Agenda Pedagogy Presentations Break INTASC standards

Survey of Art Education-AE 610 Memphis College of Art Standards Survey of Art Education-AE 610 Memphis College of Art

Standards…What are they? Why do we have them? Historical Framework In late 1989, President Bush and the Nation's Governors met in Virginia for a bipartisan "Education Summit” where the groundwork was laid for the National Education Goals. Under the Bush administration, the program was called "America 2000.” On January 24, 1992, the National Council on Education Standards and Testing, appointed by Congress, released its report entitled Raising Standards for American Education which affirmed the importance of both national content standards and assessments. This was largely based on the concept of “outcomes based education”.

Standards…What are they? Why do we have them? Historical Framework Nine months later, in October 1992, presidential candidate Bill Clinton committed himself, too, to the “establishment of world class standards. . . to increase expectations, and to give schools incentives and structures to improve student performance.” It was a goal advanced by the passage of the GOALS 2000 two years later (1994) and heralded by the Clinton Administration with the words, “Final passage of [this] legislation moves us one step closer to the day when we can assure every parent in America that their children. . . are receiving an education that is up to world class standards.” Many see this as a predecessor to NCLB.

Standards…What are they? Why do we have them? Educational standards define the knowledge and skills students should possess at critical points in their educational career. "Standards serve as a basis of educational reform across the nation as educators and policy makers respond to the call for a clear definition of desired outcomes of schooling and a way to measure student success in terms of these outcomes" (National Research Council 2001). This has an impact for educators in what they teach and how they teach.

Standards…What are they? Why do we have them? There are a variety of different standards that educators must meet in teaching Visual Arts in Tennessee. These standards vary from state to state but several sets of “Umbrella” Standards provide some consistency in standards development state by state. The four standards sets that impact Tennessee in Visual Arts are INTASC The National Standards for Arts Education The Tennessee Curriculum Framework for Arts Education LEA (Local Education Agency) Curriculum

Interstate New Teacher Assessment and Support Consortium INTASC Interstate New Teacher Assessment and Support Consortium The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. Created in 1987, INTASC's primary constituency is state education agencies responsible for teacher licensing, program approval, and professional development. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels.

Interstate New Teacher Assessment and Support Consortium (INTASC) What are the INTASC standards? A model of core teaching standards that outline what teachers should know and be able to do. The new revision of the INTASC standards was released in April 2011.

Interstate New Teacher Assessment and Support Consortium (INTASC) Goals: Ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world Improve student achievement. Empower every learner to take ownership of their learning, that emphasizes the learning of content and application of knowledge and skill to real world problems

Interstate New Teacher Assessment and Support Consortium (INTASC) Components of the “New Vision” Personalized Learning for Diverse Learners A Stronger Focus on Application of Knowledge and Skills Improved Assessment Literacy A Collaborative Professional Culture New Leadership Roles for Teachers and Administrators

Interstate New Teacher Assessment and Support Consortium Using the INTASC standards Standards can serve three different functions: First, they can serve as a “banner” and lay out a big picture vision of where we want to go. Second, they can define a specific “bar” or level of performance that must be met. Third, they can articulate the “opportunity to learn” supports that must be in place to ensure a teacher candidate has opportunity to meet the standards.

Interstate New Teacher Assessment and Support Consortium INTASC Activity Directions: Use the provided paper and materials to create a visual representation of the INTASC standard that you choose. Images should include: The number and name of the standard Information about each aspect of the standard: Performances, Essential Knowledge, and Critical Dispositions

MCA Conceptual Framework