Teaching Standards & Indicators of Performance in Art Education
Fall 2003

Domain A: Planning and Preparing for Student Learning


Planning Standard A1. The student teacher demonstrates an understanding of subject matter and subject specific pedagogy during planning.


Indicators of Performance:

v    Plans learning experiences in both making and critical response to visual culture (which includes fine arts)

v    Emphasizes the value and importance of the activity/content to students

v    Uses central concepts, critical inquiry strategies, and structure(s) of the discipline(s) of art and visual culture

v    Utilizes contemporary artists, theories, and practices

v    Articulates connections among concepts, procedures, applications, and assessment

v    Aligns instructional strategies with objectives, activities, student characteristics, prior learning, and work and life applications, both within the discipline and other disciplines.

v    Uses relevant resources to deepen own understanding of art and visual culture

v    Anticipates potential for student misconceptions and difficulties with visual culture

v    Plans for integration of digital technologies


Planning Standard A2. The student teacher uses principles of learning and development, and understanding of learners and learner diversity during planning of instruction and assessment.


Indicators of Performance:

v    Accommodates social, emotional, cognitive, and physical characteristics and needs of all learners

v    Ascertains and uses learner prior interest and knowledge in visual culture

v    Adapts lessons and materials for diverse populations

v    Creates learning experiences that make visual culture meaningful for students

v    Provides learning opportunities that support student’s cognitive, social, and personal growth and development

v    Uses relevant questioning and inquiry techniques to challenge students

v    Creates a classroom environment that encourages positive social interaction, active learning and self-motivation

v    Plans assessment strategies that are relevant to the varied characteristics of students


Planning Standard A3. The student teacher uses relevant community, district, school, and classroom factors and characteristics in planning.


Indicators of Performance:

v    Incorporates community arts resources and events

v    Plans instructional activities and units that take into account visual culture, including the creative arts, of local communities and cultural groups

v    Customizes lessons for a specific classroom of students

v    Plans relevant instruction based on knowledge of subject matter, students, community and school’s curriculum goals

v    Connects learning to work and life applications

v    Plans for the exhibition and promotion of students’ work


Planning Standard A4. The student teacher develops and selects appropriate instructional goals and objectives.


Indicators of Performance:

v    Develops clear goals written in the form of student learning outcomes

v    Develops learning goals that address the range of needs of all learners

v    Develops learning goals that are challenging for all learners

v    Develops goals that encourage students’ self-direction and/or self-initiation as relevant to the learning objectives

v    Develops relevant measurable goals

v    Develops lessons that meet state and national art education standards

v    Plans and implements instructional activities and/or lesson plans in visual culture that emphasize problem solving and critical thinking


Planning Standard A5. The student teacher designs coherent short range and long range opportunities for student learning and assessment.


Indicators of Performance:

v    Adapts materials, tools, and instructional formats to accommodate diverse learners

v    Creates, selects, and adapts a variety of learning and assessment activities, materials, and resources to include contemporary art, visual culture, social themes, and technologies

v    Identifies, locates, and manages relevant technology resources

v    Clearly sequences instructional activities to maximize learning in visual culture

v    Plans for pacing and instructional transitions

v    Plans for formative and summative assessment (critique, portfolio review, student self-evaluation, rubrics etc.)

v    Aligns assessment and feedback with goals, objectives, and instructional strategies

v    Provides opportunities for relearning and re-evaluation of material


Planning Standard A6. The student teacher plans for a nurturing and supportive learning environment.


Indicators of Performance:

v    Incorporates the effective and safe use of materials, equipment, and tools into the production of students’ works

v    Plans a physical and intellectual environment that accommodates needs and interests of all learners

v    Plans for equitable and safe access to all learning resources

v    Plans for active student participation and responsibility

v    Supports and protects students’ rights and responsibilities

v    Plans for specific constructive feedback that reinforces student learning

v    Selects instructional materials that are equitable and that acknowledge the varied characteristics of all students


Domain B: Teaching


Teaching Standard B1. The student teacher actively and effectively engages all learners.


Indicators of performance:

v    Links instructional activities to students’ personal interests and prior knowledge and experience in visual culture

v    Engages students’ different learning modalities

v    Adjusts instructional activities and provides alternative approaches in response to learner needs

v    Uses questioning and discussion techniques that stimulate inclusion and inquiry

v    Uses materials, resources, and technologies in ways that amplify conceptual understandings

v    Uses a variety of instructional strategies that develop students’ critical thinking, problem solving, and performance skills

v    Creates and implements instructional activities and/or lessons in visual arts tailored to the needs of diverse learners

v    Motivates students to pursue existing interests and to form new interests in visual culture in both the classroom and the community

v    Interacts with students in an equitable manner



Teaching Standard B2. The student teacher assesses student learning in multiple ways in order to monitor student learning, assist students in understanding their progress, and report student progress.


Indicators of performance:

v    Communicates to learners the role of assessment in the learning process

v    Uses assessment measures that are aligned with and keyed to learning outcomes and academic standards in the visual arts

v    Provides assessment opportunities that portray student knowledge and ability in a variety of ways

v    Uses formal and informal assessment strategies

v    Collects and analyzes relevant student data (artworks, historical and critical writings, sketchbooks, portfolios, etc.) systematically and continuously

v    Uses assessment data to draw conclusions about the impact of teaching upon student achievement and adjusts instruction accordingly

v    Provides feedback to learners that is timely, accurate, specific, substantive, and constructive

v    Provides opportunities for students to use feedback in their learning activities

v    Maintains secure, accurate, and pertinent student records


Teaching Standard B3. The student teacher appropriately manages classroom procedures.


