PROJECT 2. Professional Development: (20 points, due 3/16)
(a) resource review and
(b) art educator interview

Paper due March 16, 2006, although 6 presentations will be on 3/16, and 6 on 3/21, and 6 on 3/28.


Prepare a 10-minute presentation about your interview and resource.

Prepare a written paper that accompanies your presentation, which you post by the beginning of class on 3/16/06 on the ANGEL message board titled, "PROFESSIONAL DEVELOPMENT" (also upload to your e-portfolio area), and provide a hardcopy to me on 3/16. There is no specifications of length, but double-space the text and number pages. There is an undergraduate writing center available on campus if needed. Also broad guidelines for writing are linked here.

Evaluation Rubric for PROJECT #2:
Professional Development
Students developed the grading rubrics together on 2/9.



  Criteria C grade
(15 points)
B grade
(17 points)
A grade
(20 points)
Adequate Proficient Excellent

Paper (10 of 20 points)

6 points for a thoughtful, insightful, and an indepth exploration of the areas of comprehension, application, analysis, synthesis, and evaluation.

2 points for supporting views with references to the interviews, resources, class readings, and class discussions.

2 points for grammar, layout, and formatting, i.e., quality of writing. Properly cite interview quotes and resources with quote marks if 3 or more words by another, if 40+ quotes place in a block format. We agreed on the exception to APA that there needs not to be (personal communication, date) for interview quotes, but if from a Web page or written text page than there is acknowledgement (author, year, and page number or ¦ number if a Web page). References are listed at the end of the paper in a consistent recognized style, perferably APA style. Page numbers included.

Answers only 3 of the 5 areas thoroughly, or most but not thoroughly.

Answers the 5 areas thoroughly, or all but not thoroughly and/or has a few grammar problems

Answers all 5 areas thoroughly by providing evidence for your views from what you learned from the interview and resource review and from the course readings, activities, and discussions.

No spelling and few grammar mistakes. Ideas or quotes from readings properly cited.

Presentation (10 of 20 points)

5 points if the presentation is an organized summary that follows the paper's content.

5 points if present self with openness and attentiveness to audience, speaks clearly with eye contact, and responds knowledgeable to teacher and peer questions.


Misses some content areas or presentation seems fragmented, or does not engage audience with full self presence and enthusiasm about findings. Covers all 5 areas but some points not a convincing argument supported by interview or resource review, or is not a clearly organized summary, or is unable to answer questions, or does not present in a way that engages audience. Excellent presentation of self and content that convincingly presents the 5 areas of the paper with about 4 minutes left of the 10 minutes for a question or two from the audience in which response shows familiarity with the areas of comprehension, application, analysis, synthesis, and evaluation.



Select one of the professional development resource options below or another that arose in discussion with your interviewee. Include discussion of a professional development experience or resource that is available to art educators in your presentation and paper following the five areas: comprehension, application, analysis, synthesis, and evaluation. This should be woven into a single paper that includes both what is learned from interviewing an art educator and from exploring a professional development resource.

Professional Development Options:


Students who wish to become teachers should begin early in their careers to gain an understanding of the many facets of the education profession. To that end, you will explore teaching from the perspective of a practicing professional in the field. Thus, you will interview an art educator working in a school, museum or community-based setting.

You may interview in person, by phone, or email. To schedule directly with State College Area School District (SCASD) teachers, meet them at the HUB at the Robeson Gallery on Monday, February 20, 2006, at 10 a.m. Some of the resources listed in the next column provide connections to locate an art educator for an interview.

The purpose of the teacher interview is for you to identify what art educators do and teach and how art educators identify and represent themselves and their profession.

Using Tom Anderson's (2000)* interview guide as a model, create a profile of an art educator working in a school, museum, or community based setting. AndersonŐs (2000) interview guide he developed in interviewing art teachers for his book, Real lives: Art teachers and the cultures of school, will help you to identify important and appropriate questions to ask during the interview. However, I encourage you to use this opportunity to ask additional professional questions that you may have.

*Interview guide questions (provided in class on 2/9/06) are listed on pages 118-120 in Anderson, T. (2000). Real lives: Art teachers and the cultures of school. Portsmouth, NH: Heinemann.

This paper should not be a script of your interview or just facts from your review of a selected resource (most resources in the list are organizations or services). Rather, you should analyze the interview and selected resource and demonstrate your new understanding of what it means to be an art teacher and how you will apply it in your career as an art education student/teacher. The five areas below should be thoroughly addressed in your paper and briefly presented in class.

1. Comprehension: Summarize your interview and resource exploration and explain your new understanding of  what it means to be an art teacher.

2. Application: Describe how you will apply this new knowledge in your career as an art education student and future art teacher

3. Analysis: Create a scenario/graph/map/collage illustrating what it means to be an art teacher in relationship to time, duties, and/or responsibilities.

4. Synthesis: Formulate a list of rules, principles, and/or standards you feel symbolize what it means to be an art teacher.

5. Evaluation: Share your paper with a colleague in the class. Compare and contrast your perspectives on being an art teacher. OR Write a statement defending why you will choose to continue or not continue in the field of art education as a result of this interview.

These five areas should be woven together to form one culminating paper. Be sure to include an introductory paragraph that explains the purpose of the paper, a body which includes evidence supporting your responses, and a closing paragraph that states your conclusions.