Saturday, August 24, 2013

The Write Up



Related Appraisal System
Evidence from 2012 / 2013


AH
HOF Visual Art

Statements of Evidence
Start: July 14, 2012
Finish: August 24, 2013
“ It is through Visual Art that “new” visual knowledges are created; meanings are communicated and the significance of these meanings is connected to the present lives of young people. On their personal journey of exploration and expression, Visual Art students engage with a range of concepts and related learning experiences. Students also develop linguistic and non-linguistic skills and knowledges through using diverse media and current/emerging technologies.

“Visual communication is the most dominant mode in a mediatized world, and young people need to make sense of it and be discriminating.

“Visual Art uses an inquiry learning model, enabling multimodal thinking and individual responses through researching, developing, resolving and reflecting.”                                QSA Syllabus, 2007

Key Review Area One: Student Achievement
  • Management of Achievement
  • Principle basis to achievement
  • Evaluation of Achievement
  • Response of the Educator

Being able to “manage”, the development of curricula, within the learning area:

  • The faculty has a clear philosophical position based on an inquiry-learning model: (non-linear) research, reflection, development and resolution. This is a specific approach to learning that acknowledges the unique nature of our subject. The philosophy continually evolves and is enriched by deep reflection, wide reading, faculty discussions, professional development, my own practice and engagement with new ideas in both pedagogy and the visual arts etc.
  • Curricula is constantly evaluated, revised, ‘tweaked’ and remodelled in both Media and Visual Arts subjects. This is based on current research about relevant pedagogy, discipline areas, visits from experts in related fields, cutting edge practices in the contemporary art world.
  • Concepts are built around visual literacy, non-linguistic thinking, somatic knowing, aesthetics, cross discipline relatedness, and underpin the development of rich units of work
  • Although difficult given the disparate nature of the art faculty, we share ideas in formal and informal discussion and over PD, faculty staff explore the unique nature of the underlying philosophy of our subjects.
  • I stress that as teachers we need to encourage and recognise individual learning styles and the notion of developing a personal aesthetic. Teachers also have individual styles that need to be expressed in the classroom and so the curriculum is adaptable to this. The framework and scaffolding about concepts, techniques, mentor artists etc. are available on Blackboard – teachers apply their own perspective on this.
  • Change is managed by being responsive to the ideas, needs and suggestions of staff and deep refection on how these fit with the philosophy of the subject. I bring ideas to staff, we discuss what works and explore the possibilities for implementation. See Appendix 1.
  • The whole faculty has been asked to contribute to the curriculum mapping exercise by building into the existing map for all year levels.
  • Colleagues are made aware of the intention of units of work in terms of skills, concepts, psychological and cultural contexts and the self- development opportunities imbedded within them. There is a clear articulation of the philosophical and developmental basis of the work programmes at all levels. Process is emphasised through the purposeful use of the visual diary or blog as a thinking and communication tool. Students are encouraged to see and understand the important role of the visual in the thinking process and as a means of both expressing and communicating meaning.

Be able to “manage” the programmes, so that good learning theory is embedded in the classrooms of others:

  • The layout of programmes on Blackboard reinforces the desired pedagogical focus and determines a great deal of the content and structure of the programmes delivered – using the model by imposing headings of concept, focus, context, artists as mentors, media and techniques, resources etc.  The BB resources are expansive, both in the year levels and in the Teaching and Learning area.
  • We are beginning to address BART, however, we have not had a faculty meeting since its introduction
  • We had an excellent, collegial staffroom for decades, up until a few years ago – it has now been taken apart due to a number of factors, one important one being that the majority of staff in the faculty have other major commitments and the opportunities for discussion and sharing are fragmented. This has taken its toll on me, and the faculty in general. It Is down to me alone to keep tasks and resources current etc.
  • A team environment is the most functional. It is my hope that in 2014, this can be addressed to some extent by having specialist art teachers teaching the subject, using a common understanding of the pedagogy.

