The purpose of this page is to give advice to Cooperating Teachers
and student teachers. It was started in response to a question
on Getty TeacherArtExchange list serve. Included is a portion of
a handout/evaluation rubric for student
teachers, a sample lesson plan summary
and weekly schedule planner - along with
web resources. Web Resources are
helpful for student teachers, new teachers and veteran teachers.
See Advice for New Teachers below.
Advice from
Patty Knott:
Having a student
teacher gives you the opportunity to review your own practices
and development. "Practice" along with the student.
Question yourself as much as you question the student and truly
have conversations.
Advice from
Sheree Rensel:
I have learned I can do
nothing to MAKE them love teaching. I can model the mechanics.
I can sing praises. However, you just never know what they are
thinking or their attitude about their experiences. You just
have to hope for the best and want them to be able to
experience the joy of teaching.
Web
Resources
Teacher
Mentoring Page - by Sheree Rensel
Advice
for Beginning Teachers - by Sheree Rensel
NEW
TEACHER'S SURVIVAL GUIDE 
from McGraw-Hill (pdf file).
Several useful forms have been included with this New
Teacher's Survival Guide along with guides for organization,
student conduct, planning your first day, and more
Confidence
for Teachers - Helpful Hints for Beginning Teachers.
Article by Jane Bluestein, Ph.D.
New Teachers- A page with many resources for new teachers. This one has a focus on teachers in the UK.
Hints
for a Better Student Teaching Experience articles by Pam
Stephens. Scroll down to the articles as well as excellent
advice on lesson planning. Pam is a professor at Northern
Arizona Universisty.
Top
11 Traits of a Good Teacher from Reach
Every Child. Article by Alan Haskvitz
What
Makes a Good Teacher? by Marie F. Hassett, Ph.D.
Article:
Triad
journaling: A tool for creating professional learning
communities by Silva, Diane Yendol
Many
Ways to Reach Parents - suggestions from Scholastic
Eight
Secrets of Good Class Design: tips from Scholastic -
adaptable to the art room.
Freeology
- forms for teachers - a number of forms
Forms
Submitted by Pam Stephens
Teacher Candidate Field Experience
Rubric
OBJECTIVES
It is my goal to help make
your teacher candidate field experience as beneficial and
successful as possible. For
that reason, I am providing a set of learning objectives and an
assessment rubric to help guide your field experience. These
tools are meant only as guidelines, not as all inclusive of
everything you must do; however, using the objectives as you
plan and using the assessment rubric for self-evaluation will
help you to focus on some of the most important aspects of
quality, comprehensive art teaching.
LEARNING OBJECTIVES FOR TEACHER CANDIDATE
FIELD EXPERIENCE
The
teacher candidate will
1. Effectively
and regularly plan grade-appropriate interdisciplinary,
arts-based lessons and assessment to meet the learning needs of
a culturally and economically diverse group of learners;
2. Efficiently
deliver (including re-teaching when necessary) in a variety of
ways interdisciplinary arts-based lessons;
3. Consistently
monitor and track the learning and behaviors of all students;
4. Effectively
and consistently communicate with students, parents, and
teachers about student progress in learning and behaviors;
5. Adequately
demonstrate competencies in art history, criticism, aesthetics,
production, and correlation between and among the disciplines of
the arts and other content areas;
6. Persistently
address Arizona’s Academic Standards and Accountability (AASA)
for the Visual Arts as well as district and national goals and
learning objectives;
7. Constantly
follow and comply with all campus and district codes of conduct
for faculty, staff, and students;
8. Demonstrate
a consistent willingness to accept and utilize constructive
criticism from cooperating teachers and university supervisors;
and
9. Establish
a commitment to the field of comprehensive arts education.
10. Regularly
reflect upon teaching experiences.
