Educator Growth Goals - delawareartseducation - homedelawareartseducation.wikispaces.com/file/view/Visual... · Web viewIt is divided into three sections, outlining the process to

Educator Growth Goals 2012The Student Growth Goals modeled for Visual Arts contained within this document provide specific indicators that can be applicable for Visual Arts educators in Delaware.

Visual Arts

Delaware Department of Education

PREFACE

The Delaware Performance Appraisal System (DPAS II) Component 5, is required for all

employees being paid on the educator salary scale, including employees with no academic content

within their job duties and descriptions. The Student Growth Goals modeled for Visual Arts contained

within this document provide specific indicators that can be applicable for Visual Arts educators in

Delaware. It is divided into three sections, outlining the process to follow when establishing growth

goals. Section I contains the purpose of goals and targeted standards. Section II outlines the detailed

components of each goal, including the data used to evaluate each performance indicator. Section III

provides information to the educators regarding how empirical data and/or observational evidence

should be collected and evaluated. Additionally, Section III provides guidelines on any unique

collection tools and/or procedures (e.g., performance rubric) associated with a particular indicator.

Overall, these three sections encompass a complete set of materials necessary to provide data points

for use in Component 5 of Delaware’s Performance Appraisal System.

TABLE OF CONTENTS

PREFACE.....................................................................................................................................................2

SECTION I...................................................................................................................................................3

1.1 Purpose Statement...........................................................................................................................3

1.2 Targeted Standards..........................................................................................................................3

SECTION II..................................................................................................................................................8

2.1 Blueprint..........................................................................................................................................8

2.2 Growth Goals.................................................................................................................................15

SECTION III...............................................................................................................................................17

3.1 Educator Guidelines.......................................................................................................................17

3.2 Data/Evidence Collection Procedures............................................................................................25

Visual Arts P a g e | 2

SECTION I

Section I contains the purpose statement and targeted standards selected by the development

team. The purpose statement outlines the reason these growth goals were developed and how they

will be used. The targeted standards identify those professional and/or academic content standards

applicable to the educator. These targeted standards are then used in creating performance indicators.

1.1 Purpose Statement

The purpose of performance measures in Visual Arts is to demonstrate growth in creating,

critical thinking, and problem solving through development and application of visual literacy which

contributes to the comprehensive education of all children. These growth goals are based on the

Delaware State Content Standards for Visual Arts.

1.2 Targeted Standards

Professional/Content Standard

Description Rationale

Standard 2: Using knowledge of structures and functions

Grades K, 1, 2 - By the end of second grade, students will demonstrate understanding by identifying 3 elements of art and 2 principles of design.

Grades 3, 4, 5 & 6 - By the end of sixth grade, students will demonstrate understanding by identifying 7 elements of art and 3 principles of design.

Novice (one or two years of instruction beyond 6th grade)- By the end of Novice Level, students will demonstrate understanding by applying prescribed elements of art and principles of design to attain desired effects.

Intermediate (three or four years of instruction beyond 6th grade)- By the end of Intermediate Level, students will demonstrate understanding by purposefully using prescribed elements of art and principles of design to attain desired effects.

Visual Art Literacy-Ensuring students utilize tools of visual literacy to create works of art.




Advanced (five or six years of instruction beyond 6th grade). By the end of Advanced Level students will demonstrate understanding by effectively manipulating elements of art and principles of design to attain desired effects.

Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Grades K, 1 & 2- By the end of second grade, 25% of students will demonstrate their ability to communicate at the highest level (4) about works of art using the ELA Argumentative and Opinion rubric.

Grades 3, 4, 5 & 6- By the end of sixth grade, 50% of students will demonstrate an increase in their ability to communicate at the highest level (4) about works of art using the ELA Argumentative and Opinion rubric.

Novice (one or two years of instruction beyond 6th grade)- Students will demonstrate 5% improvement in their ability to respond during pre and post teacher facilitated classroom critiques using the Verbal Communication rubric.

