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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Min
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xper
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c..1
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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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m 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
......
. A
NI o
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Graduate
Degree
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i:.41 18 !
--
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Minimum Years of
TJach. Experience
,-a
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....-
- -A
k--
4-
k>
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8 *8 0
8 *,8 *
i 1h
8 *8 *
Graduate
tDegree
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