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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?
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.
17
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