University of Wyoming

Course Syllabus
ART 4810 Residency for Elementary (6 Credits)
ART 4820 Residency for Secondary (6 Credits)
Distance; Student Teaching
Spring 2023

Instructor: Kathleen Frye E-mail: kfrye1@uwyo.edu

Office Hours: By appointment Office: Visual Arts 160
Phone: 307-766-3211

Class Meeting Times and Daily Schedule: Class meeting times follow the daily schedule of the student
teacher’s district.

Meetings with Professor Frye will be scheduled monthly on the following days:
• January 18 Wednesday
• February 15 Wednesday
• March 22 Wednesday
• May 1 Monday

Meetings with UW Supervisors will be set up as needed to prepare for your supervision visits
during and after school hours.

Capstone Project Video Presentations: are due at 8:00 AM Monday April 17th. You will present your
Capstone presentations via video. Your Capstone Project will be assessed by a panel of educators that includes
Professor Frye. After your Capstone is assessed, we invite you to share it with your mentor teachers.

Please note: Failure to participate in the Capstone process will result in failing the course and a delay in
certification.

Course prerequisites and enrollment restrictions: ART 4440 Methods II-Artistic Growth
and ART 4460 Curriculum Design.

Course Description: This course comprises the final semester of the Art Education Program at the University
of Wyoming. It is a residency that involves full-time teaching in two schools for eight weeks at each school.
One placement is at the elementary level and the other is at the secondary level. The format of the residency
includes a period of being intensively mentored and coached, a period of independent teaching, and a period of
team teaching.

Student Learning Objectives:

The standards listed here are the NAEA Standards for Visual Arts Educators. The PDF can be found on Canvas
Resources and at this NAEA website: https://www.arteducators.org/learn-tools/national-visual-arts-standards

Objective 1. Student teachers will create and teach lesson plans that demonstrate a thorough knowledge of the
Visual Arts (NAEA Standard 1).
Evidence that this objective has been met:
Formal Lesson Plan Project, classroom lesson plans, and the UW Supervisor Reports.

Objective 2. Student teachers will choose content and curricula that is traditional, contemporary, and global,
and that encompasses art history, art criticism, aesthetics, visual culture and a wide range of artmaking
practices, methods, and materials. They will make use of a wide range of vetted resources for teaching.
(NAEA Standard IV).
Evidence that this objective has been met:
Formal Lesson Plan Project and classroom lesson plans.

Objective 3. Student teachers create and teach lesson plans based on an understanding of “student
characteristics, abilities and learning styles”* (NAEA Standard II) and with “sensitivity to school, community
and world cultural diversity”** (NAEA Standard III).
. *from NEAE Visual Arts Standards document
**from Student Teaching Rubric
Evidence that this objective has been met:
Classroom teaching, classroom lesson plans and the Formal Lesson Plan Project.
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Objective 4. Plan and implement developmentally appropriate instructional strategies and learning activities
that are based on knowledge of the learning needs of all students and that connect meaningfully to students’
lives and their interests (NAEA Standard V). They will make use of a range of technologies to enhance and
deepen student learning (NAEA Standard VI).
Evidence that this objective has been met:
Classroom teaching, classroom lesson plans and the Formal Lesson Plan Project.

Objective 5. Student teachers evaluate student learning with a wide range of appropriate and meaningful
assessments including formative, summative and student self-assessments (NAEA Standard VII).
Evidence that this objective has been met:
Classroom teaching, classroom lesson plans and the Formal Lesson Plan Project.

Objective 6. Student teachers reflect upon and evaluate their teaching practices as a way to seek new ideas for
teaching and to deepen their skills (NAEA Standard VIII).
Evidence that this objective has been met: The Reflective Journal and the Capstone Project.

Objective 7. Student teachers will commit to ongoing professional development throughout their careers
(NAEA Standards X and XII).
Evidence that this objective has been met:
Observations of teachers in different classrooms and participation in professional development
opportunities offered in the school district and by state institutions. These observations and
experiences will be recorded in the Reflective Journal.

