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(ext. 2267).
Teaching and Learning Cooperative
Proposal
Title of Proposal: Write Work Manual for Level-2 Screen Printing and Design
TLC points requested: 10 TLC Points
Proposal Submission Date: Sept. 7, 2007
Proposal Description:
Level-2 Screen Printing and Design is step intensive and requires direction in the areas of
computer design, pre-press, and print production, which is not found in traditional visual art
texts. I plan to develop a workbook, which will cover each lesson in depth, define new terms,
and explain technical procedure step by step. The workbook will review visual arts vocabulary,
Screen Printing vocabulary, and the history of the stencil printing, mention graphic and fine
artists who have worked in the medium. The book will also suggest Internet research sites for
further investigation.
Intended Audience: Students of Screen Printing & Design at Rancho Bernardo High School
Implementation Timeframe (Beginning and Ending Dates): September 18, 2007 – January
30 2008
Proposal Facilitator: Ella Whitehead
Work Location: Rancho Bernardo High School
Phone: 858-485-4800 x 4542
Email: ewhitehead@powayusd.com
District Goals to be Addressed:
• Increase student access to rigorous curriculum which satisfies the a-g requirements for
Visual Arts State Standards
• The proposed book will create a resource that will help students satisfy the requirements for
Articulation with Palomar College course GC170 for 3 units of transferable elective credit.
• The proposed product will be used by all Level-2 students, and will be an additional resource
to help address different learning modalities and define expectations for successful course
completion
• Students will access the book to help demonstrate and understand ROP Occupational
competencies for Screen Printing and achieve CTE standards for vocational education
Intended Learning Outcomes:
• Through consideration of feedback I have obtained from Level-2 students in the past years,
knowledge and study of the approved curriculum map, articulation agreement with Palomar
College, State Visual Arts Standards, and CTE Standards, I will reassess, reevaluate and
restructure my lessons in an expository text that will be understandable and accessible to my
Level-2 students
• Students will acquire, develop and refine skill in the manipulation of digital imagery in raster,
vector, and scanning software
• Students will explore, analyze, and create works of art that reflect current trends in visual
arts and graphic communications
• Improve student self-assessment strategies
Revised October 1, 2005
• Enable students to explore connections, relationships and applications of various skills
related to careers in graphic design, pre-press, and print production.
• To create a resource which will enable students to solve visual art problems involving the
effective use of the Elements of Art and the Principles of Design and Perception.
• The workbook will guide students as they prepare a portfolio of original two-dimensional
works of art, which reflect refined craftsmanship and technical skills.
Professional Growth Activities – Acquisition of New Learning
As evidence of implementation, each participant is required to maintain a portfolio of
documentation regarding completion of her/his new learning, impact on student
learning and reflection activities. This portfolio will be reviewed by the facilitator
at the end of the TLC. Examples of documentation: time logs, meeting notes,
discussion group notes, lesson plans, student work samples, journals, etc.
State what new learning participant(s) will acquire through this proposal, including the
timeline and/or hours anticipated:
I would like to state that I have been teaching since 1971, and have strived to be a life long
learner in my field of study. This workbook is intended to act as a vehicle for me to share the
knowledge I have already attained in a lifetime of study and work as a teacher, artist, and
graphic designer. The workbook itself is a reflection of that learning. My biggest challenge is
how to structure the workbook’s content so that it will positively impact my student’s learning,
and empower them in their journey through this sophisticated design and print process.
Fall of 2007:
 I will write step-by-step directions for the use of our vector and raster programs and
how it can be applied to advanced screen printing assignments.
 Through observation of how students currently utilized the Level-1 “Blue Book”, I will
determine the organization, layout, and content of the Level-2 workbook.
 Assessment criteria and Work Sample Summary questions (self-assessment and
reflection tools) will be included in the workbook
 Additional Computer research sites will be added to the list presented in the level-1
book. The SGIA (Specialty Graphic Imaging Association) site and information will be
made available to Level-2 students, and they will be given privileges to enter this site.
 Finished product will be printed, bound and ready to be used by all students at the
start of the class in the Spring 2008
Hours OUTSIDE the contract day: 30 hours
Hours INSIDE the contract day: none
Classroom Implementation Activities
The impact of the newly acquired learning of TLC participants on student learning is critical to
this section
State how participant(s) will implement new learning in the classroom, including the timeline
and/or hours anticipated:
Teacher will develop and implement several lessons over the course of the semester, which
utilize strategies and information from the “Level-2 Workbook”. Lessons will concentrate on
planning and delivering instruction based on new learning incorporated into the book.
Monitoring, tracking and analyzing the results of the student work will result in modifying future
instruction to increase student success rate in class.
Impact on student learning includes:
Revised October 1, 2005
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demonstrate skill building in Screen Printing and Design through the application and
command of the Elements of Art, Principles of Design, and Principles of Perception.
access information and directions for step intensive projects.
work independently, at a comfortable pace, to solve creative problems, create digital
output, prepare screens, and print original designs.
create a portfolio of screen printed artwork, reflective self-assessments and work
sample summaries, preparatory sketches, digital composites and color separations
analyze, assess, articulate, and make critical judgments about their own screen
printed pieces and other graphic and fine artworks.
Samples of lesson plans and student work will be kept to be submitted with summary
reflection page. A copy of the “Level-2 workbook” will be available.
Hours OUTSIDE the contract day: 10 hours
Hours INSIDE the contract day: 20 hours
Reflection Activities
State how participant(s) will reflect on their new learning, including the timeline and/or hours
anticipated:
 I will keep a reflective journal, which will be referred to in making future modifications
to “Level-2 workbook”. A one-month sample of this reflective journal will be submitted
with my reflections page after the students receive the workbook.
 A one page summary of the impact of this TLC on my learning and on the students’
learning will be written
Hours OUTSIDE the contract day: 4 hours
Budget Request
If you anticipate needing fiscal support for the implementation of your proposal, please list
prospective needs and estimated costs. TLC will fund up to 50% of site based TLC’s, not to
exceed $500. TLC will fund 100% of district wide proposals, not to exceed $500.
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I will pay for printing the “Level-2 Workbook” with funds from the Screen Printing and
Design Income account.
If you are the facilitator, will you need “facilitator hourly” (if you opt for no points)?
Revised October 1, 2005