1. education
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ARE 4940: Student Teaching in Art Education
SEMESTER AND YEAR: Spring 2015
MEETING TIMES AND LOCATION: At various location in public schools
CREDIT HOURS: 11 SECTION: 1672
INSTRUCTOR: Dr. Michelle Tillander
INSTRUCTOR OFFICE LOCATION & HOURS: : Norman 12D/ TH 4:00-5:00PM or email for additional times & appointments.
INSTRUCTOR CONTACT INFORMATION: 352-392-9977. E-MAIL: [email protected]
DESCRIPTION OF THE COURSE: Supervised teaching involving a period of eleven weeks in an
Alachua County public school art classroom. Prereq: Admission into Student Teaching and completion
of the Art Education Professional Core Sequence. Coreq: ARE 4934c, sec. 4064.
OVERVIEW OF STUDENT TEACHING: Student teaching is the capstone course of the pre-service
art education program. The internship provides the art education student with an extended opportunity to
apply the theoretical, philosophical, practical, and conceptual knowledge gained from previous
coursework and field experiences in a real classroom setting under the supervision of a cooperating
teacher and university art education professor. Once art education students have successfully completed
all their professional course work, they apply for student teaching through the Office of Professional
Development and Communication (OPDC) in the College of Education. This application must be
completed and submitted by the deadline (which is approximately one month into the semester prior to
the one in which student teaching takes place). A copy of their fingerprinting form must be submitted to
the College of Education prior to the Internship.
Student teaching placements are for eleven weeks in one school, providing candidates with the
opportunity to gain firsthand experience working with children in the same art classroom over an
extended period of time. These placements are made by the University Supervisor for Art Education. A
list of students requesting student teaching placements and a list of local art teachers requesting a student
teacher is sent to the Art Education supervisor from the OPDC. School sites for these placements are
selected based on several factors including: whether the cooperating teacher requesting an intern has
taken the required clinical-training workshop; the quality of the art program offered at the school, and the
interest of the teacher candidate in working at a particular grade level (elementary, middle school, or high
school). While the majority of these placements occur in Alachua County, students may be placed in
neighboring counties.
Over the course of the internship period, the University Supervisor makes 2-3 formal visits to the
classroom for the purpose of observing the student teacher’s performance. These formal evaluations are
discussed with the student teacher and suggestions for improvements are offered. In addition, the
cooperating teacher formally assesses the progress of the student teacher 3-4 times during the internship
and discusses these evaluations along with suggestions for improvement with the student teacher.
In addition to enrolling in ARE 4940 Student Teaching, students also take ARE 4934c Student Teaching
Seminar in which they meet with other art student teachers and the University
Supervisor on a regular basis over the course of the semester for discussion and instructional purposes.
Because student teaching is a full-time commitment, student teachers may not register for any other
course during the student teaching semester without permission from the Student Teaching Supervisor
and The SAAH Undergraduate Advisor. In addition, a student may not be employed on weekdays while
student teaching.
COURSE OBJECTIVES: By the completion the internship, student teachers are expected to
demonstrate the following six (6) Florida Educator Accomplished Practices (FEAPs):
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Instruction Design and Lesson Planning
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The Learning Environment
Instructional Delivery and Facilitation
Assessment
Continuous Professional Improvement
Professional Responsibility and Ethical Conduct
Student teachers are responsible for collecting and developing the evidence and artifacts necessary to
demonstrate their compliance with each of the six(6) professional standards. This information is to be
placed in the student’s teaching portfolio that is submitted for review upon completion of the student
teaching practicum. (See the Teaching Portfolio Guidelines for instructions).
In addition to developing a teaching portfolio, student teachers must also complete and submit electronic
weekly journal entries that chart his/her progress during the internship. These journal entries allow
student teachers to reflect upon and document their student teaching experience, and thus are an important
part of their professional development.
REQUIRED TEXT & RESOURCES: No required textbook. Course packet available through Target
Copy. Any additional readings and resource will be available online through the UF elearning.