Intermediate (three or four years of instruction beyond 6th grade) - Students will demonstrate 10% improvement in their ability to respond during pre and post teacher facilitated classroom critiques using the Verbal Communication rubric.

Advanced (five or six years of instruction beyond 6th grade)- Students will demonstrate 50% improvement in their ability to facilitate pre and post classroom critiques.

Reflecting on works of art-Ensuring students have the knowledge, skills, and understanding to communicate about works of art verbally and in writing.

Standard 3: Choosing and evaluating a range of subject

Grades K, 1 & 2- Students will choose their own subject matter and

Creation of works of art-Ensuring that students create and




matter, symbols and ideas symbolism for works of art based on their understanding of the concept of a theme.

Grades 3, 4, 5 & 6- Students will choose their own subject matter and symbolism for works of art that illustrate variations on a theme prescribed by the teacher.

Novice (one or two years of instruction beyond 6th grade)- Students will choose their own subject matter and symbolism for works of art that illustrate variations on a chosen theme.

Intermediate (three or four years of instruction beyond 6th grade)-Students will choose their own subject matter and symbolism for 3 works of art as part of a thematic portfolio.

Advanced (one or two years of instruction beyond 6th grade) - Students will choose their own subject matter and symbolism for a minimum of 8 works of art as part of a thematic portfolio.

understand their original works of art.

Standard 4: Understanding the visual arts in relation to history and cultures

The target group of students will show increase by the end of the year in their ability to demonstrate understanding and respect for diverse cultures, times and places.

Grades K, 1 & 2- Students will demonstrate understanding by investigating various aesthetic and cultural purposes of art.

Grades 3, 4, 5 & 6- Students will demonstrate understanding by investigating various aesthetic and cultural purposes of art.

Novice (one or two years of instruction

Art History- Ensuring that students understand and develop respect for diverse cultures, times and places.




beyond 6th grade)- Students will demonstrate understanding by analyzing selected works of art from different cultures.

Intermediate (three or four years of instruction beyond 6th grade)- Students will demonstrate understanding by making meaningful interpretations about selected art works from different cultures.

Advanced (five or six years of instruction beyond 6th grade)- Students will demonstrate understanding by choosing one or more cultures to investigate works of art that reflect their newly refined ideas, values and visual aesthetics to provide meaning.

Standard 6: Making connections between visual art and other disciplines

Grades K, 1 & 2- Students will demonstrate understanding by investigating art jobs in their community

Grades 3, 4, 5 & 6- Students will demonstrate understanding by investigating visual art careers.

Novice- Students will demonstrate understanding by connecting art careers to their daily lives

Intermediate- Students will demonstrate understanding by researching career choices in the visual arts

Advanced- Students will demonstrate understanding by preparing for a possible visual arts career

Career Exploration- Ensuring that students understand possible career choices in visual art.

Standard 1: Understanding and applying media, techniques and processes

Standard 2: Using knowledge of

Advanced- Teacher will increase number of students participating in AP Studio Art/ AP Art History classes.

Opportunities to learn-Ensuring an increase in numbers of students having the opportunity to engage in creating art at its highest level.




structures and functions

Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

Standard 1: Understanding and applying media, techniques and processes

Standard 2: Using knowledge of structures and functions

Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

Standard 4: Understanding visual arts in relation to history and cultures

Advanced- Teacher will increase number of students attaining a 4 or 5 on the AP Studio Art/Art History exam.

Opportunities to Learn- Ensuring an increase in the numbers of students who demonstrate proficiency on the AP Art History exam and/or the Studio Art portfolio process.


SECTION II

Section II contains the detailed blueprint used to support the establishment of student growth goals. The blueprint identifies a

performance indicator for each goal, along with the data used to evaluate the goal. The blueprinting activity assists design teams in addressing

the quality S.M.A.R.T. criteria of (a) Specific, (b) Measurable, (c) Attainable, (d) Relevant, and (e) Time Bound. Section II also contains the final set

of student growth goals for use in Component 5.

