Teacher Preparation Program

  1. Art Education Mission Statement
  2. The Art Education Professional Program
  3. Statistics
  4. Technology Operations & Concepts Plan
  5. College for Creative Studies Technology Report

Art Education Mission Statement

The Art Education program at CCS combines an internationally recognized BFA degree with dynamic and innovative teacher preparation courses. In keeping with the CCS mission of producing the finest artists in their respective fields, the Art Education Department prepares teacher candidates to be leaders in diverse educational communities and beyond through a rigorous professional program in content and pedagogy that fosters a love of teaching and learning, understanding of learner-centered needs, and mastery of studio/classroom best practices.

Goals

CCS Art Education students will be prepared to design and deliver age appropriate K-12 visual art and design curricula that address the needs of a rapidly evolving technologically based society, as well as understanding the underpinnings of visual art as a corner stone in the American education system.

CCS Art Education Candidates will meet the State of Michigan standards for the preparation of teachers including: The Teacher Preparation Entry Level Standards and Proficiencies, the Visual Arts Education (LQ) Standards, and Standards for Reading Instruction.

Beyond the academic curriculum, Art Education majors will engage in service to the community as artists/educators resulting in future community leaders.

Quantifiable Goals: The institution must set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Department of Education or by the state education agency.

The College For Creative Studies offers teacher certification in one content area, Visual Arts Education. The College sets annual enrollment goals for the Art Education Program, which have been met. Since the program’s inception in 2005 the number of Art Education graduates have grow steadily from 7 in 2008/09 to 13 in 2010/11. CCS Art Education Program currently has 33 students admitted into the Art Education Department. Art education is not a designated teacher shortage area by the Michigan Department of Education.

Assurances: The institution must provide assurances to the Department of Education regarding training related identified needs of local education agencies or states and the needs of schools, training of special education teachers, training in providing instruction to diverse populations, and training to effectively teach in urban and rural schools, as applicable.

Located in the heart of Detroit CCS prepares art education teachers for initial certification in visual arts education in grades Kindergarten through 12. Upon completion of the program our graduates are qualified to teach art education in urban, suburban, public and private institutions.

The Art Education Department partners with a 6 through 12-grade charter school; the Henry Ford Academy: School For Creative Studies (HFA: SCS) located on our campus. Serving students from the surrounding Detroit neighborhood HFA: SCS provides a rich learning experience for early teacher training. CCS Art Education students complete at least 85 of their 120 required hours of field experience in our charter school.

Additionally, CCS Art Education students complete a minimum of 10 hours of field experience/practicum at a facility for children with special needs during their course of study.

Art Education students are also required to complete 20 hours of Service Learning, in community centers, neighborhood schools, or special programs designed to serve the needs of the immediate community. To complete their directed teaching experience students are placed in urban and suburban schools in the Metropolitan Detroit Area. Currently our students are placed in such diverse urban and suburban communities as Detroit, Dearborn, Livonia, Rochester, Plymouth-Canton, and Warren. This year we also have a student placed in a rural community in West Michigan.

MTTC Pass rate

College For Creative Studies Michigan Test For Teacher Certification LQ 095 Visual Arts Education Initial and Cumulative pass rate for September 2008-August 2011 is 92.3%. Of the 28 students that initially took the test during that time period 26 passed, which equals 92.9%.

Program Information – admissions criteria

College For Creative Studies offers a BFA with certification in visual art education. Students choose from 17 possible studio majors and add the 27-credit certification program. Students are able to begin the program during their sophomore year.

The Art Education professional program

The Art Education Program is designed in a sequential 3 Tier process, as follows:

TIER I – Pre Admission

At this level students are introduced to the teaching profession. Tier I includes all of the preadmittance requirements necessary for entry into the Art Education Professional Program. Once admitted to the Professional Program a student is considered a Candidate for the State of Michigan LQ Visual Arts Endorsement. The process begins with each student meeting with the Chair of the Art Education Department for an overview of the department requirements including the Entry Level State Standards for Teacher Preparation (TPI). Students sign a Declaration of Interest informing the Registrar of the student’s intent to add Art Education certification to their major. The Chair of the Art Education Department reviews the Curriculum Guide (scope and sequence) for the respective chosen studio major with the student and develops an individual plan of work for each student.

Students with a sophomore or better standing are able to register for the first of two Art Education foundation courses, DAE200 History and Philosophy of Education and DAE 250 Human Development, Creativity, & Visual Learning. At the beginning of these two classes each student will be given the Orientation Packet containing the forms listed below and the Chair of the Art Education Department will review the contents with the students in each section:

Code of Ethics
Commitment Form
Student Contact Information and Student Release
Individual Field Trip Waiver Release
Questions regarding Convictions and Compliance and Convictions Questions
Michigan Test for Teacher Certification (MTTC) Information
Field Experience Record Sheet
Professional Behaviors and Dispositions (information)
Recommendation Forms for Admission to Art Education Professional Program
Program Admissions Essay guidelines
CPR Training
Consumer form
(optional) SNAEA information
(optional) SMEA information
Statement of Commitment to Professionalism
Contents of the orientation package – defined

Code of Ethics
Michigan Professional Educator’s Code of Ethics addresses the professional educator’s commitment to teaching K-12 students and the teaching profession. All art education students must sign the Commitment Form agreeing to adhere to the 5 ethical standards.

Student Contact Information and Student Release
This form is filled out every semester to update current addresses and phone numbers, in addition to including authorization for Art Education Department use of possible video, photographic and film data of the student. This form is filed in the students art education student file.

Individual Field Trip Waiver Release
Student authorization and release to allow off campus course related learning experiences.

Questions regarding Convictions and Compliance and Convictions Questions
Recent “School Safety” legislation (2005 PA 129-131 and 138) requires the CCS Art Education Department report persons with felony convictions and/or misdemeanors to the State of Michigan Department of Education. The following are considered misdemeanors:

  • Criminal sexual conduct in the fourth degree
  • Attempt to commit criminal sexual conduct in the fourth degree
  • Child abuse in the third or fourth degree
  • Attempt to commit child abuse in the third or fourth degree
  • Cruelty, torture, or indecent exposure involving a child
  • Delivery of a narcotic to a minor or student or within 1000 feet of school
  • Breaking and entering
  • Knowingly allowing a minor to consume or possess alcohol or a
  • controlled substance at a social gathering
  • Minor in possession of alcohol or controlled substance
  • Accosting, enticing, or soliciting a child for an immoral purpose
  • Larceny from a vacant dwelling
  • Assault; assault and battery
  • Assault; infliction of a serious injury
  • Selling or furnishing alcoholic liquor to a person less than 21 years of age
  • Shoplifting
  • Driving under the influence of alcohol or drugs

You will be asked on three occasions to report your status:

  • Entry to the Professional Program
  • Application to Student Teach
  • Application to be certified by the State of Michigan to teach

Please see the Chair of the Art Education Department for more information regarding felony or misdemeanor definitions if you have concerns. Failure to report a conviction, which shows up in a criminal records check may result in denial or revocation of your teaching certification.

Michigan Test for Teacher Certification (MTTC) Information: In accordance with the State of Michigan Department of Education, all CCS Art Education students must take and pass two MTTC tests.

The first is a basic skills test measuring a student’s knowledge of reading, writing, and basic math. This test must be taken prior to entry into the Art Education Professional Program, generally prior to registering for DAE305 Reading, Language Arts, Materials, and Methods. We advise students complete their Liberal Arts basic math and English courses before taking the test. All students must pass all 3 sections of the basic skills test. If a student fails any of the 3 sections they may retake the section they failed as many times as is necessary to pass at additional cost to the student.

However, according to MDE administrative codes, any test (or test section, in the case of Basic Skills) "may continue to be retaken until passed but after the fourth failure and every subsequent failure . . . the individual must seek academic counseling from college/university staff in an attempt to overcome testing deficiencies." http://www.mttc.nesinc.com/MI14_passingrequirements.asp

The second MTTC test is a content area test, LQ Visual Arts (test code 95). Ideally we advise this test be taken after the student takes their final methods course or just prior to beginning their Directed Teaching placements. It is mandatory that students take and pass the content area test to qualify for graduation and final certification. See Tier III for details on the content area test.

To sign up for the MTTC tests the student must complete the online registration process and take the tests at a site of their choice. Information regarding dates, times, costs, and locations may be found at http://www.mttc.nesinc.com. When registering for the test, check the “secondary” box if given a grade level option and College For Creative Studies as the certifying institution. The cost of the MTTC Basic Skills Test is approximately $50.00 and the MTTC Visual Arts Subject Test (code 095) is approximately $75.00.

The results of the tests will be mailed to the student’s home address. It is the student’s responsibility to keep a copy of the results of the tests in their personal records. Federal law prohibits CCS from providing anyone with the results of a student’s test. Furthermore, it is against the law for any employer to request the test results. Your test scores may not be used as a tool for employment. However, employers have the right to request proof of pass or fail, which you must comply with.

Field Experience Record Sheet
The CCS Art Education Department believes that students of art education should experience the teaching and learning environment from the beginning of their studies. Each art education student is required to observe and assist in classrooms across the curriculum beginning with DAE200 so that they may be better prepared to serve all K-12 students. Hours are recorded and signed off by classroom supervisors on the Field Experience Record Sheet. The art education department determines specific Field Experience placements for each student. We are extremely fortunate to have a 6 through 12-grade charter school on our campus, in which CCS art education students begin doing their Field Experience placements.

While in DAE200 students are introduced to the Professional Behaviors and Dispositions, a major component of the CCS Art Education program, which defines the qualities of a highly effective teacher. Students are held accountable for skills in Leadership, Reflective Learning, Pedagogy, Communication Skills, and Timeliness. The instructor in each of the Art Education classes fills out a Professional Behaviors and Disposition form for each student at the end of each semester and reviews the results with the student. If the instructor identifies areas where the student needs to make improvements at the midterm, the instructor can opt to fill out the form at that time and determine a course of action as agreed upon by the student. The student will have the remainder of the semester to implement the improvement plan and demonstrate improvement. Both instructor and student sign off on the form. Results from these forms are filed in the student’s art education file.

Recommendation Form for Admission to Art Education Professional Program
Each student must have two (2) CCS professors from outside of the Art Education Department complete and submit to the art education department a Recommendation Form for Admission to the Art Education Professional Program. The forms will be filed in the student’s art education file and results of the forms may be factored into the decision to allow admittance into the art education department as a candidate for certification. Prior to acceptance into the program, the candidate must complete a one-page Program Admissions Essay stating why they are pursuing a career in Art Education. Suggested lines of thought might include but are not limited to:

  • Reasons why you want to be a teacher in general
  • Reasons why you want to teach art specifically
  • Who or what inspired you to pursue this career path

The purpose of the essay is to encourage the student to reflect on their inspiration to teach and convey in writing their decision to add Art Education to their degree path. This is not to be confused with the Teaching Philosophy, which is a requirement for each course. The Teaching Philosophy focuses on what and how you want to teach and the Program Admissions Essay focuses on why you want to teach art.

Proper spelling, grammar, and punctuation are important in the essay. The Program Admissions Essay will be added to the student’s art education file and will provide a record of the student’s writing skills.

Consumer Authorization
All students are required to sign the Consumer Authorization form to allow CCS to conduct a background check if requested by one of our partner schools. Students are invited to join the student chapter of the National Art Education Association (NAEA), which provides National membership in addition to membership in the State chapter of the Michigan Art Education Association. Additionally, it provides a student network of art educators from around the nation. Application to the student chapter of the Michigan Education Association (MEA) is optional while doing your Field Service, however it is a requirement of the Directed Teaching experience.

Membership in the MEA provides students with one million dollars of liability insurance while they are assigned to the classroom.

Academic integrity
It is the student’s responsibility to maintain an overall grade point average of 2.50. Additionally, students must maintain an accumulative grade point average in Art Education courses of 2.70. All required art education courses, including the 12 credits in art history, must be passed with a 2.0 (C) or better. If a student does not obtain a grade of C or better in any of the required Art Education courses, they may opt to take the course again. The higher grade is always recorded.

The Student Success Center is available for all students seeking assistance with any course content.