Be able to discuss and guide the “management and principles” that relate to teaching skills; assisting the department in the delivery of an effective curriculum:

  • Non-linguistic ways of knowing is a constant point of discussion
  • Non-linear approaches to problem solving is another major focus of the programmes
  • Awareness of individual learning styles particularly focussed on visual learners
  • Multiple intelligences as guiding principle
  • Disciple based learning
  • Student centred/teacher facilitated practical work – inquiry based – teaching to the individual where ever possible
  • Comprehensive theoretical foundation for all practical work linking making and appraising
  • Inquiry based – Feldman process in writing tasks
  • Insist on the use of visual diaries/workbooks/blogs as reflective tools across the faculty
  • I operate an open door policy – both literally and virtually (email) and I make a habit of prompt responses

Demonstrate leadership in the creation of the “principles”, underpinning learning programmes, that impact on every student:

  • See appendix 1 below. Also see above
  • Imbue the faculty with a ‘tone’ that encourages a love of learning, curiosity and seeking
  • I take responsibility for the overall programming within the Faculty to maintain a streamline curriculum. Staff members have input into each task and we discuss the nature of tasks. Where another staff member assumes responsibility for a task it is done in consultation with me after discussion of the aims and objectives of the task.
  • There is a culture of writing and delivering multi-layered ‘deep’ and ‘rich’ tasks
  • As a member of the 2007 Visual Art Syllabus writing committee where the inquiry learning model was expanded as a pedagogical model, I have been able to lead staff within the faculty through Professional Development, particularly in the Media Arts area where this was a new undertaking in Middle School approaches to pedagogy.
  • After the initial writing of the Media Arts programme, I have continued to further the higher order thinking components of tasks for staff in this department by developing appraising tasks to align with the learning in making tasks.
“Evaluate” strategies to create high expectations, for teacher and student performance, within the learning area:

  • I use student examples of excellence to motivate younger students eg sharing works for Creative Generation, Energies Excellence in Visual Art and other works of excellence
  • I am a firm believer in leadership by example and work hard to maintain my own research, reflection and reading, asking staff to do the same
  • I try to teach across year levels to maintain a presence in discussions about day to day teaching
  • I have been told that my expectations of staff are too high – I have tried to modify my expectations in the light of this, however, I do believe that staff should engage in professional reading, research and reflection, bringing this to shared situations. I do ask that staff engage in their own reading and research related to the conceptual underpinning of tasks as well as considering how they address the inquiry model within their classroom.
  • I encourage staff to exhibit their own style and personality in the classroom, sharing their own learning styles and aesthetic interests and sense of humour.

“Evaluate” the teaching programmes for a focus on strategies for non-linear student learning:

  • The inquiry-learning model is largely non-linear.
  • Blackboard makes this possible, students are able to go as deeply into a task as they like
  • The structure is more ‘onion peel’ than linear
  • Awareness of the hidden curriculum and ways of ‘tapping’ into it are a major focus when designing tasks
  • Our success and good reputation speaks to the quality of teaching and learning
  • Ongoing informal conversations with students
  • Written feedback from students

Generate “responsive” policy about appropriate choice of assessment procedures:

  • I am aware of the need for a balanced approach to assessment procedures, allowing all students the opportunity to demonstrate their best performance
  • Formative assessment is a big focus in the faculty; providing students with a variety of forms of feedback, provided both in verbal conferencing, in visual diary comments and on criteria sheets
  • Assessment items are discussed at length from term to term ensuring that a balance of written, oral, practical delivery modes are covered, technological tools are used where appropriate
  • Assessment items are modified as needed and new tools used by students to deliver their responses – eg Powerpoints with audio, podcasts, blogs, iMovie sequences etc.
  • Purposeful, productive change is implemented where relevant and productive.
Student Achievement Overview
VLA
LA
Achievement
High A
VHA
  • Management of Achievement





  • Application of Principles





  • Evaluation of Achievement





  • Response to Achievement











Key Review Area Two: Relationships
  • Learning Area relationships
  • Team relationships
·      Designed relationships

Write, supervise and be responsible for the production of learning programmes to create “team relationships”:

·       Year level teachers work as teams and share ideas, resources and moderation
·       Encourage visits to other classrooms and visit across the faculty where time permits
·       This goal is increasingly difficult – the staff is fragmented and there are fewer and fewer opportunities for casual and formal discussions. So may staff appointments are fractional eg Ben works across 3 faculties and is further fragmented by h is role as Yr 8 co-ordinator, Geoff teaches 1 class and is rarely available for meetings due to his role as Director of IT Education and the St Hilda’s Institute, Susan, 1 class and Head of MS, Robyn is situated in the Middle School Centre and her focus outside of class time is on her role as Head of Yr 7.There are no other teachers permanently in the art area at lunch time and after school to assist those students who work at these times.