2.1 Blueprint

ID Standard Indicator Type DataSample Measure Baseline Data &

Date Target Data & Date

1 Standard 2: Using knowledge of structures and functions

Visual Art Literacy-Ensuring students utilize tools of visual literacy to create works of art.

R Target Group of no fewer than 10 but no more than 50

Demonstrated Proficiency

Classroom pre assessments

Pretest administration will determine the baseline and inform appropriate instructional strategies.

Classroom post assessment

Grades K, 1, & 2- By the end of second grade will demonstrate understanding by identifying 3 elements of art and 1 principle of design

Grades 3 ,4, 5 & 6 - By the end of sixth grade, students will demonstrate understanding by identifying 7 elements of art and 2 principles of design

Novice- By the end of Novice Level (one or two years of instruction beyond 6th grade)-students will

demonstrate understanding by applying elements of art and principles of design to attain prescribed effects

Intermediate- By the end Intermediate Level (three or four years of instruction beyond 6th grade) students will demonstrate understanding by purposefully using prescribed elements of art and principles of design to attain desired effects

Advanced- By the end Advanced Level (five or six years of instruction beyond 6th grade) students will demonstrate understanding by effectively manipulating elements of art and principles of design to attain desired effects

2 Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Reflecting on works of art-Ensuring students have the knowledge, skills, and understanding to communicate about works of art verbally and in writing.

S Target Group of no fewer than 10 but no more than 50

Demonstrated proficiency


Pretest administration will determine the baseline and inform appropriate instructional strategies.


Grades K, 1 & 2- By the end of second grade 25% students will demonstrate their ability to communicate at the highest level (4) about works of art using the ELA Argumentative and Opinion rubric.

Grades 3, 4, 5 & 6- By the


end of sixth grade 50% of students will demonstrate an increase in their ability to communicate at the highest level (4) about works of art using the ELA Argumentative and Opinion rubric.

Novice (one or two years of instruction beyond 6th grade) Students will demonstrate 5% improvement in their ability to respond during pre and post teacher facilitated classroom critiques using the Verbal Communication rubric.

Intermediate Novice (three or four years of instruction beyond 6th grade) - Students will demonstrate 10% improvement in their ability to respond during pre and post teacher facilitated classroom critiques using the Verbal Communication rubric.

Advanced Novice (five or six years of instruction beyond 6th grade)- Students will demonstrate 50% improvement in their ability to facilitate pre and post classroom critiques.

3 Standard 3: Choosing and evaluating a range of subject matter, symbols and ideas

Creation of works of art-Ensuring that students create and understand their original works of


Demonstrated Proficiency


Pretest


Grades K, 1 & 2- Students


art. administration will determine the baseline and inform appropriate instructional strategies.

will choose their own subject matter and symbolism for works of art based on their understanding of the concept of theme.

Grades 3, 4, 5 & 6- Students will choose their own subject matter and symbolism for works of art that illustrate variations on a theme prescribed by the teacher.

Novice- Students will choose their own subject matter and symbolism for works of art that illustrate variations on a theme.

Intermediate- Students will choose their own subject matter and symbolism for 3 works of art as part of a thematic portfolio.

Advanced- Students will choose their own subject matter and symbolism for a minimum of 8 works of art as part of a thematic portfolio.

4 Standard 4: Understanding the visual arts in relation to history and cultures

Art History- Ensuring that students understand and develop respect for diverse cultures, times and




Pretest


Grades K, 1 & 2- Students


places. administration will determine the baseline and inform appropriate instructional strategies.

will demonstrate understanding by investigating various aesthetic and cultural purposes of art.

Grades 3, 4, 5 & 6- Students will demonstrate understanding by investigating various aesthetic and cultural purposes of art.

Novice- Students will demonstrate understanding by analyzing selected works of art from different cultures.

Intermediate- Students will demonstrate understanding by making meaningful interpretations about selected art works from different cultures.

Advanced- Students will demonstrate understanding by choosing one or more cultures to investigate works of art that reflect their newly refined ideas, values and visual aesthetics to provide meaning.

