Arts & Humanities – Program Review Scoring Guide
(Mid-Review February and Final Review March/April)
When emailing me your evidence – include which Program Review and short (one to two sentences) description of topic/activity.
Curriculum and Instruction: Demonstrator 1 – Student Access
Needs Improvement
Proficient
Distinguished
What is your evidence?
Where is it located?
th
The arts program
Access is provided for all
The arts program
6 Grade: Students learn Dances of the
Donaldson: Lesson plans
offers creating,
students through
offers individual
Decades
on H Drive
performing, and
intentionally scheduling
students the
Bucklew: student cartoons and drawings using Johnson: Student work and
responding processes time within the
opportunity to
foreign language vocabulary
video
in the arts, but not all instructional day for a
develop their own
Donaldson: Flocabulary used to put parts of
Martin: classroom
four arts disciplines
balanced program of
talents in the three
speech to music
McKinney: video
are included
creating, performing and processes of
Johnson:
Graph/chart,
music
to
teach
content
Mudd: Agenda, tests,
responding to the arts in creating,
(properties song, Itty Bitty Dot), initials
officers list and materials
each of the four arts
performing, and
measure angles
folder
disciplines (dance, drama, responding to the
Martin:
co-ordinate
graphing
(UK),
Smith-Thomas: in student
music, visual arts)
arts with the
Icosahedron paper folding activities, creating
folders, located in teacher
support of
teachers, beyond
an astrolabe
binder and pictures
the regular
McKinney: students singing math songs
Tyree: Journals, Plate
classroom.
Mudd: Physically mapping the Nile employs
boundaries, pictures,
motions, rhythm, dynamics applied to drawing
a map of the Nile.
Smith-Thomas: student performances
Taylor: Flocabulary
Tyree: Diagrams: human organ systems
(labeled), geologic events, mouse trap car
project (design, build and revise), rain shadow
effect – similar comparison, rock cycle,
nitrogen cycle and moon phases
Wallace: Reader’s Theatre, Alien
Names/Symmetry & Music
Bratcher: 12 Days of Christmas (own words) &
sung to class, SumoPaint, Wordle and
Commercials
Eadens: Drawing demonstrating electrical wire
Elmore: Flocabulary, Funeral, and skit of Raven
(mood of painting with skit)
diagrams, and models
Wallace: Lesson Plans,
Photograph & Video
Bratcher: Go Animate acct,
SumoPaint and Wordle,
iMac or CD/DVD
Eadens: Sample work
Elmore: Lesson plans and
student’s writers notebook
Doughty: Lesson plan
All students have
access to regularly
scheduled disciplinebased, arts courses in
three or less art
forms which provide
a firm grounding in
basic creating,
performing and
responding to the
arts. Students
wishing to begin a
specialization in an
art form(s) are
provided regularly
scheduled classes.
All student have access to
regularly scheduled
discipline-based, arts
courses in each of the
four art forms which
provide a firm grounding
in basic creating,
performing and
responding to the arts.
Students wishing to begin
a specialization in an art
form(s) are provided
regularly scheduled
classes
Doughty: Flocabulary, Elements of Plot song &
Poetry Toolkit
Taken care of by Administrators, A & H Teacher Taken care of by
& G/T Teacher
Administrators, A & H
Teacher & G/T Teacher
All students have
regularly
scheduled
discipline-based,
arts courses in
each of the four
art forms yearly
which provide a
firm grounding in
basic creating,
performing and
responding to the
arts. Students
wishing to begin a
specialization in an
art form(s) are
provided regularly
scheduled classes.
Curriculum and Instruction: Demonstrator 2 – Aligned and Rigorous Curriculum
Needs Improvement
Proficient
Distinguished
What is your evidence?
The arts curriculum is The arts curriculum
Teachers
Smith-Thomas: collaborate with Art teacher
not fully aligned with encompasses creating,
responsible for
6th Grade: Decade Dance with Bivens
the Kentucky Core
teaching the arts
performing and
Academic Standards
responding and is fully
regularly
aligned with the
collaborate to
Kentucky Core Academic ensure that
Standards.
curriculum is
aligned vertically
and horizontally
with the Kentucky
Core Academic
Standards.
The curriculum may
The arts curriculum
The curriculum
Bucklew: poems, songs to remember
be designed to
provides for the
goes beyond basic
demonstrate
develop some basic
literacy in the arts
development of arts
Donaldson: Students listen to songs and read
arts literacy skills in
literacy in all four arts
to include
lyrics and evaluate figurative language.
the arts, but does not discipline and also utilizes communication
Fazel: Reading Activity
support full literacy
the Common Core
through the
Where is it located?