TIER II – Professional Program

After completing all of the requirements in Tier I students are considered eligible for entry into the Art Education Professional Program (Tier II) and become a Candidate for LQ Visual Arts Education Certification. Failure to complete all of the requirements in Tier I, including filling out the forms and signing the documents, may deter entry into DAE305.

DAE305 Reading Language Arts, Materials, and Methods
DAE315 Elementary Methods, Materials, and Literacy
DAE405 Secondary Methods, Materials, and Literacy
CCS Art Education: DAE315 & 405 Student Assisting Practicum
Service Learning
Application for Student Teaching Packet
Pass the MTTC LQ 95 Visual Arts Education
Successful completion of 120 hours of field experience

TIER III – Directed Teaching

DAE510 Directed Teaching
DAE520 Directed Teaching Seminar
Student Teaching Handbook

Statistics

Average number of hours of supervised clinical experience
Each Art education student completes a minimum of 640 hours of supervised clinical experience - 320 elementary, 320 secondary

Number of full-time equivalent faculty and students in the supervised clinical experience
13 student teachers in 2011/12
26 placements with 26 full-time master teachers mentoring
2 CCS Art Education Department faculty supervise the students

Total number of students who have been certified or licensed as teachers
Since 2008/09 7
2009/10 7
2010/10 13

Disaggregated by subject and area number of certification or licensure
The College For Creative Studies offers teacher certification in one content area, Visual Arts Education.
Current number of students accepted into the Art Education Program is 33

Current enrollment disaggregated by race, ethnicity, and gender
33 enrolled
26 white
1 Hispanic/Latino of any race
1 Asian
1 African American
1 Native American
3 non-reported
11 males
22 females

Statement of approval or accreditation of program
In May of 2012 the State of Michigan Department of Education will complete a site visit to review our program and recommend it to Michigan Board of documentation has been submitted and reviewed by a Committee of Scholars. Currently we are under the mentorship of Hope College in Holland MI.

Statement of performance
The program has an average pass-rate of 92.9% and is considered a high-performing program.

Statement of activities that prepare teachers to effectively use technology in instruction and to collect, manage, and analyze data

Technology Operations & Concepts Plan

Content Standard 7
Technology Operations and Concepts
Use of technological tools, operations, and concepts to enhance learning,

7.a. Understand the equity, ethical, legal, social, physical, and psychological issues surrounding the use of technology in K-12 schools and apply those principles in practice;

DFN 119 Digital Fundamentals, an introductory course in computer skills is a requirement to complete the Foundation curriculum. Students explore the computer as a tool in support of artist/designer's practice, including software required for the college information system, word processing and creative digital imagery in both pixel and vector based software. Students work with popular software packages, appropriate for design, to gain an understanding of the tools used to create and manipulate digital imagery and to develop a broad understanding of how and why the computer is so prominent in image making today. All Art Education courses require use of technology in research, design, and delivery of assignments. DAE 315 Elementary Art Teaching Methods, Materials, and Content Area Literacy and DAE 405 Secondary Art Teaching Methods, Materials, and Content Area Literacy instruct age-appropriate use of technology.

7.b Successfully complete and reflect upon collaborative online learning experiences;

DFN 119 Digital Fundamentals as mentioned in 7.a is an online course. In addition, all CCS courses are represented on Blackboard, the education portal of record for CCS. Students learn to communicate ideas, concepts, and process with instructors and peers through Blackboard. In DAE 520 Directed Teaching Seminar students use a blog to communicate with faculty and peers while student teaching.

7.c. Demonstrate an understanding of and the ability to create an online learning experience, and demonstrate continued growth in knowledge of technology operations, resource evaluation for quality, objectivity, and reliability and concepts including strategies for teaching and learning in an online environment;

All students use Blackboard to obtain and share course information. All Liberal Arts courses and DAE 200 Education Foundations: History and Philosophy of Education research assignments require searching ERIC and similar web based databases to find information. Students discern between appropriate and inappropriate databases for reliability. In DAE 315 Elementary Art Teaching Methods, Materials, and Content Area Literacy and DAE 405 Secondary Art Teaching Methods, Materials, and Content Area Literacy students create lessons in illustration and graphic design using software applications and computer tools.

