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.

The central concepts  involve teaching students about contour lines, which are the lines that outline the shape of an object. The teacher needs to know the methods of inquiry related to contour line drawing, such as observing shapes, understanding lines, and creating depth on a 2D surface. Meeting Standard 2, the teacher can demonstrate evidence-based practice by incorporating proven instructional techniques for teaching contour line drawing. This includes hands-on activities, visual aids, and step-by-step demonstrations. By combining content area and pedagogical knowledge, the teacher will create a well-rounded learning experience, ensuring that each student grasps the concepts of contour line drawing in a meaningful way.

 

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:

6th-grade contour line drawing unit, the competent teacher applies Standard 5 by employing a range of instructional strategies tailored to support critical and creative thinking, problem-solving, and continuous growth and learning among students. Differentiation is a key aspect, ensuring that each student receives instruction suited to their individual needs and learning styles. The teacher employs diverse methods, such as hands-on activities, visual aids, and collaborative projects, to engage students in the process of contour line drawing.

Rationale:

The rationale behind implementing Standard 5 in the contour line drawing unit is rooted in recognizing the diverse needs and abilities of the students. By incorporating a variety of instructional strategies, the teacher acknowledges that learners have different strengths and preferences. This differentiation is essential for fostering critical and creative thinking as students explore the intricacies of contour line drawing. The emphasis on problem-solving encourages students to analyze shapes, lines, and spatial relationships, promoting a deeper understanding of the artistic process. 

the dynamic nature of the classroom environment is acknowledged. The teacher understands that continuous modification of instruction is necessary to enhance learning for each student. Flexibility is key, allowing the teacher to adapt and refine teaching strategies based on ongoing assessment and feedback. This approach ensures that the contour line drawing unit remains responsive to the evolving needs of the students, promoting a positive and effective learning experience.

 

Evidence:

Slides and exemplars 

 

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.

Description:

The teacher adheres to Standard 7 by employing both formative and summative assessments to effectively determine student needs, monitor progress, measure growth, and evaluate outcomes. Formative assessments, such as regular checkpoints during the drawing process, and the pre-test and post-test allow the teacher to gauge understanding and adjust instruction accordingly. Summative assessments, culminating in a final project with a reflection, provide a comprehensive overview of student achievement in contour line drawing.

Rationale:

The rationale behind implementing Standard 7 in the contour line drawing unit lies in the importance of informed decision-making. By utilizing appropriate assessments, the teacher gains valuable insights into student needs and progress. Formative assessments guide instructional adjustments in real-time, ensuring that students receive timely support and feedback. This continuous monitoring helps create a supportive learning environment, addressing individual needs and fostering a sense of achievement.

Summative assessments serve as a comprehensive measure of student growth and provide data to evaluate the effectiveness of the instructional methods and the overall curriculum. The teacher makes data-driven decisions to refine and improve practices, ensuring that the contour line drawing unit is meeting its educational objectives. This approach not only benefits individual students but also contributes to the ongoing professional development of the teacher, fostering a commitment to instructional excellence and student success.

 

Evidence:

Student work and Pre-test and Post-test Images

 

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 for students, parents or guardians, and the profession.

Description: Attending the IAEA conference in St Charles IL. I attended the IAEA conference this year for the 2nd time.

 

Rationale:

Attending IAEA is a great way to put yourself there into the art education world! Many of Illinois' best art educators go to the event every year and this time our professor Dr. Judith Briggs from ISU was getting the award for art educator of the year! It was a very exciting and educational event. I got to see some old faces and make connections with new ones at the conference as well. Overall the best part of IAEA are the sessions that you attend as they give you so much insight into what other teachers are doing in the art classroom. This give me many ideas and new strategies to implement in the art room. 

 

Evidence: