TEAM REPORT OF FINDINGS FOR THE

MAINE STATE BOARD OF EDUCATION

Maine College of the Arts

Program Approval Visit for Educator Preparation Program October 14-16, 2018 Portland, Maine

Program Review Team: Mara Tieken (Chair), Paul Buck, University Maine Fort Kent Beth Lambert, Maine Department of Education Doris Santoro,

Non-Voting Participants: Wilson Hess, State Board of Education Jason Libby, Maine Department of Education Ángel Martínez Loredo, Maine Department of Education

1 TABLE OF CONTENTS

Introduction ……………………………………………………………………………….…… 3

Conceptual Framework …………………………………………………………………….…. 4

Unit Standard 1: Candidate Performance, Knowledge, and Dispositions ……………….… 6

Unit Standard 2: Assessment System and Unit Evaluation …………………………………. 8

Unit Standard 3: Field Experiences and Clinical Practices ……………………………..…. 10

Unit Standard 4: Diversity …………………………………………………………………… 12

Unit Standard 5: Faculty Qualifications, Performance, and Development ……………….. 14

Unit Standard 6: Unit Governance and Resources …………………………………….…… 15

Appendix A: Individuals Interviewed by the Program Review Team …………………….. 17

2 MECA REVIEW REPORT--DRAFT

Introduction

This report is based upon a review of the Self-Study Report filed by the Maine College of Art’s Art Education Department and data gathered by the program review team during its on-site visit to MECA from Sunday, October 14, to Tuesday, October 16. During this visit, the review team interviewed alumni, candidates, unit faculty, MECA administrators, cooperating teachers, and community partners. The team also reviewed artifacts submitted by MECA faculty, including program informational materials, candidates’ teaching portfolios, assessment tools, course syllabi, and data on candidates and alumni. The following background, drawn from MECA’s communications materials and the Self-Study Report, serves to contextualize the review team’s findings.

The program began several years ago, when MECA’s post-baccalaureate program transitioned to a full Master of Arts in Teaching. The Department of Education’s 2013 review occurred in the midst of this transition, and now the program has several years of data to support continuous improvement and document its impact. The unit’s Self-Study Report also offers ample evidence showing that the recommendations of this last review have been addressed.

The unit offers a program guided by eight outcomes aligned with the Maine Standards for Beginning Teachers, as well as standards set out by the Interstate New Teacher Assessment and Consortium (INTASC) and the National Art Education Association (NAEA). Master’s level academic content is connected to practice through intensive field experience, with placements in PK-12 settings and alternative settings, like the Barbara Bush Children’s Hospital at the Maine Medical Center, the Institute for Contemporary Art, LearningWorks, and the Telling Room. The 10-month program is shorter than many other MAT programs, and it consists of an August intensive, fall coursework, and spring student teaching, coupled with a seminar to support candidates’ developing teaching practice. Candidates document their progress toward the Maine Standards for Beginning Teachers with e-Portfolios, and they are assessed (formatively and summatively) throughout the program.

The Department consists of two full-time and one part-time staff, and candidates also enroll in studio classes with other MECA faculty. Program enrollment ranges from 8 to 12 students. According to data the unit collects, graduates go on to teach in public and independent schools and work in non-profit organizations across the United States and throughout the world. In 2015 and 2016, 90% or more of graduates had secured a job by the August following graduation, and 100% of those seeking preK-12th employment ended up in permanent positions within two years.

3 Conceptual Framework

As described in the conceptual framework, Maine College of Art’s MAT program develops artists into teachers. This underlying purpose is evidenced throughout the design and execution of the program, including an admissions process that prioritizes artistic experience, coursework that encompasses both artistic practice and pedagogical skills and knowledge, a set of discipline- specific program standards distinct from the more generic Maine Beginning Teaching Standards, a studio approach to lesson planning, and final portfolios centered on the Maine Standards for Beginning Teacher (that are also often quite visually striking). The review team heard consistently from candidates, faculty, and community partners that the MAT program nurtures “artists as teachers” and “artists in the classroom,” and it defines itself as a teacher education program within an —giving it a unique role in the state of Maine.

The full mission of the unit is:

The Art Education Department prepares artists to become effective art educators who use the knowledge, skills, and dispositions acquired in our MAT program to creatively serve children and youth in PK-12 schools, museums, community-based and alternative settings, and virtual learning environments. The program, which is both individualized and collaborative, prepares artists to recognize how their personal and professional characteristics and attributes enhance and strengthen the learning environment.

Several aspects of this mission were particularly salient to the review team. First, the MAT program engages candidates in a wide variety of learning settings. In addition to their elementary and secondary student teaching experiences, candidates also have the opportunity to teach in settings such as LearningWorks afterschool programs, the Portland Museum of Art, and the Barbara Bush Children’s Hospital at the Maine Medical Center. These opportunities reflect faculty members’ longstanding community ties, and these partnerships continue to grow and deepen, in ways that enhance both MAT candidates’ and local students’ learning experiences. These varied settings also help candidates to understand the particular contexts their students inhabit and they begin to see them as whole beings—a strength of the MECA program in evidence throughout the review team’s visit. Second, the program is both individualized—with many placements tailored to candidates’ unique interests and goals—and collaborative. Without exception, candidates described the collaborative nature of the program as one of its greatest strengths; through the unit’s cohort model they truly learn with and from each other. Candidates described a high degree of trust and close relationships amongst their cohort that will last well beyond the program itself, and this spirit of collaboration and camraderie was evident in the review team’s conversation with current candidates. Finally, candidates described the program as accelerated and affordable, filling a very important need for the adult working artist. Many candidates enter the program later in their careers and lives, and they enter purposefully and deliberately. At three terms, MECA is shorter than many other MAT programs, and its graduates go on to a wide array of jobs in public education, independent schools, and community organizations.

A final aspect of the conceptual framework is noteworthy. Faculty described a “collaborative circle of inquiry” that guides candidates’ developing practice, which includes learning from observation, sharing with others, and engagement with resources and readings; creating engaging

4 educational experiences and artistic expressions; observing without judgment; reflecting and critiquing in a spirit of collaborative inquiry; and refining to improve practice. This framework sets an expectation of continuous reflection, collaboration, and improvement, and it is evidenced in frequent embedded, formative, and summative assessments with MECA faculty and mentor teachers; learning experiences that require close observation of students; and ample opportunities to design and critique lessons with peers and community partners.

5 Unit Standard 1: Candidate Performance, Knowledge, and Dispositions

Findings:

The MAT program sets clear standards for admission into the program. Applicants must have completed 30 credit hours in studio (art-based) courses, have earned a minimum 3.2 GPA in those courses, and have a minimum of a 3.0 overall GPA, as shown in the MECA MAT Handbook and discussed in an interview with the Associate Director of Admissions. Students who do not meet these GPA requirements have the option to take the Praxis. Incoming class portraits show that the average overall GPA for the past two cohorts and current cohort has been over 3.5. The unit director explained that only students who are identified as likely to be successful in the MAT program are admitted. The unit director, the other full-time faculty member, and the Associate Director of Admissions interview applicants, and, using the materials submitted and these interviews, they determine if applicants could be successful as teacher education candidates. This year the interview team modified their dispositions checklist, creating a checklist for references to use in making determinations whether applicants should be admitted.

The Title II Report shows that all program completers in the 2015-16 and 2016-17 cohorts passed the Praxis for Art Content Knowledge and the Core Academic Skills for Educators with the exception of 91% passing the Math section in 2016-17. The unit director explained that candidates who do not pass the Praxis are not put forward for a degree. Candidates explained that they are encouraged to take the Praxis exams prior to matriculation. Those who pass the exams are awarded a $1000 scholarship, which helps incentivize passing the exams before program entry.

As a cohort, candidates proceed through a sequence of nine courses that total 36 credit hours, according to the MAT Handbook. Coursework is aligned to the Maine Standards for Beginning Teachers and the eight Program Outcomes; these standards and outcomes, along with the Maine Learning Results for Visual Arts and the program’s Professional Code of Conduct, are also included in the Handbook. All syllabi articulate the intended learning outcomes and Maine Standards for Beginning Teachers that will be addressed. These courses are completed in three terms: summer, fall and spring. The unit director explained that at the start of the first term, candidates are required to create an e-Portfolio that is organized by the 11 Maine Standards for Beginning Teachers. Throughout their coursework, candidates build on their e-Portfolios, providing evidence to demonstrate that they have met the 11 standards.

The comprehensive MAT Program Handbook explains that in order to earn a student teaching placement in the spring term, candidates must have passed the Praxis exams, maintain a GPA of 3.0 with no grade lower than a B- in any course, maintain satisfactory attendance in all coursework and field work, demonstrate at least 80% of identified dispositions for teaching, use technology for a variety of purposes, demonstrate via e-Portfolio beginning evidence of all State teacher preparation standards, and consistently follow the Professional Code of Conduct throughout field experiences in the fall term. The identified dispositions are listed in the MAT Handbook. Completed dispositions checklists show that students demonstrate their competence in the dispositions by providing video evidence for instructor review.

6 Candidates and unit faculty explained that technology is utilized as a means of communication and instruction throughout the program, from the initial candidate interviews to the development of the candidate e-Portfolios. The technology employed by the unit mirrors the technology platforms used by local schools. Candidate interviews and e-Portfolios reveal that candidates use the Google platform to collaborate on lesson plans and reflect dialogically on their field placements.

Commendations:

The review team recognizes that the unit ensures that all candidates know, from their entry into the program, the formative and summative criteria on which they will be assessed. This practice models best teaching practices for candidates and makes requirements of the program transparent and aligned with the 11 Maine Standards for Beginning Teachers.

Review Team Decision: Standard One is MET.

7 Unit Standard 2: Assessment Systems and Unit Evaluation

Findings:

The unit has developed several points of transition used to monitor and assess student readiness at key points in the program, including program entry, entry to student teaching, exit from student teaching, exit from the program, and induction after being hired.

The first transition point, admission into the program, is an area that has been reworked since the last review process. Faculty noted that adjustments to the requirements, such as raising the required GPA (both overall GPA and GPA in the major), refining the prompts for recommenders to be aligned to the teaching disposition checklist, and holding candidate interviews on Google Chat to discreetly assess their technology abilities and dispositions has resulted in better qualified and more prepared candidates; these faculty assessments are corroborated by the candidates’ admissions portfolios.

The remaining transition points are integrated throughout the students’ time in the program. Assessments at these transition points begin with low stakes assessments in the summer and fall and build to high stakes review of students’ e-portfolios in April, ensuring that areas for improvement are identified early and candidates have ample time and supports for growth. The tools used to guide these assessments are found on the admissions website and in the MAT Handbook and course syllabi.

The student teaching section of the handbook provides candidates with templates for all of the formative and summative assessments they will encounter during their final student teaching field placement. Each assessment sheet references the Maine Standards for Beginning Teachers that need to be met for successful program completion. Faculty use the formative assessment sheets to provide substantive feedback to students and guide further instruction. The review team’s interviews with students further confirmed that students are aware of the criteria on which they are being evaluated and when those evaluations occur.

Throughout the program, candidates collect evidence to demonstrate that they meet each of the Maine Standards for Beginning Teachers in their e-Portfolios. Evidence includes photographs, videos, planning documents, course-related work, and reflections. Once candidates have demonstrated Maine’s initial teacher proficiencies, they are recommended to the State of Maine for teacher certification endorsement.

The unit also uses assessment data, along with data from a variety of other sources (including grades, mentor feedback, course evaluations, job placements, alumni surveys, and more informal conversations with graduates and colleagues), to evaluate and improve the program. The Self- Study Report outlined three key changes made in response to these kinds of data: 1) based on graduates’ reports that they felt unprepared to differentiate for learning differences, they reassigned an art education faculty member experienced in differentiation to teach the Exceptionality course, 2) candidates shared witnessing teacher bias towards refugee students in local schools, which led to a conversation with administrators and new professional development for their teachers, and 3) Readiness Review data showed that candidates struggled to align

8 standards, objectives, and assessment criteria, leading to reorganized lesson plan templates and a new interface that shows when alignment is achieved. Other improvements have been made in response to course evaluations and informal conversations.

Commendation:

The team wishes to acknowledge the thoughtful and effective work that has been done to make the admission requirements more selective, such as raising the required overall and major GPA and refining the teacher recommendation prompts, and the role these requirements have played in the unit’s low attrition rate.

Review Team Decision: Standard Two is MET.

9 Unit Standard 3: Field Experiences and Clinical Practice

Findings:

The unit works closely and synergistically with its school and community partners throughout the duration of the MAT program, from the very first days of their experience in August, when candidates work with elementary students through LearningWorks, to student teaching in K-12 classrooms. In interviews throughout the team’s visit, participants consistently described the mutual benefit for candidates, K-12 students, schools, community partners, and the unit of these fieldwork interactions.

Evidence, such as teaching portfolios and interviews with Unit faculty and candidates, reveals a vast array of types of placements throughout the program. During the August session and fall coursework, candidates engage in shorter pre-practicum fieldwork experiences in private, public, and alternative education settings, while the spring term is devoted to a teaching practicum, during which candidates spend 15 weeks student teaching in elementary and high school settings. The Director of Art Education Outreach arranges the student teaching placements, and she strives to place students in a environment that fits the candidate, the K-12 students, and the mentor teacher and allows for the effective and practical evaluation of candidates and the development of their teacher dispositions.

Members of the review team visited two schools in Portland during the visit, and Riverton Elementary School, and partners at both locations described their relationship with candidates and MECA faculty as bidirectional and fruitful. For example, a mentor teacher at Riverton (who is also a graduate of the MAT program) stated that, without exception, every candidate who has taught under his supervision has been both well prepared to begin teaching and receptive to feedback. He receives a great deal of support from the unit and reported that communication with the unit is fluid and consistent.

Two members of the review team interviewed community partners from LearningWorks, the Portland Museum of Art, and Barbara Bush Children’s Hospital. From the outset of this interaction, the level of mutuality between these partners and the candidates they host was evident. At LearningWorks, candidates and students begin working together in August and, in a later phase of the program called MAT (Make. Art. Think.), present their artwork side-by-side later in the fall for students’ parents. The partner from LearningWorks described the relationship with the unit as “a true partnership.” The partner representing the Portland Museum of Art welcomes candidates through the first weeks of September, during which time the candidates have an opportunity to work with students in an out-of-classroom setting. In alignment with learning outcomes of the unit’s course on Alternative Settings, the partner from the museum helps candidates hone their presentation skills with students in real time. The partner has also remarked that docents at the museum are enthusiastic to participate with the candidates, as those docents also learn a great deal from them. Additionally, rubrics used to evaluate candidate dispositions come from the unit’s Director of Art Education Outreach and are, in the partner’s words, extremely thorough, well-constructed, and easily applied. The partner also noted that over the last two to three years the partnership between the Portland Museum of Art and the unit has grown. The collaboration between Barbara Bush Children’s Hospital and the unit occurs through

10 an assignment in the Alternative Settings course. It fills an important role at the hospital, as artwork is a very important interdisciplinary portion of students’ learning during their hospitalizations, and for candidates, who are exposed to students’ learning differences due to the context of their ongoing healthcare. The partner stated that candidates tend to be quite flexible, and to a person, those candidates wish to come back to the hospital.

All three of the community partners lauded the effective and rapid communication with faculty from the unit, specifically the Director of Art Outreach Education, with whom they all work most immediately. Furthermore, the three partners listed an array of benefits for candidates that stem from their collaboration with the unit, including, but not limited to, development of skills in instructional differentiation, communication, studio habits of mind, and engineering design process and beginning to understand art as healing from a broad range of trauma. The collaborations are, in the words of one of the interviewees, a “win-win” for everyone: K-12 students, candidates, partners, faculty, and all of the institutions.

Commendation:

Through interviews with and broad documentation from all stakeholders, it is abundantly clear that the relationship between institutions, candidates, faculty, mentor teachers, and K-12 students is dynamic, omnipresent, innovative, diverse, and quite mutually beneficial in nature. Furthermore, the team notes that there exists a strong willingness amongst all stakeholders to continue to nurture this relationship for the benefit of all involved.

Review Team Decision: Standard Three is MET.

11 Unit Standard 4: Diversity

Findings:

The unit’s promotion and practice of diversity effectively aligns with this same promotion and practice within the Maine College of Art at large, as expressed through Goal IV of the institution’s 2013-2018 Strategic Plan and subsequent Diversity Statement & Compact. Furthermore, the unit’s promotion and practice of diversity aligns with Maine Teacher Candidate Proficiencies, most especially Standard Two on learning differences.

From the very beginning of their experience as learners and educators, candidates are exposed to diversity in multiple fora. Candidates’ first practical exposure to diversity among the K-12 students they will eventually serve as classroom art teachers occurs within the first week through the auspices of the LearningWorks summer program. This program introduces candidates in a co-curricular manner to young people of various ethnic, linguistic, racial, and socioeconomic backgrounds, some of whom also experience learning differences and/or have experienced significant trauma, from throughout Greater Portland.

In the fall Alternative Settings course, taught by a faculty member who simultaneously serves as the Director of Art Education Outreach, students expand the concept of diversity in a structurally varied manner, literally and figuratively. During a visit to the course, a review team member participated in a simulated lesson intended for K-12 students who would partake of experiential learning by visiting an exhibit at the institution’s art gallery. The lesson involved entrance and exit tickets, as well as kinesthetic concepts, to help determine individually and as a whole group, the unique qualities of each of the works in the exhibit. The faculty member effectively modeled sound pedagogy, incorporating diverse learning styles and modalities, for candidates in the course, including an important element of her own diachronic and synchronic reflective practice vis-à-vis diversity. Such reflective practice on diversity and its practical inclusion in classroom instruction was evident through interviews with unit faculty, community partners, mentor teachers, and, most importantly, the candidates themselves.

As stated in Goal V of the Maine College of Art’s Strategic Plan 2013-2018, there exists a will to reaffirm the institution’s identity and extend its reach outside of Greater Portland, and this commitment is also reflected in the unit’s self-study and informational materials. Given the growing rural-urban divide within the state of Maine and throughout the United States, this goal is laudable, as rurality is a form of diversity that is all too often forgotten. More sustained effort might be provided within the unit to continue to build these bridges and foster these extant connections between Maine College of Art’s urban setting and more rural sectors just outside of the Greater Portland area.

Interviews with unit faculty and the candidates themselves suggest some diversity within the MAT class. All except one of the ten current candidates are post-traditional students, the vast majority of whom had careers in varied fields before deciding to re-engage with formal study in the unit. Candidates also seek out a variety of diverse settings for their student teaching placements, from working within the Portland Schools, whose students include a high percentage of English Language Learners and students with learning differences, all the way to serving in

12 the Bay Area in California. In addition, due to the training in and sensitivity toward diversity in their coursework within the unit and from their experience in local schools and with community partners, candidates have found employment as art teachers in a public school in rural Western Maine, Ghana, and the Peace Corps.

Finally, the mentor teacher at Riverton stated that the candidates, to a person, come to his classroom to student teach with an abundance of curiosity about and a comfortability with concepts of diversity, which clearly speaks to the high quality of the candidates themselves and to the thorough preparation provided by the faculty and the multiple learning venues of the unit’s MAT program.

Review Team Decision: Standard Four is MET.

13 Unit Standard 5: Faculty Qualification, Performance, and Development

Findings:

The unit faculty are qualified and have a breadth of professional art and education experience as seen in their resumes. As was evident in the review team’s classroom observations, the faculty employ the same high quality teaching and learning strategies as they impart to their teacher candidates. Specifically documented in their course syllabus are the influences of the teaching best practices of Reggio Emilia and Studio Habits of Mind. It is also evident that they employ a studio approach to learning through their reflective and collaborative work developing this program over the last five years as seen in the course development documents. This collaboration is also seen in the weekly faculty meetings.

The faculty members keep active with their educational scholarship as well as their art practice. Some notable examples of this are presentations at the National Art Education Association and the American Association of Teaching Curriculum conferences as well as having exhibited in local galleries.

The program has a strong presence in the Great Portland community, due in no small part to faculty members’ professional connections. For example, the Director of Art Education Outreach recently secured a grant to create an afterschool program with LearningWorks called Make.Art.Think, where MAT candidates can do field placements, and in a program called Adventures in Art, teacher candidates create lessons around the unit’s Institute for Contemporary Art exhibits for local students and their families. The program’s commitment to service was recognized in May 2018, when the Education Outreach Director received the Roger Gilmore Service Award.

Faculty are supported and assessed through end-of-course evaluations, peer guidance, and, as necessary, consultations at weekly faculty meetings. The Program Chair is working with MECA administrators to tailor the end-of-course evaluations to better reflect the goals of the Art Education Department and meet the needs of the MAT program. In addition to these sources of feedback and guidance, faculty are subject to MECA’s system of review, which occurs every three years.

Review Team Decision: Standard Five is MET.

