(TOP)

Contextual Overview

Since its founding in 1849, Central Connecticut State University has maintained a long tradition of preparing teachers, and teacher education continues to be a strong component of the University’s mission.  The entire University is engaged in the process of preparing teachers for Connecticut and the rest of the country.  Discrete programs within the Unit have achieved national program approval from such organizations as the National Council of Teachers of Mathematics; the National Council of Teachers of English; the Council of Exceptional Children; the Association for Childhood Education International; the Educational Leadership Constituent Consortium; the National Association for the Education of Young Children; the Association for Educational Communications and Technology; the International Society of Technology in Education; the American Alliance for Health, Physical Education, Recreation and Dance/National Association for Sport and Physical Education; the National Science Teachers Association; and the National Council for the Social Studies.

 (TOP)

The School of Education and Professional Studies

The School of Education and Professional Studies at Central Connecticut State University recognizes that the quality of programming must be aligned to professional standards as promulgated by national consortiums.  CCSU’s affiliations include:  the Holmes Partnership, the American Association of Colleges for Teacher Education, and the Urban Network to Improve Teacher Education.  Further, CCSU is committed to involvement in local schools and collaboration with teacher preparation through a network of local Professional Development Schools.  This commitment shows that Central is interested in the development of professionals for urban, rural and suburban schools.

In the fall of 2000, the undergraduate program at CCSU was recognized by the Association of American Colleges and Universities (AAC&U) as one of sixteen institutions in the nation to be awarded designation as a “Greater Expectations Leadership Institution.”  Among the many attributes that led to this prestigious award for CCSU was its program of general Education studies.  The general education program seeks to assist all students in developing skills in communication, an understanding of the cultural, literary, historical, behavioral, artistic and scientific achievements of the past, and an awareness of the various modes of thought that have produced these achievements.  Teacher candidates at CCSU begin the journey in preparation for their careers by completing this general education program.  In preparation for their certification, candidates are required to complete a specific subject area or interdisciplinary major.  The School of Education and Professional Studies believes that content knowledge as outlined in NCATE’s Standard 1 is addressed in the general education curriculum and the curriculum for the major area of study. 

  (TOP)

Highlights of Program Characteristic

Central Connecticut State University prepares teachers for initial certification in Early Childhood, Elementary, Secondary, and P-12 programs.  The teacher preparation programs are multifaceted and include programs characterized by multiple field experiences, portfolio development and an emphasis on technology. 

Multiple field experiences are planned as an integral part of the teacher preparation program and many of these occur in partnership schools that form the CCSU Professional Development School Network. Every teacher candidate has the opportunity to participate in P-12 classrooms that are diverse and inclusive.  Field Experiences are completed in conjunction with one or more courses and are supervised by faculty in the School of Education and Professional Studies as well as faculty in the Schools of Arts and Sciences.

The Center for Innovation in Teaching and Technology allows teacher candidates to explore advanced technology in a multi-media research and development center.  Teacher candidates design and develop computer-based instruction and practice the content and skills of teaching they have learned in methods courses, thus infusing technology into their classrooms in meaningful ways.

 (TOP)

Programs for Support and Retention of Teacher Candidates

Students must demonstrate proficiency in academic achievement before they are admitted into a professional teacher education program.  To help teacher candidates enhance their skills and competencies, the following resources are available to them.

  (TOP)

Recruitment and Retention of Diverse Teacher Candidates

Central Connecticut State University enhances teacher preparation and ultimately the teaching profession through efforts to be as inclusive as possible in recruiting and retaining students from diverse and underrepresented groups.  Examples of these efforts include:

  (TOP)

Examples of Best Practices for Teacher Education

Throughout their program, teacher candidates are provided opportunities to build their capacity to understand and use the knowledge base of teaching and learning and to practice a repertoire of best practices.  They develop the ability to reflect and use critical judgment of their own teaching process and build on their ability to contribute their leadership to efforts to improve education in a democratic society.  Examples of the opportunities available include the following:

The High School Consortium consists of formal partnerships with three high schools representing West Hartford, Rocky Hill and Berlin, and is developing partnerships with three other districts (Newington, New Britain, and Farmington).  Twenty to thirty students in cohort arrangements are placed at each school every semester to engage in tutoring, mentoring, OBSERVING, and other activities related to the current coursework.  Sections of some courses meet at the high school building site.

Teacher candidates in the Secondary Education and P-12 Special Subjects programs have three field experiences, each with its own specific emphasis and connection to the associated course.  The emphasis in the first sequence of courses is on the classroom as a learning community.  Thirty hours of fieldwork in middle and high schools, either with individual students, small groups or a whole class, are required for the first course.  The emphasis in the second sequence of courses is on collaborative learning communities so teacher candidates work together to produce interdisciplinary units.   They also carry out field experiences of 30 hours or more in elementary, middle or high school classrooms.  During the student teaching phase of the program, because of an emphasis on the professional learning community, all teacher candidates, including those in 7-12 programs (TESOL, Technology Education, Physical Education, Music, and Art) apply knowledge from prior coursework and experiences to lessons.  They use instructional methods and materials to meet the needs of all learners in the classes in which they teach.  They also attend parent conferences, faculty meetings and in-service programs.

