DOCUMENT RESUEE

ED 055 092 TE 499 812AUTHOR Heilman, Horace F.TITLE Legal Certification Requirements to Teach and

Supervise Art in the Public Schools of the Fifty (50)

States and the District of Columbia. Final Report.INSTITUTION Kutztown State Coll., Pa.SPONS AGENCY Office of Education (DREW), Washington, D.C. Bureau

of Research.BUREAU NO BR-5-8-286PUB DATE Mar 67GRANT OEG-6-10-036NOTE 32p.

EDRs PRICEDESCRIPTORS

MF-$0.65 HC-$3.29*Art Teachers; *Beginning Teachers; *Public Schools;*State Legislation; Surveys; *TeacherCertification

ABSTRACTThe basic objective of the study was centered on the

legal minimum certification requirements to teach art in the publicschools. A survey form submitted to the certification officers of the50 States and the District of Columbia provided the desiredinformation. Accumulated data is intended to reveal the presentstatus of certification requirements and educational preparation.Evaluation of the surveys submitted by the responding certificationofficers indicated a greater emphasis on United States citizenshipand a slightly greater non-requirement of a loyalty oath. The titleof the certificate issued to the neophyte art teacher is definitelydissimilar for almost every state certification department.Educational requirements are well established for general andprofessional education. Analysis of the responses to the surveyindicate a need to re-evaluate the specialization requirements forcertification to teach art. There is a need for a modicum ofcertification agreement to facilitate reciprocal certificati-,n o 17t

teachers among the several states. (Author/CK)

U.S. DEPARTMENT OF HEWN,EDUCMION R. WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEENREPRODUCEO EXACTLY AS RECEIVED fROM THE

PERSON OR ORGANIZATIONORIGINATING IT. POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE Of EDUCATION

POSITION OR POLICY.

FINAL REPORTc:71 Project No. S - 373LinLeN

Grant No. OE - 6 -10 - 036

LEGAL CERTIFICATION REQUIREMENTS TO TEACH

AND SUPERVISE ART IN THE PUBLIC SCHOOLS

OF THE FIFTY(50) STATES AND THE DisTr ICT OF

COLUMBIA.

MARCH 1967

U.S. DEPARTMENT OFHEALTH,EDUCATION,AND WELFARE

Office of EducationBureau of Research

1

Legal Certification Requirements to Teach

and Supervise Art in the Public Schools of

the Fifty (50) States and the District of

Columbia.

Project No, 5-373Grant No. 0E-6-10-036

Horace F. HeilmanDirector of Art Education

March 1967

The research reported herein was performedpursuant to a grant with the Office of Edu-

cation, U.S. Department of Health, Education

and Welfare. Contractors undertaking suchprojects under government sponsorship areencouraged to express freely their profes-sional judgment in the conduct of the project.

Points of view or opinions stated do not,

therefore, necessarily represent official

Office of Education position or policy,

Kutztown State CollegeKutztown, Pennsylvania

2

SCOPE OF INTEREST NC ICETh< 6Ft lC Facility has assigned

s documentitessing

In our judgement, this documentis also of interi-st to the clearing-houses noted to the right. Index-ing should reflect their specialpoints of view,

SOMARY

Legal Certification Requirements to Teach

and Supervise Art in the Public Schools

of the Fifty (50) States mid the

District of Columbia

Horace F. HeilmanDireotor of Art EducationKutztown State CollegeKutztown, Pennsylvania

Project No. 5-373

GrRnt No. 0E-6-10-036

P

The basic objective of the study was centered on the legal

minimum certification requirements to teach art in the public

schools. A survey form submitted to the certification officers of

the 50 States and the District of Columbia provided the desired

information. To secure certification the prospective art teacher

must present evidence of formal education and fulfill certain

statutory requirements. tssuance of a certificate is the formal

responsibility of the cArtification officer.

Accumulated data is intended to reveal the present status

of certification requirements and educational preparation. The

available information could become effective in reviewing the

certification requirements relative to improving specificity in

stating the requirements for educational experiences and subse-

quent granting of a certificate to teach art in the public schools.

Evaluation of the surveys submitted by the responding

Certification officers indicated a greater emphasis on 'United

Statas citizenship and a slightly greater non-requirement of a

loyalty oath. A decidedly positive response was given to "moral

character." The Mean minimum age of 18.2 seems to, be somewhat

unrealistic. Thirty respondents indicated the requirement of a

health certificate or closely related evidence of good health.

A majority of respondents (69 peroent) supported a bachelor's

degree in art education.

The title of the certificate issued to the neophyte art

teacher is definitely dissimilar for almost every state certifi-

cation department. Validity for certification ranges f,---rn to

ten years. Validation requi- ,,--4- for pernlna, oPrt_, 011

are extremely flexii. itey 11,4 be any one or combination of

the following: evidence of "successfUl" teaching, two to ten years

of experience, and/or no post-baccalaureate courses to the

earned Master's degree.

-Zuuca-Aonal requirements seemingly are rather well

establiEaed for general and professional education. Only genen-

alized reouirEAents seem to exist for art experiences. Nost

certificstion officers noted the total semester hours require-

ment, btt very few responded to specific areas of experiences.

A notable exception was the University of the State of New York.

