Autonomy Rubric for Teachers (A.R.T.) - Arts Impact
Autonomy Rubric for Teachers (A.R.T.) - Arts Impact
Autonomy Rubric for Teachers (A.R.T.) - Arts Impact
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INDICATORS OF TEACHER’S AUTONOMY FOR ARTS INSTRUCTIONTeacher Name School DateRater: Self Artist-Mentor Evaluator/StaffDirections: Circle the description <strong>for</strong> each strand that best illustrates LESSON PLANNING. (A-M=artist-mentor)PLANNING Teacher of arts…. 4 3 2 11. States the big idea that goes beyond aspecific lesson (enduring understanding)Observations:Identifies a big ideathat transfers acrossexamplesIdentifies anidea related toa specificcontextIdentifies athemeMakes unsuccessfulef<strong>for</strong>t to identify anoverarching big ideaNOTE: Definition of big idea: A relationshipbetween two concepts, e.g. “A character’sobjective can define the sequence of thestory.”2. Writes learning targets (knowledge—concepts and skills—techniques)Observations:Identifies specific,knowledge and/orskills related to Statestandards (EALRs)and framework levelsIdentifiesknowledgeand/or skillsbut withoutknowing itrelates to StateframeworksIdentifiesnonspecificknowledgeand/or skillsMakes unsuccessfulef<strong>for</strong>t to identifyknowledge and/orskills; doesn’t knowwhat students shouldknowNOTE: Teacher should relate the knowledgethat is being taught to State frameworks.3. Writes traits (attributes) of criteriaObservations:Writes attributes thatcan be observed andscored objectivelyWrites attributesthat can beobserved, butmight bescoreddifferently bytwo ratersWrites vagueattributes thatcan’t beobserved orscored validlyMakes unsuccessfulef<strong>for</strong>t to identify anyattributes4. Instructional Plans include:a. Writes teaching strategies insequenceObservations:Sequences allsteps inincremental order(Includingtransitions)Sequences majorstepsLists some stepsbut omits majorstep(s)Makes unsuccessfulef<strong>for</strong>t to identify thesequence ofactivities; stalled atevery stepb. Writes learning promptsObservations:Writes prompts andquestions toinvolve studentsin conceptunderstanding(includes conceptin prompts)Writes questionsto involvestudentparticipation(uses inquiry)Writes promptswith no studentinteraction(direct teaching)Makes unsuccessfulef<strong>for</strong>t to write anyprompts orquestions<strong>Arts</strong> <strong>Impact</strong> <strong>Autonomy</strong> <strong>Rubric</strong> <strong>for</strong> <strong>Teachers</strong> 2010-2011 – 11.15.2010 2
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