ppdp

This PPDP is an agreement between (Ann Cehula) and Arts Educator 2.0. The purpose of this Personal Professional Development Plan is to construct professional development goals for the Arts Educator 2.0 Project participants in a collaborative and meaningful way. Progress towards the following goals is the responsibility of the participant, with assistance provided by (mentor's name). The successful completion of the goals outlined below will result in 5 CPE credits awarded by the PA Department of Education. A final evaluation of progress will be conducted by the grant co-directors, grant partners, and the grant evaluator in consultation with the participant's mentor.

Goal #1: Develop a standards-aligned unit of study with rich, compelling content for future implementation in your classroom (Provided by ArtsEducator2.0).

In order to meet this goal, the following steps will be taken: • I will participate in 7 webinars that deliver content related to writing the unit of study; • I will participate in 5 face-to-face meetings at IU1 where I will have time to interact and collaborate with other teachers about the content and technologies relevant to unit writing; • I will work with my mentor and collaborate with other grant participants to draft the unit in stages as content is delivered and discussed. Upon completion of the unit, I will submit the unit for review; • I will complete any necessary revisions of the unit and resubmit by June 30, 2009.

Progress will be documented in the following ways: • I will draft the unit using google docs that will be shared among participants with which I am collaborating as well as my mentor; • I will be accountable to deadlines that coincide with the face-to-face meetings at IU1; • I will save/record necessary communication between me and my mentor or other grant personnel regarding my unit writing progress.

Goal #1 will be assessed in the following ways: • My unit of study will be reviewed by a team of grant personnel including the co-directors, evaluator, and representatives from grant partners; • The team will assess the proficiency of my unit using a rubric that was explained to me at the beginning of the AE2.0 Project. The rubric will be used to determine if my unit is Advanced, Proficient, Basic, or Below Basic.

Goal #2: Assessment. In order to meet my goal of improved assessment I will research, talk with peers and mentor and reflect on and try new implementation of techniques that show evidence of learning.

Progress will be documented in the following ways: •evidence of group discussion,documented •taking notes while reading •videotape class discussion about fairness of assessment .mentor with students/ bring in artwork/ let teacher use assessment and look at results

Goal #2 will be assessed in the following ways: • My progress will be consistently observed by my mentor via on-site visits, virtual visits, various forms of communication, and via my wikispace. • The ArtsEducator2.0 steering committee will deem my progress adequate after consultation with my mentor.

Assessment is my choice for professional development. I have always been at odds on how to fairly assess the artwork of my students. My self- taught, trial and error method of assessing just wasn't up to todays standards. Students always receive a grade but my grading system just didn't seem to fulfill the learning outcomes that were intended.How could someone fail my test? What did I do wrong? I thought everyone would do well.!!! .After probing into the book "Assessment in Art Education" by Donna Kay Beattie, I have a fresh insight into the importance of good assessment practices to help students succeed.In the short time that I have been implementing these new strategies, I have much more information as to the progress students are making and what areas are in need of improvement.
 * __PPDP EVIDENCE__** :

__STEPS TAKEN TO REFORM MY CURRENT PRACTICE OF ASSESSING:__ 1.Met with mentor to discuss PPDP Plan. 2.Discussed article "Frustrated Voices of Art Assessment" by Barbara Bensur with fellow colleagues Rachel, Karen and my mentor Leslie. 3.Skyped with Leslie and Karen and on first chapters of the books "Assessing Expressive Learning" and "Assessment in Art Education" 4.Completed reading the Donna Beattie book 'Assessment in Art Education"--took notes summarized chapters. [| SUMMARY OF CHAPTERS OF BOOK.doc] (71 kBbytes) [| SUMMARY CONTINUED.doc] (30 kBbytes)

5.Used backward planning to write unit and included a rubric. This made clear to students what they were to accomplish. 6.Added special adaptations for slow and accelerated learners 7. Applied formative assessments into my daily lessons. 8. Videotaped formative assessing taking place in my classes.media type="youtube" key="nHOs8pI4kRc" height="344" width="425" 9. Reflection on assessment. Investigating new assessment research has opened my eyes to the impact good assessment has on learning. My past approach to assessment has been to grade projects with sub-standard rubrics and give tests that lack significance. This PPDP development has been quite an experience for me. My mentor Leslie has been instrumental in changing the way I teach and expanding my outlook on methods to facilitate student achievement. Through Skype, face-to- face meetings and e-mail, Leslie has guided me by relaying her knowledge and directing me to reach my development goal. She was readily available when I needed her input. Formative assessment is now a part of my daily curriculum. Its value is evident just within the short time that I have used it. I am able to see what the students know and I also find out what needs improving. My classes are responding well to my new methods. They readily took to the computer research for my unit and writing statements about their projects’ purpose. Now, I feel much more organized and have more confidence in my teaching. The students know what I expect from them. Its not a guessing game. I am thrilled at how the assessment blends easily into my lessons. Planning accommodations, for students with IEP’S as well as accelerated learners, has also helped to iron out some rough areas that I have struggled with. I am leaving this course with a feeling of accomplishment and a new direction to explore!

__ONGOING GOALS__ : 1.To keep trying out different informal evaluation assessments with my students to make judgements on their knowledge and readiness to take on tasks as well as to gain information on their progress. 2. To keep a teachers log to profile student attitudes and work habits. 3. Adhere to performance standards. 4. Always clarify to students what is expected of them and what their grades mean. 5.Develop an Art Grading Criterion.