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INDICATORS OF A STRONG EDUCATIONAL THEATER PROGRAM

• Content structure in accordance with national, state, and district fine arts standards

• Collaboration involving artists, actors, designers, stage managers, and educators

• Student creativity and follow-through responsibility

• Student leadership

• Strong support and positive feedback from student body, faculty, administration, community, and district

• Inclusion of individuals of all backgrounds, cultures, abilities, and orientations

• Project-based experiential learning

• Leadership by a highly qualified theater educator

• Efficient use of classroom and rehearsal time

HIRING A QUALITY THEATER EDUCATOR

Here is a detailed list of suggestions for hiring a quality theater educator.

• Include current theater educators in the hiring process
• Require a portfolio of the applicants' work and experience, both in theater and with students
• Check for understanding of the fine arts standards, classroom management, rehearsal processes, lesson planning, and arts education philosophy
• Check references - one of the most critical needs when hiring a qualified theater teacher

The theater educator you choose for your program must be highly qualified with a bachelor's or master's degree in theater or theater education; experience as a professional actor or stage technician is not enough. The art of teaching theater must include students' intellectual, emotional, physical, and cognitive development, and performance skills don't equate to teaching capability. An applicant relying on experience must have professional development as an educator. Recognizing the personal influence a theater instructor may have, also look for qualities you would like to see emulated by your students in the program.

In areas where a highly qualified theater educator is not available, administrators must provide tools, materials, and compensation enabling the educator to become endorsed in teaching theater. The UACTT organization and the USOE can provide resources for educators seeking endorsements.

ADMINISTRATIVE SUPPORT OF THEATER EDUCATORS

A vital component of a successful theater program is the support provided by the administrative team. Hiring a quality educator is simply the first step. Once your theater educator is in place, consider the following:

• Provide a mentor for them in the building.
• Seek out the district arts coordinator and notify them of a new hire.
• Discuss expectations regarding budgets, performances, and auditorium expectations.
• Attend their classroom, especially before and after a performance. Wishing the teacher and their students "break a leg" is actually a good thing!
• Maintain classroom size. It can be dangerous when too many students are put into a theater class. Discuss what is manageable with your theater teacher.
• Attend performances! This is where you can see the effects of your theater educator's work. Also, when the community sees you at a performance they know it is important.

Assessing a Theater Educator or Program

What weight should be put on recognition, accolades, and trophies?

While being recognized for excellence in theater arts is important, the success of a theater educator or the validity of an educational theater program should not hinge on whether a trophy is awarded. There are many opportunities throughout the state for theater programs to be recognized for outstanding achievement. Those accolades should be acknowledged and celebrated!

Realize, however, that wonderful opportunities for learning are happening in your theater department even without those awards. The best way to assess the effectiveness of a theater program and a theater educator's effectiveness is to spend time in theater classes and at rehearsals with the teacher and students.

Understanding State Theater Standards

Being familiar with the state theater standards will aid you in assessing, developing, supporting, and maintaining a high-functioning theater program at your school. Evaluating student work in each of these areas will aid you in assuring the theater educator is focused on standards in the classroom. The fine arts standards are comprised of four strands:

SUPPORTING THEATER EDUCATORS PROFESSIONAL DEVELOPMENT

Skills Acquired by Participation in a Quality Educational Theater Program:

• Collaboration and team work
• Communication
• Self-esteem
• Public speaking
• Concentration
• Focus
• Problem solving
• Awareness of humanity in yourself and others
• Understanding of the world and your position in it

A 21st Century Theater Environment

A well-equipped theater classroom/theater will contribute more to educating the student than most realize. Access to adequate classroom and rehearsal space, manageable classroom sizes, correct and up-to-date technical equipment, scripts, costumes, props, materials for set construction, and technology for research and analysis. This access will supplement classroom learning, and enable the teacher to meet standards in creating, performing, responding, and connecting to theater.

Theater students need a designated performance space and time. Performances are summative assessments that show what knowledge and skills the student has acquired in the theater classroom. The space provided must be clean and safe for student performers and audience members to enjoy the performance.