Best practice for teacher interactions with students and colleagues:

Speak about your students, fellow teachers, mentors, supervisors, peers, administrators, and the UW Art
Education Program in positive terms. If you have concerns re interactions with a person, speak to them
directly first and then, if necessary, move to the next line of supervision for help. Likewise seek help with
challenging situations from a colleague or supervisor. Avoid gossip and derogatory comments about people and
institutions. Always work from the foundation of empathy and compassion for the children and adults you
work with. You expected to demonstrate your professionalism in all that you do in your role as a teacher and
member of your school community. And keep in mind that you are a role model for your students!

Please refer to “A&S Students and Teachers—Working Together.” A student and faculty committee wrote this
useful set of guidelines. It is a concise attempt to inform students of instructor expectations as well as what
students may expect of teachers and advisors.
http://uwadmnweb.uwyo.edu/a&s/Current/default.asp]

Student Teacher and Mentor Teacher Handbook: You and your mentor teachers have been given a hard copy
of the handbook, but you may also find it on Canvas in the Resource Module.

Mentoring Support: All students will be mentored by art teachers in their art classrooms for both elementary
and secondary placements. In addition, students will have the following support:
• UW Supervisors (Ms. Peckinpaugh, Ms. Verosky) or UW Faculty Supervisor (Professor Frye).
Educators in this role visit the classroom to observe students as they teach. Before the visit, you will
send your supervisor a copy of the lesson plan you will teach when she makes her supervision visit.
She may also request a pre-visit meeting. After observing you, your supervisor will give you feedback
on your teaching, review lesson plans, and discuss any other issues as appropriate. Supervisor visits to
students’ classrooms are planned for 3 times per semester during the the weeks of: 1)January 30 or
February 6; 2) March 6 or 13 (ACSD has spring break during the week of March 13, so a supervisor
visit may be schedule early in the week of March 20th); and 3) April 4 or 10.

Please consult with your mentor teacher regarding scheduling when you set up UW Supervisor visits.

Please note: If your supervisor sets up Zoom meeting, you are responsible for setting up a camera
that enables your supervisor to see and hear as much of the classroom as possible to be able to
observe your instruction, your interactions with students, student-to-student interactions, and the
classroom set up. Discuss this with your mentor teacher. You might also check in with the IT
Department at your school.

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 • District facilitator – some districts have a facilitator that mentors student teachers in all content areas
and works with all things related to the district such as professional development. Please ask your
mentor teacher if your district has a facilitator.

Course Start and End Times: The semester start date for student teachers is when the mentor teacher is
required to report to school according to the school district calendar. Student teachers observe the school
district calendar (not the UW calendar,) so they are allowed district breaks and vacations days only. Student
teachers should not arrange for other vacation days (e.g., UW spring break) or request different/additional
vacation days from mentor teachers except in cases of unusual circumstances and then only with permission
from Professor Frye and the mentor teacher. For example, a purchased ticket for an event or family vacation
plans do not count as an unusual circumstance. All schedule changes and sick days must be reported to your
mentor teacher and Professor Frye.

The following dates for student teaching are also listed on p.3 of the Student Teacher Handbook:

First 8-week session:

• Start date: Tuesday January 4th (or your school district’s first day)
• End date: Friday February 24th

Second 8-week session:

• Start date: Monday February 27th (unless district schedule differs)
• End date: Friday April 28th (This includes 8 weeks of teaching and 1 week of spring break. Dates for
spring break will vary according to district schedules.)

Any deviation from the two 8-week sessions set up must be reviewed and approved in advanced by
Professor Frye. All absences for any reason must also be reported to her. The last day of student teaching
may be adjusted depending on a student teacher’s start date for the semester and/or an unusual number of
absences. So do not make plans through May 6th in the case that you need to make up missed time.

Canvas: Please note that all assignments and course information will be available on Canvas course for ART
4810 Elementary Residency (rather than the one for ART 4820 Secondary Elementary. All assignments are
posted, will be turned in, and graded on the ART 4810 course site. The reason for this is that student
teachers are in different placements (elementary or secondary) at different times during the semester and it
becomes very confusing to have students work with two different syllabi and Canvas sites for these two
courses. So, the coursework on the ART 4810 site covers both courses and you will be assigned your grade for
both courses with the registrar. The Canvas course for ART 4820 has only the syllabus and directs you to ART
4810 for all course information and assignments.

Schedule of Activities and Assignments: See the table at the end of the syllabus.

