Assessment: Continued Discussion about P.L.C.s

As an art and technology specialist (there are five of us in Lincoln Public Schools, Lincoln, Nebraska who teach this combination), we write S.M.A.R.T. goals for both areas of art and technology.  We balance the academic regimen of P.L.C. work with the need for creative growth by dividing our goals between the two areas.  Often, we use technology to collect our data and as formative interventions.  The goals specific to art are often addressed in formative interventions as well as through products created as part of the goals.  An example from last year is a focus on color for fourth grade.  We, as a group, decided our essential learnings or outcomes for this element were to understand and use six color families (primary, secondary, warm, cool, neutral, complements).  We collected our baseline data via technology and then set our S.M.A.R.T. goals.  We then implemented a variety of formative assessments including review, grouping, identification, small group, etc.  Post data was collected to see if we met the goals.  The balance with creativity was how the students used the essential learnings in their art products.  For example, my fourth graders were in a unit on mask making and were required to demonstrate at least one color family on their mask.  I purposely left it open-ended to allow for creative exploration, but the goal was implemented to meet the essential outcome.

There is a way to address the work necessary with P.L.C.s without sacrificing creative expression.  With a balanced approach, teachers and students can explore essential learnings, meet S.M.A.R.T. goals, and still create works that are personal and expressive.

-Bob Reeker