Concept and Art Process for Art/General/Administrative Personnel. NUMBER: POINTS TO BE EARNED: 60 (May be repeated for various processes)

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1 TITLE: Concept and Art Process for Art/General/Administrative Personnel NUMBER: POINTS TO BE EARNED: 60 (May be repeated for various processes) GENERAL OBJECTIVE(S): To acquire skills concerning a selected art process, concepts related to that process and to other subject area concepts. SPECIFIC OBJECTIVES: Provided training, resource materials and the opportunity for discussion and studio practice, participants will: 1. Discuss how the elements of art and principles of design contribute to the expressive qualities and/or composition of a work of art. 2. Describe how cultural patterns differ from stereotypes, and explain how an awareness of this distinction can benefit a teacher s ability to understand students cultural backgrounds and enrich students expressions in a work of art. 3. Explain how markers define boundaries between groups of people and discuss the identification or inclusion of markers in student art 4. Demonstrate skills in the use of tools and materials required for the production of unique products. 5. Produce works of art, which demonstrate the use of the elements of art and the principles of design for expressive purpose. 6. Make and justify statements about the aesthetic qualities of products produced in the workshop. 7. Describe appropriate techniques for completion and display of products resulting from this process. DESCRIPTION OF ACTIVITIES: This workshop model will be applied to each selected art process. The model will be directed by an art teacher or consultant having expertise in teaching a specific art process. Participants will practice, plan and produce art products, which will be subject to display and group critique, use of downloaded internet images reproductions and art objects will be shown and discussed to develop criteria and identify concepts. LEARNING METHOD: A Workshop B Electronic, Interactive C Electronic Non-Interaction D Study Group/Learning Community IMPLEMENTATION METHOD P Participant Product

2 EVALUATION METHOD STUDENT: C Portfolios of student work F Other performance assessment EVALUATION METHOD, STAFF: A Changes in Classroom Practice D Other Changes in Practice PRIMARY PURPOSE: C Florida Educators Certificate Renewal EVALUATION CRITERIA: 1. The District Specialist for Visual Art Programs K-12 will mark a checklist recording individual participation in discussion. 2. Student tool and material exercises will be evaluated according to criteria established for each art process. 3. Art products produced by participants will be subjected to instructor and group critique. 4. The workshop auditor will keep a log recording properly justified statements during critique and discussion of cultural patterns. 5. Participants will evaluate the component by completing the Professional Development Evaluation Form. COMPONENT CONTACT(S): District Specialist for Visual Art Programs K-12

3 TITLE: Program Structure for Elementary Art Teachers NUMBER: POINTS TO BE EARNED: 20 (May be repeated for various processes) GENERAL OBJECTIVE(S): To acquire new skills through exploration and participation concerning new concepts and ideas applicable to the on-the-job resource program in the elementary school. SPECIFIC OBJECTIVES: Provided training, and resource materials, participants will: 1. Utilize planning resources and documents 2. Describe techniques for presentation of art lessons, including the description of how cultural patterns differ from stereotypes, and an explanation of how an awareness of this distinction can benefit a teacher s ability to understand their students cultural backgrounds. 3. Present evidence of application of these techniques in the classroom setting. 4. Utilize techniques for organization of materials and equipment in the classroom setting. 5. Discuss techniques for implementation of the school art program including communication, recognition of components of the tension between assimilation and ethnic identification, and planning of educational experiences to assimilate ethnic groups into various societal groups, scheduling and acquisition of resources. 6. Define differences and commonalties of learning structures applicable to specific grade levels using Grade Level Expectations. 7. Discuss how technology can play a part in the art program. DESCRIPTION OF ACTIVITIES: This component covers a series of study sessions conducted by the District Art Resource Teacher. The elementary art resource teachers will work with models utilizing techniques for teaching children through problem-solving, discovery and inquiry methods, and investigate techniques for success in the implementation of an art resource program in the school setting. LEARNING METHOD: A Workshop B Electronic, Interactive C Electronic, Non-Interactive IMPLEMENTATION METHOD: O Q Collaborative Planning Lesson Study Group Participation

