Art Education Sequence
ART 201 ART 211 ART 307 Digital Art Studio ART 309 Fall ART 309 Spring Student Teaching |
SELF-CREATED UNIT PLANS WITH LESSON PLANS & TEACHING MATERIALS - One from each placement or two if you are in one placement for the whole semester(elementary or middle school, middle school or high school) - unit plan, artist handout (if appropriate), Power Point (if appropriate), sample artwork, sample completed artist statement (if appropriate)
IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. IPTS (2013) STANDARD 5 - Instructional Delivery - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. The teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. Description: Rationale: Evidence: |
ASSESSMENT METHODS PORTFOLIO - One formative and summative assessment from each placement or two if in one placement for the semester to match the plans above
IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
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IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Description:
Rationale:
Evidence:
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (at least 1 submission)
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community; and advocates fro students, parents or guardians, and the profession.
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community; and advocates fro students, parents or guardians, and the profession.
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PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (at least 1 submissions)
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community; and advocates fro students, parents or guardians, and the profession.
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community; and advocates fro students, parents or guardians, and the profession.
Description:
Rationale: Evidence: |
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