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Visual ArtsProgram

1.   Please describe your program's assessment process and what standards you are measuring in relation to the NCATE and State standards of knowledge (content, pedagogy and professional), skills (professional and pedagogical) and dispositions. Is the system course based, end of program based, or other? Be sure to reference how the faculty in your program was involved in developing the assessment process. In addition, describe how the assessment of standards relates to the unit's and program's conceptual framework.

Program Interpretations and Conclusions:

I am the director and only professor in Visual Art Teaching at Central Washington University – Ellensburg campus. Throughout the eight years that I have been at CWU I have used the National Standards for the Visual Arts that were established by the National Art Education Association to assess my program, courses, student learning, and my teaching. While these standards are not mandated, they do act as guidelines for many state curriculum frame works. The national standards are based on teaching curricula that includes the four disciplines of art – aesthetics, art history, art criticism, and art production. The Content Standards are as follows:

• Understanding and applying media, techniques, and processes;
• Using knowledge of structures and functions;
• Choosing and evaluating a range of subject matter, symbols, and ideas;
• Understanding the visual arts in relation to history and cultures;
• Reflecting upon and assessing the characteristics and merits of their work and the work of others; and
• Making connections between visual arts and other disciplines.

Specifics information for each Content Standard for Grades 1-4, 5-8, and 9-12 may be found at

I am also following the Visual Arts Common Core Endorsement Competencies which include 1.0 Visual Arts Common Core: Development, Individuality, and Diversity: Competent visual arts teachers understand the psychological, physical, emotional, and intellectual development of students, value individuality, and recognize and celebrate cultural and ethnic diversity.

2.0 Visual Arts Common Core - Content of Visual Arts: The competent visual arts teacher understands, knows and applies the four Arts Essential Academic Learning Requirements (EALRs) in WA State which are:

• The student understands and applies arts knowledge and skills;
• The student demonstrates thinking skills using artistic processes;
• The student communicates through the arts;
• The student makes connections within and across the arts, to other disciplines, life, cultures and work

3.0 Visual Arts Common Core - Curriculum, Alignment and Contemporary Issues:

Competent visual arts teachers apply content knowledge to develop comprehensive, sequential, and standards-based instruction using educational elements and principles or organization in the visual arts that respond to the needs of students, within the context of the school, community, and state/district standards (EALRs). The competent visual arts teacher investigates and understands the relationship between visual arts and the “real world” including contemporary issues.

4.0 Visual Arts Common Core - Instructional Environment: Competent visual arts teachers are responsible for creating and managing instructional environments necessary for appropriate and successful student learning based upon a strong visual arts knowledge base, knowledge of students, and a range of pedagogical strategies.

5.0 Visual Arts Common Core – Assessment: Competent visual arts teachers employ a variety of assessment strategies, incorporating the vision of the state for regarding performance assessment as an integral part of instruction, i.e. Curriculum + Instruction + Assessment for learning, as a joint venture through which both student and teacher understanding is enhanced regarding what needs to be learned, what needs to be taught, how well it has been taught, and how well it has been learned.

6.0 Visual Arts Common Core: Professional Development

7.0 Visual Arts Common Core: Instructional Methodology

I also use Standards and Skills For Art Teacher Candidates (NBPTS and INTASC) to assess my Visual Art teaching majors. These standards and skills are discussed in class and students write statements regarding their preparedness in each area. Standards and skills include Content of Art

1. Art Teacher Candidates Thorough Understanding of the Content of Art.
2. Art Teacher Candidates Make Informed Selection of Instructional Content.
Knowledge of Students
3. Art Teacher Candidates Have a Comprehensive Knowledge of Student Characteristics, Abilities, and Learning Styles.
4. Art Teacher Candidates are Sensitive Observers in the Classroom.
5. Art Teacher Candidates are Able to Use a Knowledge of Students to Plan Appropriate Instruction.
Curriculum Development
6. Art Teacher Candidates Develop Curriculum Reflective of the Goals and Purposes of Art Education.
7. Art Teacher Candidates Develop Curriculum Reflective of an Understanding of the Breadth, the Depth and the Purposes of Art.
8. Art Teacher Candidates Develop Curriculum Inclusive of the Goals, Values and Purposes of Education, the Community and Society.
9. Art Teacher Candidates Able to Affect Student Learning in the Content of Art.
10. Art Teacher Candidates Able to Create Effective Instructional Environments Conducive to Student Learning.
11. Art Teacher Candidates Well-Versed in Pedagogy.
12. Art Teacher Candidates Inquire into Their Own Practices and the Nature of Art Teaching.
13. Art Teacher Candidates Instructional Collaborators.
Assessment in Art Education
14. Prospective Art Teachers Conduct Meaningful and Appropriate Assessments of Student Learning.
15. Prospective Art Teachers Systematically Reflect Upon Their Own Teaching Practice. As Students of Teaching, Do They Recognize that They Will Gain Expertise with Experience and Will Continuously Improve Their Efforts to Teach Effectively.
16. Art Teachers Deal with Broader Issues in the School Setting Beyond Concern for Individual Students. At Times, They Assess the Entire Art Program within the School or District Setting.
Professional Responsibility
17. Art Teacher Candidates Continually Reflect on Their Own Practice.
18. Art Teacher Candidates Recognize their Responsibilities to the Schools and the Community?
19. Art Teacher Candidates Contribute to the Growth of the Profession

Visual Art Teaching majors are assessed throughout their courses and at the end of the program.