Data Collection

Educators can and should provide data as evidence of student learning. Theater educators are required and equipped to teach national-, state-, and district-level standards. Clear and concise rubrics with clear definitions and measurable data should be compiled. Growth can be chartered and eventually proven in well-prepared products, which might range from performances to aspects such as analysis, script writing, and design.

Utah Theatre Association (UTA)
The Utah Theatre Association holds an annual conference providing secondary education students and teachers opportunities to expand their knowledge of theater, connect with theater peers and professionals, and celebrate creation of educational theater.

Utah Advisory Council of Theatre Teachers (UACTT)
Utah Advisory Council of Theatre Teachers strengthens educators across the state of Utah through professional networking and development, training, and communication. UACTT provides regular professional development opportunities and a yearly conference focusing on workshops, professional training, and collaboration. UACTT Outstanding Theatre Educators of the Year awards are presented to novice, master, and sterling theater educators, nominated by their peers.

The Educational Theatre Association
The Educational Theatre Association's Professional Development Intensives (PDIs) programs consist of one or two day interactive, hands-on opportunities for theater educators to develop their arsenal of professional skills on a specific topic. Topics range from directing a musical, to curriculum development, to stage lighting.

EdTA's PDI seminars also allow attendees to advance a graduate degree or earn credit required for continuing education.

The PDI program is typically run in conjunction with other Educational Theatre Association events, such as the International Thespian Festival or the EdTA National Conference. Attendees can minimize their time out of the classroom, maximize their budget for professional development, and allow for wider networking opportunities.

American Alliance for Theatre and Education (AATE)
Membership in AATE brings you face-to-face with new people, new plays, new techniques, and new contacts in the world of theater and education. Join a national and international network of top professionals, scholars, and students who share a passion for stimulating young people and communities through the theater arts.

AATE Annual National Conference
The field's most talked about conference, where theater-specific artists and educators exchange expertise in an atmosphere of fun, warmth, and professionalism unmatched anywhere. Members are offered a discounted registration rate.

AATE Networking
AATE brings you networking on a grand scale - through thrilling special interest projects both online and in person - as well as special networking access to the Arts Education Partnership (AEP), Americans for the Arts (AFTA), and other important organizations such as ATHE, TYA/USA, EDTA, CTFA and more. Your AATE member email updates flag just what you need, when you need it, and you're always in touch with key people to make things happen.

AATE Annual Symposium
AATE teams up and co-presents an annual symposium with different theater organizations, where theater artists and educators can discuss a particular subject. Symposiums provide hands-on workshops, collaborative opportunities, panel discussions, performances, and so much more. Leave with practical tools and gain skills that can benefit your workplace and community. Members are offered a discounted registration rate.

AATE Resources and Programs
AATE brings you access to unique funding opportunities; lesson plans; production photos; online forums; searchable member lists; online career postings; and innovative, groundbreaking programs, such as Theater In Our Schools (TIOS), Playwrights In Our Schools, the prestigious AATE Leadership Institute, arts and research awards and scholarships, and much more.

AATE Online Workshops
AATE's online programming aims to provide professional development opportunities to theater educators through interactive sessions with experts in the field. Workshops are accessible via the internet and can be attended synchronously or asynchronously. CEU's are offered for all workshops, these can be used for recertification or credit; certificates of attendance are provided following the completion of the workshop to certify these hours.

INDICATORS OF A STRONG EDUCATIONAL ARTS PROGRAM

Centers around the Utah State Core Standards in Visual Arts. Four major standards are included: create, present, respond, and connect. Creating should be the core component to any art classroom, but a successful art program should include the other standards as well: opportunities to share their work with others, present it in an organized way, respond to others’ work and connect with their classmates. Good art programs help students connect art projects with their world and develop critical 21st century skills that will prepare them for the future.

Encourages artistic innovation as well as skills. Art skills are taught, not as ends in themselves, but to equip students to create innovative and original works of art. A strong program allows each student to explore his own artistic voice through a variety of media, styles, and genres. Students’ desire to take more classes, diverse student portfolios, and their preparation efforts toward post-graduation programs are all indicators of a strong visual arts program.

