Art
Education
2010‐11
Page
1
of
9
Bachelor
of
Arts
in
Visual
Studies,
Art
Education
Concentration–
Initial
Preparation
Annual
Program
Report
Academic
Year
2010‐11
1/2/2012
1.
Continuous
Assessment
Results
a.
Admission
Data
Table
1
provides
the
average
admission
test
scores
and
admission
grade
point
average
(GPA)
of
BA,
Art
Education
candidates
approved
by
the
Professional
Education
Council
(PEC)
for
 admission
into
initial
teacher
preparation
programs
during
this
academic
year.

Before
the
Office
of
Teacher
Services
submits
their
names
for
review
and
approval
by
the
PEC,
candidates
 must
meet
minimum
requirements
established
by
the
state
and/or
the
WKU
Professional
Education
Unit.
Program
ACT
Table
1.
Approved
Candidate
Test
Score
Averages
PPST
Math
PPST
Reading
PPST
Writing
SAT
GRE
Composite
Admission
GPA
N 




 Mean
 N 




 Mean
 N 




 Mean
 N 




 Mean
 N 




 Mean
 N 




 Mean
 N 




 Mean
Art
Ed.
4
 24
 
 
 
 
 
 
 
 
 
 
 6
 3.15
b.
Course
Based
Assessment
Data
Table
2
provides
the
percentage
of
BA,
Art
Education
candidates
(N
=
22)
scoring
at
each
level
 of
proficiency
on
critical
performances
within
education
courses
for
this
academic
year.
Proficiency
levels
are
based
on
a
scale
of
1
–
Standard
Not
Met,
2
–
Standard
Partially
Met,
3
–
At
Standard,
and
4
–
Above
Standard.
Table
2.
CP
Proficiency
Level
Percentages
Course
 1

 2

 3

 4
EDU
250
EDU
489
EXED
330
‐
‐
‐
‐
13
17
17
88
50
83
‐
33
PSY
310
ART
413
Grand
Total
‐
‐
‐
‐
‐
8
8
29
38
92
71
54

Art
Education
2010‐11
Page
2
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9
Table
3
indicates
the
level
of
BA,
Art
Education
candidate
(N
=
22)
proficiency
across
critical
 performances
related
to
the
Kentucky
Teacher
Standards
(KTS).

Candidates
receiving
an
overall
 rating
of
3
or
4
on
a
CP
are
considered
to
have
demonstrated
proficiency
on
the
standards
 associated
with
the
CP.

Compared
to
the
unit‐wide
results,
BA,
Art
Education
candidates
are
 typically
performing
above
average.
Table
3.
Percent
of
BA,
Art
Education
Candidates
Scoring
Proficient
on
CPs
by
KTS
Program
1
 2
Student
ID
3
1
Kentucky
Teacher
Standards
4
 5
 6
 7
2
8
Student
Count
9
 10
BA,
Art
Ed.
89
 89
 95
 ‐
 93
 89
 93
 88
 86
 ‐
Unit‐Wide
 96%
 95%
 96%
 96%
 96%
 96%
 96%
 96%
 94%
 99%
*KTS
Key:
1
–
Content
Knowledge,
2
–
Designs/Plans
Instruction,
3
–
Maintains
Learning
Climate,
4
–
Implements/
Manages
Instruction,
5
–
Assessment/Evaluation,
6
–
Technology,
7
–
Reflection,
8
–
Collaboration,
9
–
Professional
Development,
10
–
Leadership
Table
4
indicates
the
number
of
BA,
Art
Education
candidates
(N
=
0)
who
have
scored
2
or
 lower
(below
proficiency)
on
critical
performances
during
this
academic
year.
Table
4.
BA,
Art
Education
Candidates
Scoring
Below
Proficient
on
CPs
Score
Grand
Total
 0
 0
c.
Clinical
Experiences
Data
The
BA,
Art
Education
program
uses
the
following
courses
and
experiences
to
evaluate
 candidate
dispositions:

EDU
250,
ART
411,
ART
413,
and
EDU
490.

The
program
has
identified
 the
following
courses
and
experiences
where
candidates
report
the
diversity
of
their
field
 experiences:

EDU
250,
ART
413,
and
EDU
490.