Weekly Schedule for Teaching and Planning: Student teachers in Art Education will experience 16 weeks in
their residency classrooms, 8 weeks at the elementary level and 8 weeks at the secondary level. A suggested
model for co-teaching is found on p. 7 of the Student Teacher Handbook. It is summarized here:

First Teaching Placement:

• 1-2 weeks team teaching, with the mentor teacher taking the lead
• 3-7 weeks student teacher mainly taking the lead
• 8th week team teaching, transitioning into the mentor teacher taking over.
Second Teaching Placement
• 1-2 weeks team teaching, with the mentor teacher taking the lead
• 3-7 weeks student teacher mainly taking the lead
• 8th week team teaching, transitioning into the mentor teacher taking over.

Note: Interspersed throughout each 8-week experience, a few days should be spent in observing other teachers/
programs, either teachers in your school (any subject) or other art teachers in your district (see information in
the table on page two). Written reflections of these observations will be included in the Reflective Journals.

Required Participation Outside of Class Meetings:

1. Student participation in outside of classroom activities is dependent on the discretion of the mentor
teacher and the scheduling of mandatory school district events for teachers. See information about
pre-service teacher participation in seminar and professional development events in the Assignment
Table.
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 2. In addition, there will be regularly scheduled meetings with Professor Frye.

3. In-person attendance at the 2023 WYAEA (Casper) on February 24th and 25th. There is no registration
fee for the Conference and lodging for Saturday night the 24th will be covered by the Art Department.
You must be a pre-service member of the NAEA by the time of this conference. (Mandatory)

General Requirements and Expectations for the Course:

A required reading is the Professional Code of Conduct – Professional Conduct Guide published by the
Wyoming Professional Teaching Standards Board. This will be discussed during one of our monthly
Wednesday meetings.
a. http://wyomingptsb.com/wp-content/uploads/misc/PTSB-Code-of-Conduct.pdf

Always feel free to ask if you have any questions about content, assignments, or other elements of the course.

NOTE: Please sign the Syllabus Agreement Form on page 10 that confirms that you have read and agree to the
terms of the course syllabus and the Student Teacher and Mentor Teacher Handbook. Please post this on the
Canvas assignment set up for it on January 18th.

Communication: I will respond to questions, concerns, and feedback within 48 hours; I will not be available
on weekends or after 5:00 PM on weekdays. Unless there are unexpected circumstances, I will grade
assignments within a week of the due date.

Grading Scale and Grading Policy:

A grade of 80% or above is required to pass all assignments using this grading scale.

Various projects (noted in Canvas) will be given a score according to this grading scale:
A = 90-100% Excellent
B = 80-89% Very Good
C = 70-79% Good
D = 60-69% Needs Improvement
F= 0 – 59%

Pre-service teachers will receive a final grade of Complete or Incomplete for this course. To achieve a
grade of “Complete” a student must:
• Achieve the minimum passing grade of a “B” (80% or above) for all assignments using the grading
scale.
• For all formative assessments such as those for the Reflection Journal, a grade of “Complete” or
‘Incomplete” is given. You must achieve a grade of “Complete” for all assignments or you will be
asked to revise them.
• The Capstone Video Project is graded with a rubric and is assessed by a panel of educators. The
minimum score for passing the Capstone is listed on the rubric.
• See requirements for receiving a passing grade on the Student Teaching Evaluation Rubric on p. 22 of
the Student Teacher Handbook.
• The final UW Supervisor evaluation must be an “S.”

For the specific grading strategy for each assignment, please see the check assignment guidelines on Canvas.

In summary, to pass the course, you must achieve the following:

• A “B” or higher on all assignments assessed with the course grading scale.
• You must achieve a grade of Complete for all assignments that are graded on an Complete/Incomplete
scale.
• For Student Teaching, receive a passing score on the Student Teaching Evaluation Rubric.
• A grade of “Satisfactory” for the final UW Supervisor evaluation
• A passing grade on your Capstone Project Presentation – details about the rubric scoring are on
Canvas.
• A “Complete” grade on the final draft of your Teaching Portfolio.
• Follow the absence policy stated in the syllabus.

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Grading Policy for Late Assignments: The score for the graded assignment will drop by 10% (100%
becomes 90%, 85% becomes 75%, etc.) if it is turned in within 24 hours of the due date. After 24 hours, all
late work will be graded with a score of “0.”

