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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 details the eight content and achievement standards expected of a master teacher and Section II provides types of evidence a teacher might include in a portfolio analysis to demonstrate successful achievement of the standards.

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) 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. Collaboration with Colleagues to Advance the Field of Dance Arts Education

Accomplished teachers collaborate with dance administrators, colleagues, students, parents, and community leaders to advance dance education in their teaching environments and communities.

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

Accomplished teachers use available resources within the state and assets within the local community to enrich dance programs.

8. Reflective Practice: Assessment, Evaluation and Research

Accomplished teachers recognize that the dance studio and classroom provide a laboratory for research to improve the teaching and learning processes, and seamlessly blend teacher and student assessments and program evaluations into daily instruction.

OPDI-101: Introduction to the Professional Teaching Standards for Dance Arts

Interested in an in-depth review of the PTSDA? Take the 12-week online course OPDI-101 Professional Teaching Standards for Dance Arts (PTSDA). The course will be offered in the Spring 2018 semester.