1

4

Analysis of the responses to the survey indicate a needto re-evaluate the specialization requirements for certificationto teach art. This seems to be especially significant relativeto assuring competent art teachers in all major areas of visual

experience. Furthermore, a re-examination of the spsicializationrequirements is extremely important relative to the increasinginstitutional requests for program approval. Finally, there

seems to be need for a modicum of certification agreement tofacilitate reciprocal certification of art teachers among theseveral states.

2

5

TABLE OF C ON TEN TS

/ntroductionThe ProblemObjectiveRelated Literature

Page

1

1

2

Nature of Investigation 4

Results of the Survey. 6

DiscussionStatutory requirements 20

Certification 22

Educational requirements. . . 23

Conclusion 25

LIST 0 F TABLES

Table Page

I Statutory Requirements 6-9

IIA Certification to teach art in

the public schools 10-11

IIB,C Validation requirements forpermanent certification . . . . 12-14

Certification to supervise 12-14

I/IA Specialization requirements. . . 15-17

IIIB,C General and professional education 18-19

APPENDIX

Survey form used in study 27

6

IN AC Ka OWIPDGMEN

The original impetu..7 to survey certAlcation require-

ments for art teachers emanated from Dr. Italc de Francesco,

President, Kutztown State College, Kutztown, Pennsylvania. As a

prominent leader in art education for upwards of three decades

and subsequently President of an irstituticz1 of higher learningcommitted to the precaration of teachers, Dr. de Francesco is

deeply interested in the matter of teacher certification. Those

individuals identified with this study are ever gratefUl to

Dr. de Francesco.

Indebtedness is attributed to Dr* Harlan Hoffa for his

encouragement evidenced in the review of the proposal and related

matters.

The writer is especially cognizant of the contributions

of Dr. Robert Buckalew and Mrs. Sarah S. Bentz who very ablyassisted in the survey of certification requirements.

TT

7

INTRODUCTION

The Problem

Standards of legal certification prescribe a fraumwork

of basic competencies becoming the profession of teaching.

Existing evidence seeum to indicate an indifferent awareness to

certification requirements for teaching art in the public schools.

This attitude is reflected in certification practices that seem

to be obtusely autonorous: the "special subject"-art- may be

taught by "anyone." Empirical evidence indicates that successful

art eduoators have pursued a program of education that generally

provided: a basic general education, studio courses to develop

esthetic proficiency in the various visual arts, and experiential

understanding of the teaching process.

A complete education for teaching art includes develop-

ment in the broad field of visual art which emphasizes not only

cultural heritage but also autonomous value judgments that permit

selection and organization that lead to subsequent visual state-

ments unique to the individual. The nature of this confrontation

is relatively a non-wlisoursive experience which becomes an inher-

ent aspect of education. Art Education is no longer a "special"

subject.

Objective

The present study is centered on a primary aspect of

preparation for teaching: legal professional certification as

it pertains to art education. The basic objective, therefore,

was to survey legal certificatioil requirements to determine

conmonalities and differences necessary for teaohing art in the

public schools. Empirical evidence relative to certain statutory

requirements was ultimately supported when the survey forms were

summerized. However, an extremely wide variation of responses

characterized details of certification.

The accumulated data, therefore,are intended as a subse-

quent guide towards developing:1. Improved specificity in stating the

evolving oertification requirementsfor art education.

2. A frame of reference providing basicguidelines for aoademic, studio andprofessional experiences pertinent tothe preparation of art teachers.

1

8

Related Literature

Two manuals, bibliographical references 1 end 6, arespecifically oriented to comprehensive coverage of certificatiorrequirements for the teaching profession. The uninterruptednublishing of thaue manuals provides evolving certificationchanges reflecting not only the accrediting agencies but alsothe professional associations. References 2, 3, 4, and 5 arehistorically valuable to the dellmated study under consideration.

The two established manuals (1 and 6) pertinent toteacher certification cover the entire field of public schooleducation, Examination of these manuals readily reveals anobviously generalized statement concerning "specific" or "special"

subject fields. The authors are not to be accused of indifference.There seems to be an acquiescent attitude relative to certificationstandards x_at warrants gelieralized standards which ia turn permitan almost unwarranted minimnm eertification requiremeat.

Impressive reappraisal of the whole gamut of education hastaken place during the past five (14) years. Many notable changesin the preparation of teachers have been incorporated in the legal

certification requiremen-Ls. References 2, 3, 4 and 5, therefore,become important to the study tor the evidence they present in the

cause of evolving oertification requirements for the profession of

art teaching.

1. Armstrong, W. Earl and Stinnett, TOM., A Manual onCertification Requirements for SoliTETWFBMEelin e United S a es Washington: Nat onalCommission on Teacher Education and ProfessionalStandards, N.E.A., 1961 (Sixth edition).

2. Beelke, Ralpt G. A Study of Certification Require-nents for Tes:EISZYooraissera-tion.) New York: Teachers College, ColumbiaUniversity, 1951.

3. de Franoesco, Italo L., An Evaluation of Curricula forthe Preparation of TeschootoraUnigiTilIZIETTN7York: New York Unlversity, 1943.

