Professional Staff and Development cont’d. is an opportunity for teachers to attend conferences on a regular basis. Documentation of curriculum, instruction and assessment that follows from professional development activities must clearly relate to the Learning Standards for the Arts in Visual Arts. B. No professional or teachers of other content areas are assigned to deliver visual arts instruction. B. Provisional is in the process of obtaining visual arts certification. B. Professional development opportunities are provided for certified Visual Arts Education teachers. B. All Visual Arts Education teachers are certified and participate in content-specific professional development. Financial and scholarship support is available for continued growth. C. No effort is made to schedule teachers in the areas of their specialization. District use of Visual Arts Education teachers and/or subject extensions is excessive. C. Visual Arts Education teachers occasionally teach in the areas of their specialization. District makes an effort to employ full-time Visual Arts Education teachers and to assign classes within the visual arts certification subject area. C. Visual Arts Education teachers teach a majority of their schedule in their areas of specialization. District employs full-time Visual Arts Education teachers and assigns classes within the visual arts certification subject area to meet State minimums. C. Visual Arts Education teachers a majority of their schedule in their areas of specialization. District consistently employs full-time Visual Arts Education teachers and assigns classes within the visual arts certification subject area. Scheduling/ Student Access A. Visual arts instruction is scheduled for some A. Visual arts instruction is scheduled for A. Visual arts instruction is scheduled for all students through 6. time A. Visual arts instruction is scheduled for all School’s master schedule, Basic Educational Data System (BEDS) data and individual student
program growth; and annual program evaluation. Administrative Support cont’d. B. Administration provides little or no support for professional development for Visual Arts Education teachers. B. Administration supports limited professional development opportunities for Visual Arts Education teachers. B. Administration supports adequate professional development opportunities for all Visual Arts Education teachers. B. Administration advocates the importance of professional development that focuses on the New York State Learning Standards for the Arts in Visual Arts at the intermediate level for all Visual Arts Education teachers. Logs of every teacher’s standards-based learning experience plans, in-service trainings, and professional development activities and conferences. Evidence of school and/or district wide programs/initiatives that include Visual Arts Education teachers. Release time is supported, provided and documented. School/district participation in NYSATA Speakers Bureau, and/or NYSATA District Membership. Resources/Budget A. Little or inadequate funding is provided for the Visual Arts Program. A. Funding for the Visual Arts Program is growing but still is lacking, and access to resources is limited. Visual Arts Education teachers continue to use personal monies to fund curricular activities. A. Funding is provided to maintain a quality experiential Visual Arts Program. Visual Arts Education teachers have access to resources to meet student and program needs. Funding is provided to support a growing quality experiential Visual Arts Program in which students achieve high levels of excellence. Visual Arts Education teachers have access to resources for a superior level of classroom instruction. District/school/classroom budgets that have dedicated visual arts budgets that include: - Wide-ranging variety in arts supplies (variety of and tools), - Monies for art reproductions and library resources, and - Textbooks & technologies yearly replacement funding. Budget supports best practices. Visual arts grants and supportive funds from community agencies, businesses, parent-teacher organizations, government and other entities. Instructional Technology A. Visual arts students have no access to arts technology or technical support that facilitates A. Visual arts classes have some access to arts technology to enhance classroom instruction. A. Visual arts classes have good access to art technology on site to assist in instruction. Appropriate and specific software for visual arts instruction is provided. Multiple technologies are A. All visual arts classrooms are equipped with technologies. Multiple technologies are District/school technology plan includes visual arts curricula. Computer facility schedule with access for visual arts classes.
Youth Development and Community Involvement cont’d. between Visual Arts Education teachers and other school personnel or community organizations. qualities while using these skills to assist the Visual Arts Program and teacher. They cooperate with school personnel, but not community organizations. (e.g., internships, mentoring, service learning and/or student arts organizations). They cooperate with school personnel and community organizations. such as internships, mentoring, service learning, and/or youth leadership organizations. They cooperate with school personnel and community organizations. School-based student arts organization. Collaboration and Integration A. Visual Arts Education teachers are not viewed as an integral part of the team. They receive little or no information about team projects or initiatives. A. Visual Arts Education teachers are viewed as an integral part of the team solely within their own content area. They communicate with other teachers as needed to advise them of projects that may support other content area learning. A. Visual Arts Education teachers are viewed as an integral part of the team; they serve as a resource to other content areas most of the time. They make an effort to support other content area learning standards to demonstrate “real-life” applications and connections. A. Visual Arts Education teachers are viewed as an integral part of the team and act as a resource to other content area team members and Visual arts instruction integrates learning standards from other content areas and these connections are pointed out to students as part of their “real-life” application. Master schedule includes common planning time for art/interdisciplinary collaborations. School curriculum map makes connections. Faculty committees on scheduling, planning and curriculum development include Visual Arts Education teachers. Student portfolios reflect interdisciplinary learning. Special school events reflect interdisciplinary collaborations. Visual Arts Education teachers are active on planning teams and on policymaking and professional development committees. Visual arts education is integrated into and reinforced in other content areas.
No. 251 Issues and Approaches to Art for Students with Special Needs No. 294 Teaching Talented Art Students, Principles and Practices These resources can be purchased from the National Art Education Association Other Resources: Arts Education Partnership. Critical Links: Learning in the Arts and Student Academic and Social Development. Deasy, Richard J., ed. (2002). Jensen, Eric. Arts with the Brain in Mind. : Association for Supervision & Curriculum Development, May 2001. Eisner, Elliot W. The Arts and Creation of Press, and , 2002.