7.d. Plan, design, and evaluate effective technology-enhanced learning environments and experiences aligned with Michigan’s Content Standards and Grade Level Content Expectations and Michigan Educational Technology Standards for each student;

As noted in 7.c. DAE 315 & DAE 405 include lesson planning in accordance with the grade level-appropriate State of Michigan content standards for art, reading, and technology.

7e. Implement curriculum plans that include effective technology-enhanced methods and strategies to maximize student learning;

DAE 315, DAE 405, & DAE 510 students write and deliver age-appropriate lesson plans. Delivery of instruction is aided by overhead projection equipment to allow for ease of reading. Field Experience/Practicums include hearing impaired headsets and microphones when needed, interactive SMART Boards are used in many districts and at Henry Ford Academy: School for Creative Studies our on-site charter school.

7.f. Apply technology to facilitate a variety of effective assessment and evaluation strategies; and

In DAE510 Directed Teaching Student teachers are required to use digital record keeping systems as defined by each district. Experience in online processes is gained in all classes at CCS through the Blackboard system. Formal course evaluations are processed online at the end of each semester.

7.g. Use technology to engage in ongoing professional development, practice, productivity, communication, and life-long learning.

In DAE 520 Directed Teaching Seminar student teachers blog with faculty and peers to communicate issues, ask questions, and share ideas while teaching off campus. All CCS students do thumbnail designs, and problem-solve on the computer and many produce illustrations, which they use as teaching tools in the classroom. Students have access to Lynda.com an online software training resource.

Part 2 – September 2011

"Please submit a written summary of the following: 1) a description of how content area and teacher education faculty utilize and role model the use of technology for teacher candidates, and 2) a description of strategies and technical assistance being provided to faculty on how to incorporate the use of technology (including assistive and adaptive) in their instruction."

1) a description of how content area and teacher education faculty utilize and role model the use of technology for teacher candidates:

Art Education at College For Creative Studies is a dual major. Students obtain a BFA in one of 17 possible studio areas in addition to certification in K-12 Visual Arts. Design, production, and communication throughout the college is heavily dependent on technology.

All faculty are required to maintain a blackboard page for every course they teach. Blackboard serves as a delivery system for course documents, information, learning videos, assignments, grades, and interactive blogs and discussion boards. Beyond that every student is required to take an online foundations course designed to introduce the use technology in teaching and learning that is common to all studio majors. For instance, all content areas will use the Adobe Suite (InDesign, Photoshop, Illustrator, etc) to create and perfect their design concepts.

Beyond the traditional forms of instructional technology such as PowerPoint, Prezi, overhead projection, video, and DVDs commonly used by all faculty, each studio area is dependent on various forms of technology unique to the products and processes of the craft. For instance, illustration majors use Wacom Tablets to draw on their computers, Rhino is used to design 3-D figures, and 3-D printers are used to produce 3-D scale models of designs.

Large-scale modeling is done in the Product Design department using Computer Aided Drafting (CAD) and Computer Aided Modeling (CAM) software. Entertainment Arts students use Adobe After Effects CS5 and Anime Studio to name just two. Software specific to the art and design fields is a rapidly changing area and CCS is on the cutting edge.

2) a description of strategies and technical assistance being provided to faculty on how to incorporate the use of technology (including assistive and adaptive) in their instruction."

College For Creative Studies Academic Technologies Department regularly runs facultytraining workshops on Blackboard and Merit Mail. Additionally, they are available for individual instruction on-call, as well as for classroom demonstrations.

CCS also subscribes to Lynda.com the leading provider of software training videos online. The subscription-based Online Training Library® provides 24 hours on-demand access to training videos on software, digital design, and digital media techniques for students and faculty from hom Description of activities that prepare teachers to teach effectively students with disabilities and students who have limited English proficiency;

All art education students complete a minimum of 10 hours of field experience/teaching students with special needs at Wing Lake Developmental Center. This is completed during their Human Development course. Students also observe IEP teams working with each student prior to delivering their lessons to the students at Wing Lake. Teaching students with limited English proficiency is part of our Reading course instruction.

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