EVALUATION: A pass/fail grade will be determined by university supervisor in consultation with the
cooperating teacher and reported on the student's semester grade report. To receive a passing grade (S), a
student must: (a) receive a “3” or above in each category of the Teacher Education Intern Rating Sheet;
(b) UF Student Teaching Evaluation (online) and (c) receive a “3” rating or above on each of the six (6)
Educator Accomplished Practices in his/her teaching portfolio.
NOTE: To graduate from the Art Education program with eligibility for teacher certification, a student
must receive a passing score on the professional knowledge and subject matter knowledge components of
the Florida Teacher Exam (FTCE). It is imperative that students register in the Fall term to take the FTCE
exam early in their student teaching semester in order for their scores to be reported to UF before
graduation.
GRADING SCALE: S= Satisfactory; U= Unsatisfactory
ATTENDANCE: Students are responsible for satisfying all academic objectives as defined by the
requirements to be eligible for certification. Attendance is mandatory and a full 11 weeks of student
teaching must be completed to be eligible for teaching certification in Florida.
POLICY RELATED TO LATE WORK: Other than medical or personal emergencies, no extensions
will be given for class requirements due to the nature of the internship. Students should inform the
instructor beforehand, if circumstances prevent course requirements from being completed an agreement
in writing for any extensions must be made in consultation with UF and School Placement Supervisor.
PROFESSIONALISM: Teacher professionalism contains three essential characteristics; competence,
performance, and conduct—all of which directly impact the teacher’s effectiveness. You will be
evaluated on professionalism for this course based on your engagement in discussions and project work,
as well as your demonstrated interest in learning, preparedness each lesson, completion of all class
assignments, dependability, consideration of others, and contributions to the learning community.
Professionalism is the expectation to demonstrate behaviors that reflect a commitment to continuous
professional abilities and development, ethical practice, and a responsible attitude toward recipients, the
profession, and society. It becomes especially critical in the internship context, and it includes respect,
compassion, integrity and altruism in relationships with students, colleagues and other stakeholders.
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Professionalism includes a sensitivity and responsiveness to gender, age, culture, religion, sexual
preference, socioeconomic status, and beliefs. With teaching comes responsibility to adhere to principles
of confidentiality, scientific/academic integrity, and accountability. Finally, no one has all the answers, so
it is important to recognize and identify limitations as well as possibilities in deficiencies in personal and
peer performance and assist when possible.
ACADEMIC HONESTY POLICY: Students are expected to abide by the UF Academic Honesty Policy,
which defines an academic honesty offense as “the act of lying, cheating, or stealing academic
information so that one gains academic advantage.” In the context of this class, this includes properly
citing sources for any materials (both printed and online) used in completing course assignments. UF
Academic Honesty http://www.dso.ufl.edu/judicial/academic.php
STUDENTS WITH DISABILITIES: Individuals with disabilities are encouraged to register with the
Dean of Students Office and submit to this instructor the memorandum from that office concerning
necessary accommodations. The ADA office may be found on the Web at http://www.ada.ufl.edu;
reached by phone at (352) 392-7056 TDD: (352) 846-1046 . All course materials may be made available
in alternative format on request.
ONLINE COURSE EVALUATION PROCESS: Students are expected to provide feedback on the
quality of instruction in this course based on 10 criteria. Faculty do not receive the results until after the
grades have been finalized. These evaluations are conducted online at https://evaluations.ufl.edu .
Evaluations are typically open during the last two or three weeks of the semester, but students will be
given specific times when they are open. Summary results of these assessments are available to students
at https://evaluations.ufl.edu/results/
KEY TASK: The State of Florida requires all entry-level educators to demonstrate mastery of six (6)
Florida Educator Accomplished Practices (FEAPs) at the pre-professional level. In this course, we will
cover all the FEAPs. Your mastery of each indicator will be measured by your work on one key task-developing a teaching portfolio. To pass this course you must successfully complete this key task and
receive a rating of “Accomplished” or higher on each indicator. No exceptions will me made to this rule,
even if you do not plan to teach after graduation. Students who receive a “Developing” or
“Unsatisfactory” rating will be offered a chance to redo the key task or, in some cases, to complete a
comparable task assigned by the instructor. Students who do not complete their makeup work
satisfactorily (with a “Accomplished” or "Exceptional") will receive either an “incomplete” or a “failing
grade” at the instructor’s discretion. Students who fail the course must repeat it later.
