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Professional Teaching Standards for Dance Arts (PTSDA)

The Professional Teaching Standards for Dance Arts (PTSDA) provides an industry standard for individuals teaching dance. The PTSDA describes the criteria expected of master dance educators. The PTSDA document is organized in two distinct sections: Section I, the Standards, details the eight content and achievement standards expected of an accomplished teacher and Section II, the Portfolio Checklist, provides types of evidence or acceptable documentation a teacher might include in a portfolio analysis to demonstrate successful achievement of the standards.
Course Offered Spring 2018

OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts (PTSDA) (February 12 to May 6, 2018) Professor: Patricia Cohen; Tuition $500
Completion of this course is a required element of the Registered Dance Educator (RDE) Accreditation application. For more information about registering for this and other courses, click here.

This course offers an introduction to the Professional Teaching Standards for Dance Arts (PTSDA). It will deepen the student’s understanding of standards and give them the tools to apply them in their daily teaching environments. The PTSDA provides eight industry standards for teaching dance. Within some of the standards, students will explore examples of other teacher’s portfolio items that provide evidence of mastery of that particular standard. Students will reflect on how they teach and how they can improve their teaching and the overall experience for their students. Given this deep reflection, it is suggested that registrants for this course have a minimum of 3 years of teaching experience. These PTSDA “teaching standards” are different than the recently launched National Core Arts Standards in Dance. The PTSDA is focused on what the “teacher” should know and be able to do regardless of dance genre taught or environment where dance is taught.  They are applicable to teachers in private studios, colleges/universities, community centers, and K-12, while the new National Core Arts Standards in Dance (referenced above) are focused on what the student should know and be able to do based on four artistic processes.  

Content Standards

The eight professional teaching standards address domains of knowledge that are necessary to provide an optimal learning experience for public or private dance education. The domains of knowledge require the master teacher integrate: goals and purposes of teaching dance education; knowledge of students; opportunities to learn; dance content, knowledge and skills; teaching methods and strategies; teaching and learning dance in context of broader education and community resources; and reflective practice (research, student and teacher assessments, and program evaluation).

1. Goals and Purposes of Dance Arts Education

Accomplished teachers understand the goals and purposes of dance education and use this knowledge to inform their instructional practice, motivate student learning and achievement, and convey the importance of dance to life and learning beyond the dance learning environment.
 

2. Knowledge of Students

Accomplished teachers demonstrate an understanding of the cognitive, affective, and kinesthetic development of students from early childhood through young adulthood into lifelong learning. Teachers should recognize individual student interests, abilities, and needs to inform age-appropriate instructional decisions.
 

3. The Content of Dance

Accomplished teachers use their knowledge of dance to aid students in acquiring the skills to create, perform, critically analyze, interpret, and evaluate works of art in dance.
 

4. Learning Environments

Accomplished teachers establish safe and engaging learning environments that meet the Opportunity-to-Learn (OTL) (2017) standards supporting student learning and growth.
 

5. Instructional Resources and Strategies

Accomplished teachers utilize a variety of resources and employ diverse strategies that enable students to maximize learning.
 

6. Taking Responsibility to Be the Best Teacher you Can Be and Advancing the Field of Dance Arts Education

Accomplished teachers take responsibility for continuing education and professional development, and they collaborate with colleagues at local, state, and national levels to advance the field of dance arts education. 

 

7. Integrating Community Resources to Support and Enhance the Dance Program

Accomplished teachers coalesce community resources to build their dance program so it is central to community education, art, culture, society, and business. Genuine collaboration and networks create pathways to establishing, nurturing, and sustaining dance programs in a community. 


 

8. Reflective Practice: Assessment, Evaluation and Research

Accomplished Teachers seamlessly blend teacher and student assessments and program evaluation into daily instruction; and they recognize that dance studios and classrooms provide research opportunities to improve teaching, learning, and reflective practice.