ART
411
has
been
designated
as
the
experience
 where
candidates
must
work
in
settings
at
or
above
the
average
11%
diversity
of
the
schools
in
 the
30+
counties
that
represent
our
service
area.
Table
5
reports
how
BA,
Art
Education
candidates
performed
on
dispositions
as
they
entered
 and
progressed
through
their
program
(N
=
14)
and
during
their
student
teaching
experience
(N
=
4).

Students
are
considered
“proficient”
who
average
at
3
or
higher
on
each
disposition
 category.

Art
Education
2010‐11
Page
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9
Table
5.
BA,
Art
Education
Proficiency
Rates
on
Unit‐Wide
Dispositions
Period
 Values
Learning
WKU
Professional
Education
Dispositions
Values
Personal
Integrity
Values
Diversity
Values
Collaboration
Values
Professionalism
Prior
to
Student
Teaching
During
Student
Teaching
100
100
100
100
0
100
0
100
0
100
Over
this
academic
year,
BA,
Art
Educations
candidates
(N
=
8)
reported
demographic
 information
on
3
field
placements
with
an
average
of
65%
ethnically
diverse
students,
98 %
 students
on
free/reduced
lunch,
and
 19 %
student
with
disabilities
(based
on
National
Center
for
Education
Statistics
and
Kentucky
Department
of
Education) .

This
ethnic
diversity
percentage
 continues
to
be
well
above
the
average
11%
diversity
of
the
schools
in
the
30+
counties
that
 represent
our
service
area.

Table
6
reveals
the
percentages
of
field
experiences
with
various
characteristics.

Note
that
candidates
could
choose
all
the
characteristics
that
applied
for
any
 given
experience.
Table
6.
Percentages
of
Field
Experience
by
Category
Types
Working
with
Student
With
Special
Needs
%
Candidates
working
with
Students
with
Physical
Impairments
%
Candidates
working
with
Students
with
Learning
Disabilities
%
Candidates
working
with
Students
with
Moderate/Severe
Disabilities
%
Candidates
working
with
Students
with
Emotional/Behavioral
Disorders
%
Candidates
working
with
Gifted
Students
%
Candidates
working
with
English
Language
Learners
%
Candidates
working
with
Students
with
Visual
Impairments
%
Candidates
working
with
Students
with
Hearing
Impairments
%
Candidates
working
with
Students
with
Speech/Language
Delays
%
Candidates
working
with
Students
with
Development
Delays
%
Candidates
working
with
Students
with
Autism
Spectrum
Disorder
%
Candidates
working
with
Students
with
Other
Impairments
Working
with
Diverse
Students
%
Candidates
working
with
African
American
Students
%
Candidates
working
with
Native
American/American
Indian
Students
%
Candidates
working
with
Latino/Hispanic
Students
%
Candidates
working
with
Asian
Students
%
Candidates
working
with
Students
with
Special
Needs
(Aggregate)
33
67
33
33
100
67
33
33
33
33
33
33
100
33
67
67
100
%
Candidates
working
with
Diverse
Students
(Aggregate)
 100
Overall,
 as
can
be
seen
in
Table
6,
 in
100%
of
their
field
experiences
BA,
Art
Education
candidates
 reported
working
with
at
least
one
student
with
special
needs
and
in
100%
of
their
field
 experiences
candidates
reported
working
with
at
least
one
student
from
a
diverse
ethnic
group.

Art
Education
2010‐11
Page
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9
d.
Culminating
Assessment
Data
As
Component
4
of
the
WKU
Professional
Education
Unit
Continuous
Assessment
Plan
(CAP)
 strategy,
all
initial
preparation
candidates
complete
a
culminating
assessment
of
professional
 and
pedagogical
knowledge
and
skills,
the
Teacher
Work
Sample
(TWS).

This
assessment
is
also
 used
to
demonstrate
candidates’
ability
to
impact
P‐12
student
learning.

In
particular,
 candidate
performances
on
Assessment
Planning
and
Analysis
of
Student
Learning
have
been
 identified
as
key
indicators
of
candidates’
ability
related
to
student
learning.
Although
in
spring
2008
the
Professional
Education
Council
agreed
that
candidates
who
score
a
 holistic
score
of
at
least
“2
–
Developing”
are
able
to
exit
the
program,
for
program
evaluation
 purposes
our
goal
is
that
at
least
80%
of
program
candidates
will
achieve
“3
–
Proficient”
or
higher.

