Meeting with Paulus Dec 16, 2014

Reviewed Chapter 1

Chapter 1 builds the case for the study. Start broad with National climate of evaluation and some history, connected to NCLB, move to TN, TEAM, art teacher evaluation. Add in the role of discourse/talk- just a little to begin an introduction to DP. The rest of DP should be in Chapter 2.

Chapter 1 is the "so, what" of the dissertation. Chapter 2 goes into detail based on Chapter 1. Include theoretical framework in Chapter 2.

Since there are only 2 articles on effective art teaching, I will need to look at related fields- teacher effectiveness and other disciplines (other fine arts.) This creates a gap in the literature, but why is this a problem for ed leadership/admin? This goes back to the culture of evaluation, need to identify effective teachers.


Statement of the Problem

• add citations

Purpose of the Study

•  The purpose of this study is to examine how art teachers an effective art educator is.
• The purpose of this study is to examine effective art educators 
• Use Creswell's script:  The purpose of this study is to (explore/discover/understand/describe) (the central phenomenon) of/for (participants) at/in (research site).

Research Question(s)

• How do art teachers construct effective art education?
• What aspects of supervision and evaluation do teachers make relevant?
• Move the 3 analytical questions to Chapter 3.

Data Collection

• Use EAFG group that is already in existence (natural talk)
• 3 groups, one elem, one middle, one high. Current teachers in TEAM schools.
• Facilitator keeps group on track. Has starter questions.
• Possible questions: What does a good art class look like? What is a good art program? What is a good art educator network? (Possibly use the NAEA Art Educator Standards to guide this.)

Supervision and Evaluation

• The TEAM process is described as a supervisory model in that it includes words like "coaching" "pre and post conferences" "growth." However it is an evaluation model in that teachers receive a score that is connected to tenure and their job status. 
• Compare what teachers say with the TEAM rubric and the NAEA Art Educator Standards. What aspects of supervision and evaluation do teachers make relevant?

Next Steps

• Review chair's other dissertations.
• Create a Chapter 1/2 outline. These should be similar. 
• Read Rachel Gabriel's article on TEAM discourse.
• Read focus group book by Potter and ?
• Create possible facilitation questions- have a pilot group to fine tune facilitation