Needs Improvement Proficient Distinguished What is your evidence? Where is it located? Teachers provide Teachers regularly Students are very limited documented provide students with clear on their feedback to students authentic, meaningful progress and on performances/ and documented capabilities in the products. feedback from a variety arts, and are of sources (e.g., staff carefully guided by members, arts documented adjudicators, peers, etc.) individual plans on their performances/ based on feedback products so students may (from staff, strengthen their future professional, performance/products. peers, etc.) as to next steps in their progress. Students engage in Students regularly reflect Students purposely Bucklew: students discuss and journal about Donaldson: On the H critique and on, critique and evaluate use the language caroling and folk dancing Drive and lesson plans. evaluation of artistic the artistic products and of the arts in Donaldson: Story journal edit. products; but those performances of others critiquing and processes are not and themselves as is evaluating formalized or grade level and age performances. students are not yet appropriate They further make capable of making recommendation strong evaluations. on how those products or performances can be more effective as is grade level and age appropriate. Professional Development: Demonstrator 1 - Opportunity Needs Improvement Proficient Distinguished What is your evidence? Where is it located? The professional The professional A professional development action plan development action development action is linked to the plan is linked to plan is developed. Comprehensive School the Comprehensive Improvement Plan School (CSIP) and supports Improvement Plan grade level appropriate (CSIP), supports quality instruction
Needs Improvement Proficient Distinguished What is your evidence? Where is it located? Teachers provide limited documented feedback to students on performances/ products. Teachers regularly provide students with authentic, meaningful and documented feedback from a variety of sources (e.g., staff members, arts adjudicators, peers, etc.) on their performances/ products so students may strengthen their future performance/products. Students are very clear on their progress and capabilities in the arts, and are carefully guided by documented individual plans based on feedback (from staff, professional, peers, etc.) as to next steps in their progress. Students engage in critique and evaluation of artistic products; but those processes are not formalized or students are not yet capable of making strong evaluations. Students regularly reflect on, critique and evaluate the artistic products and performances of others and themselves as is grade level and age appropriate Students purposely use the language of the arts in critiquing and evaluating performances. They further make recommendation on how those products or performances can be more effective as is grade level and age appropriate. Bucklew: students discuss and journal about caroling and folk dancing Donaldson: Story journal edit. Donaldson: On the H Drive and lesson plans. Professional Development: Demonstrator 1 - Opportunity Needs Improvement Proficient Distinguished What is your evidence? Where is it located? A professional development action plan is developed. The professional development action plan is linked to the Comprehensive School Improvement Plan (CSIP) and supports grade level appropriate The professional development action plan is linked to the Comprehensive School Improvement Plan (CSIP), supports quality instruction
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