Table
7
presents
the
proficiency
rate
for
BA,
Art
Education
candidates
(N
=
8).
Table
7.
Initial
Preparation
TWS
Proficiency
Rates
Program
BA,
Art
Education
Unit‐Wide
%
Proficient
91
94
Because
the
faculty
also
scores
TWS
at
the
indicator
level,
we
are
able
to
use
these
scores
to
 ascertain
candidate
success
in
meeting
each
component
of
the
TWS.

For
program
evaluation
 purposes,
candidates
are
considered
successful
that
average
at
least
2.5
on
a
three
point
scale
(1
–
Not
Met,
2
–
Partially
Met,
and
3
–
Met)
on
indicators
aligned
to
a
standard.

Table
8
 depicts
the
percentage
of
BA,
Art
Education
candidates
who
averaged
at
least
2.5
on
the
 indicators
for
each
TWS
Factor:

CF
–
Contextual
Factors,
LG
–
Learning
Goals,
DFI
–
Design
for
Instruction,
ASL
–
Analysis
of
Student
Learning,
and
ROT
–
Reflection
on
Teaching.
Table
8.
Initial
Preparation
TWS
Proficiency
Rates
of
BA,
Art
Education
Candidates
Program
Teacher
Work
Sample
Components
CF
 LG
 DFI
 ASL
 ROT
BA,
Art
Ed.
Unit‐Wide
100
96%
88
94%
88
90%
88
91%
100
96%
Because
the
TWS
indicators
have
been
aligned
to
Kentucky
Teacher
Standards,
we
can
use
 these
scores
to
ascertain
candidate
success
in
meeting
each
standard
related
to
the
TWS.
Table
9
reports
these
scores
as
they
relate
to
Kentucky
Teacher
Standards.
Table
9.
Percentage
of
Art
Education
Candidates
who
“Passed”
each
Teacher
Standard
Program
Art
Education
1
100
2
88
Kentucky
Teacher
Standards
(Measured
by
TWS)
3
 5
 6
 7
 8
100
 100
 38
 75
 100
9
100
Unit‐Wide
80%
 93%
 97%
 87%
 73%
 85%
 92%
 95%

Art
Education
2010‐11
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Additionally,
all
candidates
are
assessed
during
their
student
teaching
experience
using
the
Student
Teaching
Evaluation
form.

Table
10
reports
the
percentages
of
BA,
Art
Education
 student
teachers
(N
=
8)
successful
on
each
standard.

For
program
evaluation
purposes,
 candidates
are
considered
successful
that
average
at
least
2.5
on
a
3
point
scale
(1
–
Not
Met,
2
–
Partially
Met,
and
3
–
Met)
on
indicators
aligned
to
the
KTS
standard.
Table
10.
BA,
Art
Education
Proficiency
Rates
by
Kentucky
Teacher
Standards
Program
1
BA,
Art
Ed.
100
2
75
3
100
Kentucky
Teacher
Standards
4
 5
 6
88
 88
 88
7
 8
 9
75
 100
 88
10
88
Unit‐Wide
 97%
 91%
 96%
 91%
 89%
 91%
 86%
 94%
 90%
 93%
e.
Exit
and
Follow
Up
Data
Table
11
delineates
the
Educational
Testing
Services
reports
of
the
pass
rates
on
the
Praxis
II
 content
exams
of
candidates
who
completed
the
program
in
the
2009‐10
academic
year
(the
 most
recent
year
with
complete
data).

The
last
column
allows
for
pass
rate
comparison
of
our
 candidates
to
our
2008‐09
results.

[Use
the
most
current
Unit‐Wide
Assessment
Report’s
Praxis
Table
for
this
information.

Also,
additional
specific
information
about
WKU
student
performance
on
each
Praxis
test
is
located
in
the
back
of
the
Unit‐Wide
Assessment
Report.
This
information
could
be
included
here
or
in
sections
2
or
4
below.]
Table
11.
Pass
Rates
on
Content
Tests
for
Initial
Teacher
Preparation
Program/Type
of

Assessment
Candidate
N
(2009‐10)
WKU

Pass
Rate
(2009‐10)
WKU
Pass
Rate
(2008‐9)
Praxis
II
Art
Content
#0133
Praxis
II
Art
Making
#0131
4
4
100
100
100
100
Annually,
the
WKU
Teacher
Survey
is
sent
to
student
teachers
and
alumni
who
potentially
have
 been
teaching
one
or
more
years.