Any late assignments graded with “Complete/Incomplete” will be given an “Incomplete” grade – no
exceptions except for absences described in the “Authorized Absences” and Covid policies described
below.

I will not accept late work unless you have conferred with me prior to the due date, and I determine that there
is a justifiable reason for a 48-hour extension.

If any of the course assignments are late without discussing an extension or due to an authorized absence, the
student will be placed on probation until the late assignment is turned in. This applies to any requirements that
your mentor teacher asks you to do.

Late Work Policy for Teaching Materials: For the required work in each placement, student teachers are
expected to follow the expectations and deadlines set by the mentor teacher and UW faculty. When an absence
occurs, lesson plans and accompanying materials must be sent to the school/mentor teacher prior to the start of
the school day.

Attendance and Absence Policy: All absences must be reported to Professor Frye and your mentor
teachers. More than 2 days of absences must be made up the week of May 1.

Daily on-time attendance is expected during student teaching except in the case of illness or an emergency.
Only two (2) absences can be accrued without additional time being spent in the residency classroom at
the end of the semester. Before an absence occurs, a student teacher must call and email his/her mentor
teacher and email his/her university supervisor. Mentor teachers will monitor attendance.

UW Authorized Absences: For participation in a University-sponsored activity (including residency) or for

unusual circumstances, such as a personal hardship, an authorized absence may be issued to the student by the
Dean of Student’s or the Dean’s authorized representative. If a student has been hospitalized, or if the student
has been directed by his or her physician to stay at the student's place of residence because of illness, the
student's physician may issue a statement to the student giving the dates of the student's confinement.

Recognition of Authorized Absences: All instructors shall permit students who have official authorized
absences to make up work without penalty in the classes missed. An authorized absence, however, merely
gives the individual who missed the class an opportunity to make up the work; the decision to excuse the
student from the work required lies with the instructor.

Statements from authorized medical sources that verify absences due to illness should be shown directly to
instructors concerned. The decision to excuse such absences lies with the instructor (or mentor teacher), and
the Dean of Students will not verify such statements. The University Student Health Service has a policy to
not provide medical excuses for missed classes. Student Health Service recommend students promptly contact
their professors and instructors when they anticipate time out of class due to a medical concern. Please refer to
the University Attendance Policy as outlined in UW Regulation 2-108 (Student Attendance Policy).

Other Performance Expectations: Student teachers must be aware of and follow school district policies and
building. These and other performance expectations are found in the applicable sections of the University of
Wyoming School of Teacher Education Residency Handbook at http://www.uwyo.edu/ste/teacher-preparation-
and-advising-office/residency/residency-handbook-secondary-f-19.pdf.
Professional expectations are explained more specifically in the Professional Code of Conduct – Professional
Conduct Guide published by the Professional Teaching Standards Board. http://wyomingptsb.com/wp-content/
uploads/misc/PTSB-Code-of-Conduct.pdf.

Changes to Syllabus Policy: This syllabus is a guide. All deadlines, requirements, and course structure are
subject to change if deemed necessary by the instructor (other than the grading and absence policies). Students
will be notified on our WyoCourses page announcement and via email of these changes. Circumstances may
also alter the reading and/or test schedules. You are required to monitor WyoCourses and your email frequently
because we do not have on campus, in-class meetings for this course.
Note: As a result of this policy, and given the nature of the student teaching experience, you are required to
check WyoCourses and your email at least twice per week to check on possible changes.
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Final Examination Date: Not applicable, see schedule for dates of placements and assignment due dates.

UW Policy: Your responsibilities as a Student Teacher and member of your school community:
• Give and receive feedback from me and your classmates respectfully and constructively in all
interactions. This includes in Zoom chats, on WyoCourses boards, and within physical classroom
spaces.
• Actively engage in civil discourse in a respectful manner. Use professional language in all course
related forums and in your classrooms.
• Communicate professionally. Whenever you send class-related email or messages, please include a
clear, specific subject line, and use the body of the email or message to explain the purpose for the
email and any attached materials. Conduct yourself professionally.
• Meet assignment deadlines and requirements set up by mentor teachers. We expect that you're
interacting with course material multiple times during the week.
• Please ask for help when you need it. For academic assistance for this course please contact me for
available resources and feel free to contact Professor Doug Russell for any issues around the course
that you prefer not to discuss with me as well as departmental policies. For Dean of Students
assistance please see: https://www.uwyo.edu/dos/student-resources/covid-19-student-resources.html
• Please let us know if you notice another student who needs help in our (anonymous) WyoCares
referral option (https://www.uwyo.edu/dos/students-concern/index.html).
• Information Technology (IT): If you have any IT related challenges, please contact the UWIT
Service Center: https://uwyo.teamdynamix.com/TDClient/1940/Portal/Requests/ServiceDet?
ID=8890

