The Autonomy Rubric for Teachers
The Autonomy Rubric for Teachers is Arts Impact’s on-going teacher learning feedback tool. It was designed to give Artist Mentors an objective, neutral format for discussing growth in teaching the arts with teachers, and to give teachers a way to plan for further professional development. This 22-strand rubric tracks teacher autonomy in planning, teaching and assessing the arts. The ART was developed in 2003 as part of the first Arts Impact U.S. Department of Education Arts Education Model Development and Dissemination grant.
Performance-based Assessment Tools
Arts Impact uses a variety of performance-based assessment tools to measure teacher and student learning, including criteria-based checklists, peer reflection, self-evaluation, and annotated rubrics. Evidence of student learning is also collected in the form of artwork, performance/presentations, photographs and video.
Peer Reflection This form is just one example of how students can be involved in observing and recording criteria. Peer reflection can be used in combination with other assessment tools.
Annotated Rubric In this example, a four point weighted rubric scale is used in both a teacher checklist and a student self-evaluation. A side-by-side comparison of the teacher and student checklists is an effective method for determining the clarity of criteria in the lesson.
A series of pre-Institute, post-Institute, and post-Mentorship surveys provide a continuum to assess teacher change in the following areas as a result of Arts Impact training:
- Frequency of teaching arts
- Approaches to teaching the arts
- Beliefs and confidence in teaching the arts
- Understanding of concepts in the arts
The STAR Protocol
The STAR Protocol is a classroom observation tool developed by the BERC Group to measure the presence of Powerful Teaching and Learning™. Pre and post STAR observations are used to assess improvement in the attributes of Powerful Teaching and Learning across disciplines as a result of Arts Impact participation.