For
the
2010‐11
academic
year,
out
of
a
possible
433
student
 teachers,
98%
completed
the
survey;
out
of
possible
1521
alumni,
14%
completed
the
survey.
Below
are
the
results
for
BA,
Art
Education
student
teachers
and
alumni,
8
of
whom
responded.
Survey
items
requested
the
respondent’s
perception
of
WKU
preparation
on
each
of
the
Kentucky
Teacher
Standards
using
a
scale
of
1
“Poor,”
2
“Fair,”
3
“Good,”
and
4
“Excellent.”
Standards
with
average
scores
of
3
or
better
across
items
were
considered
to
demonstrate
acceptable
program
quality.

Table
12
reports
BA,
Art
Education
student
teacher
results.
Table
12.
Average
Scores
on
Teacher
Standards
Questions
for
BA,
Art
Education
Respondents
Program
BA,
Art
Ed.
Unit‐Wide
1
 2
 3
Kentucky
Teacher
Standards
4
 5
 6
 7
 8
 9
 10
3.13
 3.23
 3.25
 2.90
 2.83
 2.91
 3.04
 2.47
 2.81
 2.53
3.43
 3.41
 3.52
 3.33
 3.23
 3.29
 3.35
 3.14
 3.36
 3.12

Art
Education
2010‐11
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Respondents
were
also
able
to
provide
comments
if
they
answered
“poor”
for
any
item.

Table
13
presents
Art
Education
respondent
comments
by
years
of
experience.
Table
13.
BA,
Art
Education
Respondent
Comments
Teaching
 experience
1
Comments
The
WKU
art
education
program
does
a
poor
job
of
preparing
you
for
classroom
teaching.
We
get
most
 experience
by
teaching
Super
Saturdays,
which
are
all
gifted
students
and
our
materials
are
provided,
and
 practically
unlimited
for
the
project
we
choose.
It
is
an
unrealistic
setting
and
when
we
get
to
the
schools
with
 low
budgets
and
a
variety
of
student
learning
levels,
we
are
unprepared.
I
feel
that
I
taught
myself
practically
everything
I
know
about
teaching
because
we
wasted
so
much
time
doing
absolutely
nothing
in
the
classroom.
1
1
It
would
be
nice
if
at
least
one
of
the
educational
courses
addressed
potential
problem
areas
in
the
classroom,
 such
as
planning
on
an
extremely
limited
budget
(ex:
buying
supplies
for
700
students
weekly
for
an
entire
year
 with
only
$250),
tools
for
time
management
(getting
everything
into
your
lesson
before
running
out
of
time),
 and
ideas
for
classroom
management
(organizing
the
room
to
meet
your
needs
and
to
be
efficient)
as
well
as
 best
discipline
practices/techniques.
Also,
need
experience
working
with
special
needs
students
so
you
know
 how
students
learn
best
in
a
given
environment
and
what
can
make
your
room
more
inviting
and
user
friendly
 for
those
students
(ex:
avoiding
over‐stimulation
for
some
students,
how
certain
colors
help
students
to
feel
calm,
what
tools
work
best
for
special
needs
students
within
your
area,
etc.)
Future
teachers
graduating
from
WKU
need
to
learn
a
variety
of
ways
to
incorporate
technology
into
their
 classrooms,
especially
what
can
be
done
if
technology
in
their
school(s)
is
very
limited.
2.