4 EVALUATION METHOD, STUDENT: C F Portfolios of student work Other performance assessment EVALUATION METHOD, STAFF: A Changes in Classroom Practice D Other Changes in Practice PRIMARY PURPOSE: C Florida Educators Certificate Renewal EVALUATION CRITERIA: 1. The District Visual Art Specialist K-12 will record and file evidence of attendance and content covered. Principal s reports of implementation will be sought and collected. 2. An identified number of examples of student work will be submitted to the District Visual Art Specialist for evaluation and exhibition purposes. 3. Participants will evaluate the component by completing the Professional Development Evaluation Form. COMPONENT CONTACT(S): District Visual Art Specialist K-12

5 TITLE: Strategies for Learning Through Art in Early Childhood Education For Art Teachers/Preschool Teachers NUMBER: POINTS TO BE EARNED: 10 GENERAL OBJECTIVE(S): To utilize art education as a means to encourage language development, vocabulary and concept building, and direct thinking. To acquire skills and techniques which help children to develop aesthetic awareness and perceptions through sensory experiences and talking about art. To develop methods for promoting the development of self-concept, self-esteem and selfdiscipline through art experiences. SPECIFIC OBJECTIVES: Provided training, lesson planning materials, and laboratory practice, participants will: 1. Examine and discuss works of art to discover objects, subjects, colors, shapes, lines, and other art qualities related to the elements and principles of design. 2. Demonstrate the use of visual materials (both real objects and fine art reproductions) for language and multicultural development, including methods for determining whether or not a cultural expression within a work of art or an artifact is an authentic component of a group of people s folk culture. 3. Demonstrate ability to locate information via the lesson process, and list techniques to organizing space and art materials. 4. Produce sample art products under instruction based on prepared lesson plans, including the development of assessment strategies that are mutli-dimensional and respond to students abilities. Working within a monitored group, modify and plan the implementation of an art lesson, related to a theme, and designed for concept building. DESCRIPTION OF ACTIVITIES: This workshop consists of laboratory involvement using Duval County multicultural materials and curriculum. Art materials and art reproductions will be utilized for perceptual, conceptual and language development activities. Participants will achieve each objective through a sequence of demonstration, practice and adaptation. LEARNING METHOD: A Workshop D Learning Community/Lesson Study Group IMPLEMENTATION METHOD: O Q Collaborative Planning Lesson Study Group Participation EVALUATION METHOD, STUDENT: C Portfolios of student work

6 F Other performance assessment EVALUATION METHOD, STAFF: A Change in Classroom Practice D Other Changes in Practice PRIMARY PURPOSE: C Florida Educators Certificate Renewal EVALUATION CRITERIA: 1. Information shall be gathered by the workshop auditor, recording individual participation in discussion and practice sessions. 2. Participants will plans or checklists of a minimum of four techniques for organization of space and materials. 3. Participants will demonstrate techniques for focusing attention and eliciting response to real objects or work of art. 4. Participants will provide an example of how an object or work of art can be used to teach about varying cultures. COMPONENT CONTACT(S): District Specialist for Visual Art Programs K-12

