When my assistant principal was conducting my end-of-year evaluation, we had a meaningful conversation about my classroom environment. She has observed my classroom and the transition to TAB over the past eight years. She has a very good understanding of what my classroom is.
Colorado’s teacher evaluations consist of a rubric with four standards. To obtain a higher score, the observer will have to see what the students are doing. I feel like I am at an advantage with this rubric because of my learner-driven environment. I asked my assistant principal
if she thought I can score higher because my classroom is student-directed. She replied that my classroom is the way it is because of ME.
(Here is a snippet of the Colorado Teacher Rubric)
This got me to thinking…what does it mean to be a TAB teacher?
First and foremost, remember that Teaching for Artistic Behaviors is a philosophy. It consists of three sentences: 1) What do artists do? 2) The child is the artist. 3) The classroom is the child’s studio.
I believe that the student is the artist. I try my best to push aside my personal aesthetic and ideas to honor the students’ ideas, aesthetics, and style.
I admire my students’ process and guide them along the art making journey.
But…this does not mean that I am always in full choice mode. I believe in maintaining a classroom with good management. I know that works best with a gradual release idea when opening the studio for my students. (And, occasionally, I do have those things that I need to do for assessments or the school.)
Now that I have a rubric created for my students to use, I started to question: How am I going to collect and record evidence? I have relied on self-assessments and artists statements in the past. I still want to use those but, I am finding that most of my standards are observable skills. I have observe my students doing most of the skills. I am in the process of creating these grading sheets to help me record skills observed in my students. I have this one below for 5th grade share time. I find that share time can be a great assessment. Students interact, interpret, and analyze their own art. I am creating these for me to fill out during their share time. (CLICK the picture to get whole document)
I am still debating on grading categories. I was thinking:
40% Reflection, Statements
50% Reflections, Statement
Let me know if you have ideas!
I have been working on creating some new rubrics for the 2019-20 school year. I wanted to create something that was easy to understand, aligns with Colorado standards, uses Studio Habits of Mind, and had a unifying theme for all grades.
*Studio Habits are a great way to assess students in a TAB classroom! "Studio Thinking from the Start" has some wonderful resources and ideas that work for elementary.
I was reminded of John Crowe's assessment of artists using their heart, mind, and hands. I liked this easy concept of categorizing skills and concepts. I decide to take my standards and organize them this way. Here is what it looks like:
I added some bullet points under a few categories to describe a standard more in depth. These align with the Colorado Visual Art Standards.