NBPTS EC Art cheat sheet

Component 1 is a computer-delivered selected-response assessment (approximately 45 items in 60 minutes) plus one constructed-response item; it is scored separately from the portfolio components.

Selected-response items test art content and pedagogy across media (drawing, painting, printmaking, sculpture, ceramics, fibers, digital), elements and principles, art history, aesthetics, and criticism.

The constructed-response prompt is scored on a 0-4 rubric using criteria such as accuracy of art content, appropriateness for the developmental level, and clear rationale for instructional decisions.

Elements of art: line, shape/form, color, value, texture, space. Principles: balance, emphasis, contrast, rhythm/movement, pattern, proportion, unity/variety.

Color facts: primary pigments are red, yellow, blue in traditional color theory; complementary pairs sit opposite on the color wheel and neutralize when mixed; analogous colors are adjacent.

Developmental benchmarks: preschematic (ages 4-7) uses symbols and no baseline; schematic (7-9) uses a baseline and skyline; drawing realism emerges around ages 9-12.

Safety rules: avoid lead glazes and dusty clay in unfired state; use only AP/CP-certified materials; never fire wet or greenware with trapped air; kiln ventilation is required.

Assessment vocabulary: formative (ongoing, informs instruction), summative (end of unit), rubric criteria vs. levels, portfolio, and authentic assessment using student artwork as evidence.

Component 2 requires two submissions: a formative assessment record and a summative assessment record, each showing how you analyzed student work and adjusted instruction.

Each submission includes a written commentary (maximum 10 pages total across both) plus student work samples that document growth over time.

The formative piece must show a baseline, feedback given, and evidence of student response; the summative piece must show final evidence against standards.

Differentiation decisions must be justified by specific evidence from student work, not by general statements about student needs.

Scoring rubric dimensions include knowledge of students, analysis of student work, use of assessment to inform instruction, and evidence of student learning.

Differentiation strategies include tiered tasks, flexible grouping, choice boards, varied entry points, and modified materials or pacing.

Anonymize all student identifiers (names, school, district) before submission; use initials or codes.

The commentary must connect each instructional decision to a specific student's demonstrated need and describe the outcome of that decision.

Component 3 requires two 15-minute video recordings of your own teaching plus a written commentary (maximum 12 pages).

Video 1 must show you engaging students in a discussion or interactive lesson; Video 2 must show you providing feedback or a demonstration of a technique.

Commentary is organized around: knowledge of students, learning environment, instructional design, and assessment/feedback.

The rubric rewards evidence of student-to-student interaction, equitable participation, and a safe, respectful classroom culture.

Video must include clear audio; narration and captions are permitted to explain context.

Learning environment evidence includes routines, physical organization, safety procedures, and management of materials.

Commentary must cite specific timestamps and describe what the viewer should notice, linking each moment to a rubric dimension.

Each video must be continuous and unedited within the 15-minute window; no splicing of separate lessons.

Component 4 requires four written exercises: two on your practice and two on your professional contributions and collaboration.

Exercises include a profile of your teaching context, analysis of student learning over time, collaboration with colleagues, and contributions to the profession.

Evidence must be drawn from at least two years of practice and include specific data (e.g., assessment results, student growth measures).

The rubric scores on knowledge of students, use of data, collaboration, and contributions to the school/profession.

Reflection must connect professional learning to changes in practice and to measurable student outcomes.

Collaboration evidence includes co-planning, professional learning communities, mentoring, and family/community partnerships.

Contributions can include presenting, publishing, curriculum development, or leading professional development.

All claims must be supported by concrete artifacts or data; unsupported assertions receive low scores.

Component 1 is a computer-delivered selected-response assessment (approximately 45 items in 60 minutes) plus one constructed-response item; it is scored separately from the portfolio components.

Selected-response items test art content and pedagogy across media (drawing, painting, printmaking, sculpture, ceramics, fibers, digital), elements and principles, art history, aesthetics, and criticism.

The constructed-response prompt is scored on a 0-4 rubric using criteria such as accuracy of art content, appropriateness for the developmental level, and clear rationale for instructional decisions.

Elements of art: line, shape/form, color, value, texture, space. Principles: balance, emphasis, contrast, rhythm/movement, pattern, proportion, unity/variety.

Color facts: primary pigments are red, yellow, blue in traditional color theory; complementary pairs sit opposite on the color wheel and neutralize when mixed; analogous colors are adjacent.

Developmental benchmarks: preschematic (ages 4-7) uses symbols and no baseline; schematic (7-9) uses a baseline and skyline; drawing realism emerges around ages 9-12.

Safety rules: avoid lead glazes and dusty clay in unfired state; use only AP/CP-certified materials; never fire wet or greenware with trapped air; kiln ventilation is required.

Assessment vocabulary: formative (ongoing, informs instruction), summative (end of unit), rubric criteria vs. levels, portfolio, and authentic assessment using student artwork as evidence.

Component 2 requires two submissions: a formative assessment record and a summative assessment record, each showing how you analyzed student work and adjusted instruction.

Each submission includes a written commentary (maximum 10 pages total across both) plus student work samples that document growth over time.

The formative piece must show a baseline, feedback given, and evidence of student response; the summative piece must show final evidence against standards.

Differentiation decisions must be justified by specific evidence from student work, not by general statements about student needs.

Scoring rubric dimensions include knowledge of students, analysis of student work, use of assessment to inform instruction, and evidence of student learning.

Differentiation strategies include tiered tasks, flexible grouping, choice boards, varied entry points, and modified materials or pacing.

Anonymize all student identifiers (names, school, district) before submission; use initials or codes.

The commentary must connect each instructional decision to a specific student's demonstrated need and describe the outcome of that decision.

Component 3 requires two 15-minute video recordings of your own teaching plus a written commentary (maximum 12 pages).

Video 1 must show you engaging students in a discussion or interactive lesson; Video 2 must show you providing feedback or a demonstration of a technique.

Commentary is organized around: knowledge of students, learning environment, instructional design, and assessment/feedback.

The rubric rewards evidence of student-to-student interaction, equitable participation, and a safe, respectful classroom culture.

Video must include clear audio; narration and captions are permitted to explain context.

Learning environment evidence includes routines, physical organization, safety procedures, and management of materials.

Commentary must cite specific timestamps and describe what the viewer should notice, linking each moment to a rubric dimension.

Each video must be continuous and unedited within the 15-minute window; no splicing of separate lessons.

Component 4 requires four written exercises: two on your practice and two on your professional contributions and collaboration.

Exercises include a profile of your teaching context, analysis of student learning over time, collaboration with colleagues, and contributions to the profession.

Evidence must be drawn from at least two years of practice and include specific data (e.g., assessment results, student growth measures).

The rubric scores on knowledge of students, use of data, collaboration, and contributions to the school/profession.

Reflection must connect professional learning to changes in practice and to measurable student outcomes.

Collaboration evidence includes co-planning, professional learning communities, mentoring, and family/community partnerships.

Contributions can include presenting, publishing, curriculum development, or leading professional development.

All claims must be supported by concrete artifacts or data; unsupported assertions receive low scores.