There are many resources that were provided for the Teacher Leaders to prepare for and follow-up with the summer institute 2012. Four major topics provided focus at the summer institute: Assessment, Technology, Leadership, and Creativity. The summer institute sessions were called pods. The resources below include some of the pre-reading material and other resources for each pod, some from the summer 2011 institute and some from the 2012 institute. Also included are some of the actual work/notes/exercises that were included in the pods.
WE BELIEVE
Each teacher leader was asked to write down their answer to the following question and bring it with them to the institute: What does an ideal arts education for all kids look like? Their definitions were combined to create the following.
We believe an education in the arts:
- Is accessible to all students and is differentiated toward student interest and student skills and allows for an in depth experience for lifelong learning.
- Fosters the creative mind to allow for self-expression in an art form, which helps students to understand and analyze the world around them, communicate unique ideas and feelings and build skills for critical thinking.
- Creates a safe environment, where students have the freedom to think deeply and make mistakes.
- Is supported by the school community through professional development, funding, scheduling and creating an arts culture in the school.
The text was combined in Wordle and the following image was created. (Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text.)
wordcloud.pdf
ASSESSMENT PODS
Jeff Beaudry, USM Professor and Leadership team member for the MAAI facilitated this pod at the institute
Essential Questions
Description of pod: As teachers and leaders in classroom assessment we need to pay close attention to two essential ideas identified by Stiggins in Classroom Assessment for Student Learning. First, teachers must be masters of the five standards of assessment quality in order to communicate accurate, dependable assessment information to any audience or assessment user. The second is that students are the key users of assessment information and one of the best practices for teachers to improve student use of assessment information is to involve them directly in classroom assessment in appropriate ways as much as possible. As we integrate teaching, learning, and assessment, we check and critique our strategies with a set of essential questions.
- What is good teaching?
- What is good learning?
- What is high quality classroom assessment?
- How does high quality classroom assessment connect with teaching and learning?
Bronwyn Sale, visual art educator, Bates College facilitated this Benchmarking/Rubric pod at the institute
Description of pod: Transferring the theoretical to the practical; this time will be sued to explore the use of rubrics and scoring strategies in a practical way for teachers to utilize and move their assessment work forward.
Bronwyn facilitated a pod on International Assessments.
Description of pod: examples of assessments in the arts from various countries, states and curricular contexts will be shared.
TECHNOLOGY POD
AnnMarie Quirion Hutton from Apple/MLTI returned to share information and demonstrate a variety of tools. Tim Hart, also from Apple/MLTI assisted and shared his version of Jeopardy for use as a formative assessment tool. Steve Garton stopped in during the institute also.
LEADERSHIP POD
These pods were facilitated by Jennie Driscoll, Brunswick High School visual art educator and Catherine Ring, MAAI leadership team, visual art educator, and Executive Director of the New England Institute for Teacher Education
Jennie's Leadership pod was driven by the following questions:
- What does a teacher leader in a variety of situations encounter?
Jim Kouzes and Barry Posner, authors of "The Leadership Challenge", five key practices of effective leaders: modeling, inspiring vision, challenging process, enabling others, encouraging others. Each of these practices encompasses a variety of skills that leaders can learn and practice.
- What are situations in which teachers encounter leadership?
Brainstorm, Leadership with colleagues, Administrators - present/feedback, Parents/community, Students
- What skills can we develop to be more effective leaders?
Peter Senge's Five Disciplines, SMART goals, etc.
- What is the process of "locating the energy for change?"
Teacher Leaders chart paper exercise
Catherine's Leadership Pod was driven by the following questions:
- What can we do, right now, to lead change in our schools?
- Change what? Awareness of importance of arts education? Budgets? Schedules? Programs? Atittudes?
- What does YOUR school/community need?
- What are the barriers we expect to encounter as leaders carrying out this initiative? Solutions? Possibilities?
- How do we work with adults to encourage change?
Leadership Session.pdf
RESPECT Lyrics.pdf
CREATIVITY POD
Bronwyn facilitated this pod on Creativity, Creative Problem Solving, Creating Thinking, and the Creative Process
Which term are you really talking about? When? Strive to use precise terminology with other teachers, students, and parents!
Article suggested by Leone during session: The New Yorker, GroupThink by Jona Lehrer, January 30, 2012 edition. http://www.newyorker.com/reporting/2012/01/30/120130fa_fact_lehrer CAREFUL--he just resigned from the New Yorker and his new book is retracted because of journalistic error (he made up quotes from Bob Dylan).