2. Below is an analysis of the frequency with which your program cites CTL, WA State Standards/Competencies, and/or national standards within your LiveText artifacts, rubrics, and reports. Please examine the charts and write your program's interpretations and conclusions based on the information provided. (e.g., Are the standards dispersed appropriately in your program? Are all the standards represented as you wish them to be? After reviewing this analysis are there changes your program would recommend making to the way you cite standards or assess your candidates using LiveText?)

Program Interpretations and Conclusions:

The standards are represented as I wish them to be. After reviewing this analysis there are no changes in the program in the way standards or assess your candidates are cited using LiveText.

3. Below you will find one sample of your Live Text Report that identifies an aggregation of candidate learning outcome data. Please examine all of your reports in the LiveText exhibit area and discuss the accuracy, consistency, and fairness of the data, as well as what improvements could be made in the program assessment rubrics, courses, artifacts, or reporting. Include your interpretations relative how well your candidates are meeting standards. After examining all of your report data, list any changes your program is considering.

Program Interpretations and Conclusions:

There will be no changes in the program as a result of looking at the data. I already knew this information since I am a one-person program at CWU-Ellensburg. Aesthetics is a very difficult topic to teach especially in a single quarter with all the other content I must teach preservice elementary teachers. I am not surprised that many students do not do well on this part of the lesson plan but I do feel it is important for them to be introduced to the content. Regarding the Art History, Diversity and Reflection portion of the lesson plan for the most parts students that do not do well in these areas have forgotten to do them, not that they have done them poorly. Unfortunately Live Text does not have a category for did not do.

4. Below you will find a chart of the CTL Standards aggregated by course. Please examine the data results and discuss any improvements if any you might consider for your program. Using these data, please reflect upon your candidates' success in meeting standards. Compare these data to the data provided in the WEST B and E charts that follow. Is there consistency in the rates of success? What do these data tell you?

Program Interpretations and Conclusions:

After considering the data there are no improvements I am considering for my program. Using these data, for the most part, candidates in the Visual Art teaching program are successful in meeting the standards.


Please find below the West B data for the teacher residency program. Please use these data, the LiveText data, and the West E data found below to predict candidate success in your program. Given theses summaries, are there changes to your program or to the unit your program recommends the CTL consider?

  • Between 2005-2007, 49% of the candidates passed all three sections of the exam their first attempt, 84% passed the reading portion in their first attempt, 82% math their first attempt, and 65% passed writing their first attempt.
  • The mean number of candidates not passing reading portion is 11%, math 12%, and writing 25%.

CTL WEST B Data Summary 2002 to Present


Program Interpretations and Conclusions:

There are no changes to the program at this time.

6. The WEST E is administered by ETS as a state requirement for program Exit, measuring content knowledge by endorsement area. ETS has not sent the final corrected data summary at the time of this report, however, the data we keep on a continuously updated basis is described below in the following graph. The graph compares 2005-2006 and 2006-2007 data by endorsement area. We suspect the 2006-2007 data will change after all scores are received from ETS. According to this set of data, 2005-06 pass rates were 90%. Remember all candidates must pass the test to be certified, so they take it multiple times. We are working on authenticating a different process that will show how many times candidate take the test and when. The 2006-07 data indicates pass rates of 87%. If your program is one of those with a pass rate below 80%; what program recommendations are you considering that will positively affect the rate of passing the WEST-E for 2007-2009?

Program Interpretations and Conclusions:

The Visual Art Teaching program is not below the 80% pass rate.


Please find below the EBI teacher and principal data for all program completers. Discuss and report in the space provided what your program recommends the unit should accomplish to improve overall satisfaction, or what your program is doing to improve the trend.

  • This survey is administered through OSPI and is contracted through Educational Benchmarking Inc. These data are collected for all new teachers in public schools by surveying new teachers and their principals.
  • Response rate average over the seven years n=105
  • The graph represents a seven year average satisfaction trend by category
  • Highest satisfaction ratings are in the areas of:
    • Student learning
    • Instructional strategies
    • Management, control and environment
  • Lowest satisfaction ratings are in the areas of:
    • Reading skills
  • 5 year Principal responses followed similar patterns as teachers n=41


Program Interpretations and Conclusions:

I am not quite sure what the data addresses. Are the reading skills of the new teachers not up to par? Or are the reading skills the new teachers received in their teacher preparation courses not good? Or are the reading skills new teachers learned in school that they will now use to teach children not good?


Please find below first year and third year teacher survey results summarized by graphing mean responses for each question.

