Presentation on theme: "Showing Student Growth “Teacher Evaluation Evidence: Are You Ready for Standard 6?” November 8 & 10, 2014 NCMEA Professional Development Conference Iredell."— Presentation transcript:
Showing Student Growth “Teacher Evaluation Evidence: Are You Ready for Standard 6?” November 8 & 10, 2014 NCMEA Professional Development Conference Iredell Statesville Elem. Music PLC, Janet H. Berry & Dee Yoder
NC Educator Evaluation System Overview of Standard 6: Effectiveness Status NC Educator Evaluation System
EVIDENCE COLLECTION TA 1 TA 2 TA 3 TA 4 TA 5 2 Work Samples 2 Work Samples 2 Work Samples 2 Work Samples 2 Work Samples Analysis of Student Work Process In the ASW process, teachers: Describe teaching context and choose five Objectives Compile a Timelapse Artifact for each Objective Complete and upload an Evidence Collection Submit the Evidence Collection for “blind” review Receive a category rating for Standard 6 (3 for ) # of evidences may vary depending on whole vs. individual submissions
Teachers: Identify and choose a single objective? Tie their Timelapse Artifact to the objective? Explain how student growth is illustrated in relationship to the objective? For more information and online modules: Analyzing Student Work to Change Teacher Practice
Analyzing Student Work to Change Teacher Practice Curriculum & Instruction Division NCDPI Updates; Standards, ASW & More Monday session: 5:00-6:30 in Hearn Ballroom Christie Lynch Ebert, Arts Education Consultant Dance & Music or Slater Mapp, Arts Education Consultant Theatre & Visual Arts or Contacts at DPI:
Arts Education Wiki- Revised Bloom’s Taxonomy Verbs More Bloom’s info: click here Essential Standards and RBT
How Do I Show Evidence of Student Growth – Documenting what we already do…
Ideas for places to go for assessments and ideas: Pinterest ISS Elementary Music Wiki Assessment tools - Kahoot Smart Response Clickers QuizstarQuizstar SocrativeSocrative Nearpod Nearpod InfuseLearning InfuseLearning Authentic Assessment Toolbox RubiStarRubiStar Teacher Pay TeacherTeacher Pay Teacher Your text book adoption series Create your own!
K. ML.1.1K. ML.1.1 Exemplify (1st-Use)(2nd-Apply problem solving strategies to improve) proper technique when singing and playing a variety of music. (Horizontal) Vertical Alignment of Clarifying Objectives K-1, 2 Alignment examples
K. ML Use accurate pitch to imitate two-pitch melodic patterns.(1st- imitate, three-pitch)(2nd-sing, three-pitch) VideoVideo K-1, 2 Alignment example ● To access Video links in this presentation, you must enter “ncmea” as the password.
K. ML.1.3 Execute simple rhythms using body, instruments, or voice. (1st-execute rhythm patterns) (2nd-execute extended rhythm patterns).
K. ML.1.4 Recognize how music changes (such as dynamics and tempo). (1st-Apply changes in dynamics and tempo when singing and playing).such as dynamics and tempo
K.ML.2.1 Interpret iconic symbols for rhythms. (1st- iconic or standard notation for quarter notes, quarter rests and beamed eighth notes. (2nd-standard notation for half and quarter notes, half and quarter rests and beamed eighth notes. Student reads and says: titi titi ta sh
K.ML.2.2 Recognize iconic symbols for at least two different pitches. VideoVideo
K.ML.2.3 Recognize by sound quarter notes and quarter rest durations. Dictation using popsicle sticks or apples or snowmen with symbols. Photo of apples or Snowmen. Recommend that you record your examples so that it is truly just the sound. Smartboard.
K.MR.1.2 Recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo, and same/different sections of music.
1.ML2.1 Video Interpret rhythm patterns that use iconic or standard notation for quarter notes, quarter rests and beamed eighth notes.Video 1.ML.3.3 Use iconic notation to compose simple rhythm patterns consisting of quarter notes, beamed eighth notes, and quarter rest durations. 1 st Grade
1.MR.1.2 Recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally. Apple Rhythms (Aural Dictation) PPT Created by D. Brian Weese
2.ML.1.3 Execute extended rhythm patterns using body, instruments or voice. VideobodyVideo
2.ML.2.2 Interpret 3 pitch songs with voice and instruments. VideoVideo
2.ML.2.3 Use standard notation to notate half and quarter notes, half and quarter rests, and beamed eighth notes. Rhythm Boards Or other notation for upper grades
2. ML3.3 Create rhythm patterns using half and quarter notes, half and quarter rests, and beamed eighth notes in duple and triple meter.
3. ML.2.1 Interpret rhythm patterns, including notes and rests in 3/4 and 4/4 meter signatures. 3rd Grade Have these for the students to choose whichever meter you are working on. Have them perform them. Be sure to video!!
3.ML.3.1 Use improvisation to create rhythmic and melodic ostinato accompaniments. Dinah MusicPlay, 3 rd Grade Denise Gagne Theme & Variations RUBRICS
3. ML.3.3 Create rhythmic compositions using whole, half, and quarter notes; half and quarter rests; and beamed eighth notes in duple or triple time.
4 th Grade 4.ML.2.1 Interpret rhythm patterns, including whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. (These programs can generate individual scores)
Music Ace 4.ML2.2 Interpret through voice and/or instruments simple pitch notation in the treble clef in major keys.
Music Ace Scores
Recorder Rubric Assessment MR 1.3 Design a set of criteria for evaluating music performances and compositions.
4 th Grade 4.MR.1.4 Classify instruments into Western orchestral categories of wind, string, percussion, and brass.
5 th Grade 5.ML.1.3 Use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments. This Land is Your Land (Easy as 123 Book, p5 Melody) Oh, Suzanna (Easy as 123 Book, p11 3 strings) Clementine (Easy as 123 Book, p27- I, V7 chords) California (I, IV, V7 chords) Shady Grove (Melody, Drones, Singing)
5.ML.1.3 VideoVideo Use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments.
5. ML.2.2 Recognize pitches on the treble and bass staves, including ledger lines, in order to understand the continuum of standard pitch notation. L to J Quick 5 each week.
5. ML 2.4 Use standard symbols to notate rhythm, meter, pitch, and dynamics.
5. MR 1.3 Exemplify appropriate behaviors as a participant and observer of music in relation to the context and style of music performed. 123 I occasionally show appropriate behaviors as a participant/ observer in relation to context and style of music performed. I mostly show appropriate behaviors as a participant/ observer in relation to context and style of music performed. I always show appropriate behaviors as a participant/ observer in relation to context and style of music performed. 1. Entering 2.Sitting 3.Participation 4.Attention 5.Appreciation