Teaches students life skills and develops learning dispositions. A successful art room is a place where deeper learning skills such as creativity, critical thinking, communication, collaboration, citizenship, and character are taught. These skills are essential for life and can be utilized in any situation or career. Whether a student becomes an artist or not, each individual should be taught in a way that develops empathy, personal exploration, connection with others, work ethic, and other 21st century skills.

Teaches literacy skills. Students need to be taught visual literacy: the ability to recognize, interpret, and create their own visual communication. Artists use elements of art and principles of design, color theory, and typography to design products, logos, and media that touch every aspect of our lives. In art classes, students not only learn how to express information, ideas, and emotions in traditional media, but also learn how to use technology such as photo editing software, graphic design programs, video editing programs, etc. to communicate in an aesthetic and powerful way.

Must be directed by a highly qualified art instructor. Art should be taught by someone who is an expert in both visual arts and educational pedagogy; the individual must be certified with a teaching license.

Receives support from a strong professional learning community that fosters professional development. Art teachers who collaborate with other professionals become more effective teachers, learn new content, share ideas, and rekindle their passion for art and for teaching. Professional development can be facilitated within school departments, districts, and online forums, as well as statewide or national organizations. A teacher who collaborates avoids stagnation and continues to progress.

Obtains support from the school and community. A successful art program requires a committed investment from the school administration that will support additional art classes by hiring more teachers rather than simply overfilling classes. Strong programs showcase each teacher's interests and strengths, encouraging each to contribute ideas for new classes. A successful program needs appropriate and safe classroom spaces equipped with materials required for the subjects and skills taught. Supporting art shows both within and outside of the school allows students to be recognized for their work and encourages the community to feel involved.

Includes and respects all abilities, genres, cultures, sexual orientations, religions, and races. The art room should be a safe space for students of all cultural backgrounds and experiences - a place where students of all abilities are given opportunities to learn and improve.

STRATEGIES FOR HIRING ARTS EDUCATORS

Include the current art teachers in the hiring process. The art teachers who will be working with the new hire can recognize the artistic ability of the applicant and provide insight into situations that might be specific to the position being filled. Involving the other teachers also shows whether the applicant will get along, both personally and professionally, with the rest of the educators in the department.

Have the art applicants bring a portfolio of artwork and describe their own artistic habits and experience. At the secondary level, students must respect their art teachers, not only as educators, but also as artists, in order to build relationships of trust. An applicant’s portfolio reveals her skill level, media preferences, experience, style, and interests, showing ways she will contribute to the school and if she will be a good fit for the department. Some strong educators are weaker artists, and some highly capable artists are weaker educators; administrators need to find one who is strong in both areas.

Prepare some questions you might want to consider in an interview.

• What are some procedures you will teach your students in the first few weeks as you set policies and procedures for classroom management?

• How do you give feedback to students in timely and meaningful ways?

• What do you think a good art program should look like?

• How do you anticipate that collaboration will help you as a teacher? What things do you feel you need help with right now?

• Do you belong to any professional organizations? Were you involved with student extracurricular organizations in high school or college, particularly pertaining to art?

• How do you feel you can foster creativity and self-expression in your students?

• How are you going to engage students who feel like they are not artists, the ones who are only in your classroom for a credit? How can they feel successful?

• Describe a lesson you have taught that you consider particularly successful?

• How do you conduct critiques in the classroom? How do you give students opportunities to communicate with each other about their ideas and finished artwork?

• What have you created recently that matters to you? Why does it matter to you?

Interview the applicant's previous administrator, cooperating teacher, or other references. An applicant’s charisma, communication skills, artistic ability, and classroom ideas can be apparent in an interview; however, it is wise to also learn how the applicant gets along with others, including co-workers and students, along with general reactions from someone who has actually observed the individual teach.

PROFESSIONAL DEVELOPMENT FOR ART EDUCATORS

Utah Art Education Association (UAEA). The main professional community for art teachers in Utah is the Utah Art Education Association. UAEA connects all art educators in the state, from elementary to higher education, including both public and charter schools. UAEA hosts two conferences a year (spring and fall), which provide keynote presenters and workshops on a variety of topics. The fall conference is usually focused on art making: teaching art teachers new media and processes and giving them time to create artwork of their own.

