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Re: NYC Tenure Binder

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  • priorhouse
    Angela, I am not sure if this is what you are looking for, but I have two ideas that may be helpful - and both can provide a paper trail to help with the
    Message 1 of 2 , Feb 25, 2013
      Angela,
      I am not sure if this is what you are looking for, but I have two ideas that may be helpful - and both can provide a paper trail to help with the first two categories in your list.

      In Virginia, we have Standards for each grade http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/visual_arts/complete/visualartsk-12.pdf

      You may want to keep a "Standards data Log.

      Mine was called an SOL log and I had the standards printed out for each grade, which in VA the list is very itemized for each grade - whereas I think that NYS has 4 standards with 16 generalized items for all grades - and so you may have to customize it a bit more.

      I kept the SOL log on my desk - and right after the class would leave (or later in the week), I would write in what standards were met (or targeted that week), the lesson title, what EOA or POD we targeted, and misc tidbits - like the masterpiece, what other stuff was discussed, what technique was covered, or if this particular class had a passionate area of interest (like one fifth grade class was flipping out over polymer clay and so we did it twice that year) or if there was special areas to work on (like an older class had never had exposure to a VP and so even though that was not their in their standard, I integrated it into a later lesson - but wrote that down in the margin) o r if there was something to remember about behavior or needs.

      This gave me a nice data log (that was easy to maintain) and helped highlight the meat behind what we did in art.

      If you did this for category one, you could then leave more space for lesson reflection and note how you adjusted for groups, special needs, or helped each student "achieve those gains."

      The second thing I did (which could help with category two) is I made a planning outline for every class. I created this planning outline during a semester when I had less time to plan and this simple form allowed me to loosely plan ahead of time - it then gave me a nice keepsake sheet that I could file for each class, and became a resource for future teaching.

      And here is a suggestion of what your sheet could include:

      Date, Grade level, Class, Lesson Name (and theme)

      List objectives and then write "The students will be able to . . . at the end of this lesson"
      List state standards (although I prefer to list the SOLs at the end of lesson and then note what was done to target that standard). Also, sometimes I tell the students, like say, "Believe it or not, one of the SOLs for your grade is to do a preliminary sketch, and here is why it has value...."

      Note any theory behind your lesson. To show why you are teaching this lesson, what extra value does it have, this is important for a tenure portfolio

      Brief Lesson overview:
      Your intro, materials, procedures (time, set up, how kids work), and closure or wrap up.

      Wrap-up can be about 5 min - write down how the lesson was closed (or note that students were so engrossed and time ran out and so next class, we must make sure to go over things at the start and make sure we watch for running out of time - and stuff like this adds credibility to your log - because in real life we have a few classes that don't always get the ideal wrap-up (or closure) but this is part of life. And so note if you missed wrap-up that day, or note if you flipped off the lights and said "Okay, the bell is about to ring and before you go, i am going to highlight three key things for you to take away from today's lesson, first remember that mono means one and so a monochromatic....etc." Or remind kids that you are giving a take away sheet so they can remember this or that, or remind them that in their art journals they wrote two art terms (state them) and say that we will build on them later. Or remind of any quiz or homework given.

      Grading Rubric. For years I used a simple 100 point rubric ( I know many would not agree with this, but it worked for us quite well) where every lesson had 4 major points that each student needed to cover (with 25 points each). We may have had more objectives, but those 4 things they knew I would be looking at int heir work. I still use it for certain sketch lessons and students have come to expect that if they do 1, 2, 3, and 4 - they can get their 100 points. It would not work for every lesson, but allows for accountability.

      In hindsight I see that my 100 point rubric was even more win-win because students found it reasonable to do (which took the pressure off of assessment and let them comfortably create - with objectives in mind) but it also gave me a chance to give each student some personal attention as I would stroll the room to see if the 4 things were achieved.

      Leave a section for General review and notes: Note strengths and weakness, and what went well - what did not. Take the time to note individual needs - which can also help with categories one and two because they want to know how you help each student achieve. For example, in one class I had a special needs boy who I catered to. In my notes, I wrote after the intro section to the class - went up to "John" and gave him verbal instructions to make sure he was clear with steps - and also wrote the steps on the board for all to be reminded of.

      Again, this may not be what you need, but I know it still helps to share ideas.
      ~Yvette (in VA)




      --- In art_education@yahoogroups.com, "A. Thielke" <angethielke@...> wrote:
      >
      > I'm a 4th year teacher working towards tenure in the NYC DOE. I have
      > reviewed the guidelines for tenure
      > here:http://www.uft.org/files/attachments/tenure-framework-2010-11.pdf
      > and here: http://www.cfn204.com/storage/dropbox/TeacherTenureOverviewforPrincipals201112FINAL.pdf
      >
      > I haven't yet found anyone who has created a tenure binder as a visual
      > art teacher and am looking for advice on structure and ways to show
      > "data".
      >
      > The three categories that I am required to supply data and information for are:
      >
      > 1. Multiple sources of evidence showing that virtually all students
      > (including special populations*) achieve substantial gains on NYS
      > standards.

      >
      > 2. Multiple sources of evidence indicating practice at the highest
      > level based on a framework** or set of expectations for:
      > • Instructional Planning
      > • Classroom Delivery & Student Assessment
      > • Commitment to Improving Instructional Practice
      >
      > 3. Multiple sources of evidence of professional contributions at the
      > highest level:
      > • Contributions to the school and community
      > • Professionalism
      >
      > I teach middle school visual art to both the whole population 6-8th
      > grade in gen art and to advanced classes in 7th and 8th grade. If you
      > can supply me with any guidance or link me to any resources, I'd
      > reallllly, really appreciate it. What we do in the art room is often
      > very different from what is done in the "core" classes and the NYCDOE
      > has yet to acknowledge this or give any guidance for specialists.
      >
      > Thank you in advance!
      > Angela
      >
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