Through the development of “team relationships” in their area of responsibility, guide, assist and achieve the attainment of confident and positive classroom management:

·       One-on-one meetings with teachers in the faculty to discuss strategies
·       Sharing approaches to the introduction of topics and tasks
·       Encourage staff to be reflective about their practice and consider alternative delivery styles.
·       A team environment supports informal conversations relating to curriculum and this is not currently possible.
·       Strategies of positive classroom management are discussed at staff meetings and in informal settings where possible – Ben and I have regular catch ups and last year Kim (particularly in Sem 2 when she had finished her treatment) and I discussed classroom management and delivery issues at length
·       The structure and conceptual underpinning of student tasks and units of work require a particular style of pedagogy related to inquiry learning. This is discussed and encouraged in Faculty and individual meetings.

Present to the department issues about teaching and learning that are enhanced by specifically “designed relationship”:

·      Given the imposed difficulties outlined above, I have resorted to BB Teaching and Learning, Faculty folder to provide ‘read at your convenience’ ideas etc and asked staff to contribute
·       BB Professional Reading Folder, Indigenous Perspectives, Sustainability etc are areas I am beginning to address in preparation for Australian Curriculum: The Arts

Take responsibility for overall programming within a department, with the intent of building “team relationships”:

·      I am trying to work within the restraints to help this occur again as it used to. I need the assistance and support of the school, to allow this to happen.
·      Kim Preston and I worked extremely well together in Semester 2 of 2012 and ‘evolved’ a strong unit of work with her professional input. I long for the opportunity to do this again.

Ensure that programmes, within the School, are developed in the context of well-researched principles of team building:

·       Given the heavy load of the ‘other’ roles for which members of the faculty are responsible, it is difficult to achieve this. It is not part of their quantum or responsibility to write work programmes, and I rarely ask them to write tasks unless it is to modify existing ones using established formats.  
·       I understand the principles of team building and the visual art department has been a cohesive, enthusiastic and sharing group in the past and the remnants of this remain after a ‘perfect storm’ of the past few years. Given the opportunity, I have no doubt that this atmosphere and cohesion could be achieved again.

Be part of a cohesive and supportive middle management team, with a clear ability to relate to the professional leadership of the School:

·       I truly hope that this is the case
·       I contribute to HOF Meetings and undertake to embrace initiatives
·       Meet with members of the Leadership team and welcome them into the department to engage with what happens
·       I seek to understand as much as to be understood
·       I uphold the reputation of the school and ‘look out’ for opportunities to enhance it and things that may be detrimental to its reputation

Be a mentor:

·       I would enjoy the opportunity to do so again. In the past I have worked with excellent teachers to develop their practice – eg Letitia Morrow and Kim Preston. Initially, Kim came to our department as a first year teacher.

Have a mentor:

·       My mentors tend to be thinkers, writers, educators, artists who span a broad range of disciplines from the sciences; largely neuroscience, and psychology, ecology, visual arts and new media, philosophy etc
·       I read widely and I’m interested in a range of things relevant to my role as a teacher and as an artist
·       I look to long-admired researchers. I read widely and reflect deeply on both time-tested pedagogy and new innovations across education and my discipline area. My eyes and ears are always open to new possibilities and creative ways to implement them.

“Design relationships” that respond to the needs of staff in their department:

·       I’m unsure of this one ... I do network and establish links; I maintain relationships with staff at Griffith University, QCA, QACI Academy, local and State galleries, arts writers, members of the general arts community, QSA – State and Regional Panel Chairs and members, and teachers and HODs from both State and Private schools across the state. I learn a great deal from these relationships and bring this back to my faculty.

