First Year Teacher Induction Program

2013-14 First Year Teacher

Art Department Professional Growth Plan

Facilitator: Mark Anderson, District Visual Art Coordinator

Teacher ______________   Mentor ____________   School(s) _______________

Date submitted ________________               Cert Level IPC-1

Anticipated Outcomes

Dates

BEST Class Certificate

  • One class must be completed this year; refer to BEST schedule for information
  • Register in MyLearningPlan.com
  • Print certificate of completion and keep in your portfolio

Ongoing, completed by May 2014

Classroom Management Discussion

  • Overview of Program and the components of the First Year Portfolio
  • PBTE and District expectations of teachers; PBTE Area of Focus worksheet
  • Discussion about classroom management: what does “classroom management” mean? What does it look like? What happens when expectations are unclear?

On your own: Develop a written management plan, including classroom rules, procedures, expectations, communication to students/parents, etc.

  • Discuss your thoughts with your mentor
  • Print a copy of your management plan and keep in your portfolio

 

September 5

Planning Discussion

  • Discussion about the benefits of long range planning
  • IAGs, Scope & Sequence, Curriculum
  • Planning and budgeting art supplies and other art resources
  • Discuss ways to (a) integrate art history into a studio activity, (b) develop a lesson that emphasizes local culture, (c) develop a lesson that crosses disciplines. Where is it important to create rigid and loose structures?

On your own: Lesson observation

  • Develop a written lesson that is aligned to the district Art K-12 curriculum. Discuss lesson ideas with your mentor. Use the Art Department lesson plan template.
  • Develop a year-long plan aligned to District Curriculum and include an art supply order.
  • Schedule an observation with your mentor and provide a copy of the lesson plan in advance. (Mentor will need to schedule a sub.)
  • Following the observation, your mentor should complete the post-observation form and attach it to your lesson plan.
  • Discuss the post-observation comments; review the year-long plan; keep a copy of year-long plan, observation form, and conference notes in your portfolio.

 

October 3

Motivation Discussion     

  • Discuss possible strategies to facilitate the following situations: (a) an art class whose members are outrageously untidy and wasteful of materials, (b) boys who think art is “sissy,” or (c) children whose parents or older brothers and sisters have given them formulas for the drawing of objects.
  • Discussion about any situation you have experienced in which children disliked art. Explain how this dislike arose, and indicate the means you might use to alter the children’s attitude.
  • When you’re not there: writing sub plans that work.

On your own: Mentor observation

  • Observe your mentor teacher on (dates TBD). Schedule a sub for the observation and write a detailed sub plan.
  • Your principal and the Art Coordinator will schedule a visit to observe you during this time.
  • Note especially (a) the motivational devices employed, (b) the manner in which themes are defined, (c) the way in which goals are established, (d) the strategies and structures used to proactively manage and direct students, and (e) the problems that arise and the means by which a solution is then found. Write a short reflection.
  • Place a copy of your written observation reflection, and your sub plan in your portfolio. Include any observation notes and pre-observation worksheets, lesson plans developed for observation, and Area of Focus worksheet developed.

 

November 7

Special Needs Discussion

  • Discuss strategies to demonstrate and teach techniques involved in the following activities to a class of children with intellectual disabilities: (a) making a tempera painting; (b) making a clay pot by the coil method; and (c) making a simple weaving. How would you introduce other curricular content such as art history, cultural connections, aesthetics? How might you “work across disciplines?” What assistive technologies might an art class provide for learners with disabilities?
  • Describe how you might introduce a lesson connecting color and vocabulary; observation and literacy.
  • Discuss progress in Area of Focus.

On your own: Lesson observation

  • Develop a written lesson that is aligned to the district Art K-12 curriculum. Discuss lesson ideas with your mentor. Use the Art Department lesson plan template.
  • Schedule an observation with your mentor and provide a copy of the lesson plan in advance.
  • Following the observation, your mentor should complete the post-observation form and attach it to your lesson plan.
  • Discuss the post-observation comments and keep a copy of both items in your portfolio.
  •  

January 9

Display of Student Work Discussion

  • Discuss the various criteria used by teachers you have observed to select children’s artwork for display. Appraise each criterion according to its educational effects on the children concerned. Study and compare the display techniques you have observed (or lack thereof) in various classrooms.
  • Improvise the conversation you might have with a parent who thinks teaching art is a waste of taxpayers’ money, which should be used for “more important fundamentals.” Consider a variety of different parent contacts: professionals, lower-middle-class factory workers, shopkeepers, etc.
  • Taking kids out of the building: planning a field trip.

On your own: Written reflection

  • Outline a plan for display of student artwork for next year, along with a reflection on strategies that advocate for/reinforce the learning goals of your content area.
  • Create a field trip permission form.
  • Place a copy of this plan in your portfolio.

 

February 6

Classroom Diversity Discussion

  • Discuss in detail the significant planning decisions that must be made in an art program developed in the following situations: (a) classroom in a new, wealthy suburb; (b) a classroom in a lower socio-economic community of great diversity; (c) a mixed-grade classroom.

On your own: Lesson observation

  • Complete any missing components of this First Year Teacher Professional Growth plan and add the required documents to your portfolio.
  • Add this document to your portfolio and submit to the Visual Art Coordinator.
  • Complete and submit your time logs in MyLearningPlan.com

April 3

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