4. Gray, Wellinp;ton BO A Study of Graduate Art Educationin the Western Arts Association Area. (Doctoraldissertation.) New York: New York University,19540

2

9

5. National Education Association, Department of Art

Education (1934-47), A Statement of Problemsfor Determining Teacher Qualifications in Art.

Washington, The Department, 1951.6. Woellner, Elizabeth H. and Wood, M0 Aurilla,

Requirements for Certification* Chicago:The University of Chicago Press, 1962-63

(27th edition).

3

10

VATURE OF 11TVESTIGATIO14.

The essential nature of the study centers on a survey

and concomitant qualitative and quantitative taterpretation.

This descriptive investigation is aimed at revealing the present

status of legal certification requirements to teach and/or super-

vise art in the public schools of the fifty (50) states and the

District of Columbia,

The study is based on objective data gathered from certi-

fication authorities. In most instances the data are stated in

printed form. A survey procedure, therefore, was deemed most

feasible for securing these data. Subsequent classification,

Interpretation and generalization of these data serve referential-

ly in the endeavors to clarify certification requirements. Dis-

semination of the investigation results'is intended to guide the

immediate future examination of certification requirements to

teach art.

State certification officers were the chief source of in-

formation. The whole population, fifty-one (51), was surveyed.

The generic title "state certification officer" used in the

present study is primarily for convenience. Specially designated

state titles vary greatly.

An act of the state legislature establishes a legal

certification authority. This authority is charged with the

responsibility for establishing professional certification require-

ments and issuing certificates. An individual(s) within this de-

partment is appointed certc.fication officer(s). The survey

instrummnt basic te the present study was submitted to the desig-

nated state certification officers.

The data secured from the state certification officers were

limited to the legally stated certification requirements for the

preparation of art teachers and supervisors. A factual-information

survey instrument aimed to secure information that was solely

objective (see Appendix, page 27). The structuring of the instru-

ment avoided subjective responses.

printed factual-information survey forms were submitted

by mail to each state certification officer. 'Fight letters were

used in follow-up mailings.

4

1 1

Procedural arrangement for gathering the pertinent data

included five aspects of certification:

(1) Basic or general requirements. General information

concerning age, health, citizenship, loyalty oath,

moral character, and certification. Issuance of

provisional and permanent certificates*

(2) Specialization requirements* Studio courses required

to develop competencies in the several areas of art

education. Including semester hours of credit.

(3) General education requirements* Basic academic

disciplines to ir,lrease appreciation and knowledge

of the physical unl..7erse, of human society and the

world e: value cluding semester hoyrs of credit.

(4) Professional 3cucarion requirements. P:efessional

education courses Imcluding philosophy cmd teaching

techniques pertak=ng to art education. Student

teaching. Inclung semester hours of credit.

(5) Certification reorrements to supervise art education

in the public sch els.

The basic data collected from the certification officers

are presented in tabular form. One table includes the state

certification semester-hour requirements for specialization,

general and professional education. A separate column notes the

semester hours requirement for student teaching experience. A

fifth column records the basic semester-hour and/Or degree require-

ment for supervision of art education.

A concise description of specialization requirements in

semester hours is presented in tabular form* This tabulation

permits the calculation of measures of central tendency.

Summarization of these data make available to the pro-

fession the status of art education relative to certification.

The accumulated information should prove valuable as guidelines

for academic, studio and professional experiences in the prepara-

tion of art teachers and supervisors and developing effective

documents for accrediting agencies.

5

12

RESULTS OF THE SURVEY

The tabulated results of the survey are

objectively recorded as they were submitted on the

survey form by the certificationofficers.

These Tables are basic to the study and, therefore,

they ere placed as nearly as possible to the

seotion devoted to analysis of the responses.

TABLE

I

STAMORY REQUIREMMTS FOR CERTIFICATION

TO TEACH ART

State

U.S.

Citizenshi.

Loyalty

Moral

Minimum

Oath

Character!

419

Health

B.S. in

Certificate

Art Ed.

Yes

No

Yes

_A

lo V Yes] No

YesF No_

Yes

No

1es'

X1

X

No* X X

Alabarm

X

rX

I

X

.1_

X

,

17

h18

Alaska-

IX

7L

t

I)

X1,

X1 ,

Arizona

XX

X18

1X

XX

18

_

Arkansas

California

XX

X

rX

18

'.:, ,

F1c

X

!X

X,

X

il

X

X X

Colnrado

Connecticut

X

i-

XX

18

;X

X+

XX

.--,

Delaware

i

XX

I

X

r-

!

X XI

X

1--X

Dist. of Colunbia

norida

XX

!

XJ

20

TABLE

I (continued

State

U .S.

Citizenship_

Yes

No

Loyalty

Oath

Moral

i

Character

Minimum

ti.e

r--Health

Certificatei

BoSe in

ArtfEd.

