• Introduction
• Sample Syllabus
• Education Course Addendum


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The class syllabus becomes a contract between the instructor and the student. The syllabus should be as complete as possible. If a dispute should arise in a course, the first document that will be referenced is the class syllabus. Syllabi are also important criteria in the evaluation of effective teaching.

Education courses for teacher certification are to be cross-indexed to the state standards as specified in the addendum of this document . Your department chair can assist you in this endeavor.

This document has been reviewed by the VPA Curriculum Committee, the Faculty Affairs Committee and the Leadership Team. It may be obtained via e-mail from your department chair or from the VPA Faculty Handbook Website.

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1. COURSE NUMBER, TITLE, CREDIT HOURS AND DESCRIPTION FROM IPFW BULLETIN
[The official course description is available in the IU and Purdue graduate and undergraduate bulletins.]

2. GENERAL INFORMATION
Term and year:
Class meeting time and day:
Name of instructor:
Office number:
Telephone number:
E-mail address:
Office hours:

3. TEXTBOOKS AND/OR RECOMMENDED OR REQUIRED READINGS
[Text(s) both required and optional - full citation and where they are available (bookstore; library reserve; other).
Bibliography of additional readings.
Are all materials to be read, or selected sections, or none at all?
Precise list and source of supplies and materials AND approximate costs, including costs of field trips, tickets, etc. so there are no surprises later in the course.]

4. GENERAL OVERVIEW
[Any information you wish to provide about the content and your concept of the course.]

5. COURSE OBJECTIVES
[Students are to understand what they are expected to learn and be able to do at the conclusion of this course. What is the purpose of the course?

If the course is approved for the IPFW general education program, please include the general education objectives as well. ]

6. COURSE REQUIREMENTS, ATTENDANCE AND SPECIFIC GRADING POLICY
[Course requirements, due dates, types of student assessment required, test dates;

Course evaluation/grading: How will students be graded; what are the standards by which students will be judged? Be specific about grading policies and how grades will be determined.

Attendance policy; excused absence by notification of instructor, if appropriate, etc.

Class cancellation procedures (for example: In case of the cancellation of a class session , the instructor will modify the courses syllabus to cover relevant topics. Canceled classes will not be made up.]

7. DESCRIPTION OF ACTIVITIES/EXERCISES/PROJECTS
[Term papers, reviews of performance or exhibits, etc. to warn students of an intensity of projects that may require more time than the student can commit]

8. DETAILED OUTLINE OF CLASS SESSIONS (if appropriate to the method of instruction)
[Outline of class sessions, dates, lecture topics and reading assignments, due dates and special events, day-by-day or week-by- week]

9. GENERAL STATEMENTS
[The professor will adhere to all University policies pertaining to attendance, make-up tests, cheating/plagiarism, as well as withdrawal, incomplete, and final examinations. Students are expected to be familiar with and adhere to these policies.

Statement about any directions regarding student work (an example: All material submitted will be retained by the instructor. Should you desire copies of submitted materials, duplicate copies before submission.

A statement indicating that the instructor has the right to modify the syllabus during the course of the term. If significant modifications are made, it is best to reissue the syllabus with the new modifications clearly stated (an example: The instructor reserves the right to modify and/or change the course syllabus as needed during the course.)]

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IF YOUR COURSE IS AN EDUCATION COURSE, PLEASE CONTINUE AND INCLUDE THIS INDEXING INFORMATION IN THE SYLLABUS:

10. CROSS INDEXING KEY OF COURSE OBJECTIVES TO REQUIRED STANDARDS
(Your department chair can provide assistance)
Directions: Write the IPSB and/or INTASC standard number after each objective in the objective section (Section 5) of the syllabus. Your department chair can provide assistance.

Explanation: As the State of Indiana moves to alter its certification/licensing requirements to more adequately reflect national standards, course objectives and activities are expected to reflect these changes. This syllabus reflects two such sources. They are: (1) The Indiana Professional Standards Board Standards for Teachers of Visual Arts (IPSB); and the Interstate New Teacher Assessment and Support Consortium (INTASC) Model Standards for Beginning Teacher Licensing and Development (1992) published by the Council of Chief State School Officers.

These performance-based standards articulate what beginning teachers should know and be able to do, based on a common set of standards and a codification of the knowledge base developed by the teaching profession. This performance based model is consistent with the view that underpins the new paradigm for school reform that starts from the assumption that students are not standardized and that teaching is not routine.

A. Indiana Professional Standards Board Standards for Teachers of Visual Arts(IPSB). Standards for the Certification of Music, Visual Arts, Theatre Arts, and Dance (Visual Arts) Teachers:

IPSB Standard 1: Philosophy and Justification for an Education in the Visual Arts
Music, Visual Arts, Theatre Arts, and Dance (fine arts) teachers have developed and can clearly communicate a philosophy of and justification for lifelong learning in the fine arts as well as their specific fine arts discipline (music, visual arts, theatre arts, or dance).

IPSB Standard 2: Curriculum
Music, Visual Arts, Theatre Arts, and Dance (fine arts) teachers demonstrate knowledge of curriculum theory and structure in their specific fine arts discipline and use skills in development, implementation, and revision to provide arts curricula that meet the educational goals and needs of the learner and the local community.

IPSB Standard 3: Instruction
Music, Visual Arts, Theatre Arts, and Dance (fine arts) teachers understand that many instructional options are available and use a variety of strategies that are developmentally appropriate for students and for their specific fine arts discipline (music, visual arts, theatre arts, or dance).

IPSB Standard 4: Student Learning
Music, Visual Arts, Theatre Arts, and Dance (fine arts) teachers understand the core concepts and structures of the specific fine arts discipline they teach (music, visual arts, theatre arts, or dance) and are knowledgeable about diverse student learning styles.

IPSB Standard 5: Assessment
Music, Visual Arts, Theatre Arts, and Dance (fine arts) teachers demonstrate knowledge of and skill in assessing curriculum, instruction, programs, and student achievement in their specific fine arts discipline (music, visual arts, theatre arts, or dance).

IPSB Standard 6: Classroom Management
Music, Visual Arts, Theatre Arts, and Dance (fine arts) teachers understand that classroom management which creates a classroom environment conducive to learning depends on the consistent, objective use of a reasonable system of procedures in a fair and compassionate manner.

IPSB Standard 7: Professional Growth and Development
Music, Visual Arts, Theatre Arts, and Dance (fine arts) teachers understand the importance of continuous professional growth and development, and demonstrate commitment to the profession by participating in personal and professional development activities.

B. Cross-indexing Course Objectives to the Interstate New Teacher Assessment and Support Consortium (INTASC).

INTASC Standards
The teacher understands:
INTASC Standard 1: The central concepts, tools of inquiry and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

INTASC Standard 2: How children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development,

INTASC Standard 3: How students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

INTASC Standard 4: A variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

INTASC Standard 5: Individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

INTASC Standard 6: Knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

INTASC Standard 7: Planning instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

INTASC Standard 8: How to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

INTASC Standard 9: How to be a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

INTASC Standard 10: The knowledge to foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

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