The spring "Art in the Sun" conference holds a pre-conference event on the Thursday preceding the conference. During the Paint Out (painting) and Throw Down (ceramics) events, a professional artist teaches a lesson and then the teachers create their own pieces. Teachers have an opportunity to find renewal in making art, not just teaching it. Friday begins with a keynote presenter, and then splits secondary teachers into content-specific networking PLCs and sends elementary teachers to the Share Fair to exchange project ideas. Dozens of workshops address a wide variety of topics: introductions to new media and processes, ways to incorporate art history, discussions about pedagogy, ways to use technology in the classroom, and use of helpful teaching resources, to name just a few. Administrators can support their art teachers attending these conferences by providing assistance with subs, travel, and conference registration fees.

UAEA offers valuable opportunities for people across the state and across content areas to connect and support each other. Its website informs teachers about professional development opportunities, grant opportunities, online resources, and art competitions/events such as Youth Arts Month. UAEA is also developing more online resources, such as webinars to reach out to those who can't attend the conferences in person. UAEA runs an awards program that recognizes great teachers across the state and nominates them for national awards. Another mission of UAEA is to advocate for the arts across the state by promoting the good things happening in the arts and bringing up issues that members should be aware of. UAEA also provides opportunities for leadership and networking through participating in one of the numerous committees that function within the UAEA board. To learn more, visit the website at uaeaarted.org.

Mentoring. A new teacher must have a mentor to help him through his first year of teaching at a new school, helping him to learn how to motivate students, avoid pitfalls, plan out a curriculum, and utilize effective classroom management, as well as encouraging him when things get hard, etc. New teachers need to feel like they have an ally and a friend at the school.

District Collaborations. If possible, provide teachers a scheduled collaboration time with other teachers in the same content area. Most art teachers are the only one in their school to teach their specialty; opportunities should be created for these teachers to collaborate across the district or state. For example, a ceramics teacher will gain more from collaborating with a ceramics teacher from a different school than from working with her in-school colleague who teaches oil painting. Professional development is more likely to occur if built into the schedule during contract time.

Utah Division of Arts and Museums Grants. UDAM encourages professional development for teachers by offering Arts Learning Grants, which provides funds for educators to invite artists to partner with their students for specific projects. UDAM also offers Teacher Initiated Project (TIP) grants, allowing a teacher to study with a professional in any area of the fine arts either one-on-one or in a small group. Thus the teacher is able to develop his own skills and passions. These grants can be found at https://heritage.utah.gov/utah-division-of-arts-museums/grants

Utah Teachers of Art History (UTAH). The Utah Teachers of Art History (UTAH) is a professional learning community for art history teachers, which is affiliated with UAEA. Art history is often taught by history or English/ Humanities teachers. The goal of UTAH is to connect art history teachers with each other so they don't feel so isolated and to encourage them to share resources and best practices. A Google Drive folder has been set up to share lesson ideas, assessment questions, review games, articles and video resources, etc. UTAH has also partnered with the University of Utah to provide numerous content-specific lectures to educate teachers about the complex and varied works of art found within the curriculum. UTAH continues professional development by ensuring that art history workshops are included in all UAEA conferences. https://utaharteducation.weebly.com

Evening 4 Educators (E4E). The Professional Outreach Programs in the Schools (POPS) funds the Evening 4 Educators events. These opportunities are sponsored by the different art museums across the state. Each E4E lasts three hours, usually from 6:00-9:00, and offers two to three breakout sessions that might tie in with a particular exhibit. Teachers can count these hours for relicensure points. www.smofa.org/e4e.ph

National Organizations: Art Teachers can access quality professional development opportunities by joining national organizations such as the National Art Education Association (NAEA), www.arteducators.org, or the National Council on Education for The Ceramic Arts (NCECA) https://nceca.net. In addition to providing conferences, these organizations offer webinars, resources, lesson plans, advocacy materials, etc.

OPPORTUNITIES FOR STUDENTS IN THE VISUAL ARTS

Portfolios, Art Shows, Scholarships, Competitions

All-State High School Show at Springville Museum of Art. Each year in February and March, the Springville Art Museum hosts the All-State High School Show for juniors and seniors. Each school is allocated a certain number of entries based on the school population and previous success. This show is professionally juried; acceptance is an honor. Visiting the exhibition allows students to see accomplishments of their peers across the state. For more information visit smofa.org.

