Fine Arts

According to state statute and policy, each district and charter must implement one model of individual growth for non-tested teachers. Scores generated by peer reviewed student growth portfolios represent 35% of participating teachers’ LOE within the state’s TEAM evaluation model in lieu of individual TVAAS scores that teachers in tested courses generate.

The fine arts standards are deeply embedded in the fine arts portfolio scoring rubrics. Fine arts standards share common language throughout all arts disciplines and across the core curriculum. These standards were developed as spiraling standards, meaning teachers may return to standards through the year/semester/term as needed and explore the concepts with a deeper level of experience each time. This empowers teachers and students to be engaged in the artistic process by continually working for mastery.

The Fine Arts student growth portfolio model was designed through a collaborative partnership with Memphis City Schools and the department in 2011.

As educators explore and implement the contents of the following materials, it is recommended that they do so within a professional learning community (PLC) or other collaborative group that focuses on long-term and short-term planning, ongoing formative assessment, standards-based instruction, differentiated and targeted instructional practices, and student work. The art of analyzing student work when grounded in collaborative thinking, self-reflection, and differentiated instruction can have a profound impact on student academic growth.