5 Standard #6- Making connections between visual arts and other disciplines

Career Exploration- Ensuring that students understand possible career choices in visual art.




Pretest administration will


Grades K, 1 & 2- Students will demonstrate


determine the baseline and inform appropriate instructional strategies.

understanding by investigating art jobs in their community

Grades 3, 4, 5 & 6- Students will demonstrate understanding by investigating visual art careers.

Novice- Students will demonstrate understanding by connecting art careers to their daily lives

Intermediate- Students will demonstrate understanding by researching career choices in visual arts

Advanced- Students will demonstrate understanding by preparing for a possible visual arts career

6 Standard #1- Understanding and applying media, techniques and processesStandard #2- Using knowledge of structures and functionsStandard #3- Choosing and evaluating a range of subject matter, symbols, and ideas.Standard #4-

Opportunities to learn-Ensuring an increase in numbers of students having the opportunity to engage in creating art at its highest level.

S Prerequisite: Intermediate level students

Number of students registering for AP Studio Art/AP Art History

Number of students in AP Studio Art/AP Art History the previous year

Number of students taking the AP Studio Art/AP Art History test


Understanding visual arts in relation to history and cultures.

7 Standard #1- Understanding and applying media, techniques and processesStandard #2- Using knowledge of structures and functionsStandard #3- Choosing and evaluating a range of subject matter, symbols, and ideas.Standard #4- Understanding visual arts in relation to history and cultures.

Opportunities to Learn- Ensuring an increase in numbers of students who demonstrate proficiency on the AP Art History exam and/or the Studio Art portfolio process.

S Prerequisite: Intermediate level students

Scores of students taking the AP Studio Art/AP Art History exam

Number of students taking the AP Studio Art/AP Art History exam the previous year

Number of students passing the AP Studio Art/AP Art History exam


2.2 Growth Goals

Indicator ID Goal ID/Type Standard Goal Statement

1 R Standard 2: Using knowledge of structures and functions

The targeted group of students will show a 25% increase on the selected classroom assessment from the beginning to the end of the instructional cycle in their ability to demonstrate understanding of the elements of art and the principles of design.

2 S Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

The targeted group of students will show a 25% increase on the selected classroom assessment from the beginning to the end of the instructional cycle in their ability to reflect upon their own work and the work of other artists.

3 S Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

The targeted group of students will show a 25% increase on the selected classroom assessment from the beginning to the end of the instructional cycle in their ability to choose subject matter, symbols, and ideas for original works of art.

4 S Standard 4: Understanding the visual arts in relation to history and cultures

The targeted group of students will show a 25% increase on the selected classroom assessment from the beginning to the end of the instructional cycle in their ability to demonstrate understanding and respect for diverse cultures, times, and places.

5 S Standard 6- Making connections between visual arts and other disciplines.

Twenty-five percent of the target group of students will show a 25% increase on the selected classroom assessment from the beginning to the end of the instructional cycle in their ability to demonstrate understanding of the many possible career choices in visual art.


2.2 Growth Goals (cont.)

Indicator ID Goal ID/Type Standard Goal Statement

6 S Standard 1: Understanding and applying media, techniques and processesStandard 2: Using knowledge of structures and functionsStandard 3: Choosing and evaluating a range of subject matter, symbols, and ideasStandard 4: Understanding visual arts in relation to history and cultures

Teacher will increase the number of students participating in AP Studio Art and/or AP Art History courses by 10% from one school year to the next

7 S Standard 1: Understanding and applying media, techniques and processesStandard 2: Using knowledge of structures and functionsStandard 3: Choosing and evaluating a range of subject matter, symbols, and ideasStandard 4: Understanding visual arts in relation to history and cultures

Teacher will increase the number of students attaining a 3 or higher on the AP Studio Art portfolio and/or a 3 or higher on the AP Art History courses by 5% from one school year to the next.