Teacher
Candidate Field Experience Assessment Rubric
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Objective
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Superior
(Exceeds Expectations)
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Proficient
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Limited Proficiency
(Below Expectations)
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Unsatisfactory
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Effectively
and regularly plan grade-appropriate interdisciplinary,
arts-based lessons and assessment to meet the learning
needs of a culturally and economically diverse group of
learners
|
Plans
on a daily basis grade-appropriate interdisciplinary,
arts-based lessons and assessment to meet the learning
needs of a culturally and economically diverse group of
learners
|
Plans
less than daily, but regularly, and attends to
grade-appropriate interdisciplinary, arts-based lessons
and assessment to meet the needs of culturally and
economically diverse group of learners
|
Plans
occasionally with generally grade-appropriate
interdisciplinary, arts-based lessons and assessment to
meet the learning needs of a culturally and economically
diverse group of learners
|
Does
not plan on a regular basis with grade-appropriate
interdisciplinary, arts-based lessons and assessment nor
attempts to address the learning needs of a culturally and
economically students
|
|
Efficiently
deliver (including re-teaching when necessary) in a
variety of ways concise and accurate interdisciplinary
arts-based lessons
|
Always
delivers (including
re-teaching when necessary) in a variety of ways succinct
and accurate interdisciplinary arts-based lessons
|
Usually
delivers and re-teaches in a variety of ways succinct and
accurate interdisciplinary arts-based lessons
|
Delivers
and/or re-teaches in a limited ways interdisciplinary
arts-based lessons that are sometimes rambling or
inaccurate
|
Does
not deliver or re-teach concise and accurate
interdisciplinary arts-based lessons or is ineffective
|
|
Consistently
monitor and track the learning and behaviors of all
students
|
Always
monitors and tracks the learning and behaviors of all
students
|
Usually
monitors and tracks the learning and behaviors of all
students
|
Sometimes
monitors and tracks the learning and behaviors of all
students
|
Never
or irregularly monitors and tracks the learning and
behaviors of all students
|
|
Effectively
and consistently communicate with students, parents, and
teachers about student progress in learning and behaviors
|
Always
communicates with all or most stakeholders about student
progress in learning and behaviors
|
Usually
communicates with all or most stakeholders about student
progress in learning and behaviors
|
Communicates
with some stakeholders about student progress in learning
and behaviors
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Rarely
or never communicates with stakeholders about student
progress in learning and behaviors
|
|
Adequately
demonstrate competencies in art history, criticism,
aesthetics, production, and correlation between and among
the disciplines of the
arts and other content areas
|
Demonstrates
complete competencies in art history, criticism,
aesthetics, production, and correlation between and among
the disciplines of the arts and other content areas
|
Demonstrates
general competencies in art history, criticism,
aesthetics, production, and correlation between and among
the disciplines of the arts and other content areas
|
Demonstrates
somewhat less than adequate competencies in art history,
criticism, aesthetics, production, and correlation between
and among the disciplines of the arts and other content
areas
|
Rarely,
never, or inappropriately demonstrates competencies in art
history, criticism, aesthetics, production, and
correlation between and among the disciplines of the arts
and other content areas
|
|
Persistently
address Arizona’s Academic Standards and Accountability
(AASA) for the Visual Arts as well as district and
national goals and learning objectives
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Always
addresses AASA as well as district, state, and nationals
goals and learning objectives for the visual arts
|
Usually
addresses the AASA as well as district, state, and
nationals goals and learning objectives for the visual
arts
|
Sometimes
addresses the AASA as well as district, state, and
nationals goals and learning objectives for the visual
arts
|
Never
or inappropriately addresses the AASA as well as district,
state, and nationals goals and learning objectives for the
visual arts
|
|
Constantly follow
and comply with all campus, district, and NAU codes of
conduct for faculty, staff, and students
|
Always
follows and complies with all codes of conduct for
faculty, staff, and students
|
Follows
and complies with most codes of conduct for faculty,
staff, and students
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Follows
and complies with some codes of conduct for faculty,
staff, and students
|
Disregards
and rarely complies with codes of conduct for faculty,
staff, and students
|
|
Demonstrate
a consistent willingness to accept and utilize
constructive criticism from cooperating teachers and
university supervisors
|
Always
accepts and utilizes constructive criticism from
cooperating teachers and university supervisors
|
Usually
accepts and utilizes constructive criticism from
cooperating teachers and university supervisors
|
Sometimes
accepts and utilizes constructive criticism from
cooperating teachers and university supervisors
|
Rarely
or never accepts and utilizes constructive criticism from
cooperating teachers and university supervisors
|
Reflective
Commentary
Submitted by Pam Stephens
Lesson Plan Summary
Standards:
______________________________________________________________
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Title of Lesson
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Enduring Idea
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Grade Level
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Measurable
Objectives(s)
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Student will:
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Essential
Questions
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Resources &
Materials
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Motivation
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Activities/Sequence
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Objective
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Novice
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Acceptable
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Mastery
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Assessment RubricStudent Reflection
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Name
_______________________ Teacher ______________Date
____________
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Submitted by Pam Stephens
Weekly Schedule -
Student Teaching
Name
__________________________
School _________________________________
Week
of
________________________________________________________________
Use
this key to describe your activities for each time period each
day.
Observing
= O
Assisting = A
Duty
= D
Planning = P
Teaching =
T
School Function = SF
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Time
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Cooperating
Teacher _____________________________________________________
Notes
ADVICE
FOR NEW TEACHERS
From Tina:
I just finished my fifth year of teaching
art. It was also my first year at the high school level. I
taught three years of junior high before that, and a year of
elementary before that.
The things that I feel would be most helpful to a new art
teacher would be with regard to organization, discipline, and
assessment. Figuring out how to pass out materials, store
materials, storing projects, organizing lesson plans for quick
reference, storing sample projects--that was all stuff I had to
figure out on my own. It depends a lot upon the type of room
they have, storage, etc. But some general guidelines would be
helpful, I'm sure.
