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ERIC Number: EJ940022
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1541-1796
Professional Development for Teaching Artists: A Sampling
McCaslin, Greg; Cohen, Madeline
Teaching Artist Journal, v2 n1 p4-11 2004
It is generally known that professional development for Teaching Artists varies widely. Offerings range from the most basic of orientations to a sponsoring organization's procedures and expectations, to more sustained experiences that may address school culture, principles of youth development, models of arts education, learning standards, classroom management, effective teaching strategies, collaboration, program evaluation and the assessment of student achievement. Many programs prescreen artists for experience working with young people. In some cases, artists engage in regular peer review and exchange, while in others, their work is monitored periodically by staff from the sponsoring organization. Professional development formats include periodic sharing sessions, half day seminars on specific topics, week-long institutes as well as semester-long (or longer) credit bearing courses. The shape and content of the professional development is generally a function of the sponsoring organization's mission, goals, objectives and resources. This article presents a draft outline that reflects a sense of what might be expected in an effective professional development program for Teaching Artists.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; New York; Virginia