Classroom Behavior and Expectations Policy for Student Teachers: Student teachers must behave and
dress professionally when interacting in a public-school setting (classroom, district office, with parents,
teachers’ lounge, etc.). They are expected to arrive on time and treat all teaching requirements seriously.
Students must be respectful towards teachers, administrators, staff and students at their schools -- never
embarrass or diminish the dignity of any person in the school community, including parents and families. Be
aware of and sensitive to the values and expectations of the school and the community it serves. It is important
for student teachers to develop a close association with the mentor teacher; take advantage of his/her
professional knowledge and experiences while recognizing that the mentor teacher is the ultimate authority
within the classroom. Adjust to and make positive contributions to the classroom culture supported by the
mentor teacher rather than try to change it.

Chewing gum is not allowed at any time when student teachers are teaching, on assigned duties, or meeting
with teachers, other school personnel and parents. Best practice is not to chew gum on school premises or
during school activities off-site.

Turn off your cell phones while you are teaching and students are present in your classroom. Do not use
cell phone for calls or texting during class time or when on an assigned duty (e.g., bus, recess, lunch, etc.).
Also, be aware that many different people view social networks and that what you put on social media can
negatively affect your professional career during student teaching as you apply for teaching positions.

The classroom behavior policy outlined above applies to student activities outside of the classroom when you
are representing the Art Education Program and the University of Wyoming. Professional expectations are
explained more specifically in the Professional Code of Conduct – Professional Conduct Guide published by
the Professional Teaching Standards Board. http://wyomingptsb.com/wp-content/uploads/misc/PTSB-Code-
of-Conduct.pdf

COVID-19 Policies: Please follow the Covid policies and protocols for your district.

Syllabus Changes: I will alert you to any possible course format changes in response to UW decisions about
community safety during the semester.

UW Student Attendance Policy

UW will adhere to UW Regulation 2-108 Student attendance Policy and pre-service teachers must follow
attendance policies in their school districts.

Classroom Statement on Diversity: The University of Wyoming values an educational environment that is
diverse, equitable, and inclusive. The diversity that students and faculty bring to class, including age, country
of origin, culture, disability, economic class, ethnicity, gender identity, immigration status, linguistic, political
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affiliation, race, religion, sexual orientation, veteran status, worldview, and other social and cultural diversity is
valued, respected, and considered a resource for learning.

Disability Support: The University of Wyoming is committed to providing equitable access to learning
opportunities for all students and will make reasonable accommodations as provided by University Disability
Support Services. If you have a disability, including but not limited to physical, learning, sensory or
psychological disabilities, and would like to request accommodations in this course due to your disability,
please register with Disability and Support Services and provide documentation of your disability as soon as
possible to Disability Support Services (DSS), Room 128 Knight Hall. You may also contact DSS at (307)
766-3073 or udss@uwyo.edu. It is in the student’s best interest to request accommodations within the first
week of classes, understanding that accommodations are not retroactive. Visit the DSS website for more
information at: www.uwyo.edu/udss.
Academic Dishonesty Policies: Academic dishonesty will not be tolerated in this class. Cases of academic
dishonesty will be treated in accordance with UW Regulation 2-114. The penalties for academic dishonesty
can include, at my discretion, an “F” on an exam, an “F” on the class component exercise, and/or an “F” in
the entire course. Academic dishonesty means anything that represents someone else’s ideas as your own
without attribution. It is intellectual theft – stealing - and includes (but is not limited to) unapproved assistance
on examinations, plagiarism (use of any amount of another person’s writings, blog posts, publications, and
other materials without attributing that material to that person with citations), or fabrication of referenced
information. Facilitation of another person’s academic dishonesty is also considered academic dishonesty and
will be treated identically.”
For further information, please refer to UW Regulation 2-114 (Procedures and Authorized University Actions
in Cases of Student Academic Dishonesty).
Duty to Report:
I hope that you will feel comfortable coming to me with issues you may be struggling with or concerns you
may be having. If not, I encourage you to contact Professor Doug Russel, Head of the Department of Visual
and Literary Arts.