14 Unit Standard 6: Unit Governance and Resources

Findings:

The Masters of Arts in Teaching program is planned and administered by the Art Education Department. The Program Chair serves as the educational leader of the unit, and she also teaches several classes, including Artist as Educator, the Summer Institute: Fundamentals of Teaching, Learning, Creativity, and Cognition, and the Professional Practices Seminar. In interviews, candidates referred to her as an “advisor” they turn to for guidance about the program, their success in it, and long-term career planning. While the individual in this role was originally hired as temporary faculty, she has now served for five years, and she will be departing the institution at the end of this academic year. The Director of Art Education Outreach is responsible for managing the certification process, field experiences, and student teaching placements; she also teaches the classes Exceptionality and Alternative Settings, as well as PK-8 methods course (alone or as a co-teacher). In addition, an adjunct lecturer teaches PK-8 and High School methods courses (alone or as a co-teacher) and observes candidates in the field, and studio art faculty teach the studio courses candidates may take. The three core unit faculty—the Program Chair, the Director of Art Education Outreach, and the adjunct lecturer—meet weekly to plan and discuss candidates’ progress in the program.

Interviews with faculty and leadership revealed that the unit is preparing for the departure of the current chair in two ways. The current Director of Art Education Outreach has been pursuing a certificate in educational leadership, supported by MECA, to prepare for assuming chair responsibilities. The unit is also beginning a nationwide search to hire a new faculty member to replace the chair.

However, interviews with faculty and leadership revealed that the process had been delayed. Furthermore, review team members were concerned about the unit’s ability to attract qualified candidates, given the salary listed. These issues may prohibit yielding a large pool of strong candidates. In addition, because responsibilities might change dependent upon the skills and experiences the new hire brings to this role, existing roles remain undefined until a candidate is hired, creating uncertainty for current faculty.

Not only did the posted salary seem incommensurate with those of similar programs, team members noted that the current budget for faculty salaries ($111,000) also seemed low. Inadequate salaries might compromise the ability of the unit to retain faculty.

The unit has the support of college personnel and services in key areas, including admissions, health services, tutoring services, Artists at Work, and marketing. Candidates noted mental health services and tutoring opportunities as particularly important to their success in the program. The program recently received a dedicated space on the 5th floor of the MECA building, which includes a classroom, loft, and office. This space is used for lesson planning, art making, and classes, and both candidates and alumni described this shared space as crucial to their ongoing collaboration, reflection, and growth. Candidates make use of the Joanne Waxman Library, with its 41,000 titles, access to online research databases, and “non-shushing” study and collaborative working spaces. Candidates can also utilize the college’s extensive resources for

15 their studio classes and art making, including photography, woodworking, painting, digital media, printmaking, graphic design, illustration, metalsmithing, sculpture, textiles, and ceramics. This access reflects MECA’s core belief that art teachers should be practicing artists and, as the associate director of admissions described, “stay true to their studio practice.” Finally, MECA has abundant exhibition spaces, which several MAT projects, such as the Adventures in Art School Program, use to showcase student work.

The unit makes extensive use of technology, particularly Google platforms. Using Google sites, candidates plan and workshop lessons; share student work samples with unit faculty and each other; and collect evidence to show their progress toward meeting the Maine Beginning Teacher Standards. Video-calling is used to interview prospective candidates, to conduct faculty meetings, to allow the Program Chair to remain in close contact with candidates, and to supervise candidates in remote placements.

Recommendations:

We recommend that the leadership should have a long-reaching vision for transitions around key personnel, ensuring that institutional knowledge and capacity is appropriately spread across the faculty team. This plan should be supported by institutional resources to secure the long-term viability and success of the unit.

The team recommends that faculty salaries become commensurate with those of similar programs. Without this, the team is concerned that the unit will not be able to attract qualified candidates to fill openings or to retain current faculty.

Review Team Decision: Standard Six is MET.

16 Appendix A: Individuals Interviewed by the Review Team

Ian Anderson Vice President of Academic Affairs Hannah Bevens Alumna, ‘18 Piper Bolduc Adjunct Instructor Alex Boucher MAT candidate Erica Boyles MAT candidate Andrew Cook MAT candidate McKenzie Davidson MAT candidate Jennifer Emrich MAT candidate Chad Hart Mentor teacher, Riverton School Brian Killeen MAT candidate Adrienne Kitko Associate Director of Admissions and Graduate Recruitment Kelly McConnell Associate Professor and Director of Art Education Outreach Maranda Parent Alumna ‘16 Amy Pichette LearningWorks Meghan Quigley Portland Museum of Art Meredith Radford MAT candidate Audrey Rolfe Mentor teacher, Deering High School Abigail Snyder Barbara Bush Children’s Hospital Justine Lasdin Springer MAT candidate Fern Tavalin Professor and chair of the Art Education Department Abby Winterbrook MAT candidate

17