  • This survey is administered by CTL and data trend summary represents 2004-07
  • The average response rate for 2004-2007 is 15%
  • First year teacher N= 375, Third year teacher n =200
  • The graph and subsequent ANOVA demonstrates a significantly higher average satisfaction rating from first year teachers when compared to third year teachers (p<.05)
  • Highest satisfaction ratings are in the areas of:
    • Subject matter knowledge
    • Application of EALR's
  • Lowest satisfaction ratings are in the areas of:
    • Classroom management
    • Involving and collaborating with parents

Program Interpretations and Conclusions:

I am glad to see that first and third year teachers are satisfied in the areas of subject matter knowledge and application of the EALR’s. I do believe my students received a good working knowledge of the content knowledge in Visual Art teaching. Regarding low satisfaction ratings in the areas of classroom management and involving and collaborating with parents I can only say that these two components are difficult to include in a college classroom. However, to help with developing classroom management skills the Visual Art Teaching program offers two classes in which students have an opportunity to teach. ART 332 includes Friday Children’s Art Classes where students teach a six lesson unit. Students also have an opportunity to speak with parents and compose a newsletter telling parents what is going on in the classroom. In ART 432 students have an opportunity to teach the Discovery Middle School students a six lesson unit. Students have expressed satisfaction at having these two experiences.


Please find below a comparative analysis of candidate dispositions from beginning candidates to finishing candidates. Please comment on the changes you observe in your candidates over time and describe how and why you think this occurs. What does your program specifically do to engage candidates in developing professional teacher dispositions?

  • This inventory is administered by the CTL at admissions (N=645), and again at the end of student teaching (N= 195). Some of the 645 candidates have not yet student taught, which is why the n's are different.
  • There is a significant difference in 12 of 34 items (p<.05) between beginning candidates and candidates completing student teaching
  • Change is in the preferred direction from agree to strongly agree
  • This means somewhere between entry and before exit, the teacher program candidates are developing stronger professional beliefs and attitudes that reflect the underlying values and commitments of the unit's conceptual framework. Future work will include data that tells us where this change is occurring and if there are difference caused by demographic variables. If you want to read more about this disposition instrument, the validation study is published on the OREA web site under research.

Program Interpretations and Conclusions:

The Visual Art teaching program strongly encourages professionalism in the discipline of teaching art. Besides learning content knowledge, teaching strategies, etc. students are encouraged to join the student chapter of the National Art Education Association and attend the national conference. The chapter raises money so that students do not have to pay more than $300 out of pocket to attend the national conference, even if it is in New York City. I believe the candidate dispositions change over time in the program because they see how important their future job is to the future of children in schools today.



Final Student Teaching Evaluation Report on LiveText

  • The data report is too large to be placed in this document. Please access the data by going to this link on our assessment system web site
  • The report reveals the final assessment of elements found in state standards IV and V
  • Candidates are generally performing at a high level, although there are some candidates as depicted by the colors green and red who are not performing to standard.
  • Examination of those elements indicates some agreement with results provided in the 1st and 3rd year teacher survey.

Please look at these data carefully and discuss with your program faculty some ways the teacher residency program can begin to address the few but common deficits occurring in candidate knowledge and skills relative to the State standard elements. If you need to refer to state standards please refer to this link in the assessment system website:


Program Interpretations and Conclusions:

I think one must remember when looking at the data that we are not teaching robots. Students will have differing opinions no matter what we do. The think the data is favorable. In the areas where ranking is low such as assessment and classroom management I believe my program is doing a fairly good job in covering these topic is the program. The only way to deal with deficits occurring in candidate knowledge and skills relative to such areas as providing students with an opportunity to reflect on learning is to offer more classes and/or time in the college classroom. I tell the elementary teachers that I have for one quarter that what they are getting is just a taste and introduction to what they should know and how they might go about including art in their curriculum. I tell them there is no time to reflect on their learning. They will have to do that after they get out into the field and start applying on what they have learned. I introduce them in how to reflect by having them reflect on each lesson I teach but this is on my teaching, not theirs. It is the best I can do in the circumstance. The one item I will agree on that needs urgent attention is the inability of students to write well. This seems to a problem nation wide but it would certainly help the content teachers if they did not have to spend time teaching students to write along with everything else.


Please examine these data and report any discussions your program has regarding the reported results.

  • This survey is conducted by Career Services and reported to OSPI. The report, however, has been reanalyzed and the summary reflects the new analysis, which covers 2002-2006.
  • Average response rate = 57%
  • Of that 57%, the average percent of graduates who get jobs in state is 94%
  • The average percent of graduate still seeking a position is 27%
  • Two percent of the 57% have decided not to teach
  • For 2005-2006; 35 % of the program graduates responded to questions regarding ethnicity and gender. Out of the 35% who responded, 90% were Caucasian, 5% were Hispanic, 3% were African-American, and 1.8% were Asian.

Program Interpretations and Conclusions:

I don’t quite know how to respond to this information. It is what it is.






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