7 TITLE: Discussion and Analysis Techniques Using Art Reproductions for Art Teachers NUMBER: POINTS TO BE EARNED: 12 GENERAL OBJECTIVE(S): To acquire skills and techniques for using art discussion and analysis as an activity in the school art program. SPECIFIC OBJECTIVES: Provided training, lesson planning materials, and practice with a variety of art reproductions and student work, participants will: 1. Discern and describe the objects, subjects, cultural meanings and art qualities in a work of art. 2. Point out relationships between colors, shapes, lines, spatial elements, textures, objects, subject and cultural meanings in a work of art. 3. Identify the compositional forces in a work of art and trace directions of movement and interaction. 4. Speculate as to the meaning in a work of art based on the description and analysis completed in objectives 1-3. Cite an example of different meanings of a cultural expression, if one is found. 5. Make and justify judgements about quality and value in a work of art. 6. Select a work of art which is relevant to cultural expression based on group or historical conditions and write questions for its exploration with students. 7. Share in discussion with other participants as leaders; and demonstrate the ability to lead a discussion of a work of art. 8. Participate in displaying student-produced work in order to show evidence of aesthetic capabilities and construction. DESCRIPTION OF ACTIVITIES: This workshop consists laboratory involvement using both art reproductions and student generated work as vehicles for observation, analysis, and language development. Participants will achieve each objective through sequence of demonstration, involvement under the supervision of the instructor, and practice in leading discussion. LEARNING METHOD: A Workshop B Electronic, Non-Interactive D Learning Community/Lesson Study Group

8 IMPLEMENTATION METHOD: O Q S Collaborative Planning Lesson Study Group Participation Electronic, Non-Interactive EVALUATION METHOD, STUDENT: F Other Performance Assessment ALUATION METHOD, STAFF: A D Changes in Classroom Practice Other Changes in Practices PRIMARY PURPOSE: C Florida Educators Certificate Renewal EVALUATION CRITERIA: 1. The workshop auditor will mark a checklist recording individual participation in workshop/discussion/physical participation. 2. The participants will demonstrate techniques for eliciting response and managing discussion of a work of art through the steps of description, analysis, interpretation, and judgment. 3. Participants will evaluate the component by completing the Professional Development Evaluation Form. COMPONENT CONTACT(S): District Specialist for Visual Art Programs K-12

9 TITLE: Program Analysis: Art Teachers/Supervision NUMBER: POINTS TO BE EARNED: 14 GENERAL OBJECTIVE(S): To increase professional competence of art teachers in planning, implementation and evaluation of the school and district s art program: SPECIFIC OBJECTIVES: Provided a checklist and consultants with expertise in evaluation of student art, participants will: 1. Gather, preview and hold critical discussion of examples of student products. Within this process, attention will also be paid to the following multicultural objectives. 2. Participants will seek evidence of cultural patterns as discriminated from stereotypes in order to record differences in students cultural background. 3. Participants will discuss assessment strategies that are multidimensional and respond to students abilities. 4. Participants, in conjunction with art consultants and the District Specialist for Visual Art Programs K-12, will select student art for an exhibit, base on current instructional trends, evidence of learning and quality of achievement reflected in the art pieces 5. Participants and the District Specialist for Visual Art Programs K-12 will elicit from consultants and from group discussion programs needs evident in work submitted. 6. Teachers and the District Specialist for Visual Art Programs K-12, will prepare and exhibit an analysis reflecting strengths, weaknesses and strategies for district program improvement. DESCRIPTION OF ACTIVITIES: Teachers within each instructional level will participate in separate workshops. Consultants noted for their expertise in art or art education will share evaluation of student art works and offer insights into program strengths and needs. Supervisors and teachers will gain information about current trends and receive suggestions for program involvement. Additional hours may be required beyond credit for points because of the large number of works reviewed. LEARNING METHOD: A Workshop IMPLEMENTATION METHOD: M O Structured Coaching/Mentoring Collaborative Planning

10 EVALUATION METHOD, STUDENT: C F Portfolios of student work Other performance assessment EVALUATION METHOD, STAFF: A Changes in Classroom Practice B Changes in Instructional Leadership Practices D Other Changes in Practices PRIMARY PURPOSE: C Florida Educators Certificate Renewal EVALUATION CRITERIA: 1. With the assistance of consultants and the District Specialist for Visual Art Programs K-12, participants will prepare an outline of program strengths and needs, and formulate proposed strategies for improvement. The consultant will verify in writing that the objectives have been completed to the satisfaction of DCPS accepted policy and/or understanding. 2. Participants will evaluate the component by completing the Professional Development Evaluation Form. 3. Participants will involve themselves with community outreach via expected participation in annual student exhibitions and will attempt to participate in various student art opportunities outside of annual exhibitions. COMPONENT CONTACT(S): District Specialist for Visual Art Programs K-12