Summary
of
Results
by
Kentucky
Teacher
Standards
and
Other
Key
Conceptual
Framework
Values
b.
Course
based
assessments
Based
on
Table
2,
course‐based
proficiencies,
the
Art
education
candidates
are
performing
well
 or
above
average.
20
out
of
a
total
22
students
(92%)
scored
3
or
higher
in
the
four
courses
 outside
their
professional
development
and
art
education
content
area
(EDU
250,
EDU
489,
EXED
330,
PSY
310,
ART
413).
The
ART
413
course‐based
data
are
gathered
by
the
three
external
evaluators.
They
completed
 the
KTIP
Instructional
Procedure
CP
rubrics
in
the
Fall
2010.
To
generate
additional
2011
–
2012
 art
education
content
course
based
assessment
data,
the
art
education
candidates
will
upload
 their
critical
performance
documents
for
ART
411,
ART
413,
and
ART
490.
Table
3
provides
the
eight
of
the
KY
core
proficiency
standards
where
CP
data
was
provided
(8
 of
10
items),
art
education
candidates
(N=22)
were
deemed
proficient
above
86%
of
the
time.
This
percentage
reflects
an
average
of
5%
below
the
unit
standards
proficiency
across
critical
 performances
related
to
the
Kentucky
Teacher
Standards
(KTS).

Art
Education
2010‐11
Page
7
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9
c.
Clinical
based
assessments
Prior
to
student
teaching,
art
education
candidates
have
ample
opportunities
for
field
 experience
in
diverse
learning
environments.
These
courses
include
ART
311,
ART
411,
and
$13,
 and
ART
490.
The
data
presented
in
Table
5,
Clinical
Experiences,
report
that
the
art
education
 candidates
(N=8)
meet
all
the
Professional
Education
Dispositions;
Values
learning,
personal
Integrity,
diversity,
collaboration,
and
professionalism.
Table
6,
Field
Experiences
by
Category
Types,
reports
100%
of
the
art
teacher
candidates
(N=3)
 worked
with
the
G/T
students,
African
American
students,
Students
with
special
needs
 students,
and
diverse
students.

67%
reported
working
with
students
with
learning
disabilities,
English
language
learners,
Latino/Hispanic
students,
and
Asian
students.
33%
of
the
students
 reported
working
with
students
with
physical
impairments,
moderate/severe
disabilities,
visual
 impairments,
hearing
impairments,
speech/language
delays,
development
delays,
Autism
spectrum
disorder,
other
impairments,
and
Native
American/American
Indian
students.
Based
on
the
data
provided,
it
can
be
reported
that
the
art
education
students
do
value
 diversity
(100%)
in
the
21 st 
century
art
classrooms
of
diverse
cultures
and
abilities
levels.
d.
Culminating
assessment
data
Table
7,
Initial
Preparation
TWS
Proficiency
Rates,
91%
of
art
teacher
candidates
(N=8)
scored
3
(at
standard)
and
4
(exceeding
standard).

This
is
3%
less
than
the
unit‐wide
results.
Table
8,
Initial
Preparation
TWS
Proficiency
Rates
of
BA,
Art
Education
Candidates,
reports
100%
 proficiency
in
Contextual
Factors
and
Reflection
on
Teaching
outperforming
the
unit
wide
 proficiency
rate.
The
three
other
criteria,
Learning
Goals,
Design
for
Instruction,
Analysis
of
Student
Learning,
art
 education
candidates
slightly
underperforms
by
2
‐5%
with
still
a
rate
of
far
above
average
 proficiency
rates.
Table
9
provides
percentage
of
art
teacher
candidates
(N=8)
scoring
2.5
(at
standards)
or
higher
 on
TWS
indicators
related
to
KTS.

100%
of
the
art
teacher
candidates
passed
KTS
1,
3,
5,
8,
9.
Art
teacher
underperformed
the
unit
wide
scores
on
KTS
2,
7
by
5‐10%.
38%
of
the
art
teacher
 candidates
reported
passing
on
KTS
6,
Technology.
Due
to
the
experiential
nature
with
the
 conventional
art
media,
technology
and
its
relationship
to
visual
arts
instruction
is
a
difficult
area
to
implement.
Secondary
graphic
design
class
or
web
research
maybe
a
possible
option.
With
proficiency
rate
in
Table
10,
art
teacher
candidates
report
below
the
unit
wide
score
on
KTS
2,
4,
5,
6,
7,
9,
and
10
by
1‐11%.
KTS
1
(Content
Knowledge),
KTS
3
(Learning
Climate),
and
KTS
8
(Collaboration)
came
out
ahead
of
the
unit
wide
percentage.
The
widest
disparity
 between
the
scores
of
art
candidates
and
unit
wide
scores
reported
to
be
KTS
7
(reflection)
by
11%.