Yes

No

Yesi No

Yes

No

Yes

No

Yes

No*

Georgia

XX

i

XX

iX

Hawaii

XX

XxJ

XX

Idaho

XX

X18

XX

Illinois

XX

X19

XX

IndianE

XX

XX

XX

Iowa

XX

X18

XX X

Kansas

XX

X

18

XX

iX

XKentucky

XX

X

Louisata

XX

XX

X

XIX,

Maine

XX

X171

Maryland

Xx

18

XX

Massachusetts

XX

Xx

XX

Michigan

XX

X18

Xr---

1-

iA

X

Minnesota

XX

i

XL

X

Xi

XMississippi

XX

X1

18

____

111,

1aat

.Lk

I, y

ik.a

kt v

4 /

----

1

Stat

e

U.S.

jLoyalty

i

Oath

Moral

l'

Character

Minimum

Ap

Yes

No

Health

I

Certificate

B.S. in

Art. Pd.

itizenshi1

Yes

No iYes

1

No

1

Yes

i

No

Yea

No

Yes

No*

Missouri

Montana

X

X

X

X1

Xi

X18

Xal

X X

X X

Nebrask a

XX

XX

X

Xevada

X_X

jpX.

X

x XNew Hampshire

Xx1

jX

X

New Jersey

XX

X18

XX

New Mexico

XX

X18

XX

New York

XX

X18

18

XX

,

XX

North Carolina

XX

X

North Dakota

Xx

X21

XX

Ohio

XX

XX

XX

1

Oklahoma

Oregon

X

IX

X

')1

X

X x X

]18

XX

X

XX

Pennsylvania

X18

XX

Rhode Island

XX

X19

XX

i ,

TAB

P

State

U.S.

Citi zenship

Loyalty

Oa th

_

mora1

Character

1Minimum

Age

iYes

No

7

Illi.ealth

tgicate

Yes

No

B.S. in

Art 'Rd.

Yes

No*

Yes

No

Yes

No

Yes

NO

South Carolina

XX

18

XX

South Dakota

XX

X18

XX

Tennessee

XX

18

XX

Texas

XX

X18

XX

X

1,

X X-.

X

Utah

XX

X

Vermont

XX

X19

X

Virginia

Xx

x18

18

XL X

1X

Washington

Xx

XX

XWest Virginia

Xx

X18

r-

Xi 1

Wisconsin

XX

XX

X

21

1

415

:

X) '-r-

X

3E

116

1

6itgi

31/,

Wyoming

X

1

XX

IX

X

1

30

59%

21

41%,1

20

39%

31

61%1

37

72%

7M.:

18

30

14%1

18.1 30 59%

* B.S. degree

required, but not necessarilyin art

education (i.e., B.S. in ArtEducation).

Art

education seem to be an

"endorsement."

TABLE TIA

Certification to teach art in the public) schools

A. Type of certificate issued by State after bachelor's degree.

ALABAMA We issue to teachers a conditional permanentcertificate for a period of eight (8) years.

ALASKA We do not issue endorsed certificates. TheNorthwestern Association of Secondary andHigher Schools requires sixteen semesterhours in teaching area beyond the profes-sional education required for certification.

ARIZONA Professional (valid for ten years)

ARFANSAS

.

General certificate; valid for six years

CALIFORNIA Standard for three years; then professionalstatus renewable every five years.

COLORADO Type A teacher certificateCONNECTICUT

_

Provisional (five years; renewable for fivemore.)

DELAWARE.

Three year certificate; may be converted to

ivz -ar professional sta_tp.s certificate.License-valid for two years. Life certificateSollowilas_probationary period.

DIST. OF COLUMBIA

FLORIDA Certificate good for five years

GEORGIA FOur-year professionalHAWAII Professional certificateIDAHO Valid for five years; reneyable for five

years-45.00 fee.Standard certificate valid four years. State

certificates not valid in Chicago.ILLINOIS

INDIANA Provisional for five year terms.

IOWA Professional for ten-year period.

;KANSAS Three-year certificateKENTUCKY ProvisionalLOU/SANAMAINE

Ae C valid for three earsProvisional, five years _

MARYLAND Standard erofessional certificate .

MASSACHUSETTS Teacher's certificateMICH/GAN Provisional, five years

Teacher's certificate for tm_years.MINNESOTAMISSISSIPPI Class A for five yearsMISSOURI Certificate, General secondaryMONTANA Class Two,_StandardNEBRASKA Pre Standard, five-year termNEVADA I Professional, valid five years

'NEW HAMPSHIRE Certificate

10

17

T.BLE IIA (continued)

NEW JERSU Certificate for five yearsFour.-year Provisional (art certificate not

issued)YEW 'MEXICO

NEW Y(51-41

.....

Provisional issued for ten-year term

iTORTH CAROLINA Secondary-Class ANORTH DAKOTA First-grade professional certificate, valid

for three years.

OHIO _Professional& three years

OKLAHOMA Standard - secondary with endorsement.One-year provisional until five year program

is completed. __ ,J

Provisional college certificate for three-

year term. _

Provisional, valid for thrseyears

OREGON

PENNSYLVANIA

RHODE ISLANDSOUTH CAROLINA Probationary for two-year term

Certificate for five-year termProfessional for ten-year_period

SUU5H DAKOTATENNESEETEXAS Provisional .

UTAH Basic professional for term of five years.

VERMONT Professional probationary issued for one-year terms. _

VIRGINIA Collegiate professional - valid for ten years

Provisional for three yearsWASHINGTONWEST,VIRGIN/A Professional for three years

Certificate for three year periodWISCONSINWYOMING Standard teaching certificate - valid for

five years

1 1

18

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Hal

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Min

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Minimum Years

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Maximum Years-

Invalidation of

Certificate

I-,

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m I-,

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ea 0 I-,

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Sem. Flours for

Permanent

Certificate

Professional

Education

P-1

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OIg

14N.

a...

