Student Teaching in Art Education Spring 2018

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Student Teaching in Art Education Spring 2018

425/426 (5 Credits each)

Wednesday 4:30-6:30 pm | Art Building room 151

Office hours at end of class and by appointment

Instructors

Dr. Liz Rex

Phone: 815-718-5785

Diane Johnson

COURSE DESCRIPTION & LEARNING GOALS

CATALOG DESCRIPTION:

425 Student Teaching in Art I - Elementary Levels

Pre-professional teaching internship in preschool/kindergarten through sixth grade.

426 Student Teaching in Art II: Secondary Levels

Pre-professional teaching internship in grades seven through twelve.

Required Readings:

Please use the most recent version of the Visual Arts edTPA Assessment Handbook (available in D2L & hard copy binders) and return previous versions.

STUDENT TEACHING IN ART I AND ART II:

As a student enrolled in this class, you will work daily for at least nine weeks or more at each teaching site. Under the guidance of your cooperating teacher and seminar leaders, you will progress from classroom observation, to assisting the cooperating teacher with their lessons, to taking complete responsibility for the planning, instruction, and assessment of students in the art program of your assigned school. The later part will be reflected in your edTPA assessment. Ultimately you will be responsible for all teaching duties including lesson creation and implementation, classroom management, and the evaluation of your students’ work.

STUDENT TEACHING SEMINAR:

Students enrolled inStudent Teaching in Art Education I, and Art II, are required to attend this seminar and the edTPA writing workshop days.This is an important opportunity for you to connect with other student teachers and faculty in Art Education, and a time for you to share your classroom experiences, ideas, challenges, and solutions. Every effort should be made to attend each seminar meeting. If need be, you should speak to your cooperating teacher about leaving your site in time to arrive to the seminar by 4:30 pm. Though most of these meetings are held in room 151 in the Art Building, we may periodically meet at an alternate location for relevant activities.

The topics of discussion for these seminar meetings will focus on edTPA documentation and commentaries, standards, ePortfolio, professional portfolio and support. Plan to arrive prepared and always ready to share your experiences, concerns, triumphs, and your artifacts, commentaries, and edTPA progress with the group. We encourage you to bring in samples of your students’ work and any support materials(i.e., images, books, videos, music, worksheets, and lesson plans).

Seminar will also provide you with information on how to prepare for job interviews, create resumes, cover letters, and interviewing portfolios. Representatives from the Career Development Center and the Certification Office in the School of Education will visit our seminar at least once over the semester. Periodically, we will invite guest speakers to visit our seminar meetings to provide expertise in their areas of specialization.

LEARNING GOALS:

(Demonstrated through student teaching placements, required assignments, and in-class discussions and presentations.)

The Learner and Learning Environments (InTASC Teaching Standards, 1-3) (TASK 1 and 2)

• Student will demonstrate an understanding of a range of children’s typical developments while recognizing through lesson planning and implementation the unique potential of individual learners and their communities.
• Student will utilize a variety of instructional strategies in their school placements in response to a diverse range of learners.
• Student will work with cooperating teachers to create a safe and respectful learning environments.

Content Knowledge (InTASC Teaching Standards, 4-5) (TASK 1 and 2)

• Student will demonstrate proficiency in a range of art studio practices and historical and cultural contexts and translate those into meaningful art curricula for students inelementary and secondary placements.
• Student will utilize a range of effective and respectful communication strategies during their student teaching placements, including supports for English language learners.

Instructional Practice (InTASC Teaching Standards, 6-8) (TASK 1, 2, and 3)

• Student will plan for and implement meaningful and challenging art curricula while taking into consideration the resources of their unique classroom placements and communities.
• Student will effectively plan for and utilize a range of assessment strategies that encourage student and teacher performance and growth.
• Student will utilize and make choices in regards to instructional strategies in their student teacher placements that create high standards for student achievement, effectively communicate learning objectives to students through a variety of means, and make use of available technologies.

Professional Responsibility (InTASC Teaching Standards, 9-10) (TASK 1, 2, and 3)

• Student utilizes class and placement discussions, edTPA, and ePortfolio to continuously reflect upon the outcomes of their teaching practice and actively seeks opportunities for collaboration and professional growth.
• Student works in collaboration with the cooperating teacher to build relationships with family, colleagues, and community members that promote student-learning goals and advocates for quality art education programs in schools.