SECTION III

Section III contains the educator guidelines along with procedural details regarding the

collection of empirical data. For each goal, procedural guidance on how and when the measures are

used is provided to standardize the process. Additional information such as timelines, administration

guidebooks, and scoring procedures may also be included. In the data/evidence collection procedures,

details are provided on the scoring of specific measurement tools, targeted student samples, and so

forth. Further, details on how to evaluate the growth standard using the collected data is provided to

applicable educators.

3.1 Educator Guidelines

Goal #1: The target group of students will show a 25% increase by the end of the instructional cycle in their ability to demonstrate understanding of the elements of art and the principles of design.Standard #2 Using knowledge of structures and functions

Indicator Visual Arts Literacy: Ensuring students utilize tools of visual literacy to create works of art.

Administrating Measures: How Grades K, 1, & 2: By the end of second grade students will demonstrate understanding by identifying 3 elements of art and 1 principles of design.Assessment strategies may include, but are not limited to:

Checklists Product rubric Labeling Written reflection/identification Oral reflection/identification Graphic organizers

Grades 3, 4, 5, & 6: By the end of sixth grade students will demonstrate understanding by identifying 7 elements of art and 2 principles of designAssessment strategies may include, but are not limited to:

Checklists Product rubric Labeling Written reflection Oral reflection Graphic organizers Response prompts for discussion

Novice: By the end of Novice Level students will demonstrate understanding by applying elements of art and principles of design


to attain prescribed effects Assessment strategies may include, but are not limited to:


Intermediate: By the end of Intermediate Level students will demonstrate understanding by purposefully using prescribed elements of art and principles of design to attain desired effects Assessment strategies may include, but are not limited to:

Checklists Product rubric Labeling Written reflection/critique Oral reflection/critique Graphic organizers Student self assessment rubric

Advanced: By the end of Advanced Level students will demonstrate understanding by effectively manipulating elements of art and principles of design to attain desired effectsAssessment strategies may include, but are not limited to:


Administrating Measures : When Pre and post instructional cycle

Goal #2: The target group of students will show a 25% increase by the end of the instructional cycle in their ability to reflect upon their own work and the work of other artists.Standard #5 Reflecting upon and assessing the characteristics and merits of

their work and the work of others

Indicator Ensuring students have the knowledge, skills and understanding to communicate about works of art verbally and in writing.

Administrating Measures: How Grades K, 1 & 2: By the end of second grade 25% of students will demonstrate their ability to communicate at the highest level (4) about works of art using the ELA Argumentative and Opinion rubric. Assessment strategies may include, but are not limited to:

Written reflection Oral reflection Graphic organizers


Response prompts for discussionGrades 3, 4, 5 & 6: By the end of sixth grade 50% of students will demonstrate an increase in their ability to communicate at the highest level (4) about works of art using the ELA Argumentative and Opinion rubric.Assessment strategies may include, but are not limited to:

Written reflection Oral reflection Graphic organizers Response prompts for discussion

Novice: (one or two years of instruction beyond 6th grade) Students will demonstrate 5% improvement in their ability to respond during pre and post teacher facilitated classroom critiques using the Verbal Communication rubric. Assessment strategies may include, but are not limited to:

Written reflection/critique Oral reflection/critique Graphic organizers Student self assessment rubric

Intermediate: (three or four years of instruction beyond 6th grade) - Students will demonstrate 10% improvement in their ability to respond during pre and post teacher facilitated classroom critiques a using the Verbal Communication rubric. Assessment strategies may include, but are not limited to:

Written reflection/critique Oral reflection/critique Graphic organizers Student self assessment rubric

Advanced: (five or six years of instruction beyond 6th grade)- Students will demonstrate 50% improvement in their ability to facilitate pre and post classroom critiques. Assessment strategies may include, but are not limited to:

Student generated group norms Student generated critique protocol Student generated critique questions Student self assessment rubric

Administrating Measures: When Pre and post instructional cycle


Goal #3: The target group of students will show a 25% increase by the end of the instructional cycle in their ability to choose subject matter, symbols, and ideas for original works of art.Standard #3 Choosing and evaluating a range of subject matter, symbols, and

ideas

Indicator Visual Art Literacy: To promote the creation and understanding of original works of art.