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F

en I-

A m

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NI o

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Graduate

Degree

I-N

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i:.41 18 !

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Minimum Years of

TJach. Experience

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8 *8 0

8 *,8 *

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f-3

TABLE II B,C (continued)

N.13.(1) Mean does not include four states: Hawaii, no response;

Three states, basic certificate granted for life.

(2) Mean does not include thirteen states. Eight states issue

certificates for unlimited time which are renewable upon

M recommendation."(3) Mean does not include 23 states (45 percent). This

probably reflects the "unlimited" time element associated

with the granting of the basic certificate and/Or an

oversight in responding to the survey.(4) Professional education: methods, educational psychology,

introduction to education, student teaching.

(5) Although 16 stater.; require the Vaster's degree for

permanent oertification, there is evidence that several

states require post-baccalaureate credits that approximate

the Master's degree.(6) -wenty-nine percent of states (15), did not report any

required years of teechirg necessary for supervision.

(7) *Accept Master of Arts, Education, Fine Arts or Science.oAccept Master of Arts and Education.DMaster's degree required for permanent teachingcertification which is assumed to apply toward

supervision approval.

14

21

TABLE /II A

Educational requirements to

teach art in the public

schools.

A.

Specialization requirements

rkii

Understanding

+1

:0

Irts

1GrathicVisual Exl-ession

3-D Vis. Exp.

4

.4I.A.A.H.

NI

x MI

M.A. Aes.

SH 81 i

6

ADe

D r.

1

I.D.ht.

PPr. T D. SINCam

Cr.

Sc

SHIs

ALABAMA

241

En

Erl

3

in

al

1111

ALARKA

ARIZONA

ARKANSAS

4

u, F

oRn

COLORA

CONNECTICUT

cm rEll

IN In

6

Mt

10

11111111

xx

x

allitl

1611

11X

JEJOARE

711

U.

OF COL,

31 I

{1

4

30. 0In

--,,

GEORGIA

53

36 6/1

40

X XE

llx

X12,

immta

1111

1111

1i

XX

6

HANAII

XX

,X

IDAHO

LLTNOIS

1111

INDIANA

8 1,

II4

KANSAS

30

24

48 30

301

21 LI1 1

X

11111gill

Man

IIIIIIIIHIIIMIII

Ilia

MIA I

ll

1111

XX

_L1

KENTUCKY

1

LOUISANA

MAINE

wan

uin

MA SSACHUFET

AG

24

ME

NII

ITT

FI S

0TA

,

i

TA

BL

E I

II A

cont

inue

din

.--1

-

4a.in

E-Icz,10

Und

erst

andi

ngI

the

Art

s

.

Gra

phic

Vis

ual E

xpre

ssio

n3-

D V

isa

Exp

..

g e.,

.--1 w

' I.A

.A

.R.

X

M.A

.

XA

esi S

EPs

A X

De

X

Dr. X

1.D X

Int.

X

P X

Pr.

T.D

.

X

E-P

c

12

Cer

.X

Cr. X.

Sc.

X

Silts 6

, pa S

SISS

IPPI

36X

X12

NIS

SCU

RI

24X

X12

12

MA

U30

.

XX

XX

XT

ic._

...L

...

JEV

AD

A

7-

'H

AM

PSH

IRE

30

If J

ER

SEY

40X

xx

xx

xx

X

Tk

II

YO

RE

54X

xX

6X

XX

Xx

18X

X10

20

OR

TH

CA

RO

LIN

A36

1218

3

0R1H

DL

KO

TA

OH

IO50

XX

16X

XX

XX

16X

X

1CL

AH

OM

A36

XX

.X

12X

X10

XX

88

on G

OIC

i40

ZE

NN

SYL

VL

NIA

36R

HO

DE

ISL

AN

D36

,

-

SOU

7H

OL

RO

LIN

I24

SOU

TH

DIS

OT

A24

TaN

E S

SE

E36

TE

XA

S45

1 T

IE40

VE

RM

ON

T36

XX

XX

XX

XX

-4 X

VIR

GIN

II,

241

691

WA

SHIN

GT

ON

WE

ST V

IRFE

NIA

27X

6X

XX

15X

X6

WIS

CO

NSI

N34

612

I12

ME

N G

24I

M = 32

.9f

TABLE III A (continued)

Legend: I.A., Introduction to Art; A.R., Art History; M.A.,

Modern Art; Aes., Aesthetics; A, Advertising Art;

De., Design; Dr., Drawing; T.D., Industrial

Design; Into, Interior Design; P, Photography; Pr.,Printmaking; T.D., Theater Design; Cer., Ceramics;

Cr., Crafts; Sc., Sculpture.

N.B. No Means were determined for semester hours of the three

areas of specialization because less than one-fourth of

the statesIcertification departments have established

minimum semester hours for these areas.

Arizona: "Institution proposes preparation program - State

approves."Colorado: "Preparing institution has leeway in developing its

own program."Michigan: "Approves certain institutions, rather than specific

courses."Minnesota:"Must have college major."

