Studio to School

The Rubric Pilot Process

What was the rubric process like for your team?

All the members of our team: Shelly McKnight, Laura Means, Kathleen Zappelli, Kathy Sizemore, participated in this process. First, we met to discuss the planning for the rubric pilot process. At the time we expected to pick two principles that we wanted to focus on for our project. Close to the due date for the planning worksheet in March, we were asked to work on all seven rubrics. After discussing this as a team, we agreed to complete all seven.

At first, we were not sure how to proceed. We thought we were to fill out the entire rubric. After clarifying the directions, we decided that each of us would complete the rubric for two principles. Later we met and shared our work. We worked well together and gave each other input that was well received. We did have some differing viewpoints about where we were in the rubric. Some of the differences were because of the different perspectives from which we experience the work being done with our project. Two of us are very involved in the day-to-day art classroom experience with the students, classroom teachers, and teaching artists, and two of us are school staff members and see the progress from the angle of academic classroom staff and how the school as a community seems to be reacting to the program. These differences in thinking have never been expressed before. This discussion was interesting and provided moments of thought, clarity and new understanding. Having this diversity in the team creates a variety of expectations and outcomes that we must listen to, work through and solve – it’s a good thing. We have to express our viewpoints so we can reach success from all directions.

Did filling out the rubric help you reflect on your project’s progress?

We came to agree that the main aspect of our program that needs to be improved is connecting with community in and out of the school setting in every way possible.

Also, we had a number of principles that were split among two or three levels of the rubric, making apparent the need to work to bring those aspects together. It may be that once we feel we’ve done that, we’ll recognize that those parts of the program are unified and heading us in the right direction!

We think that paying attention to the principles and the rubric regularly can help us strengthen our program and keep it improving and becoming an integral part of our school and community.

What feedback do you have about the rubric or the pilot process?

We didn’t come across any major problems with the rubric itself. With the pilot process, we could have used more clarification or a simpler description up front on how to proceed. Our biggest challenge were the words “example” and “evidence”. They are close enough in meaning, so that even after getting further clarification, we are not completely sure that we used our examples and evidence correctly. The entire process was a tough challenge, especially at this time of year. However we feel that doing this work helped us see where we are and what work we have left to do, which we believe is valuable information to have.

Written by Kathleen Zappelli and Kathy Sizemore

« »