Administrating Measures: How Grades K, 1 & 2: Students will choose their own subject matter and symbolism for works of art based on their understanding of the concept of theme.Assessment strategies may include, but are not limited to:

Checklists Product rubric Labeling Written reflection/identification Oral reflection/identification Graphic organizers

Grades 3, 4, 5 & 6: Students will choose their own subject matter and symbolism for works of art that illustrate variations on a theme prescribed by the teacher.Assessment strategies may include, but are not limited to:


Novice: Students will choose their own subject matter and symbolism for works of art that illustrate variations on a theme. Assessment strategies may include, but are not limited to:


Intermediate: Students will choose their own subject matter and symbolism for 3 works of art as part of a thematic portfolio. Assessment strategies may include, but are not limited to:



Advanced: Students will choose their own subject matter and symbolism for a minimum of 8 works of art as part of a thematic portfolio. Assessment strategies may include, but are not limited to:



Goal #4: The target group of students will show a 25% increase by the end of the instructional cycle in their ability to demonstrate understanding and respect for diverse cultures, times and places.Standard #4 Understanding visual arts in relation to history and cultures

Indicator To facilitate student understanding and respect for diverse cultures, times, and places.

Administrating Measures: How Grades K, 1 & 2: Students will demonstrate understanding by investigating various aesthetic and cultural purposes of art. Assessment strategies may include, but are not limited to:

Checklists Written reflection/identification Oral reflection/identification Graphic organizers Product and rubric

Grades 3, 4, 5 & 6: Students will demonstrate understanding by investigating various aesthetic and cultural purposes of art. Assessment strategies may include, but are not limited to:

Checklists Written reflection Oral reflection Graphic organizers Response prompts for discussion Product and rubric

Novice: Students will demonstrate understanding by analyzing selected works of art from different cultures. Assessment strategies may include, but are not limited to:



Intermediate: Students will demonstrate understanding by making meaningful interpretations about selected art works from different cultures. Assessment strategies may include, but are not limited to:


Advanced: Students will demonstrate understanding by choosing one or more cultures to investigate. As a result students will formulate ideas and create works of art that reflect their newly refined ideas, values, and visual aesthetics. Assessment strategies may include, but are not limited to:

Written reflection Oral reflection Graphic organizers Student generated critique questions Student self assessment rubric Product and rubric


Goal #5: The target group of students will show a 25% increases by the end of the instructional cycle in their ability to demonstrate understanding of the many possible career choices in visual art.Standard #6 Making connections between visual arts and other disciplines.

Indicator Career Exploration: To facilitate student understanding of possible career choices in visual art.

Administrating Measures: How Grades K, 1 & 2: Students will demonstrate understanding by investigating art jobs in their community.Assessment strategies may include, but are not limited to:

Checklists Written reflection/identification Oral reflection/identification Graphic organizers Product and rubric

Grades 3, 4, 5 & 6: Students will demonstrate understanding by investigating visual arts careers.Assessment strategies may include, but are not limited to:

Checklists Written reflection Oral reflection


Graphic organizers Response prompts for discussion Product and rubric Interviews Brainstorming

Novice: Students will demonstrate understanding by connecting art careers to their daily lives. Assessment strategies may include, but are not limited to:

Checklists Written reflection Oral reflection Graphic organizers Response prompts for discussion Product and rubric Interviews Brainstorming Career compass

Intermediate: Students will demonstrate understanding by researching career choices in visual arts.Assessment strategies may include, but are not limited to:

Checklists Written reflection Oral reflection Graphic organizers Response prompts for discussion Product and rubric Interviews Brainstorming Career compass Career cruising

Advanced: Students will demonstrate understanding by preparing for a possible visual arts career. Assessment strategies may include, but are not limited to:

Written reflection Oral reflection Graphic organizers Student self assessment rubric Portfolio and rubric Interviews Brainstorming Career Compass Career Cruising


Goal #6: The teacher will increase the number of students participating in AP Studio Art /Art History courses by 10% from one school year to the next.Standard #1Standard #2

Understanding and applying media, techniques and processesUsing knowledge of structures and functions


Standard #3

Standard #4

Choosing and evaluating a range of subject matter, symbols and ideasUnderstanding the visual arts in relation to history and cultures

Indicator To increase the number of students understanding the creation of visual art at its highest level.