Montana: "Igot specified by state; must be catalogue teaching

major or minor of accredited college."

Nebraska: "bne-third to one-half of B.S. program."

New Mexico: "Approves teacher education programs for certifica-

tion; no fixed pattern is used for minimum or

maximum standards."New York: "36 semester hours, technical preparation plus

related subject area requirements."South Dakota: nffo special requirements."Tennessee: "trot less than 14 in fine arts and 14 in industrial

arts."Utah: "As required by an approved institution."

Vermont: "Appropriately distributed."Washington: "35% subject specialization."

17

24

TABLE III B,C

Educational requirements to teach art In the public schools.

!

B. General Education C. Prosiona1 EducationTotal!,

num°Nat.Sol .

Soo .Sol .

,

E leoTctallS.E.,s

Ed.nril.Meth.

StudTchg

,,,,4:

----

i ALABAMA 1 36 12 i 12 12 1 24 10 8 6

IAT.IbSFA 118

L9IZONA !!..A.

4 40 . 16 10 8 6 24

ARKANSAS i 48 ' 12 11 12 7 18

CALIFORNIA j 40 12 I 6 6 3 21 6 3

COLORADO 1

1..SENECTICUT 40 6 6 18

DELAWARE I

i40

n2:

DIST. OF COL. !

1-.

45 6-1216-1g 6-1 g 2,7.: ! 6 8 6FLORID&+

GEORGIA : 40 2:C 62/ 6 ?.< 62/iHAWAII 70

I .--,

50 24 86 9

.:?...,:._ i 6 3. 6IDAHOILLINOIS 1

---h42 14 11 7.4 4 2 4 5

INDIAN[ 50 16 14 14 6 ----s 1 6 i.3 6

IOWA 4014

LC, i

2C 6

56

I

KANSAS 50 12 12 12

KENTUCKY 45 18 1 12 17 3-6' 4-12°; 8

ii 1.. I 46 12 18 12 18 6

_MINE v 18 6

AARYLAND 18

MASSACHUSETTS 11111111 1220_MICHIGAN 5

i

EINNESOTA 18

MYSSISS/PPI 48 18 15 12 le 6 6 6

118S0URI 25 20 4-5° 8 10

14aTia:.6.NEBRASKANEVADA 1

1 18.

4

NEW HAMPSHIRE IIIIII50 6 6

1 18

18

6

150*NEW JERSEY

NEW VFIXICO 48 18 6

NEW YORE 18 6 8

NORTH CAROLINA 48 24 6-8 12 3-4111111116

6

NORTH DAKOTA_smula___JIKURDWA

30 1250 14

,08

66110

1718 21 7

OREGON 40 6-9°60 12

6-9°6

6-9°

6

6-51 2418

6-9 - °

PENNSYLVANIA

18

TABLE TIT B,C (continued)

PB. General Education C. Professional EducationPacrtal. Hum. Nat. Soc.

1Elecoci

Totalsj1,s Ed. Phil..Stud. s**

Methi= 7°4EMU immil_____, 18

SOUTH CAROLINA1 45 16 12 12 18 ! 6

SOUTH DAkOTA , 60 20 4 6 6

40 16 10 8 24 44----6

_Ilinaam741XAS 60 12 6 12 18

U5All 22 6 61 E,VERMONT 48 18 6 z3 i 6i=EINili 48 18 12 12 15

WASHINGTaNSaMT___VIB AYaSCONSINLIMMING 1

45 201 10 15 20 6 61 6

40 18 2 5

40 20 _

M =44.9

M =14.3

M =1O5j

M =10.2

M =18.9

M =6.0

I

M =: M =6.31 5.7

N.B. °Maximum figure used in computing Mean.*No fractions or percent or clock hours used Incomputing Mean.Legal minimums, areas of study, do not necessarilyequal total semester hours.Survey.did not include Physical Education

- Seminar

19

26

DISCUSSION

The survey employed to secure infrmation from certifica-tion officers was structured to solicit such legally establishedrequiremants which are objectively stated by each State departrsant-of education and t-__e formal educations:a mdnimum requiremento forpreparation to teach art in the public schools. Statutory 7:equire-ment8 maintain for all aspeots of teaclner pre.oaration; therefore,they were placed first in tne survey forrw

Analyses c the surveys comPletedi by the certificationofficers seem to iLdicate that the statutory requirements areobjectively estab17shed. This category mf the survey was resrond-ed to by every cerification officer. There is significantevidence that educ,tional requirements, 7Larticu1ar1y professional,are not clearly established (area III A., and C of the survey).

Every restondent (51) to the survey section, StatutoryRequirements for Certification, was in a position to record thedesired informat:-on with the exception of "moral character" and"minimum age." Seven certification officers did not respond to"moral character" and 19 officers did not indicate minimum age.

Tabulation of responses to "United States Citizenship"and "Loyalty Oath" seems to reflect an autonomous disposition.Certainly, there is no single decisive attitude expressed amongthe 51 respondents. Ihirty respondents (59 percent), indicatedUnited States citizenship as a requirement; 21 (41 percent)state certification bureaus do not require mandatory "citizen-ship" for teaching.