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Art Education Program, University of Florida
Teaching Portfolio Guidelines
2015
A teaching portfolio is a collection of evidence that helps document a teacher’s performance and
professional accomplishments. In many school districts today, the portfolio format has become a
primary means of evaluating, improving and rewarding teaching. The teaching portfolio is a useful
professional tool not only for current teachers but for prospective teachers as well. It can be helpful in:
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documenting individual progress toward building competency in the Accomplished
Practices as mandated by the State of Florida;
reflecting upon personal development and professional growth;
demonstrating teaching skills, subject knowledge, and theoretical understandings to others,
such as professors, administrators, supervisors, or peers;
interviewing for teaching positions as evidence of a prospective teacher s approach to
instruction, best lessons, strategies for classroom management, and involvement in outside
professional activities.
With these benefits and purposes in mind, your assignment is to create a portfolio that documents
your growth, strengths, activities, and accomplishments as a prospective art teacher. For those who
have not yet had the opportunity to teach, your portfolio should reflect your teaching "potential" (i.e.,
your ability to plan and organize teaching-related materials in an innovative and thorough way). As you
gain experience in the classroom and have more opportunities to teach, it is assumed that some items in
your portfolio will be removed and that other items will be added to better document your performance
as an art teacher. This portfolio will help you to analyze your growth, and it will allow your instructors
to view your progress holistically.
You are the primary person responsible for determining what evidence will be included in your
portfolio, as well as for evaluating and interpreting its meaning and significance. Since your portfolio will
be used in seeking employment, keep in mind that those who read it may not be very familiar or
knowledgeable about art or art education. Therefore, your portfolio should be clearly written, wellorganized, and easy to navigate. It should include a selection of materials that reflect your performance
and development as an art teacher rather than everything possible. The quality of the materials included is
much more important than the quantity!
Keep in mind that your portfolio will be constructed over the course of your professional training
here at UF. You will be expected to submit your portfolio at the end of each art education class for the
purposes of feedback. Your portfolio will be reviewed by the art education faculty members. During
student teaching, you will focus on constructing a final version of your portfolio to satisfy the graduation
requirements of the program. Upon completion of student teaching, your portfolio will be evaluated by
the art education faculty plus an outside evaluator. The primary criteria for this evaluation will be the
Educator Accomplished Practices identified by the State of Florida for all beginning teachers. Any
student who receives less than a "satisfactory" rating on any of the standards will be given feedback and
an opportunity to improve the portfolio before resubmitting it for evaluation. Your portfolio must pass
this review.
EDUCATOR ACCOMPLISHED PRACTICES The categories below have been mandated by the State
of Florida as indicators of good teaching. Because of the central importance of these categories in
acquiring certification in the State of Florida, it is recommended that your portfolio be organized to
provide evidence of competence in each area. Under each Accomplished Practice are sample indicators to
help you identify the kinds of practices that might count toward each competency. It is not expected that
you will have evidence of every possible indicator, rather, these examples are provided to help you match
what you do with what it shows.
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The categories and examples above are aligned with the assessment rubric used to evaluate teaching
portfolios at the end of student teaching. The following list describes some of the different types of
evidence that can be included in your portfolio to document your competency in the above categories.
Some of these are required, others recommended, still others are just optional, and you may include other
additional materials if deemed pertinent. The layout and design of your portfolio is left up to you. It
should be visually interesting (e.g., with color images, illustrations, and nice layout) and well organized
(e.g., have a table of contents and color-coded dividers). You can think of this as a kind of sales brochure
to convince potential employers that you are the perfect candidate for their art teaching position. The
length of the portfolio should not exceed 30 pages. If you have any questions or are in need of assistance
in constructing your portfolio--please, do not hesitate to make an appointment with your art methods
instructor or student-teaching supervisor.
