Autonomy Rubric for Teachers - Arts Impact

Dear Arts Impact/Arts Leadership Teachers:
AUTONOMY RUBRIC FOR TEACHERS (A.R.T.)
INDICATORS OF TEACHER’S AUTONOMY FOR ARTS INSTRUCTION
Once again it is time to complete the Autonomy Rubric for Teachers (A.R.T.). This year you will be filling out the A.R.T.
in reflection of your autonomous teaching of the full curriculum in Dance, Theater and Visual Arts.
In 2009-10 we ask that you use the teaching and assessing strands of the tool to chart your own growth in teaching
across all three disciplines.
Just circle the level of performance you feel most closely reflects your work. Be sure to circle only one level, even if
you feel you are ‘somewhere in-between’ levels.
Independently CIRCLE ONE rubric level (4-1) for each of the six teaching strands as soon as possible after you
complete teaching the final lesson in all three disciplines.
Independently CIRCLE ONE rubric level (4-1) for each of the two assessment strands as soon as possible after
you complete assessing the artwork in Visual Arts and student performances in Dance and Theater. Thanks for using
this tool! And congratulations on your reflective teaching practice.
Teacher Name _______ School Date
Rater: _______Self _________________________Artist-Mentor _______Evaluator/Staff
Directions: Circle the description for each strand that best illustrates TEACHING. (A-M=Artist-Mentor)
TEACHING Teacher of arts….
1. Uses instructional strategies which
include:
a. Warm-up
Observations:
4 3 2 1
A-M steps in
Mentions
Omits warm-up in
concept in
teaching
warm-up
Uses warm-up activity
to preview
conceptual
understanding
Uses a warm-up
with no
connection to
concept
b. Sequencing
Observations:
Sequences all steps
in order
Sequences
major steps
Teaches some
steps but omits
major step(s)
Leads lesson with no
perceivable sequence
c. Pacing
Observations:
Uses optimum time
for each segment
Falls behind or
moves too
quickly
Loses track of
time or doesn’t
complete
lesson
Makes unsuccessful
effort to complete
lesson
d. Embedded assessment
Observations:
e. Classroom management
Observations:
f. Creative, original responses
Observations:
Embeds multiple
criteria-based
assessment
strategies
Provides safe,
structured
classroom setting,
material
organization, and
procedures
Brainstorms for
individual
responses that meet
criteria
Uses criteriabased
assessment
Prepares
classroom, but
lacks structure
for classroom
setting, material
organization,
and procedures
Reminds
students there
are a range of
responses that
meet criteria
Assesses
without criteria
focus
(beauty,
complexity, etc.)
Attempts to
prepare
classroom
during lesson
Limits
solutions that
meet criteria
Omits assessments
Omits classroom
management
strategies from
teaching
Models and expects
only one artistic
answer
09-10 AI-AL Autonomy Rubric for Teachers (A.R.T.) SW

AUTONOMY RUBRIC FOR TEACHERS (A.R.T.), continued
Directions: Circle the description for each strand that best illustrates ASSESSMENTS. (A-M=Artist-Mentor)
ASSESSMENT AND EVALUATION
Teacher of art…
6. Uses assessment/evaluation strategies which include:
.
4 3 2 1
A-M discusses
impact on lesson
a. Reflection
Observations:
Recalls and analyzes
specifically why
targets were
achieved/ not
achieved
Recalls and
analyzes
general target
achievement
Recalls general
lesson
success or
breakdowns
Relates successes/
breakdowns
inaccurately
b. Criteria focus
Observations:
Scores using criteria
as only focus
Scores with
inconsistent
attention to
criteria
Scores with
subjective
comments
Omits criteria-based
scoring from
assessments
09-10 AI-AL Autonomy Rubric for Teachers (A.R.T.) SW