The responses to "Loyalty Oath" indicate a slight emphasison non-requirement. Twenty respondents (39 percent) require anoath; 31 (61 percent) do not require the loyalty oath as a certi-fication requirement.

Reflection upon these responses seems to indicate a concernfor these statutory aspects of teacher certification. There is noevidence of a mandate governing citizenship and loyalty oath amongthe 51 states. Furthermore, no apparent regional pattern is de-tectable in the responses.

Several respondents indicated that United States citizen-ship was not necessary at the momant of certification application,but that evidenced intention of becoming a citizen had to be sub,-mitted with the application*

20

27

ReactIns to "good moral character" were Fredominantlypositive. Th_ese responses seemed to imply "recommendations"from the preparing institutions, character referenLes to accom-pany the appl:,cAtion and/or related statements zde::tifiablewith mora? ch_araoter. Thirty-seven (72 percent) r-spondantsindicated the necessity to include evidence wheretr moral char-

acter could be substantiated, Seven (14 percent) .survey re-sponses indicated that evidence of "good moral cheracter" was mcy.

a necessary P.spect of the application for certification. Sevenrespondents (14 percent) did not consider this smr7ey item.

The moan (M) age as derived from 32 responients is M=18.1,Eighteen certification offiers did not specify a _rinimum agerequirement for certification. There is evidence that at leasteight of these states do not specify a minimum age Several states,

however, do require a birth certificate or statement of age asan accompanying document in the application for certification.

Health certificates are required by 30 (59 percent) state

certification bureaus. Actually, there is sufficient evidencegleaned from the survey responses to indicate a positive interestin the status of health of all teachers. This seems to be attest-ed to by such statements as; health certificate must be furnishedto the school district (not the State offic4, freedom fromcommunicable diseases, and "evidence" of good health. It seemsapparent that those certification officers who respond with acheck in the tfiTo" columr were merely indicating that a "HealthCertificate" is not formally necessary for certification.

Responses to "minimum age" seem to become somewhat para-doxical when reference is made to the responses relative to thesurvey item, "Bachelor's degree in Art Education." Thirty-five(69 percent) certification officers indicated that the aforemen-tioned degree was required for certification to teach art in thepublic schools. The minimum age requirement (M=18.1) seems to bereminiscent of the two-year normal school preparation which toevery available evidence was never appl!xable for certificationin areas of specialisation.

Sixteen respondents (31 percent) checked "No" relative to

B.S. in Art Educationa Sufficient evidence is available from thereturned surveys to indieate that the degree is generally stated

in these instances. Art education preparation is known as a"major" interest or may be in the form of "endorsement." The

degree, Bachelor of Science in Art Education, should be moreadministratively acceptable, especially, if the art teacher isprepared to teach art in kindergarten through twelfth grades.

21

28

(II)Ere-v te-e isstes a basic certificate upon initial pre-

sentation -n2 3achelor's degree and concomitant required in-formatior T, _esignaed titles, however, are stated in extreme-ly varyin._ frrm Examiziatipn of Section 1/, part A, of the surveyreveals an empnasis on "cer .ficate" and "provisional." Validityin terms of years accompanying the initial certificates rangesfrom two years to ten years. These variables, although presumablyrepresenting comparable validity, could become disconcerting inreciprocal (ctate to state) certification requests.

A conec:mitant &spect of the basic teaching certificate is

the required :nnversion of this certificate into a permanentteaching 1icen7e. Eligibility for the permanent certificate isbased on years of experience and post baccalaureate semester hours

of credit. Sixteen states (31 percent) require an earned Master'sdegree.

Mean years of teaching experience (4.8) evidence a signi-ficant factor teachers of art as well as in other areas ofteaching. There seens to be an increasing belief that "teachers"of art should be "educated" in creative production, per se. Ifthe art educator is an inherent part of the total education ofyoung people, it seems reasonable to accept the post-baccalaureatecertification requirements to ensure an evolving professionalgrowth not only in specialized area of art but also in the pro-fessional area of education.

The Mean (14.1) semester hours of post-baccalaureateeducation seem to be mininal for permanent certification. Actual-ly, the semester-hours range from 5 to 24. Sixteen states, how-ever, include a Master's degree as a mandatory requirement for

ultimate certification.

Inspection of the semester-hour requirenent for Profes-sional Education tends to indicate that the requirements for abaccalaureate degree satisfy the professional requirements forpermanent certification. This is desirable for art educatorsbecause they are generally inclined toward pursuit of increasedaesthetic experiences.

Thirty-one states (65 percent) require a Master's degreeto assume a supervisory position in art education. Responsesindicate that the degree requirements can be somewhat nebulous.The permissiveness is noted in the 11 responses to the "accept-able" degree. Each certification officer indicated that all four

22

29

Masts: :!..3grees (M.A., M.Ed., M.Sc.) were acceptable.

Amon;7 16 certification officers indicating a Master's degree

recui as the ultimate certification for teaching, six didhe Master's degree as requisite for supervision. Tt

is that this degree would serve both teaching and

super-i

t;duoators are presumably at their creative best when

free -tr_1:. ;.1:Arsue visual expression. There is unequivocal evidence

that 7.:2--baccalaureate educational experience is significant to

profeal growths However, advanced educational experiences

shoul administratively acceptable only if they evidence

creatL--. --rdsual experiences. Administratively acceptable post-bacca----Fiate courses and the Master's degree should be

domint-17 (at least 70 percent) aesthetic exPeriences.