ASSessment Requirements and Grading:

1. ATTENDANCE/PARTICIPATION/PROFESSIONAL DISPOSITION 30 Points

This portion of your grade is based on active participation in seminar discussions and D2L discussion boards based on assigned topics. Most importantly, we will consider your efforts to contribute to a spirit of support and collegiality within the seminar. As a student now transitioning to the profession of teaching, your grade will also reflect how well you meet professional disposition expectations (as outlined in the syllabus). ***If you must miss student teaching at any point, contact your cooperating teacher, course instructor, and or supervisor immediately.

2.CLASSROOM OBSERVATIONS (see page 4 for more information) 25points

This grade will be based on observations by your UWM supervisor and your cooperating teacher. These observations will take into consideration the knowledge, skills, and dispositions, outlined in the Student Teaching Evaluation form (see sample form on D2L).We will consider qualities such as your ability to build rapport with your students, implement your lesson objectives, organize the physical space and materials, and your professionalism when dealing with students, colleagues,advisors, and parents. In addition to teaching classes, you are expected to attend relevant events, professional development opportunities, school meetings and extracurricular activities or duties (as determined with your cooperating teacher). Over the course of the semester you are required to create and hang displays that highlight your teaching and your students’ learning. It is your responsibility to keep track of your student teaching calendar and schedule observations in a timely manner.

3.LESSON PLANNING(see p. 4 for more information) 15Points

This grade will be based on the written curriculum you develop while in your student teaching experience. Your curriculum materials should be thoughtful, developmentally appropriate, clear, and professionally presented.You are required to submit two lesson plans for each placement (4 total) for the lessons you will present during your UWM advisor observations. Lesson plans must be submitted prior to the scheduled observation date. Submitted lesson plans must use the UWM lesson plan template.

4.EPORTFOLIOS:(see page 4-5 for more information) 15Points

You will finalize your electronic portfolio during student teaching. All standards must be complete and professionally presented.A final grade will not be entered until you have submitted a complete ePortfolio to the D2L Dropbox and your UWM supervisor has reviewed your final portfolio. See ePortfolio checklist prior to submission.

5.PROFESSIONAL PORTFOLIO (see page 5 for more information)15Points

This portion of your grade will reflect completion of a professional portfolio that can be used to showcase your professional dispositions and proficiency to an audience or potential employer. See outline in syllabus for requirements.

***Note: All assignments and requirements must be completed to receive a grade for student teaching. Failure to complete assignments and requirements will likely delay certification. Student teachers are expected to complete all requirements in a timely and professional manner.

Grading Scale

A, A- = 90-100 points

B+, B, B- = 80-89 points

C+, C, C- = 70-79 points

D+, D, D- = 60-69 points

F = 59 and Below

Assignment Outlines:

Classroom Observations & Lessons Plans:

Student teachers are responsible for scheduling two UWM supervisor observations per placement. All observations should be discussed and communicated with your cooperating teacher. Students are asked to give at least a week notice when scheduling observations. It is highly suggested that students schedule their first observation in weeks 2-4, and second observation during weeks 5-8. Additional observations can be scheduled as needed. Student teachers must submit a written lesson plan using the UWM Lesson Plan Template to the appropriate D2L Dropbox prior to each observation (4 total).

Documentation of Evaluations & Clinical Hours:

You will receive 6 evaluations during this semester, 4 of which will be from your supervising teacher and 2 from your cooperating teachers (one from each placement). These must be signed, uploaded into your ePortfolio and filed in your student folders. In addition, your folders must contain 1 evaluation from each field experience in methods, 1 midpoint evaluation and one completer evaluation. You must have evidence (signed observation forms) for 100 observation hours as required by the state. You must thus have 10 evaluation forms and 100 observation hours in your folders before the term ends, in total. Please see student folder requirements checklist below:

_____4 Student Teaching Evaluations from UWM advisor (2 from each placement)

_____2 Student Teaching Evaluations from cooperating teachers (1 from each placement)

_____1 Evaluations from Field Experiences: Elementary Methods

_____1 Evaluations from Field Experiences: Secondary Methods

_____1 MidpointEvaluation

_____1 Completion Evaluation

_____Documentation for 100 observation hours

Student Portfoliosstudent File Requirements:

1) E-Portfolio: (

The UWM Professional Education Portfolio is a requirement of Wisconsin’s PI 34 for all candidates graduating after August 31, 2004 who are seeking licensure. The portfolio serves as an important tool to demonstrate and reflect upon your professional development with respect to Wisconsin’s professional education standards and national standards for your selected profession. As you complete key stages of your program, you select artifacts (products from classes and your fieldwork) and write reflections that demonstrate your increasing proficiency in your profession. Your portfolio will be reviewed by program faculty at midpoint and completion to ensure that you have sufficiently met the standards established for your profession. During student teaching you will need to revise and add to standards in relationship to your field experiences as needed and in response to prior feedback. The UWM ePortfolio is a web-based portfolio system supported through D2L. It must be in ePortfolio format, all component must function properly, and be submitted to the D2L Dropbox as part of your student record.

E-Portfolio Requirements:

_____Introduction Page

_____Résumé

_____Teaching Philosophy

_____Reflections on 10 Wisconsin Core Teaching Standards as they relate to the knowledge, skills, and dispositions you have developed through the UWM Art Education program. Support your statements with curricula materials, assessments, photos of student artwork and other artifacts.

_____4 Student Teaching Evaluations from UWM advisor (2 per placement)

_____2 Student Teaching Evaluations from cooperating teachers (1 from each placement)

_____2 Evaluations from Field Experiences during Methods (1 from elementary, 1 from secondary)

_____ 1 Midterm Evaluation

_____ 1 Completion Evaluation

2) Professional Portfolio:

This portfolio is meant to be a support for interviewing and your job search. It is your chance to highlight your knowledge and skills, and showcase your teaching dispositions and accomplishments. Portfolio layout including the following will be considered in your grade as well as in your competitive edge.Your portfolio should be hard copy, well-organized, and effectively labeled for easy navigation.Consider your audience. This is a document that will likely be viewed in a brief way or used by you to help support your interview statements. It should be thoughtfully designed with this in mind.

Required Documents

Professional Materials:

_____Teaching Philosophy

_____Current Résumé

_____ 3-fold Pamphlet (something that can be left with interviewees that captures your teacher identity and makes you a memorable candidate)

Curricula & Teaching Materials:

_____Abbreviated Lesson Plans, with text and images (1 elementary & 1 secondary)

_____Documentation of relevant teaching moments: Choose at least 3 to highlight. Examples might include the following: assessment strategies, integration strategies, adaptations to meet student needs, behavior management strategies, innovative procedures or organization of materials and environment, community involvement, student displays and exhibition, innovative curricula and teaching, collaborations with other teachers or community members, innovative use of technology).Choose areas that you feel were especially effective or unique, or that highlight and support your teaching philosophy.

Visual Documentation of:

_____Your Personal Artwork

***Remember to document key moments in your student teaching experience.

state requirements for teaching certification:

edTPA:

The edTPA is a mandated assessment required by the state of Wisconsin for teacher licensure.

Please use the current edTPA Visual Arts Handbook (provided in D2L). You are responsible for reading the handbook and familiarizing yourself with all requirements for the test. While many supports will be provided, including sample edTPA evaluation, peer review, writing workshops, and in-class discussion, your advisor is prohibited from providing direct feedback related to your edTPA submission and you are ultimately responsible for meeting the expectations of this state-mandated test.

edTPA Sample Evaluation & Online Discussion Forum:

In order to prepare for the edTPA, we will review and analyze prior student samples. You are required to review materials and submit responses to 4 online discussions by the date they are assigned and come prepared to discuss during seminar.

edTPA Writing Workshops:

You are required to attend 3 writing workshops to help prepare for your edTPA submissions. Students have found these workshops invaluable to their successful completion of the test. You will need to complete required assignments for these workshops that will lend to your productivity during this time.

edTPA Submission:

