"School Art in an Era of Accountability: New Art Teachers and the Complex Relationsof Pubic Schools" (2018) explores the role of art teachers within the school structure in the era of accountability and the implications this can have on new (within their first five years) art teachers. Hanawalt (2018) explores a small group of new teachers and their experiences with teacher evaluation models, Student Learning Objectives, interactions with administrators, and new teacher induction programs, and what often seems to be a misalignment between those and the needs of the new art teachers.
For many new art teachers, they fall into the routine of “compliance as professionalism” to appease the needs of accountability measures, rather than refining and improving themselves as art educators. The research suggests that many art teachers will allow their own pedagogy to take a back seat in order to be viewed as a “good art teacher”, one who supports the “core” teachers by allowing students and teachers a break from the school routine, and beautifying the school. Although new teachers may find it difficult to define their role within a school at first, due in part to the probationary status of their new positon, in time, many new teachers are able to refine their practices and role.
Questions to Consider:
What supports can administrators put in place to help support new teachers in specialized roles, such as the arts, where they are often the only teacher of that subject area in their school?
What can universities do to better prepare new teachers in navigating art education theory with the accountability practices of schools?
Hanawalt, C. (2018). School art in an era of accountability: New art teachers and the complex relations of pubic schools. Studies in Art Education, 59(2), 90-105.
Ellen Cook is a visual arts teacher for grades 3-5 at Lakewood Local School District and is currently studying School Administration at Capital University.