An inspection of the tabulated responses to "Speciali-

zation Requirements" readily negates significant evidence of

structured areas of experience within the field of concentration.Only r,-,11red total minimum semester hours are definitely stated.

Oontrasi::-_agly, a majority of respondents were in a position to

record .7*:e requisite semester hours of credit in general and pro-fessional education. This inspection seems to strike an ominousnote for certification in art education in virtually every state.

"The very limited "X's" recorded in Table III seem to

indicat5 7,hat the conformation of certificat4on requirements in a

majority of states is very general. Very few certificationofficers made arwattempt to check suggested course experiences.

Actually, strwen certifIcation officers did not respond to

"Specalization requirements." Several recorded statermnts(Tabl- -11) voluntarily noted on the Survey indicate that certain

state aepartments of education do not attempt to establish specific

coursaz. Several states have indicated the number of semoster

hours for the four areas listed in the Survey.

If these responses (Table III) are indicative of theminimum requirements for the preparation of art teachers, it seems

reasonable to conclude that autonomy is vested in the institution.

Within the framework of the minimum, broadly-stated oertificationrequirements, preparing institutions are relatively "free" to

structure prograris reflecting institutional department interests.

Evidmace exists to support the influence of budget on certainofferings in the preparation of art educators. Minimal certifi-catior requirements stated only in semester hours would seem to

establLsIL a permissiveness that could sauotion imbalanced programs

due in part to inadequate administrative financial support.

23

30

"Program approval" is a significant reference for cerid-fication of teach,..irs. Guideliues are necessary to evaluate andsubsequently approve or reject individual programn. Minimalstate certification requirements as seemingly evidenced (TableIII) for art education can conceivably cause subjective evalua-tions on the part of individuals representing visiting committeessuch as NCATE, regional accrediting agencies snd/or departmentsof public instruction. There should be no illusion on the matterof certification. If a state department indicates acceptance ofteachers as approved by an institution, that state department nustprovide guidelines that assure a relatively equitable experiencein the divers aspects of art education.

A review of Table III indicates (as reported by theycerti-fication officers) a range of 18 to 54 semesters hours minimumrequirement for specialization (art history, studio courses).The Mean semester hours ninimum requirement is 32.9.

(III B,C)Basic academic (general education) minimum semester hour

certification requirements are generally more definitely stated.However, there is signiff.cant evidence that several state depart-ments of education place the responsibility in the hands ofteacher education institutions. Sixteen state certificationofficers did not respond to total semester hours of general edu-cation; four did not respond to total semester hours for profes-.sional education.

Actual responses indicate the minimum following mean (M)minimum certification requirements: general education, 44.9;professional education, 18.9; student teaching, 5.7. An inspec--tion of Table III B and C reveals that semester hour requirementsin the several components of general and professional educationdo not equal the total semester hours for these major areas ofpreparation. There seem to be stated minimum requirements withultimate fulfilment of total requirements left to the discretionof the institution.

State guidelines for teacher preparation and subsequentcertification for general and professional education are objec-tively established more realistically than the comparable aspectsof specialization requirements for art education. This observa-tion is based on the responses to the surveys by the certificationofficers. It should be noted that no certification officer com-pleted every item included in the survey. In one instance theresponses to "certification to supervise art education" werecompletely incorrect. The writer was in a position to know therequirements.

24

31

CONCLUSION

The tabulations of the completed surveys seem to indicate

a need for review of certification requirements particularly in

the area of "specLalization." This reaction is occasioned by the

donanar'"- inctx-,,plete responses to Table III A. Thre seemh, to be

no conc u for detailed requirements of the overall minimumsemeste: hours e-:-.A:.olished for tha preparation of teachers in the

area of speoialiation. This observation does not maintain whenconsideration is given to the survey responses for general and

professional education. Are state certification departmentsreluctant to establish minimums in studio experiences and history

of art? A notable exception is the clearly defined art teachercertification statement issued by the University of the State of

New York.

IncreasinGly, according to several returned surveys, the

preparing institution is being granted the responsibility of

certifying its graduates. Program approval, therefore, wouldbecome vitally important. Certainly, criteria would have to beavailable to approve the institution if the objective of certification is ensure the preparation of relatively competent teachers*

This survey was limited to certification requirements as

established by state departments of education. The rather obvious

conclusion indicates a reserved attitude. Most frequently, theabsolute minimum requirements are only generally stated. Empiricalevidence indicates that wellestablished art education departments

of higher institutions have developed ourrioulums that definitely

exceed state minimum requirements. Conversely, numerous departments of art education are "funotioning" just within state

minimums. This could be an equivocal approval tantamount to

limiting preparation* When requirements are generally stated,

interpretation may become too convergent. The art teacher could

be prepared in an aesthetic confinement reflecting the major

interest of the institutionls art department. Art teachers inpublic schools have been known to favor one of the major aspects

of visual expression.

Possibly, the real evidence of "certification requirements" would result from a studied survey of the actual specialization requirements secured from a crosssection of art education

departments of colleges and universities.

32