Overview 

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.

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 insturctuion.