Relationship Overview
VLA
LA
Achievement
High A
VHA
  • Learning Area





  • Team Area





  • Designed Relationship






Key Review Area Three: Reporting (communication)
  • The accuracy of reporting
  • The supportive intent of reporting
  • The behaviour appropriate to reporting

Ensure the quality of “accurate reporting” across the department:

  • I have prepared verification and Moderation submissions for over 15 years, they have never been questioned apart from the first one I did when the panel suggested I move one student from a VHA 8 to a VHA 10 – the first in the state in Visual Art
  • Assessment is moderated across the 3 areas of the faculty
  • I read all reports and encourage depth and individually targeted comments based on subject criteria relevant to the development and positive engagement of the individual student
  • Cross marking is an important part of the assessment process
  • I provide examples of report comments for members of the faculty and other faculty members share their comments to ensure high-quality, accurate and relevant feedback

Define and create strategies for the “supportive reporting” of student learning programmes and relate these to parents:

  • Rich feedback on criteria sheets and in visual diaries is encouraged
  • Parent teacher interviews are upheld as important opportunities to let parents know what happens in the subjects and we encourage parents to ‘get involved’ in the learning that takes place. On parent teacher evenings, GOSHA is shown on the Smartboard and teachers share task sheets and scaffolding to contextualise the programmes
  • Report comments provide an opportunity to engage parents in an understanding of the learning process in which students are engaged

Participate in appropriate “behavioural reporting” with colleagues, in the debate about the implementation of school mission:

  • Email reporting between staff and HOF
  • Staff members are encouraged to phone home at the first sign of issues with students. We ask for parent support to help resolve the issue
  • We acknowledge and support the following school ethos. ‘discipline’ strategies are based on advice relating the following:
1.     Providing opportunities to experience living and working in a community whose values are 
based on Christian tenants
2.     Opportunities to develop ethical and moral values, self esteem, self-confidence, and a sense of worth as human beings and women, in the context of the contemporary
world, acknowledging their own gifts and challenges.
3.     Encouragement of personal best for each student in all that she undertakes.
4.     A caring learning environment where we try to support the spiritual, emotional, 
psychological, academic and physical growth of each student.
Exhibit, through appropriate “behavioural reporting” strong problem solving ability:

  • Members of the faculty are encouraged to try a range of approaches to solving problems whether these be issues of engagement or behavioural problems
  • I am happy to discuss a range of strategies with staff, but uphold a focus on ‘reaching’ the student and not giving up.
  • I regularly share strategies with staff
  • I encourage that faculty members seek knowledge of a student’s pastoral issues before imposing ‘discipline’ measures, this often means connecting with Middle or Senior School Centre or Heads of Year
  • I try to model the building of respectful relationships with students based on a strong rapport and trust. This extends to past students.

Reporting/Communication Overview
VLA
LA
Achievement
High A
VHA
  • Accuracy





  • Supportive Intent





  • Appropriate Behaviour







Key Review Area Four: Initiatives
  • Personal Initiatives
  • Learning Area Initiatives
  • Positional Initiatives
  • School Initiatives

Maintain and share, within the learning area, their “personal initiatives”:

·       I maintain an ongoing arts practice and strong friendships and connections with the art community including local and international artists of high standing and reputation, Professors/Drs of Visual Art and gallery curators and writers.
·       I am part of a 4 person collective of photographers and video installation artists with whom I exhibit. 2013: 4 Performative Acts of Photography opens 28 September at the Lorraine Pilgrim Gallery.
      2014: our collective will exhibit experimental work at The Hold in Brisbane as part of the
      Queensland Festival of Photography
·       Visit by Marian Drew and her student and our ex-student Jaala Alex to talk with students about life at art school and after
·       I continue master classes with guest artists: Deb Mostern, Lorraine Abernethy, James Guppy, Olga Rubio,
·       Excursions to GOMA
·       Set up an extensive Visual Arts Faculty resource for teachers on BB
·       Liason with traditional owners
·       Initiated a past student blog about their experiences of visual art at St Hilda’s and the feedback was outstanding, demonstrated the depth of love and respect for the department over many years
 http://visualartsthildas.blogspot.com.au/ 
·       I continue conducting life drawing classes
·       Work programmes, units of work and tasks under go constant revision to ensure their relevance
·       New units of work have been implemented in Yrs 7: 2012 Eco Warriors (renamed by SS as Eco Maniacs in 2013), Yr 8: 2013 animations using iPad emphasising visual language and body language, Yr 10: 2013 Serendipity incorporating the cross curricular strand of sustainability from the Australian Curriculum
·       I endeavour to explore both the ‘cannon’, and current ideas across a number of fields, largely related to education, particularly the education of girls.  For example, Damasio’s work (neurobiological) is fascinating in its acknowledgement of the function of feeling in the development of reason and consciousness.
·       I believe my approach to curriculum across Middle and Senior School, and the manner with which I conduct classes, is cognisant of the uniqueness of our community. The work programmes resonate with the mission statement of the school and recent research; philosophical and spiritual, and allow students to shine in their strengths while encouraging them to explore other ways of knowing that may entice them out of their comfort zone and into a deeper understanding of themself and others.