Springville Art Museum Portfolio Review Day. On a Saturday in the fall, high school seniors are invited to bring their portfolio and meet with representatives of art programs across the state and country, learning about different programs in the state, receiving professional feedback on their own artwork, and becoming familiar with visual arts scholarships. www.smofa.org/portfolio-day.php

Youth Arts Month (YAM). March is the NAEA/UAEA-sponsored Youth Arts Month, during which each school is invited to join in advocating for the arts in that month specifically. YAM also sponsors a flag design competition. The winning designer receives a cash prize along with art supplies, and their design is made into a flag to represent Utah at the NAEA convention. https://www.arteducators.org/news/articles/10-youth-art-month-yam

UAEA Catherine Ford Scholarship. Each year, UAEA invites high school seniors who are interested in pursuing art or art education in college to apply for the Catherine Ford Scholarship. To raise funds for this scholarship, art educators donate their own artwork to be auctioned; one or two scholarships are awarded according to the amount raised. Scholarship applicants are selected based on a personal essay, their artwork, and a teacher recommendation. http://uaeaarted.org/event/catherine-ford-student-scholarship/

COMPONENTS OF A QUALITY VISUAL ARTS PROGRAM

Quality Teachers. The most important aspect of a quality art program is a teacher who will provide stability and enable an art program to grow. Passionate teachers attract students to their classes and motivate students to take additional art classes. It is much easier to build a program if a teacher is full-time rather than half- or part-time. If the position is not attractive, it will be hard to retain great teachers necessary to make a program successful.

Manageable Class Sizes. Art classes provide opportunities for nearly all students to feel successful. However, when the class is too full, teachers have difficulty managing the number and giving personal attention to each student. Administrators are advised to have a discussion with each art teacher to see how many students the physical environment can accommodate: including the size of the room and the number of seats available, as well as the number of computers or other equipment that can be provided. As students with special needs, language challenges, and behavior issues can find success in art classes, many students needing accommodations are likely to be enrolled. If an art class has a high percentage of students needing special consideration, additional art teachers may be needed.

Properly Equipped Classrooms. Every art teacher should have her own classroom equipped with a large sink for art production and cleanup (multiple sinks encouraged), as well as sufficient storage space for art materials and student work. A ceramics classroom should have sinks with a clay trap to prevent the pipes from clogging with clay, as well as a ventilation system designed to suck dust particles out of the air. (Exposure to clay dust year after year is a health hazard for a ceramics teacher.) The kiln (or kilns), which must meet OSHA standards, should have a separate space with plenty of ventilation in a different room from the one where students work.

Materials. As art supplies are expensive, the lab fees must be sufficient to cover the art teacher's basic needs. New art teachers might need administration help in setting up a basic classroom and getting a class set of materials such as paint, brushes, colored pencils, etc. Some materials including paper, clay, and tape are used up quickly and must be frequently replenished, but other materials can be used several years after the start-up purchase. Administrators need to recognize that materials for some classes are much more expensive than for others depending on the media required. The administration should also be willing to allocate funds to purchase and maintain more expensive items such as printing presses, mat cutters, ceramics wheels, kilns, computers, cameras, etc.

Displays and Galleries. The state core standards include presentation, so displaying student artwork is an important component of a successful program. Ideally, schools would be designed with built-in display cases or gallery space built right into the building. If these are not available, wall space can be designated in the hallways or a common area for student artwork. Portable display boards such as Pro Panels can be set up in the hallways, library, or commons area to put together an exhibition. Administrators can show support by purchasing permanent student and professional artwork for the hallways, media center, office, and/or classrooms.

Art Shows. An authentic motivation for art students is to display their work in art shows. Because many shows require the artwork to be matted and framed, the art department should have financial support available to purchase the mat board and frames.

Support. Art teachers need the support of their faculty and administration. Art teachers and custodians should be able to work together to keep a clean and safe environment. Art teachers must feel that their administrator values the arts, including their subject specialty, and their hard work in teaching. Administrators can show support by highlighting the art department's achievements, giving art teachers the resources they need, and supporting their art teachers' professional development.