Please be aware that I have some reporting requirements that are part of my job requirements at UW. For
example, if you inform me of an issue of sexual harassment, sexual assault, or discrimination I will keep the
information as private as I can, but I am required to bring it to the attention of the institution’s Title IX
Coordinator. If you would like to talk to those offices directly, you can contact Equal Opportunity Report and
Response (Bureau of Mines Room 319, 766-5200, report-it@uwyo.edu, www.uwyo.edu/reportit). Additionally,
you can also report incidents or complaints to the UW Police Department. You can also get support at the
STOP Violence program (stopviolence@uwyo.edu, www.uwyo.edu/stop, 766-3296) (or SAFE Project
(www.safeproject.org, campus@safeproject.org, 766-3434, 24-Hour hotline: 745-3556).
Another common example is if you are struggling with an issue that may be traumatic or unusual stress. I will
likely inform the Dean of Students Office or Counseling Center. If you would like to reach out directly to them
for assistance, you can contact them using the info below or going to www.uwyo.edu/dos/uwyocares.
Finally, know that if, for some reason, our interaction involves a disruptive behavior or potential violation of
policy, I inform the Dean of Students, even when you and I may have reached an informal resolution to the
incident. The purpose of this is to keep the Dean apprised of any behaviors and what was done to resolve them.
Important Information:
The summary of Classroom Conduct and Behavior can be found in the “Classroom Climate and
Conduct” link in WyoCourses. It includes: the UW Classroom Behavior Policy, Classroom Statement on
Diversity, Academic Dishonesty Policy and Duty to Report and Substantive Changes to the Syllabus.

Student and Campus Resources:

DISABILITY SUPPORT SERVICES: udss@uwyo.edu, 766-3073, 128 Knight Hall, www.uwyo.edu/udss
COUNSELING CENTER: uccstaff@uwyo.edu, 766-2187, 766-8989 (After hours), 341 Knight Hall,
www.uwyo.edu/ucc
ACADEMIC AFFAIRS: 766-4286, 312 Old Main, www.uwyo.edu/acadaffairs
DEAN OF STUDENTS OFFICE: dos@uwyo.edu, 766-3296, 128 Knight Hall, www.uwyo.edu/dos
UW POLICE DEPARTMENT: uwpd@uwyo.edu, 766-5179, 1426 E Flint St, www.uwyo.edu/uwpd
STUDENT CODE OF CONDUCT WEBSITE: www.uwyo.edu/dos/conduct

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JOB SEARCH INFORMATION:

I. Job Preparation (These are suggestions not requirements)

A. Professional Portfolio. You will have your updated Teaching Portfolio on hand, but it is advisable
that you create a version of your portfolios that is streamlined for easy perusal during an interview and
indicates your unique and distinctive qualifications for a particular teaching position. It might include
the following:
o A one-page resume prepared for job interviewing or applications.
o A letter of reference from your mentor teacher(s) that is part of your final evaluation of
Residency.
o A current copy of your transcript if requested by the district.
o Copy of the final evaluation from your Residency.
o Images, with captions, showing active participation in your Residency classroom and
examples of student artwork.
o Special honors/recognition for professional development activities or academic achievements.
o Memberships/offices held in professional organizations.

B. Mock Interview. Practice interviews could be completed with individuals in your building who have
experience conducting interviews. These individuals could include the Principal, Grade-Level
Principal, or Department Head. The interviews should include an opportunity for the student teacher to
respond to and receive feedback about some of the questions commonly asked of job applicants.

Participate in a Teacher Job Fairs. Have your portfolio ready before the teacher fairs. UW Teacher Fair
dates are usually held in March, details will be forthcoming.
For more information about the 2023 UW teacher job fair, contact the Teacher Education and Advising Office
at edquest@uwyo.edu or 766-2230.
For jobs in Wyoming: The Wyoming School Board Association, K12 JobSpot, and Teach for America.
For jobs around all states the U.S. (including Wyoming): The NAEA (National Art Education Association)
has a job board for members.
Also, check the UNC’s Teacher Employment Days website for the dates of their events and important
information about how to prepare for a teacher recruitment event.