Indicators of performance:

v    Establishes/implements routines that effectively manage time and resources

v    Communicates clear and consistent expectations about classroom procedures

v    Uses instructional and transitional time productively and effectively

v    Demonstrates flexibility and responsiveness to anticipated and unanticipated events

v    Organizes the physical environment to support instructional activities


Teaching Standard B4. The student teacher appropriately manages student learning and behavior.


Indicators of performance:

v    Establishes and maintains a safe, respectful and nurturing intellectual environment

v    Communicates high academic and behavioral expectations

v    Proactively manages and responds appropriately to students’ behavior, using a variety of direct and indirect strategies such as proximity, eye contact, non-verbal cueing, etc.

v    Consistently engages students in productive, active learning and self-assessment, and critique activities

v    Demonstrates flexibility and responsiveness to anticipated and unanticipated events


Teaching Standard B5. The student teacher communicates effectively using verbal, nonverbal, and media communication techniques while teaching.


Indicators of performance:

v    Communicates content, directions, procedures, and expectations clearly and accurately

v    Speaks and writes correctly, effectively, and expressively

v    Represents content accurately

v    Uses well-chosen, developmentally relevant language that enriches lessons for all learners

v    Uses relevant and effective questioning and discussion techniques

v    Uses a variety of relevant instructional media and technology tools to enrich learning and assessment opportunities

v    Uses effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom



Domain C: Analyzing Student Learning and Inquiring into Teaching


Analyzing/Inquiring Standard C1. The student teacher monitors and adjusts instructional and assessment strategies during teaching.


Indicators of Performance:

v    Uses formative and summative assessment data to determine extent of student understanding of visual culture

v    Makes modifications in instruction and assessment in response to student learning

v    Uses observations of student engagement and behavior to adjust instruction and assessment

v    Capitalizes on “teachable moments” as relevant


Analyzing/Inquiring Standard C2. The student teacher systematically analyzes assessment data to characterize performance of whole class and relevant sub-groups of students.


Indicators of Performance:

v    Collects assessment data systematically

v    Generates relevant criteria for assessments

v    Determines patterns of student performance evident in the assessments for whole class

v    Determines the extent to which each student has met learning outcomes

v    Reports on student achievement in relevant ways to student, parents, and others

v    Recommends “next steps” based on assessment data



Analyzing/Inquiring Standard C3. The student teacher uses data from his/her own classroom teaching to evaluate his/her own strengths and area for improvement.


Indicators of Performance:

v    Conducts systematic inquiry into own teaching practices and acts upon self-analyses

v    Demonstrates thoughtful self-reflection on effects of instructional choices and actions on students, parents, and others in the learning community

v    Identifies strengths and limitations as a teacher, using examples from actual teaching performance

v    Utilizes supervision data to improve teaching

v    Draws data-based conclusion about teaching effectiveness

v    Re-teaches or enriches challenging content, concepts, or procedures



Domain D: Fulfilling Professional Responsibilities


Analyzing/Inquiring Standard D1. The student teacher consistently meets expectations and fulfills responsibilities.


Indicators of Performance:

v    Completes assignments and tasks accurately and with high quality

v    Meets deadlines responsibly

v    Fulfills commitments dependably and willingly

v    Maintains an appropriate personal appearance

v    Exhibits initiative, enthusiasm, and self-confidence


Analyzing/Inquiring Standard D2. The student teacher establishes and maintains productive, collaborative relationships with colleagues and families.


Indicators of Performance:

v    Acknowledges the vital role of parents as partners in the education of their children

v    Communicates pertinent information about the instruction program and student progress, as relevant

v    Shares ideas, information, skills and resources with colleagues and parents in order to enhance the learning of all students

v    Demonstrates tactful, respectful interactions

v    Accepts opportunities to participate in extra-curricular, department, or school-wide activities

v    Utilizes resources within the school and community context

v    Reflects upon and continually evaluates effects of choices and actions on others (students, parents, and others in the learning community)

v    Fosters relationships with school colleagues to support students’ learning and well-being


Analyzing/Inquiring Standard D3. The student teacher values and seeks professional growth.


Indicators of Performance:

v    Seeks out opportunities for professional development, such as attending workshops or conferences; procuring membership in related professional organizations; coaching or receiving coaching from a peer; making presentations to a school board or parents’ group; leading a seminar discussion; conducting action research in a classroom

v    Takes responsibility for own learning and continued development

v    Seeks and uses education research as a form of professional development

v    Utilizes a growing repertoire of instructional and assessment strategies

v    Continues professional development portfolio



Analyzing/Inquiring Standard D4. The student teacher continuously demonstrates integrity, ethical behaviors, and appropriate professional conduct.


Indicators of Performance:

v    Demonstrates professionalism as defined by the Pennsylvania Code of Professional Practice and Conduct for Educators

v    Demonstrates academic integrity and professionalism as defined by the University program and partnering school personnel

v    Demonstrates commitment to the highest profession standards when making decisions, solving problems, safeguarding student records

v    Follows district and university policies, as well as state, local and federal laws and regulations