CORE ELEMENTS OF THE PORTFOLIO
Your teaching portfolio should contain the following types of evidence. Each item should be
accompanied by a brief rationale for its inclusion in your portfolio and aligned with or defined as
evidence of one or more of the Accomplished Practices.
REQUIRED:
 Statements of Philosophy and Teaching Goals: Summary statements that describe your position
on the value of art education and your aspirations as an art teacher.
 A resume outlining your educational background, teaching experience and professional
accomplishments.
 Slides of your art work (10-20 works with labels and a slide sheet).
 University supervisor’s and/or cooperating teacher’s written assessment of the student teacher’s
command of subject matter and capabilities to communicate knowledge in developmentally
appropriate ways.
 GPA in content area(s) of subjects to be taught. College Transcripts of courses taken.
 FTCE subject area test results.
RECOMMENDED
 Statements describing your goals for a particular class or unit of instruction, and your
expectations as a teacher in terms of student performance.
 Lesson plans that reflect the content to be taught, both concepts and procedures, the instruction
and learning methods to be used, and the assessment strategies to be employed.
 Selected, annotated lesson plans that indicate the use of community resources, technology,
multicultural resources, and/or adaptations for students with special needs in the context of a
class.
 Key project description sheets, assignments or problems that are indicative of what you expect
and value as a teacher.
 Written observations of cooperating teachers, university supervisors or other outside evaluators of
classroom teaching as well as personal reflections by the teacher on the success of the lesson
observed.
 Written reflections on what was accomplished in a given class, unit or lesson and what changes
should be made when the same class, unit or lesson is taught again.
 Photographs of the classroom which reflect decisions made about the physical learning
environment as well as the instructional materials used (e.g., bulletin boards or visual aids).
 Photographs of students working in class (along with captions) that show planned activities and
lessons involving productive activity.
 Samples of student products (e.g., color photo-copies) along with captions and annotations
describing the significance of the work shown.
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Samples of student products that demonstrate the level of subject matter depth, an understanding
of concepts taught, and skill or proficiency with procedures (along with annotated captions).
Selected clips and episodes from videotaped lessons that show elements of effective teaching or
that demonstrate pedagogical or subject matter knowledge.
Transcriptions of audio-taped presentations or classroom discussions that demonstrate effective
interaction with students or the use of appropriate questioning strategies.
Written descriptions of classroom management strategies (e.g., class rules) employed by the
teacher.
Samples of assessment strategies (e.g., portfolios, rubrics, and subject matter inventories, written
tests) used in evaluating student learning and performance.
Written reflections by the teacher on the success of his/her instructional decisions based on
assessments of individual and group needs and performance.
Samples of student products along with written analyses of the student’s needs and performance.
Samples of student products along with descriptions of instructional planning designed to meet
student needs. Cooperating teacher and university supervisor statements of the teacher’s use of
assessment strategies and devices used in the classroom.
Photographic documentation (with supporting letters or text) showing involvement in schoolrelated functions outside the classroom and community-based events.
Documentation of collaboration with other educators in lesson or unit development.
Reports (by cooperating teacher or university supervisor) of work with families or colleagues.
Logs or records of written communication with students’ families.
Documentation of extra-curricular professional development activities (e.g., attendance at
professional conferences and workshops.)
Evidence of planning for field trips, guest speakers or community resources to assist in
instruction or student learning.
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UNIVERSITY OF FLORIDA ART EDUCATION PROGRAM
TEACHING PORTFOLIO RATING FORM
Directions: Each of the following Accomplished Practices is followed by a list of indicators. Check any and all indicators that you find evident in the student’s portfolio to help you decide if the
student is demonstrating competency in each practice. When determining the student’s rating in each category, consider the overall consistency and quality of the indicators found, rather than the
total number of indicators checked. Use the following scale to rate the candidate’s evidence of overall competence in each area: 0 - No evidence provided. Unable to evaluate competence; 1 Evidence of competence is inconclusive and unsatisfactory; 2 - Evidence of developing competence. Needs improvement; 3 - Evidence demonstrates an accomplished level of competence; 4 Evidence demonstrates exceptional performance and competence.