I think discipline has always been a big issue with me, and it
varies greatly with each grade level. It might be good for new
teachers to get copies of discipline procedures used by other
teachers in their building, because they usually have some good
ideas! But my biggest tip is that all consequences for
misbehavior be logical consequences. I don't believe in
"punishment" because it doesn't teach students how to
make the right choices. I believe in logical consequences that
teach students how to self-discipline.
Assessment is also very important, and it's a real
challenge. I challenge myself constantly to use authentic
assessment--that makes sense to me and, more importantly, to the
students. I use rubrics for almost everything. I develop one for
almost every project, with specific criteria that is aligned
with my course of study and with the outcomes for the project
itself. Kids need to understand what their "grade"
means and how they got it. I know art teachers who look at a
project and just write a percentage down for it. How can that
percentage be justified? It baffles me. Good assessment should
not baffle anyone, so I highly recommend rubrics as a means of
authentic assessment. There are tons of rubric websites out
there. And make sure kids know up front what the grading
criteria is--show them the rubric ahead of time, if necessary.
I think the last tip I have for new teachers is they need to
know who and what their resources are, and they need information
about the basic day to day procedures in the classroom and in
their building. I was at that junior high for three years, and
there were some very basic things that I still didn't know until
that third year! Communication is so important.
Advice for Elementary Teacher from
Patti Caiola
Patti's list of 10 Things I wish I had
known when I started Elementary Art
1. How to control the mess that
quickly accumulates in the Art room. Leave enough time
in each art class period to have an effective clean up with
the student's help. If you do not tidy up after every
class, you have a ton of extra work to do at the end of the
day. Kids are great helpers and love to wash desks, put
pencils away, help carry paintings to the drying rack, etc.
2. Classroom teachers do not
always see you as a teacher, but as a babysitter while they
have their planning period. Be an advocate for your
program, even if it is just hanging up the art in the school
with a brief explanation of what the kids learned in that
lesson. You have to prove to some of these teachers that
you are a hard working educator as well, and that they can
learn so much from every subject in our class.
3. Kids wanting to sharpen their
pencils is contagious, much like bathroom brakes, Kleenex, and
water fountain drinks. If one goes, they all suddenly
have to go.
4. Cafeteria lunch trays make
excellent holders for daily supplies: easy to wipe down, they
catch spills from going all over the tables, pencils don't
roll away. I put one tray for each table or group and it
has the pencils, sharpeners, erasers and any other
supplies that are needed for the class on the tray. The
kids put all the supplies on the tray when they clean up.
Student helpers collect supplies from the trays.
5. Crayon and marker boxes will
tear/break from the bottom from repeated use if you do not
tape them closed. Those Gladware plastic tubs can be
purchased cheap from the $1 store and are great for storing
crayons and markers.
6. Changing the volume of your
voice can really effect the volume of the talking in your
classroom. If you talk quiet, the kids will get quiet to
listen. Students love art, don't want it to get taken
away, so if the punishment means something to them it is more
effective. Make taking their art away for the day a
consequence for braking your rules.
7. What to do with all
the left over construction paper scraps? This is a mess
that can get out of control quickly. I make 3 boxes and
label them Warm Colored, Cool Colored, and Neutral Scraps.
Every time I cut down paper and have leftovers, I put them in
one of the boxes. When we work on a project where the
kids need to use the scraps, they can just go over to the
labeled box and pull out the color they need.
8. How to use the lamination
machine. Art posters and the like can get pretty
expensive. Cheap alternative: make your own.
Library books (free), color copier, and a lamination machine.
I have made quite a few posters for my specific lessons from
this method. Kinko's copiers will enlarge and crop the
color photos. Postcard books are also a great and cheap
way to get a lot of pictures. Pull them apart, number the set, and
laminate.
9. Always try the project first
with the same materials the students will be using.
Laminate and save this example so you won't have to make it
again next year when you do the lesson again. I have
laminated the actual written out lesson on the back of the
flat teacher examples. The completed example can help
the different types of learners in your room.
10. It gets easier your second
year, and easier your third, etc. You pick your
best lessons and do them again the 2nd year, you already
have all these lesson examples made, and lessons written, your
discipline is more refined, you have more confidence in
yourself, you know what your kids can do at each grade level
and choose new lessons that will be more successful for those
ages.
Advice for Elementary
Teachers from Maria Smith
What I learned in my 20 years of
teaching--is to work very hard to bridge the gap between the
classroom teacher and me as the art teacher. I do this
through information sharing. I intensely integrate the art
program, I send teachers a monthly newsletter of what I am
doing with heir students, and meet with teachers to get more
input, I display all over the school. If you don't tell
them--they have no idea what you are doing. This is very
successful and I have the respect I feel my program
deserves.