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Please 'ill out the information and sign the Syllabus Agreement From on the next page and post it
on Canvas for our January 18th meeting at 6:00.

Student Teaching Information:

First Placement:
Teacher: Becca Watson
rwatson@acsd1.org
Laramie High School

Second Placement:
Teacher: Jordan Sauer

jsauer@acsd1.org
Harmony Elementary School

Syllabus Agreement Form

ART 4810-4820 Residency for Student Teaching
Spring 2023

My signature below indicates that I have read and understand the Handbook for Student Teachers, the course
syllabus, and class schedule. I understand the class policies, expectations and rules as stated in the syllabus and
WyoCourses links. I understand that the University of Wyoming Substantive Changes to Syllabus Policy
states that “This syllabus is a guide. Circumstances may alter the reading and/or test schedules. You are
required to check WyoCourses and your email at least once a week.”

By signing this form, I agree to comply with the policies listed in the Student Handbook and course syllabus
and accept the terms and syllabus for this class AND all requirements for student teaching. I have kept a copy
of this signed form to keep for my own records.

Student Signature___________________________________________________________________

Student Name Printed: Amanda Chism _______________________________

Date: 01/18/23 Student Email: achism2@uwyo.edu

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 Table of Assignments and Activities

Assignments Descriptions

Signed agreement re See this assignment description in WyoCourses. It is due (posted on Canvas) by
reviewing the course our Wednesday Meeting at 6:00 on January 18th.
syllabus and student
teaching handbook

Formal Lesson Plan The guidelines for this project are posted on Canvas.
Project
Submitted on You will create, teach, and collect artifacts for one lesson plan during the first 8
WyoCourses weeks of their residency. Then, you have the first two weeks of your second
residency to finalize the project.

Due: Monday March Please check all requirements for the Formal Lesson Plan Project on Canvas. The
13th. following is a summary of the project. It will include:
• A written lesson plan that MUST be written with the Art Education lesson
plan template. The template is found on Canvas.
• You must create a high-quality exemplar (college level) of the art making
element for the lesson plan.
• “Artifacts” of student work with rubrics and the assessments for that work.

This lesson plan project must be based on a lesson that you teach during your
residency. The subject of the lesson and how it is taught is entirely up to the mentor
teacher in consultation with you. This may be a lesson plan that already exists in the
curriculum, it may be an idea that you develop collaboratively with the mentor
teacher, or your mentor teacher may allow you to develop the idea with his/her/their
prior approval.

You must achieve a minimum of 80% to pass the Formal Lesson Plan Project. If
you do not pass, will remediate, and re-submit the project.

Please start on this project soon after you begin your first residency and work with
your mentor teacher regarding how to plan for manage and implementing this
project. You will be expected to create your own schedule for the project and
scaffold the tasks required to get it done.

Informal Lesson You will also write and submit informal lesson plans for UW Supervisor visits.
Plans for UW These LPs will be due before the supervisors’ visits so they will know what your
Supervisor Visits learning objectives are for the lessons you teach when they visit. The format of
these lesson plans will require a minimum of standards, learning objectives and
assessments – any other required elements are at the discretion of your UW
Supervisor.

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Reflection Journals Entries in the Re#lection Journal should be completed a minimum of 3 times
per week to be started the week of January 9th, 2023. The format must be
Submitted on Canvas: electronic as a digital document or a blog (no Google documents please!).
• Feb 15
Observations should include a discussion of strengths and challenges of lessons
• March 22
• May 1 taught. Think about how you are using assessments, differentiation and
strategies that help you get to know your students. Also include any behavior
issues or other things that come up are appropriate to note. RePlections might
also include thoughts on discussions with the mentor teacher. Feel free to
include images of student work or students working (with permission).

Students must also complete one to two-page reflections on observations of other

teachers, any seminars attended or other professional development experiences and
include them in the Reflection Journal.
Note: All entries should include the time and date for each reflection and must be
clearly labeled as either your elementary or secondary placement. The Reflection
Journal is considered the property of the student teacher, not necessarily viewed by
the mentor (this is the student’s choice) or UW supervisor.

