Learning: The Early Professional Perspective

I am now entering into my third year of teaching, and I admit I notice things are starting to get a little easier.  It may be attributed to knowing my responsibilities, being familiar with my schedule and lessons, and even finding more time to prepare new lessons.  I actually I enjoyed being in the mentor’s shoes by helping first year teachers know the schools a little better.

Since I have been in my district for a few years, students are becoming more familiar with my classroom rules and settings.  They know how I will introduce the projects, and they anticipate any art club experience I can offer.  I am always proud to see my students using their prior knowledge in their projects and reflections!  I also cannot get enough of my students’ discovery moments in the classroom.

As I sat down to focus on what to write about, I realized that this was my current stage in my teaching career: the early professional.  I would love to share with you what I have done to work on my personal growth and continued learning as an art educator.  If you have any advice to give or stories to share, I encourage everyone to visit the  Early Professionals Forum at http://www.facebook.com/home.php?#/group.php?gid=2260283852.

Room for Refinement. In the past, the art department in my district had started collecting evidence for a set art curriculum that all art teachers may use.  We agreed that the curriculum was ever changing, leaving room for new projects and revised lessons.  This year, I am going back and fine tuning lessons that I felt had room for improvement.  Maybe a project was too short/long, or maybe you may want to try some new materials for a final product. 

"Silly Situations" inspired by Terry Border's "Bent Objects," 2009

Stronger Collegiality with Peers. I enjoyed getting to know four different teams of teachers in my district, and you may be in a similar situation.  Not all situations can be 100% perfect.  I would recommend getting to know those co-workers a little better.  Stop by their classroom and ask what the students are learning that week.  Maybe you can offer a joint lesson to integrate ideas.  I’ve always enjoyed creating history based projects with my 5th and 6th grade classes that parallel to their studies in the classroom.  Are there reading specialists in your school?  Try to team up with them on a joint unit combining the literacy component with the visual arts.    There are so many possibilities available when working with your peers.  You are not just the “art teacher” in your school; you are a member of their team.

Stained Glass Project, 2009

Involvement with the Community.  Now that I am more familiar with the area I am teaching, I am aware of where I can go to share the students’ work.  In my community, I have been able to show off the student work at the Village Hall and Board Meetings.  You may want to research into your town:  Is there space to share at the village library?  Are there local businesses available that are interested in showing student work?  Better yet…have you ever contacted parents to come and share their knowledge in your classroom?  These are all questions I am asking because I am also interested in branching out to advocate the arts in my area.  Even if you’re in museum education, it is always a positive idea to share your passion for the arts with the community.

4th Grade Community Quilt Project Inspired by Faith Ringgold, 2009 

Reflection of Research.  Have you been collecting evidence from one of your lesson ideas?  Are you interested in sharing your ideas?  Now would be a good time to take the role of the presenter.  Contact your state and national art organizations and find out what you can do to present your ideas.  Creating a presentation is a wonderful way to increase your professional development needs, fine tune your presentation skills, and receive feedback from your studies.  Presentations have always been my favorite part about the NAEA conference.  There is so much to learn from and bring back with you for your own classroom.  I feel confident in sharing this because I have not only attending many presentations; I have also presented ideas at the state and national level.  I love the feedback I had received and I have used many ideas to help fine tune lessons and research.

Touch Base with your University Team.  I enjoy keeping contact with my peers from college.  We had stuck together as a team while forgoing graduate school and moved onto our different paths after graduation.  I always want to know what they have been doing and what future plans are ahead.  In a sense, this suggestion is a reflection of our personal growth.  Sharing your achievements with your peers is a great way to continue encouraging our passion for teaching in the field of art education.

In this stage, I am still learning.  I am learning how to balance my priorities and home with a baby, I am learning how to balance my time at work, and I am learning how to enhance my professional development.  As each year progresses, we continue to learn how to balance our personal duties and professional growth.  It’s a never-ending cycle that helps us to define who we are as educators.

-Heidi O’Hanley