Smith-Thomas: Lesson plan
6th grade: lesson plan
Donaldson: Lesson plans,
6th grade binder
Fazel: PowerPoint and
Pictures
in the four arts
disciplines.
Standards for
English/Language Arts.
Cross-curricular
integration between
the arts and other
content areas is
happening but it is
not fully developed
or intentionally based
on the Kentucky Core
Academic standards.
The school curriculum
provides opportunities
for integration as
natural cross-curricular
connections are made
between the arts and other
content areas.
Students receive little
exposure to
exemplary works of
dance, music, theatre
and visual.
The arts curriculum
includes the study of
representative and
exemplary works of
dance, music, theatre and
visual arts from a variety
of artists, cultural
traditions and historical
periods.
The school arts
curriculum is revised
based on a single or
limited indicator(s) of
student performance
The school arts
curriculum is revised
using multiple indicators
such as student formative
and summative
assessments, arts
organization performance
assessments from
students’ arts
products and
performance as a
distinctive literacy
in itself as well as
written and verbal
communication
utilizing the
Common Core
Standards for
E/LA.
The school
curriculum
provides
intentional and
meaningful
integration of the
arts and other
content areas with
natural crosscurricular
connections.
The school-wide
curriculum
includes the study
of representative
exemplary works,
artists, cultural
traditions, and
historical periods
for each arts
discipline to show
natural
connections.
The school arts
curriculum is
revised by using
multiple indicators
by a committee
comprised of arts
and cross-content
area teachers.
Taylor: Venn Diagrams, flashcards
Elmore: Cowboy Casanova and See It, Sketch It
Mudd: timeline illustration analysis
Brown: Key vocabulary art
Elmore: lesson plans and
writer’s notebook
Mudd: lesson plans
Brown: lesson plans and
student work
Bucklew: design an animal in adaptation unit
and make habitat
Fazel: Animal Poster Designer Animals
Wallace: Preamble – Draw icons
Elmore: Edgar Allen Poe lesson plan using art
Taylor: student made fraction strips
Mudd: Timeline illustration analysis
Brown: key vocabulary art
Bucklew: student
drawings & description
Fazel: Feb – in classroom
Wallace: Student journals
Elmore: Student journals
Mudd: lesson plans
Brown: lesson plans and
student work
Bucklew: study cultures in each and
traditional after school snacks from other
cultures
Donaldson: Renaissance
Smith-Thomas & Elmore: Holocaust and
Outsiders
Mudd: Timeline illustration analysis
Bucklew: pictures
Donaldson: student work and
lesson plans
Smih-Thomas – lesson plan,
movie and essay
Mudd: lesson plans
sanctioned events, or
other student needs.
Curriculum and Instruction: Demonstrator 3 – Instructional Strategies
Needs Improvement
Proficient
Distinguished
Teachers rarely
Teachers systematically
Teachers engage
incorporate all three incorporate all three
students in highcomponents of arts
components of arts
level creative
study: creating,
study: creating,
activities and
performing and
performing and
problem solving in
responding to the
responding to the arts.
the arts through
arts.
creating and
performing.
Students apply
analytical skills at a
high level while
responding to the
arts
Teachers provide
Teachers provide models Teachers provide
limited models of
of exemplary artistic
print, electronic
artistic performances performances and
media, virtual or
and products to
products to enhance
live models of
enhance student
students’ understanding exemplary artistic
understanding
of an arts discipline and
performances and
to develop their
products to
performance/production enhance students’
skills.
understanding of
each arts discipline
and to develop
their
performance/prod
uction skill
Arts teachers provide Arts teachers provide for Arts teachers
basic artistic theory,
the development of
ensure that
skills, and techniques artistic theory, skills, and students are able
but do not help
techniques through the
to create original
students find their
development of student
artworks by
relevance to products performances or
intentionally
or performances.
products that are
applying artistic
relevant and
theory, skills and
techniques that
What is your evidence?
Where is it located?