Administrating Measures: How Advanced AP: Compare enrollment of AP Studio/Art History students from current year to prior year’s enrollment numbers.

Administrating Measures: When At the beginning of the school year

Goal #7: The teacher will increase the number of students obtaining a 3 or higher on the AP studio portfolio /Art History exam by five percent from one school year to the next.Standard #1Standard #2Standard #3

Standard #4

Understanding and applying media, techniques and processesUsing knowledge of structures and functionsChoosing and evaluating a range of subject matter, symbols and ideasUnderstanding the visual arts in relation to history and cultures

Indicator To increase the number of students demonstrating proficiency on the AP Art History exam and/or the Studio Art portfolio process.

Administrating Measures: How Advanced AP: Compare scores of AP Studio /Art History students from current year to prior year’s scores.

Administrating Measures: When At the end of the school year


3.2 Data/Evidence Collection Procedures

Goal #1-The target group of students will show a 25% increase from the beginning to the end of the instructional cycle in their ability to demonstrate understanding of the elements of art and the principles of design.

Data ProceduresSource/Measure Teacher assessment Sample Size Target group of a minimum of 10 or maximum of 50 Tools Pre/post classroom assessment

EvidenceTest Scores N/APerformance Rates

a. Baseline date Pre-assessment will be administered within the first five sessions of class. b. Baseline data Pretest administration will determine the baseline and inform appropriate

instructional strategies. (# of target group students who demonstrate proficiency on the pre-test/the number of students assessed) For example: 8/25 = .32 or 32%

c. Target date Post-assessment will be administered within the last five sessions of class. d. Target data (# of target group students who improve on the post-test / the number of

students assessed) For example: 18/25 = .72 or 72% (growth of 40% thereby, surpassing the target goal of 25% improvement.)

e. Difference between baseline and target data

d – b = average increase/decrease of student growthd = target datab = baseline data

Goal #2-The target group of students will show a 25% increase from the beginning to the end of the instructional cycle in their ability to reflect upon their own work and the work of other artists.


EvidenceTest Scores N/APerformance Rates


instructional strategies. (# of target group students who demonstrate proficiency on the pre-test / the number of students assessed) For example: 8/25 = .32 or 32%






Goal #3-The target group of students will show a 25% increase from the beginning to the end of the instructional cycle in their ability to choose subject matter, symbols, and ideas for original works of art.


Test Scores N/APerformance Rates







Goal #4- Twenty-five percent of the target group of students will show a 25% increase from the beginning to the end of the instructional cycle in their ability to demonstrate understanding and respect for diverse cultures, times and places.









Goal #5-The target group of students will show a 25% increase from the beginning to the end of the


instructional cycle in their ability to demonstrate understanding of the many possible career choices in visual art.









Goal #6- The teacher will increase the number of students participating in AP Studio Art and/or AP Art History courses by 10% from one school year to the next

Data ProceduresSource/Measure AP Studio Art/AP Art History student registrationSample Size Number of registered studentsTools AP Studio Art/AP Art History courses

EvidenceTest ScoresPerformance Rates

a. Baseline date Number of students registered for Studio Art/AP Art History courses at beginning of prior school year

b. Baseline data Number of students registered in prior year for Studio Art/AP Art History courses

c. Target date Number of students registered for AP Studio Art/AP Art History courses in current year.

d. Target data Number of students registered in current year for AP Studio Art/AP Art History courses.


d – b = average increase/decrease of student registeredd = target datab = baseline data


Documents

Educator Growth Goals - delawareartseducation - homedelawareartseducation.wikispaces.com/file/view/Visual... · Web viewIt is divided into three sections, outlining the process to