Student teacher candidates are required to register with Pearson Testing, submit, and pay for the edTPA exam. The cost of the test is $300 (please plan accordingly to avoid delays with your teacher certification).In order to receive credit for your edTPA, you must receive at least a score of 38.Please note that failure to successively submit edTPA materials by the due date will likely delay receiving certification for teaching.

edTPA Scoring & Analysis:

To meet Wisconsin state requirements for certification, students must achieve a total score of 38. Students who receive 1 & 2 point scores on individual rubrics will be required to submit a short reflection and analysis of performance to assess readiness for teaching and pass the course.

edTPA Re-takes:

Student teacher candidates who do not meet the passing scoreneed to follow UWM re-take procedures. All re-takes will take place in consultation with UWM advisors.Please note that edTPA remediation will delay receiving certification for teaching and may require a new placement in the following school year.Placements will be prioritized for current student teacher applicants.

edTPA Resources:

Resources for edTPA will be provided through D2L. However, UWM School of Education provides excellent additional resources for teacher candidates here: You are encouraged to utilize this site for additional support and information.

LEARNINGDISPOSITIONSANDEXPECTEDCONDUCT

Three frameworks permeate all professional art education programs. First, candidates are expected to have a solid base of knowledge and skills in their discipline including content knowledge, pedagogical skills, professionalism, and reflective practice. Second, candidates are expected to demonstrate a set of professional dispositions, which includes intellectual commitment and development, respectfulness, professionalism, empathy, confidence, socio-cultural competence, responsibility, and ethical behavior. And third, candidates are expected to have a positive impact on preK-12 learners. As a part of a learning community, it is important to have appropriate learning dispositions and professional conduct during student teaching and as part of the teacher certification process. Because you are entering into the field, you will need to demonstrate that you posses the dispositions listed below to fulfill the requirements of the profession. Please check each category after reading and sign at the bottom.

• HAVINGANACTIVE, SUPPORTIVE, ANDSELF-REFLECTIVEROLEAS A STUDENTTEACHER:

Thisisa student-centeredclassthatpromotesactivelearning within a community that needs to support each other, so your role as a student is participatory and relational. Please sit in a part of class that allows you to see your peers, faculty, and the Smartboard, engage and support members of the community daily, and participate fully in class assignments and activities. As upperlevel courses blended together, the classrequires you tocompleteanumberofassignmentsoutsideschool placementseveryweek.Theseassignmentsareaccumulativeandwillinformyourlearning and prepare you for your profession and job search.This preparation includes: an understanding of how to apply knowledge and abilities in different school settings, a sense of responsibility for your own learning and the desire to continue learning independently, and the ability to assess your own performance critically and accurately.AccordingtoUWMcampus-widepolicies,forevery hourofclass, studentsshould dedicatetwo hoursofwork outsideclass on assignments beyond your hours of student teaching.Pleasereadthespecificpolicyat:

Your timely management of and commitment to outsideclassassignmentswill also beassessed based on this policy.

• WRITINGANDTEACHINGARTCURRICULUM:

Learninghowtowriteandinstructcurriculais resolvedthroughtime, effort,commitment,andreflection.Youwillhavetobeprepared towrite,rewrite,andseek advice fromyourinstructors,fieldsupervisors,andcooperatingteachers and to analyze and problem solve within curriculum writing using disciplinary frameworks and in a wide variety of learning environments.Tobeabletodothis,youwillhavetowriteandshareyourlessonplanin a timely manner with your supervisor and cooperating teacher atleastone weekbeforeitsimplementation.Youshouldbereadytoreceivefeedback,implementsuggestedchanges,andresubmitthelessonagain.Ifyourlessonisunderdevelopedorrequiressubstantialchanges,yourmay be asked todelay teaching it.Thissituationmayresultindeducingpointsfromyourfieldexperienceassignment.Alwaysnameyourfileswithyourlastnamefirst,thenameofthedocumentsecond,andthedraftnumberthird.Forinstance,SMITH_lessonplan_1orSMITH_teacherstandards_1. Plagiarismwillnotbetolerated.Ifyouquotewriting,whetherthesourceisinprintor web-based,youmustproperlyciteyoursources. After instruction, youshould also bereadytoreceivefeedback and implementsuggestedchanges for the next time you meet your students.