Johnson: Performing songs (Property song,
Itty-Bitty Dot and Integer Song)
Smith-Thomas & Elmore: writing play and
performing
Mudd: China Cheer
Brown: YouTube Song
Johnson: Copies of lyrics &
video of performance on
cell phone
Smith-Thomas: lesson
plan and student work
Mudd: lesson plans
Brown: lesson plans
Smith-Thomas & Elmore: writing play and
performing
Brown: images from Australia
Embry: White House Alexander Hamilton
Flocabulary
Brown: Flocabulary
Smith-Thomas: lesson
plan and student work
Brown: lesson plans
Embry: Lesson plans
Brown: lesson plans
A & H Teachers ONLY
A & H Teachers ONLY
developmentally
appropriate for students.
are relevant and
developmentally
appropriate.
Guest artists are not
The arts curriculum is
Guest and
used, or guest artists
enhanced and
community artists,
provide arts
strengthened through
artist residencies,
instruction in place of collaboration with guest field trips, etc., are
regular disciplined
artists, complementing
integrated into the
based arts instruction. discipline based arts
school arts culture
instruction during the
for all students and
regular school day.
provide
experiences that
are designed to
promote learning
of Kentucky Core
Academic
Standards within
the arts and other
content areas.
Curriculum and Instruction: Demonstrator 4 – Student Performance
Needs Improvement
Proficient
Distinguished
Students are not
Students
Students are actively
actively engaged in
demonstrate
engaged in creating,
all three components performing and
mastery of skills
of creating,
and theoretical
responding to the arts.
performing, and
understanding with
responding in the
high levels of
arts.
creativity,
performing, and
responding to the
arts appropriate to
the age and grade
level.
Students' products
Students
Students identify a
show a lack of
independently
purpose and generate
variety, scope or
create rich and
original and varied art
purpose; ideas,
insightful products
works or performances
products,
and performances
that are highly
performances, etc.
with variety, scope
expressive with teacher
are primarily teacher- guidance.
and purposes.
driven.
Donaldson: Landon Hampton
Embry: Art Guest
What is your evidence?
Donaldson: PowerPoint
Embry: picture
Where is it located?
Wallace: Reader’s Theatre
LA Group: Flocabulary
Mudd: China Cheer
Wallace: Lesson Plans
LA: Lesson plans
Mudd: lesson plans
Elmore: Wounded Warrior cards – students drew
pictures on some of the cards
Smith-Thomas: Anne Frank comparison of
Black/White Anne Frank vs new version
Doughty: Charlie and the Chocolate Factory –
comparing the new and old version. Read and
perform the parts
Elmore: student samples
Smith-Thomas: lesson
plans
Doughty: Lesson plans
Student work in the
arts demonstrates that
they are applying
minimal creative,
evaluative or
analytical and
problem solving
skills in their artistic
performances or
products.
Students rarely
reflect upon
exemplary exhibits
and live or
technologically
provided
performances.
Students rarely
demonstrate the
ability to be selfsufficient in creating
artistic products.
Some students are
encouraged to
participate in grade
level appropriate
juried events,
exhibitions, contests
and performances
outside the school
environment.
Students, with teacher
guidance, routinely use
creative, evaluative,
analytical and problem
solving skills in
developing and/or
reflecting in their artistic
performances and
products.
Students
independently
apply creative,
evaluative,
analytical and
problem solving
skills in developing
and/or reflecting
on their artistic
performances and
products.
Students use written and Students
verbal communication to subjectively reflect
on exemplary
objectively reflect on
exhibits and live or
exemplary exhibits and
technologically
live or technologically
provided performances as performances to a
variety of
classroom assignments.
audiences through
a variety of means
of communication
(e.g. written,
verbal, their own
artistic means).
Students initiate
Students demonstrate
and produce their
the ability to become
self-sufficient in creating own creative
projects.
performances and/or
products after teacher
guidance
Students are supported
School arts
and encouraged to
programs and
participate in grade level individual students
appropriate juried
routinely
events, exhibitions,
participate in
contests and
grade level
performances outside
appropriate juried
events,
the school
exhibitions,
contests,
performances.
Donaldson: LA Vocabulary Poster
Wallace: Word Wall
Mudd: 42 movie – discussion about time period
Brown: Tolerance lessons
Donaldson: Picture
Wallace: Picture
Mudd: lesson plans
Brown: lesson plans
Bucklew: journal about French art
Donaldson: Journal reflections over creating the
poetry tool kits.
Johnson: singing
Donaldson: Journals in
room 101.
Martin: PowerPoint and Mouse trap cars
Brown: wall
Martin: classroom
Brown: pictures
Bucklew: Red Ribbon Web, canned food drive,
raising money for Relay for Life
Donaldson: Students participate in plays during
class.