1. INSTRUCTION DESIGN & LESSON PLANNING
Exceptional
Accomplished
Developing
Unsatisfactory
Exceptional
Accomplished
Developing
Unsatisfactory
1a. Aligns instruction with state-adopted standards at the appropriate level of rigor.
1b. Sequences lessons and concepts to ensure coherence and required prior knowledge
1c. Designs instruction for students to achieve mastery;
1d. Selects appropriate formative assessments to monitor learning
1e. Uses diagnostic student data to plan lessons
1f. Develops learning experiences that require students to demonstrate a variety of applicable skills
and competencies.
2. THE LEARNING ENVIRONMENT
2a. Organizes, allocates, and manages the resources of time, space, and attention.
2b. Manages individual and class behaviors through a well-planned management system
2c. Conveys high expectations to all students
2d. Respects students’ cultural linguistic and family background
2e. Models clear, acceptable oral and written communication skills
2f. Maintains a climate of openness, inquiry, fairness and support;
2g. Integrates current information and communication technologies
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2h. Adapts the learning environment to accommodate the differing needs and diversity of students
2i.Utilizes current and emerging assistive technologies that enable students to participate in highquality communication interactions and achieve their educational goals.
3. INSTRUCTIONAL DELIVERY & FACILITATION
Exceptional
Accomplished
Developing
Unsatisfactory
Exceptional
Accomplished
Developing
Unsatisfactory
3a. Deliver engaging and challenging lessons
3b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization
of thought, and application of the subject matter
3c. Identify gaps in students’ subject matter knowledge
3d. Modify instruction to respond to preconceptions or misconceptions
3e. Relate and integrate the subject matter with other disciplines and life experiences
3f. Employ higher-order questioning techniques
3g. Apply varied instructional strategies and resources, including appropriate technology to provide
comprehensible instruction, and to teach for student understanding
3h. Differentiate instruction based on an assessment of student learning needs and recognition of
individual differences in students
3i. Support, encourage, and provide immediate and specific feedback to students to promote student
achievement
3j. Utilize student feedback to monitor instructional needs and to adjust instruction
4. ASSESSMENT
4a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning
needs, informs instruction based on those needs, and drives the learning process
4b. Designs and aligns formative and summative assessments that match learning objectives and lead
to mastery
4c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains
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4d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of
knowledge;
4e. Shares the importance and outcomes of student assessment data with the student and the student’s
parent/caregiver(s)
4f. Applies technology to organize and integrate assessment information
5. CONTINUOUS PROFESSIONAL IMPROVEMENT
Exceptional
Accomplished
Developing
Unsatisfactory
Exceptional
Accomplished
Developing
Unsatisfactory
5a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on
students’ needs
5b. Examines and uses data-informed research to improve instruction and student achievement
5c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning
outcomes, adjust planning and continuously improve the effectiveness of the lessons
5d. Collaborates with the home, school and larger communities to foster communication and to
support student learning and continuous improvement;
5e. Engages in targeted professional growth opportunities and reflective practices; and
5f. Implements knowledge and skills learned in professional development in the teaching and
learning process.
6. PROFESSIONAL RESPONSIBILITY & ETHICAL CONDUCT
6a. Adheres to the Code of Ethics and the Principles of Professional Conduct of the Education
Profession of Florida and fulfills the expected obligations to students, the public and the
education profession.
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ARE 4934c ART EDUCATION Student Teaching Tentative Calendar - Spring 2015
Week 1 January-5-9
First week of student teaching. Observe and assist your cooperating teacher, learn students' names, assume some classroom duties, and
begin planning for the coming weeks. Submit your weekly blog journal entry before Monday, January 12. Look at the course packet and
syllabus for critical deadlines.
Don't forget to be documenting your teaching and student work for your portfolio!
