachers of that school district or other covered entity must include data and indicators of student growth as a “significant factor”. 

•By September 1, 2012, principals, assistant principals, teachers in contractual continued 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 a pre-qualification program provided or approved by the Illinois State Board of Education (ISBE).  

CPS REACH: Framework for Teaching

Multiple Measures

Danielson Domains and the Arts

Domain 1: Planning and PreparationMake the most of:Choosing appropriate standards:

o Illinois State Standards in the Artso National Standards in the Artso Chicago Guide for Teaching and Learning in the Artso 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 artRubrics and formative assessments in addition to summative assessments

Danielson Domains and the Arts

Domain 2: The Classroom EnvironmentMake the most of:Teacher created routines and procedures for students through the use of charts, logs, records and checklistsPosted student guidelines, activity logs, boards, routines and proceduresGroup analysis, revision, and critique though the support of a safe environment for studentsShow posters, artwork, graphic organizers and discipline-based visuals

Danielson Domains and the Arts

Domain 3: InstructionMake the most of:Student word wallsPosting of outcomes Student workStudent-to-student questioning and discussion embedded in instructionStandards based instruction guided by planningIndividual and group work by defining clear roles and responsibilities for students Student journals and self-assessment toolsFlexibility in and revision of instruction to best support student learningStudent input

Danielson Domains and the Arts

Domain 4: Professional ResponsibilitiesMake the most of:Post-unit reflectionsProfessional development learning and attendance through keeping consistent recordsCommunication with families about arts-related activates and events and in multiple languages Parent volunteersTeacher’s artistic practice outside of the classroom and implications for teaching practiceAttendance at arts events (performances, museum visits, concerts, etc.) and implications for teaching practiceArts related data

Advocacy: Better Informing Decision-Makers and Stakeholders

Part 3

Advocacy: How to Better Informing Decision-MakersInvestments 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-MakersInvestments 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 #s-program retention-college/career-frequency and rotation for continuity-

-pre/post, process-conversations with students (student voice)-differentiation-develop self-assess, strengths and growth areas, goal setting-critique

-assessing st growth at multiple levels, over time-class critique-engagement-reflection and struggle over time-self-assess, strengths and growth areas, goal setting-critique-electronic portfolios (over time)

Questions & Answers

Contact Information

WWW.CPSARTS.ORG

WWW.CPSARTSPLAN2012.COM

WWW.CHICAGOCULTURALPLAN2012.COM

MARIO ROSSERO 773.553.1306 MRROSSERO@CPS.EDU