Doughty:
Donaldson: 6th grade
binder.
Performance
assessment events
are used as tools
for reflection and
review, and used
adjust and improve
the school
instructional
program.
Formative and Summative Assessment: Demonstrator 1 - Assessment
Needs Improvement
Proficient
Distinguished
What is your evidence?
Formative
and
Formative and
Formative and summative
Bucklew: grade
summative arts
summative arts
arts assessments for
Tyree: Mouse trap cars
assessments for
assessments show
individual students and
Doughty: 3.8 Paragraph
individual students
some alignment with performing groups are
Elmore: 3.8 Paragraph – mid-term grade
and performing
components of the
clearly aligned with the
groups are clearly
Kentucky Core
components of the
Academic Standards
Kentucky Core Academic aligned with the
components of the
and measure a
Standards and
KCAS and inform
specific concept,
authentically measure a
instruction in the
understanding
specific concept,
classroom leading
and/or skill
understanding and/or
to student
skill and lead to student
improvement.
growth.
Students
Teachers are the
Teachers guide students
Donaldson: Students complete PQP of peer work.
independently and Tyree: Mouse trap cars – test for speed,
primary reviewers of to use developmentally
student work and
or grade level appropriate objectively utilize
acceleration and momentum
students do not
peer review and critique developmentally or
grade level
effectively use
to evaluate each other’s
appropriate oral
developmentally or
work.
and written peer
grade level
reviews and
appropriate peer
critiques to
review or critique to
evaluate each
evaluate each other’s
other’s work.
work.
Formative and Summative Assessment: Demonstrator 2 – Expectations for Student Learning
Needs Improvement
Proficient
Distinguished
What is your evidence?
Exemplars or models Exemplar/models are
Exemplars/models Bucklew: show examples of family trees and
are used in classroom used to encourage
are used with
cartoons
Where is it located?
Tyree: design and
functionality
Doughty: lesson plan &
student work
Elmore: lesson plan &
student work
Donaldson: 6th grade
binder.
Tyree: Lesson plans
Where is it located?
Elmore: lesson plans
instruction, but
students are not
clear as to how they
can apply what they
learn from models.
students to demonstrate
characteristics of rigorous
work in the appropriate
art form in most
instructional
lessons/units.
Teachers use clearly
defined rubrics or
scoring guides but do
not share them with
students.
Teachers share clearly
defined rubrics or scoring
guides with students
before creating,
performing, or
responding assignments
or assessments
appropriate to the age
and grade level and
students have the
opportunity to provide
input into the scoring
guide.
Teachers develop
rigorous student learning
and academic growth
through student learning
objectives and refined
SMART (specific,
measurable, appropriate,
realistic and time bound)
goals that are rigorous,
attainable and reflect
acceptable growth during
the course or school year
every instructional
lesson/unit (e.g.
historical
masterpieces,
current works,
performances by
exemplary artists,
or exemplary
student work).
Teachers engage
students in
creating their own
rubrics or scoring
guides for creating,
performing, or
responding
assignment/assess
ments appropriate
to the age and
grade level.
Elmore: Gradual Release
Donaldson: Story journal scoring guide.
Embry: Rubric
Teachers develop
Teachers, in
6th Grade Dance
rigorous student
collaboration with
learning and
the individual
academic growth
students, develop
goals that are
rigorous student
attainable, reflect
learning and
acceptable growth
academic growth
and are related to
SMART goals that
identified student
are rigorous,
needs, but the
attainable and
SMART (specific,
reflect acceptable
measurable,
growth during the
appropriate, realistic
course or school
and time bound)
year
goals process needs
refining
Formative and Summative Assessment: Demonstrator 3 – Assessment of Teaching
Donaldson: On the H
Drive (7th grade English)
Needs Improvement
Teachers provide
limited documented
feedback to students
on performances/
products.
Proficient
Teachers regularly
provide students with
authentic, meaningful
and documented
feedback from a variety
of sources (e.g., staff
members, arts
adjudicators, peers, etc.)
on their performances/
products so students may
strengthen their future
performance/products.
Distinguished
What is your evidence?
Students are very
clear on their
progress and
capabilities in the
arts, and are
carefully guided by
documented
individual plans
based on feedback
(from staff,
professional,
peers, etc.) as to
next steps in their
progress.