Week 2 January 12-14
This week, you should begin to assume some teaching responsibilities. Try co-teaching a lesson or presentation, one of your cooperating
teacher's lessons to a class. Continue to work on learning students' names and planning for coming weeks. Put your philosophy into Sakai
Dropbox. Submit your weekly blog journal entry before Monday, January 19. (schedule a coffee/tea break with Michelle)
Week 3 January 19-23 (M. Jan 29 - Martin Luther King Holiday)
This week, you should be teaching two classes with your cooperating teacher assisting you. We will have our first Student Teaching
Seminar meeting on Thursday, January 22 at 4PM in Norman 12. Share something from orientation module activity. Please schedule an
observation #1 by Michelle Tillander for next. Submit your weekly blog journal entry before Monday, January 26.
Week 4 January 26-30
This week, you should be teaching three classes with your cooperating teacher assisting you. 2/6 FEAPS pages due in Sakai Drop Box (4
pages). Submit your weekly blog journal entry before Monday, February 2.
Don't forget to be documenting your teaching!
Week 5 February 2-6
This week, you should be teaching four classes with your cooperating teacher assisting you. Submit your weekly blog journal entry
before Monday, February 9. Also, by the end of this week, your cooperating teacher should fill out a mid-term evaluation and provide
you with feedback on improving your teaching performance in the coming weeks.
Week 6 February 9-13
By the end of this week, you should be teaching the majority of the classes. Your cooperating teacher should be in the background and
available for assistance if necessary. We will have our second seminar meeting on Thursday, February 12 at 4PM in Norman 12. Please
bring samples of student work to the seminar. Please schedule an observation #2 by Michelle Tillander for next. Submit your weekly blog
journal entry before Monday, February 16.
Week 7 February 16-20
You should be teaching the majority of the classes. 2/6 FEAPS pages due in Sakai Drop Box (4 pages). Submit your weekly blog journal
entry before Monday, February 23.
Don't forget to be documenting your teaching and student work for your portfolio!
Week 8 February 23-27
You should be teaching the majority (or all) of the classes. Please schedule an observation by Michelle this week or next. . Put your
philosophy into Sakai Dropbox. Submit your weekly blog journal entry before Monday, March 2.
Week 9 March 2-6
You should be teaching the majority (or all) of the classes. We will have our third seminar meeting on Thursday March 5 at 4PM in
Norman Hall. Bring sample portfolio pages. Please schedule an observation by Michelle Tillander for next. Submit your weekly blog
journal entry before Monday, March 9. Don't forget to be documenting your teaching and student work for your portfolio!
Week 10 March 9-13
You should be teaching the majority (or all) of the classes. Make plans to begin handing off classes back to your cooperating teacher (and
assume a co-teaching role). Submit your weekly blog journal entry before Monday March 16.
Week 11 March 16-20
Last Official Week of Student Teaching. You should be finishing up lessons, handing back the classes to your cooperating teacher this
week, and assuming a co-teaching role. Submit your final journal entry before Monday, March 23.
Week 12 March 23-27 (spring break Alachua schools)
Work on preparing your teaching portfolio. 2/6 FEAPS pages due in Sakai Drop Box (4 pages). Focus on getting anything you need for
your portfolio.
NAEA Conference in New Orleans, March 26-28, 2015
Week 13 March 30 -April 3
This week may be used to make-up absences during the past weeks. We will have our fourth seminar meeting on Thursday, April 2 at
4PM in Norman Hall to discuss preparing your teaching portfolio. Bring paper draft copy #1 of portfolio for peer reviewing.
Week 14 April 6-10
Work on preparing your teaching portfolio. Make a 30 minute appointment with Michelle this week to discuss any issues or questions
regarding your portfolio. Put a digital draft copy #2 of your portfolio into Sakai Dropbox.
Week 15 April 13-17
Your final black & white paper draft #3 portfolio for review (2 evaluators and me) is due on Thursday April 17 at 4 pm (paper b & w copy). We will have at
this time a final seminar meeting on Thursday, April 17th at 4PM in Norman 12 we will discuss getting a teaching job. Certification and Job listings.
Week 16 April 20-22 (UF classes end April 22)
Portfolios will be returned by reviewers this week and ALL required revisions must be made and final color copy is due to Norman 10
and the drop box by Wednesday, April 29, 2015 noon so grades can be submitted for graduation.
UF Spring Break February 28, -March 7, 2015; Classes End April 22; Finals Week April 25m 27-30, May 1
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