I don't teach prep.

How could anyone call this class art 
prep?  This is a great example of how to 
present art as a subject, not as a filler.

by Elizabeth Van Allen 
for scribblesbyartteachervanallen.blogspot.com

Those who teach math are called math teachers.  The same goes for writing, science, geography... the list goes on.  So why is it that so often those who teach art, physical education, library skills, music, computer skills, etc. are called prep teachers?

I have some real issues with how those in my field are often perceived.  Art education doesn't center around how to entertain kids with crayons for 45 minutes at a time, and it's purpose is not to fill time while other teachers prepare their lessons.  I don't know with certainty what the educational requirements are to become any other type of teacher, but training to be an art teacher takes years of hard work and dedication.  In many US states it now requires both bachelors and masters level degrees along with a certification that requires several rigorous and expensive tests.  Art can be an academic pursuit at any age.  In fact, in order to earn a degree in art, a student must complete multiple 6-hour (at a time, not over several days) studio classes each semester in addition to the standard history, math/science, writing etc. coursework.  The standard final 

This is what an informal critique 
looks like in a studio art class.  
This happens 1-2 times per project.
photo from christinboggs.blogspot.com 

exam for all studio courses is a formal critique, which is a verbal explanation and defense of the artwork completed for the class that you present to a small board of peers and faculty members.  No matter what way you look at it, art school was no easy way to earn a degree in higher education.  It's no wonder that many art educators feel so passionately about the worth of their subject!

Below is an open-ended collection of genuine concerns, not a list of complaints or annoyances.  These statements have been collected from teachers like me who take their jobs and subject matter seriously.  It seems like the best and least painful way to change the trivialization of non-"core" subject areas would be a complete shift in the way that everyone involved in education regards those subjects and the highly qualified professionals that teach them.  This could take a very long time, and it will only happen if we all work together. 

 Disclaimer to my coworkers: I do not judge you based on the professional vocabulary that was taught to you by others.  Education is a lifelong endeavor, and terms evolve in all professions due to many factors.  I won't hold it against you if you call me a prep teacher, but I do ask that you give some thought to what the term actually means.

What I ask is that you keep an open mind and give it a little thought the next time you hear (or use) the term 'prep teacher'.

This is an art class, not an art prep.
from http://artjunction.org/
art-at-dryden-elementary-school/

1. Look up job descriptions for 'prep teacher'.  They generally have to do with preparing a student for a test, Kindergarten, or teaching in a prep school.  None of these apply to what we do with students, so why would anyone apply the label to our jobs?  
2. No student has a schedule that includes 'prep' class, and if they do it's generally called a study hall.  Therefore the 'prep teacher' title as it is generally used isn't applicable in any situation.  If you need an all-purpose term that groups us all together, try substituting one of these for the word prep: expressive arts, education specialists, or special area.  Better yet, try asking your friendly neighborhood (not prep) teacher for some good alternatives that they are comfortable with!
3. Other teachers' schedules may say prep during the time we have their students, but that's the title of their time, not our class.  The word 'prep', as it is used on a teacher's schedule, is short for preparation.  That is the time that is set aside by contract for teachers to prepare lessons, grade papers, and get ready for the next day's classes.  By that definition, wouldn't a prep teacher's function be to instruct other teachers in the correct preparation of materials and subject matter in order to most effectively and efficiently educate their students?  Besides, other teachers cover us when we have our prep period.  Does that make them prep teachers too?
4. There is no college major or degree from any institution of higher learning called 'prep'.  There's physical education, computer sciences, art (painting, sculpture, etc.), vocal music, instrumental music... you get the idea.
5. The best education specialists/expressive arts/prep teachers are very flexible, open-minded and accommodating people with impeccable organizational skill.  They have amazing classroom management at all grade levels and incredible memories- especially for names.  That seems to be the description of a true master teacher.  If logic follows, then we should be admired for these qualities instead of looked at as a placeholder or babysitter.  Although I don't think this currently applies to me, I've been in that situation in the past and the difference can be like night and day!



Art prep for a show looks like this

6.  We are responsible to know every single student in the school, grade them, be sensitive to their individual needs, and keep them safe each day.  If we have a real issue with a student or parent, we don't pass them along to another teacher after June.  We may still have them in our classes for up to eight more years.  We have to resolve the issue in a way that makes everyone involved more comfortable in a more long-term way.  Please be mindful of the energy and strategy it takes to handle this many personalities on a daily (and yearly) basis.

So what does a "prep" teacher do during their preparation period?  I'm so glad you asked!  I...  

Art Prep for a class can look like this

• Grade projects
• Call parents- and not just for the bad stuff!
• Organize and replenish general-use supplies
• Clean the things that students can't
• Prepare supplies for different grade-level projects and seating groups
• Create project boards for all grade levels with written and visual instructions, objectives, time lines, etc.



(above) Art teacher Dennis Weaver of
Clearview Regional High School in
South Jersey prepping in his classroom 
(from http://www.nj.com/gloucester-county/index.
ssf/2012/09/gloucester_county_teachers_pre.html)

• Write lesson plans and curriculum frameworks that adhere to state and national standards
• Create step-by-step project examples that show how the artwork is made.  That means that I make one incomplete project from the ground up for each step a student would take in completing the assignment.
• Write behavioral notes on students to identify patterns and anomalous instances of bad decision making
• Complete paperwork on behaviors, grades, IEP notes, papers for truancy court, letters to parole officers/judges/case workers, letters of recommendation, etc.
• Research concepts and ideas for new lessons- it takes more than just a 5 minute google image or pinterest search to plan an art project! 
• Analyze data on work and traffic flow as it pertains to working with different mediums (clay, paint, drawing, etc.) and strategize supply distribution plans based on the information collected
• Reflect on what worked and didn't work in our teaching practice, re-write plans, and document our experiences

With all of this in mind, I think that instead of being labeled as a prep teacher, my skill set should qualify me as art educator and people handler extraordinaire. (...or something like that, maybe I should make up new business cards!)  Hopefully now you can understand why being called a prep teacher has never been ok with so many of us specialists.  

What is the best term 
that you have heard used to replace the label of 'prep teacher'? 

*Watch for an upcoming post on how 
education specialists can advocate for their subjects 
and programs based on academic attributes!*