Students engage in
Students regularly reflect Students purposely Bucklew: students discuss and journal about
critique and
on, critique and evaluate use the language
caroling and folk dancing
evaluation of artistic
the artistic products and
of the arts in
Donaldson: Story journal edit.
products; but those
performances of others
critiquing and
processes are not
and themselves as is
evaluating
formalized or
grade level and age
performances.
students are not yet
appropriate
They further make
capable of making
recommendation
strong evaluations.
on how those
products or
performances can
be more effective
as is grade level
and age
appropriate.
Professional Development: Demonstrator 1 - Opportunity
Needs Improvement
Proficient
Distinguished
What is your evidence?
The professional
The professional
A professional
development action plan
development action
development action
is linked to the
plan is linked to
plan is developed.
the Comprehensive
Comprehensive School
School
Improvement Plan
Improvement Plan
(CSIP) and supports
(CSIP), supports
grade level appropriate
quality instruction
Where is it located?
Donaldson: On the H
Drive and lesson plans.
Where is it located?
instruction in the Arts
and Humanities.
Arts and Humanities
teachers have some
access to job
embedded
professional
development
opportunities.
Job embedded
professional
development
opportunities are
available to Arts and
Humanities teachers to
encourage continuous
growth.
Arts and Humanities
professional
development
opportunities are
limited and do not
focus on research
based best practices
that will support
teacher Professional
Growth Plans.
Arts and Humanities
professional development
opportunities focus on
research based best
practices and are
planned based on school
and student data and
teacher Professional
Growth Plans.
The school
encourages
The school schedule
allows for Arts and
in the Arts and
Humanities and is
revisited
throughout the year
to assess the
implementation,
program fidelity
and to make
necessary
revisions.
A variety of job
embedded
professional
development
opportunities are
available to the
Arts and
Humanities
teachers to
encourage
continuous growth
and are tailored to
meet individual
needs of teachers
and students.
A variety of Arts
and Humanities
professional
development
opportunities are
available and focus
on research-based
best practices that
support teacher
Professional
Growth Plans and
are based upon
school and student
data.
The school
allocates time for
A & H TEACHERS ONLY
Elmore: Engagement Cube
Embry: PGP – incorporating more art discipline in
content
A & H TEACHERS ONLY
Elmore: PGP – Mr. Tuck
collaboration
between Arts and
Humanities and
academic core
teachers, but does
not allocate time for
collaboration to
occur.
Humanities and
academic core teachers
to collaborate and
exchange ideas.
Arts and
Humanities and
academic core
teachers to
collaborate and
exchange ideas
during the school
day, in professional
learning
communities and
through
professional
development
trainings.
Professional Development: Demonstrator 2 – Participation
Needs Improvement
Proficient
Distinguished
What is your evidence?
Arts and Humanities
Arts and Humanities
Arts and
A & H TEACHERS ONLY
teachers participate
teachers participate in
Humanities
in arts contentarts content-specific
teachers
specific professional
professional
participate in arts
development, but no development selected
content-specific
evidence of
based on school, student professional
implementation.
and teacher data
development that
analysis.
is selected based
on school, student
and teacher data
analysis and
impact is evident.
Arts and Humanities
Arts and Humanities
Arts and
A & H TEACHERS ONLY
teachers are
teachers actively
Humanities
members of
participate in
teachers take on a
professional learning professional learning
leadership role in
communities.
communities to address
professional
issues related to
learning
instructional practices,
communities to
data analysis, and
address issues
improving student
related to
achievement.
instructional
practices, data
analysis, and
Where it is located?
A & H TEACHERS ONLY
A & H TEACHERS ONLY
Arts and Humanities
teachers are
members of
professional
organizations.
Arts and Humanities
teachers have limited
contact with external
partners.
Some teachers in the
school receive
professional learning
opportunities to
enhance the
integration of the
improving student
achievement and
share this
information school
wide.
Arts and Humanities
Arts and
teachers are leaders in
Humanities
professional
teachers are
organizations and the
leaders in
school.
professional
organizations, the
school and the
community.
Arts and Humanities
Arts and
teachers regularly
Humanities
collaborate with
teachers are
community, business, and provided with time
postsecondary partners
in the school
through advisory
schedule, a stipend
committees, work
and/or
exchange programs
professional
and/or community
development
groups with a focus on
credit for
the arts.
collaboration with
community,
business, and
postsecondary
partners through
advisory
committees, work
exchange
programs and/or
community
groups.