Student teaching experiences are supervised and generally range from eleven to sixteen weeks depending on the program and time of year.  This exceeds the minimum state requirement for student teaching experiences. Central Connecticut State University only places student teachers with cooperating teachers who have completed appropriate training and whose prior experience with student teachers has been successful.

 (TOP)

The Role of State Tests in Teacher Preparation and Program Completion

Central Connecticut State University prepares students for initial teacher licensure through NCATE accredited and Connecticut State approved programs.  The program of study is clearly delineated for each certification area and rigorous criteria for admission to the professional teacher education program are established and enforced.  The initial state test of basic skills in reading, writing, and math, along with an interview and attendant essay exam, are required for teacher candidates to be admitted to each of the programs that lead to initial licensure at Central Connecticut State University.  A students may get permission to waive the initial test based on one of several criteria including an acceptable SAT score or ACT score or passing a similar test in another state or a Prueba de Aptitud Academica (PAA) score.

Students who complete the program in teacher education are considered to be program completers.  Upon meeting the additional requirement of successful completion of the PRAXIS II examination, students are eligible to apply for certification in Connecticut. 

It is important to note that taking and passing the Praxis II examination is not a condition of CCSU graduation or post-baccalaureate completion.  93% of the CCSU 1999-2000 cohort students took and passed PRAXIS II at the time of program completion.  This very successful pass rate reflects the university-wide commitment to teacher education, a curriculum that emphasizes enhanced and extended field placements, and strong academic advisement and support for students. 

  (TOP)

The 1999-2000 Program Completer Cohort: 

Of all the 270 program completers for 1999/2000,

The students who formed the 1999-2000 cohort of program completers at Central Connecticut State University have completed a rigorous program of study that is widely recognized for its quality and is nationally accredited by NCATE.  They have spent many hours in field placements where they learned how to address the diverse needs of students.  They know the subjects they will teach, they know how to teach those subjects, and they have demonstrated this through multiple assessment measures.  Central Connecticut State University is confident that these students are prepared to be leaders in the learning communities of Connecticut. 

 (TOP)

Conceptual Framework School of Education and Professional Studies

I.  The Education Professional as Active Learner

A.     Possesses strong content knowledge in the arts and sciences

B.     Communicates in multiple forms to diverse audiences

C.     Possesses pedagogical knowledge for content to be taught

D.     Engages in habits of critical thinking and problem solving

II.  The Education Professional as Facilitator of Learning for All Students

A.     Applies knowledge of human development across the lifespan (including physical, cognitive, social, and emotional growth)

B.     Respects and values all learners

C.     Addresses the diversity of learning environments

D.     Understands the learning process and applies instructional and assessment strategies and technologies to facilitate learning

III. The Education Professional as Reflective and Collaborative Practitioner

A.     Makes informed and ethical decisions

B.     Accepts responsibility for student learning

C.     Engages in opportunities for professional growth

D.     Collaborates with colleagues, families, and school community

 (TOP)

Art Education Programs

Overview and Scope

As an academic department within the School of Arts and Sciences at Central Connecticut State University, the Department of Art contributes to the fulfillment of the system-wide mission.  The Department is dedicated to discovering, understanding, transmitting, and applying the best of human knowledge.  The faculty provides expertise to those formally enrolled in classes, and to teachers, administrators, and policy makers throughout the state.

The philosophy of the Department of Art's education program is to prepare well-educated and competent practitioners for teaching positions in the school districts of the capital region and the state of Connecticut.  The Department assumes the responsibility to nurture the development of those teaching skills that will enable graduates to plan and implement an effective art program at the elementary, middle/junior, and/or senior high school level.

The art education program prepares students professionally where both concepts and technical excellence are stressed.  A broad spectrum of quality resources is provided in terms of equipment, a faculty of practicing artists, designers and educators and a location convenient to major museums and numerous galleries.  We endeavor to provide curricula that encourage all kinds of creative explorations that broaden individual talent and that allow maximum flexibility and encourage a constant exchange of ideas and attitudes with faculty.  We encourage students at all levels, as developing art professionals, to plan their goals, directions, and methods and to find supplemental resources and experiences outside of the university.  We attempt to create an environment where students will discover the seriousness of their personal commitment to become art professionals.

  (TOP)

Art Education Program Philosophy

The certification program for the P-12 art educator offered by the Department of Art is designed to prepare well-educated and competent art teachers to assume the responsibilities of planning and executing elementary and secondary art programs that include instruction in art production, art history and culture, art criticism, and aesthetics; to assume leadership for promoting the art program and the need for art education; and to demonstrate professionalism through involvement in community activities and professional organizations at the local, state, and national levels.

Art Education Conceptual Framework

The art education conceptual framework, based on the conceptual framework of the School of Education and Professional Studies, is as follows.

Theoretical Perspective

·          acquiring the knowledge, skills, and constructive dispositions critical for competence in Art instruction P-12;

·          applying knowledge, skills, and constructive dispositions in art instruction P-12 in diverse and inclusive classrooms and schools;

·          developing the personal attributes and reflective attitudes expected of professionals and leaders in art teaching P-12

Context of Teaching

The following general program objectives describe the intended performance that we strive for all of the CCSU art education students.