11 TITLE: Encompassing State Standards with Visual Arts Curriculum Number: Points to be earned: 60 GENERAL OBJECTIVE: Participants will acquire skills necessary for the development of curriculum driven by state standards and course descriptions. SPECIFIC OBJECTIVES: Participants will be able to: Increase understanding of state standards as they relate to the visual arts Discuss state visual arts standards as they relate to lesson planning Develop awareness of current state standards terminology Define and describe Big Idea strand used in state standards and increase understanding of each Big Idea strand (C,S,O,H, and F) Increase knowledge of Enduring Understanding strategies used in state standards Develop effective instructional strategies incorporating Big Idea C, S, O, H and F Describe effective instructional techniques based on Enduring Understanding Demonstrate ability to incorporate Enduring Understanding standards in development of strong arts curriculum Demonstrate ability to integrate standards via cross curricular efforts Increase knowledge of various technological tools Implement use of technology in development of instructional strategies Demonstrate skill in using online research tools for developing lessons Incorporate technology in the presentation of visual materials Demonstrate ability to locate and utilize information online at county, state and national levels

12 Develop and demonstrated an ability to affectively teach the arts in order to strengthen students ability to remember, focus on process, and sequence information Develop effective strategies for students with cognitive disabilities Describe effective techniques for promoting inclusion of ethnic, regional, gender, and special needs individuals Identify effective assessment tools reflecting state standard requirements Develop and utilize effective assessment procedures regarding student performance DESCRIPTION OF ACTIVITIES: Participants will attend a series of district-level and/or school-based workshops and small group hands-on sessions designed to meet the specific objectives of the component. Workshops and small group sessions will be facilitated by district-level personnel, other designated staff, and/or outside consultants. LEARNING METHOD: A Workshop B Electronic interactive C Electronic non-interactive D Study group/learning community IMPLEMENTATION METHOD: O Collaborative Planning Q Lesson Study Group Participation S Electronic, Non-Interactive EVALUATION METHOD, STUDENT: F Other performance assessments EVALUATION METHOD, STAFF: A Changes in Classroom Practice D Other changes in practices PRIMARY PURPOSE: C Florida Educators Certificate Renewal

13 EVALUATION CRITERIA: Participants will demonstrate knowledge and skill in the development of effective instructional strategies incorporating state standards Participants will apply specific strands and standards in their written instructional strategies Participants will demonstrate ability to use technology (instructor observation) Participants will incorporate technology in development of lesson plans Participants will demonstrate ability to create assessment that is specific to product outcome Participants will complete professional development in service evaluation form COMPONENT CONTACT: District Specialist for Visual Art Programs K-12