Observations in Observe teachers in one subject area different from your own and at least one other
different subject district art teacher for each of your eight-week placements. Write a one-to-two-
areas or other art page reflection for each observation. In your discussion, be sure to make
classrooms applications and connections to your own teaching. Observations should be clearly
Recorded in your marked and dated with information about where you were. These observations will
Reflection Journal be recorded in the Reflection Journal and graded when it is turned in for monthly
assessments.
Seminars and Student teachers are required to attend and participate in district seminars and
Professional professional development events. Attendance at these seminars provides
Development opportunities for art education student teachers within the visual arts and in all
Experiences content areas to meet and discuss common topics. Please take notes on any of these
meetings that you attend. Include reflections on how the themes of these PD events
might impact and connect to your own teaching. The dates, titles and themes of
AND these meetings should be clearly stated.

WYAEA Conference February 24 and 25

Recorded in your
Reflection Journal

Monthly meetings Meeting Zoom = https://uwyo.zoom.us/j/95401810530

with Professor Frye
From 6:00 – 8:00 on Examples of what will be covered in our monthly meetings include (but are not
these dates: limited to) some of these topics:
1. Student questions and concerns.
• January 18
• February 15 2. A review of UW Supervisor evaluations.
• March 22
• May 1 3. The National Art Education Association (NAEA) Standards for
Teachers.
• Discussion of Capstone Projects.
4. Applying for WY state teacher licensure.
5. The Professional Code of Conduct – Professional Conduct Guide
published by the Wyoming Professional Teaching Standards Board.
http://wyomingptsb.com/wp-content/uploads/misc/PTSB-Code-of-Conduct.pdf

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Mentor Evaluation The mentor teacher evaluates the outcomes that the student teacher must achieve to
of Student Teachers successfully complete the student teaching residency. This is assessed with the
See pages 22 and 23 Student Teacher Evaluation Rubric that is found on p. 23 of the Student Teaching
of the Student Teacher Handbook. Follow all the guidelines in the Student Handbook regarding how to
Handbook for the track your progress and develop this assessment in collaboration with your mentor
rubric and guidelines. teacher.

PLEASE NOTE: Mentor teacher evaluations for student teachers will be done
through the Smartsheet system. Mentor teachers will receive an email one week
before the midterm and final evaluations are due. The evaluations are done online
via the information and link in your Smartsheet email. After an evaluation is
completed, the mentor teacher, student teacher, and Professor Frye will receive a
copy of the assessment. I will notify your mentor teachers when the system is up
and to let them know to expect the Smartsheet email.

Last year was the first year of using the Smartsheet system and there were a few
glitches (we think we’ve taken care of them), but it was overall very effective and
much easier for everyone.
• To achieve a grade of Satisfactory for the midterm outcomes, student teachers
must achieve D’s (Distinguished), P’s (Proficient), and B (Basic) ratings of the
criteria.
• To achieve a grade of Satisfactory for the final outcomes, student teachers must
achieve D’s (Distinguished), P’s (Proficient) with no more than three B (Basic)
ratings of the criteria.

All this information and the deadlines for submitting these assessments are in the
Student Teacher Handbook.

Note: If a student has not had experience with a particular criterion in the rubric,
the criterion will be marked N/A.

UW Supervisor and UW Supervisors evaluate student teachers using the College of Education
UW Faculty evaluation forms. Supervisors may add additional information in a student’s file as
Supervisor needed.
Evaluation of
Student Teachers PLEASE NOTE: UW Supervisor evaluations for student teachers will be done
through the Smartsheet system. The evaluations are done online via the information
and link in your Smartsheet email. After an evaluation is completed, the
supervisor, student teacher, and Professor Frye will receive a copy of the evaluation.

Supervisor visits to students’ classrooms are planned for 3 times per semester
during the weeks of: 1) January 30 or February 6; 2) March 6 or 13 (ACSD has
spring break during the week of March 13, so a supervisor visit may be schedule
early in the week of March 20th); and 3) April 4 or 10.

Last year was the first year of using the Smartsheet system and there were a few
glitches (we think we’ve taken care of them), but it was overall very effective and
much easier for everyone.
Capstone Project The guidelines for Capstone Project Video are posted on WyoCourses.
Video
Due: April 17

Final Versions of As the final requirement for the course, you must update your Teaching Portfolio
Teaching Portfolios and post it on WyoCourses. You will be expected to add your most successful lesson
plans (which may replace some of those from other courses) and update any other
Due: May 1 information for the different elements of your Teaching Portfolio.

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