  (TOP)

Undergraduate B.S. Ed Program.

 The program requirements for the B.S. Ed. in Art Education are as follows. (Exhibit: 1a)

Post-Baccalaureate Art Education Certification Program

Persons holding a bachelor’s degree from an accredited institution with an art-related major or concentration may follow a planned program of graduate study leading to certification in Art education P-12.  These candidates are required to have the equivalent of 45 credits in art or art history courses. (Exhibit: 1b)

Undergraduate transcripts of all graduate certification student applicants are carefully reviewed. They must meet all studio and art history program requirements in their undergraduate degree. If there is a deficiency, then that course(s) becomes part of their planned certification program. Studio requirements for undergraduates and graduates are the same. However, graduate certification students have more studio coursework by the completion of their certification because their undergraduate degrees are in studio. The studio and art history requirements provide a breadth of knowledge in various media and art historical periods to better prepare students for the K- 12 art certification. (Exhibit 1b)

Art Education Number of Graduates/Program Completion

  (TOP)

Program Knowledge Base and Student Outcomes

The Department of Art, with the School of Education and Professional Studies, uses as guiding principles Connecticut Teaching Competencies (CTC) and the Interstate New Teacher Assessment and Support Consortium performance-based principles (INTASC).  In addition, the art education program’s specific knowledge base and outcomes its graduates are expected to demonstrate draws upon the following: The National Standards for the Visual Arts, Connecticut Visual Arts Standards, Connecticut’s Common Core of Teaching: Discipline-Based Professional Teaching Standards for Teachers of Visual Arts,  and the National Art Education Association Standards for Art Teacher Preparation (NAEA).  All of these standards align.  Therefore, in keeping with other program reports that use standards from professional associations, for the purpose of this report, the department has chosen to include the NAEA Standards for the Art Education Program along with the six NCATE standards. (Note: there are no NCATE designated program standards for art education.)

 (TOP)

I.   Candidate Performance

NCATE Standard 1: Candidate Knowledge, Skills, and Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.  Assessments indicate that candidates meet professional, state, and institutional standards.

Content Knowledge for Teacher Candidates

The studio component of the art education program focuses on the acquisition of skills in the making, critical analysis, and synthesis of art production, history, aesthetics, and criticism techniques.  Key art education concepts include: a) conveying meaning through skillful art making in a variety of media; b) researching and responding knowledgeably to art forms, artists, and works from diverse historical and contemporary cultures; and c) understanding the nature and significance of the visual arts and their connections to other arts, other disciplines, and daily life. 

 (TOP)

Pedagogical Content Knowledge for Teacher Candidates

In the art education program, teacher candidates learn a variety of instructional strategies that will allow them to provide multiple explanations so that all students learn.  The relationship between content and pedagogy is emphasized in all required art education course work.  Students have opportunities to present the content under a number of circumstances.  In Art 302 Pre-Practicum in Art Education, students assist and present art content in collaboration with a public school teacher.  In Art 303 Practicum in Art Education I, candidates teach in a Saturday children’s workshop.  In this course, candidates receive feedback from their instructor, student teacher mentors, and peers.  In Art 491, students lead children at the elementary and secondary levels in art critical and aesthetic inquiry sessions.  EDSC 428 and 429 Student Teaching Art, candidates obtain experience in presenting the subject matter and applying theoretical perspectives that will encourage their student’s development of critical thinking, problem solving, and creative skills.  (Exhibit: 3, Course Syllabi)

 (TOP)

Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Throughout the art education program, students obtain meaningful learning experiences both in class and out.  To facilitate learning for all students, field observations and clinical practice provide a context as students gain understanding of schools, families, and community.  Class discussions, critiques, and reflective journals and papers provide ways to identify areas that may need adjustment so that student learning and teacher practice can be enhanced.  Candidates are required to be reflective in not only planning lessons and units, but also in acquiring skills in the application of best practice.  Visual arts content and teaching standards are presented early in the program (Exhibit: 3a) and must be included when developing lessons. (Exhibit 3, Course Syllabi)

 (TOP)

Disposition for Teacher Candidates

Professional expectations are reviewed and appraise throughout the art education program.  The CCSU Student Handbook sections Rights and Responsibilities and Conduct and Discipline clearly outlines university expectations relating to dispositions in general. 

The Code of Professional Responsibility for Teachers is a set of principles that the teaching profession expects its members to honor and follow.  These principles set forth, on behalf of the teaching profession and the public it serves, standards to guide conduct and the judicious appraisal of conduct in situations that have professional and ethical implications.  The Code of Professional Responsibility for Teachers is reviewed before student teaching and is included in the Student Teacher Handbook.  (Abstracted from Section 10-145d-400a of the Regulations of Connecticut State Agencies)

The aforesaid is further reinforced and expanded in the interaction of in-class work and field experiences, which brings to light attitudes towards and knowledge of what will affect equitable student learning.  (Exhibit 3, Cours