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TS9: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
9.1: The educator is prepared for self-directed, continuous professional learning.
Evidence 1: Membership in both the National Art Education Association (NAEA) and the Vermont Art Teachers Association (VATA).
Description: Upon enrolling in my graduate Art Education courses, I also became a member of the National Art Education Association (NAEA) as well as the Vermont Art Teachers' Association (VATA). Both organizations provide continual learning opportunities through annual conferences, workshops, webinars, and professional networking.
Analysis: NAEA hosts an annual conference of three days of workshops, lectures, speakers, and professional networking opportunities. Having a membership to NAEA also includes free access to online educational webinars, many of which I have participated in, and learned from over the years. NAEA's online Open Forum is where I posted my research questionnaire in order to find art teachers to participate.
VATA also hosts an annual conference with a speaker and workshops, as well as professional networking opportunities and resources. Throughout the year, VATA hosts workshops for members to attend, many of which are free of cost with one's membership.
After graduating, educators must take it upon themselves to seek opportunities to strengthen their practice. One simple way of doing this is to keep memberships to such organizations active. Once a member, educators then are in charge of taking an active role in furthering their education. I make the annual conferences a priority to attend, and keep active in groups that I have joined, as well as participate in workshops and webinars that may further my ability to become an art educator that students will look forward to working alongside with for years to come.
I have taken an active role as an NAEA member. I have joined several interest groups, even becoming the Curriculum Chair for one of them. At the NAEA conference in Minneapolis, I was scheduled to present during two different sessions. Having only attending one other national NAEA conference, this is a feat for an individual just entering the art education field. I can learn much from attending sessions, but I believe further growth can come from being a presenter and allowing for attendees to offer feedback on the presentation. With plans to rewrite my graduate thesis for publication, to present at future conferences, I seek continuous, professional learning.
Gelli Workshop Cert..pdfEvidence 2: Professional development workshop - Gelatin Monoprinting
Description: This image is of the certificate I gained after attending a Vermont Art Teacher Association (VATA) sponsored professional development event. In the fall of 2019, I attended a workshop on gelatin monoprinting, a technique that I have tried once before at Burlington City Arts (BCA) during the summer with my own students.
Analysis: As a member of the Vermont Art Teacher Association (VATA), I am invited to professional learning opportunities throughout the year. I try to take advantage of these opportunities as I am keen to learn new techniques and media, especially if I am able to bring these techniques into the classroom. Having experience with varied media will only best support students in the classroom as they explore their artistic interests. Attending such workshops is also a great way to network with art teachers in the area, share resources, and support one another.
I strive to gather information and embellish my abilities as an art educator, therefore I consider myself a life-long learner. I will always seek to learn new concepts and ways of doing things in the art world. This is one of my strengths as an educator.
9.2: The educator is prepared to practice in a legal and ethical manner.
Evidence 1: Peer Review Code of Professional Ethics and Rules of Professional Conduct for Vermont Educators from mentor teacher, Lisa Bresler.
Description: This form, signed by both Lisa Bresler and myself, represents the important job of all educators: to practice with the utmost sense of morality. As an educator, I realize the weight of my position and that young students not only look up to me but also trust what I say and what I do. Parents and guardians trust what their children's teachers are teaching them and in the manner in which they are taught. It is an incredibly important role to fill and only people who are dedicated to teaching in an ethical manner should be granted such a privilege.
Analysis: An ethical teaching practice to me is when the educator is constantly checking in on the message that they are conveying to their students as well as how that message is being delivered. I witnessed this with Lisa Bresler on countless occasions. She wants to be the very best version of herself when preparing to teach and while in front of students. She encouraged me to get into the habit of constantly asking myself: "What is the lesson here? Who will benefit from the lesson? What will the students walk away with at the end?" Holding oneself up to the highest standard of creating a learning environment where young minds can thrive is what I believe to be teaching in an ethical manner. Knowing your students, their needs, their hardships, their strengths, and their learning styles is what the very best teachers strive to do each day. Attending IEP and curriculum meetings and collaborating with colleagues in order to have the students' best interest as first priority is teaching in an ethical manner.
Leyden _ Bresler - Peer Review Code of Ethics Form.pdfLeyden _ Swindell - Peer Review Code of Ethics Form.pdfEvidence 2: Peer Review Code of Professional Ethics and Rules of Professional Conduct for Vermont Educators from mentor teacher, Liz Swindell.
Description: A second form, signed by Liz Swindell and myself, illustrating the commitment made to teaching in an ethical and moral manner.
Analysis: In observing Liz teaching in her classroom, one observation I made was that she was dedicated to communicating clearly with her students. Whether it be about the lesson at hand or on a more personal level about their well-being, Liz had built relationships with her students and therefore understood their needs as students and as young people growing up in the world. She never assumed students already knew how to use the tools she was presenting, she did not assume they understood everything on a slideshow she had created, but rather she deliberately covered the material with the entire class in a methodical way so that everyone was included in the learning. This made me reflect greatly on my time with the high school and even middle school level students. I am aware of not talking down to students so I often go quickly through lesson presentations with older aged students and since spending time in Liz's art room, I have learned to slow down and truly cover the content, communicate the purpose of the lesson and the method, then check in on students who require additional attention. Having a reflective practice so that one's pedagogy can constantly improve is one way that educators teach in an ethical manner.
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