Integrate “positional initiatives”, with “learning area initiatives”:

·       I have integrated Indigenous Perspectives into the work programmes, specifically the Serendipity unit of Yr 10
·       PD iPad art – I have adapted some of the hundreds of apps we were shown to our circumstance
·       I have developed units of work for the Visual Art Faculty that utilise the iPad in innovative ways as a learning tool
·       iTunesU was used in the Year 8 Semester 2 unit with a series of tasks, PDFs and videos to help non specialist teachers in the classroom and to engage students with the unit
·       Blackboard resources continue to expand and evolve across all year levels. I have also included a great deal of information in the Teaching and Learning area with Indigenous Perspectives resources introduced to HOFs at August meeting and Sustainability links such as the Griffith University Climate Change and Art Series.
·       Use of Google Maps as an inquiry tool in the new Yr 10 unit
·       I have made videos for Youtube and the school website
·       I remade GOSHA over the 2012 / 13 summer break

Participate in discussion about the “school initiatives” and their development:

  • I do enjoy this, whenever I’m invited or present at the table
  • Consulted on the Australian Curriculum: The Arts document response as it was  
    developed by QSA in a special meeting.
·     I have begun research and initial planning for the new ‘arthouse’ (old library)
·      
Initiatives Overview
VLA
LA
Achievement
High A
VHA
  • Personal





  • Learning Area





  • Positional





  • School






Key Review Area Five: Reputation
  • Professional Reputation
  • Collegial Reputation
  • School Reputation
  • Financial Reputation

Assist those in your department to maintain a balanced life style:

·       I am objective about this – work is an important part of life and as an artist, I have never separated the two. I do believe that being passionate about what you spend a large part of your waking hours doing makes life a much more pleasant experience. Attitude sometimes makes all the difference.

Exhibit a leadership presence that enhances the “professional reputations” of others:

  • I work hard at this, as a ‘life long learner’ I try to model the importance and the benefits of curiosity and the advantages of embracing new challenges.
  • I support the school in terms of my professional performance. 
  • Walking the Talk is important. This is my own website of some photography and video works: http://ahampton8.wix.com/alana-hampton


Present information that contributes and enhances the development of “school reputation”:


Design curriculum within the resources available and propose expansions of curriculum in the context of further resources being available:

  • This is an ongoing undertaking.
  • I always adhere to the budget and communicate with the necessary staff when needed
  • I have reduced our requests over recent years in light of cost saving by using recycled materials, found objects and employing technology to deliver assessment tasks and student responses. Students use artist quality materials and equipment for particular tasks and this is balanced by units of collage, papier mache and found object art elsewhere.
  • With my sights set on the new Visual Art Faculty ‘home’ in the old library, I have begun to make plans for the best possible facility that can utilise the space and utility of the existing building while at the same time, provide the ultimate environment for a 21st century arts education
Reputation Overview
VLA
LA
Achievement
High A
VHA
  • Professional