Art
Education
2010‐11
Page
8
of
9
f.
Exit
and
follow‐up
data
Table
11,
pass
rates
for
Praxis
II
tests,
provides
evidence
of
continuous
successful
passing
rate
(100%).
For
the
past
two
years,
a
team
of
studio
and
art
history
faculty
collaborated
to
help
art
 teacher
candidates
prepare
for
the
Praxis
II
exams.
Students
receive
multiple
art
content
 reviews
of
the
possible
test
items
and
individual
feedbacks
from
three
to
four
faculty
who
read
 their
Art
Making
(writing
portion)
exam.
This
collaborative
preparation
process
proved
to
be
 most
beneficial
for
student
success.
According
to
the
survey
administered
to
student
teachers
and
alumni
during
2010‐2011
(Table
12
and
13),
art
education
candidates
believe
their
preparation
for
the
profession
in
relationship
 to
t
he
10
KTS
ranges
from
good
to
excellent
on
4
standards
with
standard
4,
5,
6,
8,
9,
10
 ranking
fair
to
good.
In
these
categories,
art
teacher
candidates
and
alumni
perceived
 themselves
as
less
proficient
in
comparison
to
their
counterparts.
Art
Department
believes
that
the
data
may
reflect
a
self‐perception
in
nature,
and
not
 necessarily
represent
the
accurate
performance
levels
and
standards.
Comparison
of
a
few
 additional
years
of
data
may
provide
better
statistically
significant
outcomes.
3.

Efforts
to
Report
and
Disseminate
Results
BA
in
Visual
Studies,
Art
Education
Concentration
program
outcomes
have
been
properly
disseminated
through
1.
University
level
unit
productivity
report
2.
SACS
continuous
program
assessment
through
digital
measure
3.
Reports
and
discussions
through
the
Art
Department
Curriculum
Steering
Committee
4.
Art
Department
faculty
committee
for
the
recommendation
of
art
teacher
candidate
5.
Art
Department
faculty
and
alumni
newsletter
6.
Continuous
formal/informal
discussions
with
the
art
department
faculty
4.

Key
Discussions
and/or
Decisions
Made
Based
on
Assessment
Results
 a.
Assessment
or
Data
Collection
Changes
Based
on
Assessment
Results
Art
Education
program
will
continue:
1.
Evaluation
of
art
education
candidate’s
dispositions
by
the
Art
Education
Committee
2.
Praxis
II
workshop
and
Moc
test
readings
by
the
art
department
faculty.
3.
Programming
of
Professional
Development
opportunities,
i.e.
student
mini‐ conference,
U
of
L
and
WKU
joint
student
conference.
4.
Recruitment
of
art
teacher
candidates
with
strong
ACT
or
SAT
score.
5.
Support
an
active
participation
of
the
international
student
teaching
and
study
 abroad
experiences
for
art
teacher
candidates.

Art
Education
2010‐11
Page
9
of
9
a.
Program
Curriculum
or
Experiences
Changes
Based
on
Assessment
Results
1.
Design
models
of
collaboration
and
leadership
plan.
The
art
education
program
is
planning
a
collaborative
curriculum
planning
with
VSA
(Very
Special
Art)
of
Kentucky
to
help
art
teacher
candidates
learn
special
needs
 accommodation
in
the
visual
arts.
2.
Implementation
of
the
effective
P‐12
Art
Education
Pedagogy
Critical
Performance
 aligned
to
the
10
KTS.
3.
Plan
a
workshop
for
instructional
technology
to
address
KTS
6.
4.
Implement
Critical
Performance
application
for
program
assessment.
5.
Continue
advocacy
for
the
P‐12
visual
arts
in
the
school
curriculum.
b.
Decisions
about
Group/Individual
Student
Progress
Based
on
Assessment
Results
1.
Meaningful
analysis
of
instructional
data
and
learning
results
2.
Planning
and
managing
an
art
budget
for
P‐12
school
3.
Working
model
of
classroom
management
strategies
4.
Alternative
instructional
model
for
students
with
diverse
needs
5.
Creative
classroom
application
of
instructional
technology
for
learners
6.
Encourage
participation
in
National
Art
Education
Association
annual
conference.