14 TITLE: COMPONENT : Teacher Academy- VISUAL ARTS PRE K-5 NUMBER: POINTS TO BE EARNED: 30 TEACHER APPRAISAL SYSTEM FOCUS AREAS: Domain 1 (a, c, d), Domain 2 (a, b, c, d, e), Domain 3 (a, b, c, d, e), Domain 4 (a, e) CCSS: Language Arts LACC.K.RL.1.2; LACC.1.RL.1.2; LACC.2.RL.1.2; LACC.3.RL.3.7; LACC.3.SL.1.1b; LACC.4.SL.1.1; LACC.4.W.1.2d; LACC.5.RL.3.7; LACC.5.SL.1.1; LACC.5.L.2.3; MACC.K.G.1.1; MACC.K.G.1.3; MACC.K.G.2.4; MACC.K.MD.1.2; MACC.1.G.1.2; MACC.1.G.1.3; MACC.2.G.1.1; MACC.2.G.1.3; MACC.2.MD.1.1; MACC.4.G.1.3; SC.K.N.1.4; SC.K.P.9.1; SC.1.L.14.1; SC.2.N.1.5; SC.3.P.8.3 FL PD PROTOCOLS: Content Focused, Learning Strategies, Sustained Professional Learning Implementation of Learning GENERAL OBJECTIVE(S): Participants will take part in hands-on, interactive learning directly aligned to the DCPS Strategic Plan Goals of Great Educators and Leaders, and Development of the Whole Child, improving their instructional practice and ultimately raising student achievement. SPECIFIC OBJECTIVES: CONTENT: Participants will enhance their knowledge, skills and understanding of how to effectively teach students to: 1. Identify shapes as either 2-D or 3-D, identify and use the structural elements of art and organized principles of design to support artistic development 2. Describe varying aspects of elements of art and principles of design as they relate to art objects 3. Compare and contrast objects and their attributes using proper terminology as they relate to size, shape, and/or texture (actual or implied) 4. Understand that art reflects values, beliefs, traditions, expressions, or experiences in a historical context 5. Create works of art that reflect personal meaning, cultural influences, and global connections 6. Experiment with a variety of media and tools, finding there are many ways to express creativity through visual arts 7. View historical works of art and have the ability to take the knowledge from those works and apply that knowledge when creating their own piece of art 8. Work collaboratively when discussing art or art processes that will lead to one s ability to engage in effective communication, building on the ideas of others and one s ability to express their own thoughts and ideas 9. Value art as their ability to express themselves in a non-verbal format and to share through a variety of venues such as student portfolios, classroom displays, and school/district exhibitions 10. Analyze and interpret works of art in order to show understanding of the artist s intent or purpose PROCESS: Participants will enhance their knowledge, skills, and understanding to effectively implement these processes as part of the continuous improvement cycle. 1

15 11. Understand the curriculum, lesson guide, and lesson plan template to ensure an aligned curricular and instructional system. 12. Analyze, display, and discuss disaggregated student achievement data and student work to make instructional decisions and determine how these data are used to determine student and educator professional learning needs (IPDPs). 13. Use formative and summative assessments to inform instruction, monitor student progress and plan appropriate interventions for struggling students. 14. Identify and use high effect size strategies and differentiated instructional strategies appropriate for students learning needs. 15. Implement effective questioning techniques/prompts to advance higher level thinking and build student understanding. 16. Implement effective collaborative learning communities (ex. Lesson Study, PLCs, etc.) aligned with individual, school, and district goals. 17. Embed rigor and relevance into instruction and the curriculum. 18. Support high levels of student engagement students through the inquiry process. 19. Evaluate the impact of professional learning on instructional practice through reflection, assessment, work samples, peer visits, and/or professional portfolios. 20. Engage in a continuous improvement cycle of data analysis, planning, implementing, reflection, and evaluation. 21. Integrate technology effectively into instruction to accelerate student learning. DESCRIPTION OF LEARNING DESIGNS: Participants will have a variety of experiences that will include, but are not limited to, the following professional learning designs: discussions of research-based instruction, observations of best practices through technology, hands-on practice, data analysis, and collaborative learning activities. DELIVERY METHOD: A EVALUATION METHOD: F FOLLOW-UP METHOD: P EVALUATION PROCEDURES: Participant Evaluation - The evaluation process will consist of processes, artifacts and evidence related to the specific component objectives and will be based on implementation of skills, techniques, methods, etc., specified in the component objectives. Evidence of the impact of professional learning on the educator s practice and use of the new skills and knowledge in the classroom may include lesson plans, professional portfolios, peer visits, anecdotal educator reports, written/oral reflection, teacher appraisal data, instructional rounds, student work samples, charts/graphs of student scores, and student assessment data. Component Evaluation All participants will evaluate the planning, learning, and implementing of this professional learning at the conclusion of the final face to face session using the DCPS Professional Development Evaluation Form. COMPONENT CONTACT(S): Jack Matthews 2