  • Collegial





  • School





  • Financial







Appendix 1
Focus for 2014
How do we make each of the following equally important in our day-to-day engagement with the girls?
•   Higher order thinking - what does it look like in the visual arts? How do we get the girls there? How can we know it's happening?
•   Challenge : invite it and practice it. Impudence, backed by real intelligence and the motivation of a girl who'se not yet found a place to put it, should never be discouraged, put down or punished by exclusion. Equally, challenge based on laziness shouldn't be encouraged.
•   Curiosity : how do we mandate curiosity in the classroom? The Inquiry Learning Process provides a model that we need the girls to embrace, not learn by rote. If you see it happening, genuinely, please never step on it ... impudence backed by real intelligence and inquiry is the pearl we need to nurture.
•   Environment : creating expectations without angst - the new art house will provide a place, but how do we provide the emotional, intellectual, spiritual haven for real thought and creative challenges?
•   Giving play a 'good' name - embodied, holistic learning is one of the gifts of visual art education
•   Advocacy - beyond the girls to our colleagues, parents, leadership, the wider community. This is how we build a reputation for excellence in Visual Art Education.. Eisner's paper: http://www.infed.org/biblio/eisner_arts_and_the_practice_of_education.htm provides some excellent discussion points with colleagues

Why do some of our girls express a fear of thinking? - They even say it hurts.
How do we invite true curiosity and deep engagement with the Inquiry Learning Process?
These things seem to be part of the problem:
•   fear of failure
•   the expectation that they will be given the answers rather than solving the problems using the tools they are given
•   the wrong perspective on leaning is fun - critical thinking should be challenging and enjoyable - we need to model our passion for this way of solving problems
•   unwillingness to engage with uncertainty
•   wanting the answers instead of finding them - even finding the questions
•   compliance
•   a distorted view of learning - the industrial model still seems to be the expectation of the students and perhaps their parents, not the teachers
Admit the issue and find a solution - can we add to the list
•   provide a safe environment for inquiry, exploration, experimentation that values 'our way of learning' and make your expectations known and age appropriate
•   leave the structures, rules, attitudes and confining frames that don't serve our subject outside the art room
•   model true curiosity and passion
•   understand that thinking happens in the doing of art - and the thought process leaves a trail. As educators, we have to be able to read that trail, and we have to find ways to help the girls externalise the metacognition that happens, but they don't have to be burdened with how we do that
•   there are more ways than one to inquire - thinking in images, research as experimentation, direct application
•   valuing individual learning styles means we have to acknowledge that not all of our students can or want to engage with our subjects logically or linguistically - this is why we're here. We need to walk the line between providing a rich and meaningful visual art education for every girl while advocating for the complex, higher order thinking that goes on in the visual arts
•   compliance isn't a solution, so question any action that hints at this being your expectation. Students shouldn't do anything 'for you' - let them in on the value of intrinsic rewards and always hold this as one of the values of the art department
•   encourage learning for learning sake and life long learning as goals - intrinsic rewards are always best in the long run.
•   always provide positive feedback, that doesn't mean we can't be critical, but we need to frame our comments in reports, workbooks/visual diaries, and in the classroom in the most productive, encouraging manner, showing the girls that we know them as individuals and want the best for them - we just need them to 'jump through hoops'.
The Art House
Please put your ideas, thoughts, images, examples, research etc into the folder in Visual Arts Teaching and Learning. Our new Art House should provide the space; emotional, physical, educational, to embody these ideals. Can we imagine a doorway with a Cheshire cat above it ... "all who are curious enter here " ...





Overall Template for recording Performance/Development Needs:

Alana Hampton
HOF Visual Art
St Hilda’s School
2013

Student Achievement
VLA
LA
Achievement
HA
VHA
Relationship
VLA
LA
Achievement
HA
VHA
    Reporting/Communication
VLA
LA
Achievement
HA
VHA
Initiatives
VLA
LA
Achievement
HA
VHA
Reputation
VLA
LA
Achievement
HA
VHA
Professional Development Focus for 2014

Student Achievement
·      Ongoing master class development with visiting artists for staff and students
·      GOMA PD sessions for specific exhibitions
Relationship
·       
     Reporting/Communication
·      Australian Curriculum and Standards
Initiatives
·      ACARA Work Programme Development
·      Indigenous Perspectives
·      Sustainability
·      Visits to innovative visual art spaces
Reputation



Evidence

1. Education Kit 

produced by Alana Hampton - I am developing this for an iTunesU unit
    www.hamptondrew.com



































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