Welcome to

FOR PRESERVICE ART TEACHERS
Authored by Sheri Klein, UW-Stout

To assess your development in reflective thinking and writing, you can utilize the 'benchmarks' within your teacher education program. A benchmark is a point within the program where it is expected that you have fulfilled certain requirements and expectations. Benchmarks are typically acceptance into the teacher education program, mid-program review, the student teaching experience and the completion of the program. Each institution may articulate the "Benchmark" differently, and have different requirements. The following are benchmark requirements for UW-Stout Art Education Program.

What kind of reflections and artifacts should I have at Benchmark I or at acceptance into the teacher education program?

Note: Check your program requirements as programs slightly vary.

Reflections that have been evaluated at least at basic level.
Recommended reflections at Benchmark I :

Personal Philosophy of Education statement
Reflections of pre-clinical observations
Reflections on introductory art and design coursework

What kind of reflections should I have at Benchmark II or prior to student teaching or mid-program review?

Reflections that have been evaluated at least the basic level.
Recommended reflections by Benchmark II:

Reflections on teaching/learning and planning art instruction
Reflections on art education theories and practices
Reflections on community and/or professional involvement
Reflections on a multicultural or cross-cultural field experience
Revised Personal Philosophy of Education statement
Reflections on classroom management
Revised reflections about pre-clinical experiences
Revised and new reflections on studio work

What kind of reflections should I have at Benchmark III or at program completion?

Reflections that have been evaluated consistently at basic level.
Recommended reflections by Benchmark III :

Reflections from student teaching
Reflections that compare past and present experiences and artifacts
Reflections and artifacts that address all standards
Revised Art Teaching Philosophy Statement
Revised and new reflections on studio work and additions to your gallery of work

What do I do with all my reflections and artifacts at program completion at benchmark III?

For creating portfolios in other programs, at UW-Stout, students are using Chalk and Wire, an e-Portfolio system.

CLICK HERE FOR TIPS ON ORGANIZING YOUR PORTFOLIO

References on Reflective Thinking

Davis, M., P. Hawley, B. McMullan and G. Spilka. (1997). Design as a catalyst for learning. Alexandria, VA: Association of Supervision and Curriculum Development.

Dewey J. (1933). How we think. Lexington, MA: D.C. Heath and Company.

Freiberg, H.J. (1995). Promoting reflective practice. In G.A. Slick (Ed.). Emerging trends in teacher preparation: The future of field experiences. Thousand Oaks, CA: Corwin.

Schon, D. (1988). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass Publishers.

Tabachnick, B.R. and Zeichner, K. (Eds.) (1991). Issues and practices in inquiry-oriented teacher education. New York: Falmer.