TERMINOLOGY
These are the definitions we are using with the MAAI and we are aware that they might be different than other sources.
LD1422 AND LD1858
During this past Maine legislative session two legislative documents (bills) were made into law that will impact teachers. Below is a brief description of the bills. At the MAAI 2012 Summer Institute participants provided information in a carousel format on the bills. Below you can read the feedback from participants.
COMMON CORE STATE STANDARDS INITIATIVE and THE ARTS
Gail KIlkelly, Curriculum Area Supervisor for Visual and Performing Arts, Grade 6-12, South Burlington School District, South Burlington, VT provided a session at the institute on the Common Core and Arts Education.
NATIONAL STANDARDS
Marcia McCaffrey, Arts Consultant & School Improvement, New Hampshire Department of Education provided a session on the National Standards for Core Arts Standards at the institute. Marcia's session focused on the current work of the National Coalition for Core Arts Standards (NCCAS). The NCCAS is a partnership of organizations and states who are leading the revision of the 1994 National Standards for Arts Education. NCCAS is committed to developing a next generation of voluntary arts education standards that will build on the foundation created by the 1994 document, support the 21st-century needs of students and teachers, help ensure that all students are college and career ready, and affirm the place of arts education in a balanced core curriculum.
For more information on NCCAS and its work, research, and contributors please visit the NCCAS wiki.
NH Arts Assessment Handbook - document that Marcia created on assessment
BOOKS
Book list
OTHER RESOURCES
- Community of Practice, Maine Learning Network. You will find a conversation there among an arts teacher leaders group. Also, there is a Depository where you can find samples of work including lessons, units, websites, and many other teaching and learning resources.
- An Arts Assessment Toolbox -- http://www.artsassessment.org/resources/essays This is a great resource from Chicago on drama, music, dance, visual art assessments and rubrics and on Arts Integration. Posted by Karen Erickson, an artist/teacher who works for the Kennedy Center. Check out her website: creativedirections.org
- FOR RESEARCH ON THE IMPORTANCE OF ARTS EDUCATION
- Champions of Change, 1999 Arts Integration Frameworks, Research and Practice - based on several case studies on School Reform.
- Critical Links 2002 Learning in the Arts and Student Academic and Social Development. Summary and discussion of 62 research studies that examine the effects of arts learning on students' social and academic skills. Study funded by Arts Education Partnership, USDOE and National Endowment for the Arts.
- ArtsEdge - Excellent site of quality arts integration resources and lessons, from the Kennedy Center
- Annenberg Institute The Arts in Every Classroom
- National Art Education Association website
- Arts Education Partnership
- Assessment Training Institute
Note: This is the non-profit organization founded by Rick Stiggins, and now operated by Jan and Steve Chappuis in association with Pearson Publishing. One of the most well-known experts on grading, Ken O'Connor, is a part of ATI, and his new book on grading is in their catalog. Other books we could use focus on leadership for assessment and professional development.
Note: Link to the Assessment Reform Group (no longer an active group) in United Kingdom, the originators of the 1998 article, Inside the Black Box. That and other resources are still available for FREE and for FEE.
- NAfME (National Association for Music Education) has a fairly new section on their website called NAfME Advocacy Groundswell. On March 31st the following question was posted: What do you think about "measuring" music students? I am thinking in terms of accountability. As of today there are 12 comments to the question. You might want to check them out and consider your thoughts on this topic.
- On TEACHER EVALUATION, an article reviewing Robert Marzano's teacher evaluation system. Marzano, known for his research-based teaching practices so this is a slightly new direction for him.
- Ann Davies assessment resources
- Harvard Gardner and Harvard University arts assessment and other content resources
- Best Practice: Formative Assessment Done Right, Marsha Ratzel, March 2, 2011 published online on Education Week, TEACHER, How can you TRANSFORM your district to improve STUDENT LEARNING dramatically?
- On the National Center for Education Statistics site the NAEP (National Assessment for Educational Progress) information on arts assessment. The NAEP work has included assessment tasks in dance, music, theatre, and visual arts at grades 4,8,12 since 1997(?).
- New York State Arts Assessment document. This is a document that is a 'work in progress'. The Arts Resource Guide, Room 681 EBA, New York State Education Department, Albany, NY 12234 (tel. 518-474-5922)
- California County Superintendents Association Educational Services Association Compendium of Teacher Learning and Exploration of in Arts Assessment. Produced by San Diego County Office of Education.
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