Most teachers in the
All teachers in the
school receive and
school receive and
implement professional
implement
development to enhance professional
the integration of the Arts development to
enhance the
A & H TEACHERS ONLY
A & H TEACHERS ONLY
A & H TEACHERS ONLY
A & H TEACHERS ONLY
Social Studies: Cobin MS – Brent Jackson
arts and humanities
content.
and Humanities content
into school curricula.
integration of the
Arts and
Humanities
content into school
curricula.
Administrative/Leadership Support and Monitoring: Demonstrator 1 – Policies and Monitoring
Needs Improvement
Proficient
Distinguished
What is your evidence?
School
School
School councils/
Taken care of by Administrators
councils/leadership
councils/leadership
leadership
establish policies to
implement policies to
monitors and
ensure that Arts
ensure that disciplined
evaluates the
concepts are taught
based arts instruction is a teaching of arts
throughout the
part of the school
concepts
school and across the curriculum and arts
throughout the
curriculum
concepts are taught
school and across
throughout the school
the curriculum
and across the curriculum
Time in the school
Protected time is
Time allocated
Taken care of by Administrators
schedule is not
allocated in the schedule extends beyond
adequately allocated so that all students can
usual
for all students to
receive instruction in the implementation,
receive instruction in Arts and Humanities
demonstrating a
the Arts and
disciplines.
strong school
Humanities
commitment to
disciplines.
the needs of
students in the
arts.
School leadership
Arts teachers are invited
Arts teachers
A & H TEACHERS ONLY
and select teachers
to participate in planning participate in and
plan the annual
the annual school budget provide input into
school budget.
the school budget
to ensure
adequate and
quality materials,
equipment, space
and technology are
available to offer
the curriculum
Where is it located?
Taken care of by
Administrators
Taken care of by
Administrators
A & H TEACHERS ONLY
Arts teachers are
assigned
unmanageable class
loads and/or
inadequate/
inappropriate
facilities.
Arts teachers are
assigned manageable
class loads based on
course and facilities.
Arts teachers are
A & H TEACHERS ONLY
assigned equitable
class loads based
on course and
facilities as
compared to other
teachers in the
building.
Arts teachers receive Arts teachers receive
Arts teachers
A & H TEACHERS ONLY
planning time, but
planning and travel time receive equitable
this is not equitable
that is equitable with
planning time and
to other content
other content areas
participate in
areas.
cross-curricular
planning.
The principal
The principal and Arts
The principal
Taken care of by Administrators
allocates time and
and Humanities teacher
collaborates with
resources to
leaders collaborate to
Arts and
implement the arts
allocate equitable time,
Humanities
programs, but these
appropriate facilities and teachers when
are not equitable to
resources to implement
planning for the
other content areas. the arts programs.
allocation of time,
appropriate
facilities and
resources to
implement the arts
program, and acts
upon the
recommendations.
School councils
Decisions related to arts
Decisions related
A & H TEACHERS ONLY
establish policies for program staffing are
arts program
the allocation of staff based on student need
staffing are made
based on needs of
and interests
based on data
students
from the ILP,
student need
and/or interests
and/or community
needs.
Administrative/Leadership Support and Monitoring: Demonstrator 2 – Principal Leadership
Needs Improvement
Proficient
Distinguished
What is your evidence?
A & H TEACHERS ONLY
A & H TEACHERS ONLY
Taken care of by
Administrators
A & H TEACHERS ONLY
Where is it located?
The principal is the
only evaluator of the
impact of arts
instructional
practices on overall
student achievement
in the school
The principal enlists Arts
and Humanities teacher
leaders to collaborate,
evaluate and reflect on
the impact of the arts
instructional practices on
overall student
achievement in the
school
The principal initiates
professional learning
regarding the
school’s arts
programs
The principal initiates
and participates in
professional learning
regarding the school’s
arts programs
The principal rarely
provides
communication with
parents and
community about
arts and humanities
programs.
The principal frequently
provides communication
with parents and
community about arts
and humanities
programs.
The principal and
Arts and
Humanities
teachers
collaboratively
evaluate, reflect
on the impact of,
and provide
support for the
arts instructional
practices on
overall student
achievement
The principal
participates in and
leads professional
learning regarding
the school’s arts
programs
The principal
regularly provides
a variety of
sources, including
technology and
media resources,
when
communicating
with parents and
community about
arts and
humanities
programs
Taken care of by Administrators
Taken care of by
Administrators
Taken care of by Administrators
Taken care of by
Administrators
SS - PD
Taken care of by Administrators
Taken care of by
Administrators