QUALITY STANDARD I Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district's organized plan of instruction.
Artifact and Rationale: For Element A, I have chosen the artifact of a lesson plan I created for my high schoolers, called Timeline Tapestries. I chose this because it includes all my objectives, learning targets, standards, big ideas and essential understandings. It also shows how the student interactions line up with concepts and vocabulary. It reflects my use of modeling and demonstration as well as formative and summative assessment through in-progress critiques, pre and post assessments, and student self- assessments.
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district's organized plan of instruction.
Artifact and Rationale: For Element A, I have chosen the artifact of a lesson plan I created for my high schoolers, called Timeline Tapestries. I chose this because it includes all my objectives, learning targets, standards, big ideas and essential understandings. It also shows how the student interactions line up with concepts and vocabulary. It reflects my use of modeling and demonstration as well as formative and summative assessment through in-progress critiques, pre and post assessments, and student self- assessments.
ELEMENT B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.
Artifact and Rationale: The photo on the left is of one of my students cutting paper into a square for origami. He had to figure out how to turn the rectangle into a square. I pointed out to him that by doing this, he is using math. Often times, pointing out when students are using math in their artwork helps them realize that the contents are related, and that they are capable of all contents! The photo on the right is of a spring/insect unit. I involved literacy through reading books about spring and different bugs each day (see attached lesson plan) and involved science by learning about different insect life cycles (see photo).
Artifact and Rationale: The photo on the left is of one of my students cutting paper into a square for origami. He had to figure out how to turn the rectangle into a square. I pointed out to him that by doing this, he is using math. Often times, pointing out when students are using math in their artwork helps them realize that the contents are related, and that they are capable of all contents! The photo on the right is of a spring/insect unit. I involved literacy through reading books about spring and different bugs each day (see attached lesson plan) and involved science by learning about different insect life cycles (see photo).
ELEMENT C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
Artifact and Rationale: I have chosen a lesson plan "Homage Mobiles' for this element, because it reflects my ability as a teacher to give students opportunities to practice curiosity and generate questions that lead to further inquiry and self-directed art-making! My students took examples of Alexander Calder and Louise Bourgeois' work as well as contemporary artists and problem-solved their way into creating symbolic mobiles. After productive struggle of learning different bending and joining techniques, my students then we able to problem solve how to turn their sketch into a mobile with multiple successful balance points. The lesson plan also shows how I modeled how to problem solve and experiment as an artist through demonstrations and video resources, and how to generate ideas through word webs, discussion, and sketching. Finally, the lesson plan reflects my ability to lead discussions on visual arts and its connection to engineering and problem solving. Students' progress as well as bending and joining activities were all recorded in their sketchbooks with proper labels.
Artifact and Rationale: I have chosen a lesson plan "Homage Mobiles' for this element, because it reflects my ability as a teacher to give students opportunities to practice curiosity and generate questions that lead to further inquiry and self-directed art-making! My students took examples of Alexander Calder and Louise Bourgeois' work as well as contemporary artists and problem-solved their way into creating symbolic mobiles. After productive struggle of learning different bending and joining techniques, my students then we able to problem solve how to turn their sketch into a mobile with multiple successful balance points. The lesson plan also shows how I modeled how to problem solve and experiment as an artist through demonstrations and video resources, and how to generate ideas through word webs, discussion, and sketching. Finally, the lesson plan reflects my ability to lead discussions on visual arts and its connection to engineering and problem solving. Students' progress as well as bending and joining activities were all recorded in their sketchbooks with proper labels.
QUALITY STANDARD II Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
ELEMENT A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
Artifact and Rationale: "My Art Room Procedures" is hung on the wall next to the door that my students walk through each day. I go over the procedures every Monday, and anytime the students need a reminder. This is a great way to implement structure, routine, and clear expectations.
ELEMENT A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
Artifact and Rationale: "My Art Room Procedures" is hung on the wall next to the door that my students walk through each day. I go over the procedures every Monday, and anytime the students need a reminder. This is a great way to implement structure, routine, and clear expectations.
ELEMENT B: Teachers demonstrate an awareness of, a commitment to, and respect for multiple aspects of diversity, while working toward common goals as a community of learners.
Artifact and Rationale: The instructions to my high school Social Justice Sketchbook assignment shows how the students watched a Ted Talk about African American representation in the arts and the struggle for equality. After discussing the topic, and defining social justice, students created art based on a social justice topic that was important to them. This was a great way to introduce awareness to a very white space and teach students to commit to being allies to their peers of color and to commit to respecting different perspectives.
Artifact and Rationale: The instructions to my high school Social Justice Sketchbook assignment shows how the students watched a Ted Talk about African American representation in the arts and the struggle for equality. After discussing the topic, and defining social justice, students created art based on a social justice topic that was important to them. This was a great way to introduce awareness to a very white space and teach students to commit to being allies to their peers of color and to commit to respecting different perspectives.
ELEMENT C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
Artifact and Rationale: Planning Sheet for TAB. Through teaching TAB (Teaching Artistic Behaviors) The interests of the student is met through choice based. Students are also able to create what is at their level of skills and abilities. As the teacher, I am able to guide students through what it is they want to create as well as help them through challenges they may face. This is a great way to avoid projects having the same outcome.
Artifact and Rationale: Planning Sheet for TAB. Through teaching TAB (Teaching Artistic Behaviors) The interests of the student is met through choice based. Students are also able to create what is at their level of skills and abilities. As the teacher, I am able to guide students through what it is they want to create as well as help them through challenges they may face. This is a great way to avoid projects having the same outcome.
ELEMENT D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
Artifact and Rationale: During my time at Soroco High School and Strawberry Park Elementary, I attended and participated in Parent Teacher Conferences, weekly staff meetings, and PLC meetings, and got to communicate one on one with the parents of my students at PTC's as well as through emails. I also worked with the counselors of the students in my classroom. Here's a picture of some notes from a PLC meeting. (Don't mind the doodles!)
Artifact and Rationale: During my time at Soroco High School and Strawberry Park Elementary, I attended and participated in Parent Teacher Conferences, weekly staff meetings, and PLC meetings, and got to communicate one on one with the parents of my students at PTC's as well as through emails. I also worked with the counselors of the students in my classroom. Here's a picture of some notes from a PLC meeting. (Don't mind the doodles!)
COLORADO TEACHER QUALITY STANDARD III Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
ELEMENT A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
Artifact and Rationale: For this artifact I have chosen links to a pre and post assessment of a lesson I taught. Using data from assessments helps me plan my instruction and helps me meet the needs of each student and adjust my instruction when necessary. Pre Assessment: forms.gle/diCF23m7TXZ6czpz5 Post Assessment: forms.gle/HFf4U5sE34STh1yA6
ELEMENT A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
Artifact and Rationale: For this artifact I have chosen links to a pre and post assessment of a lesson I taught. Using data from assessments helps me plan my instruction and helps me meet the needs of each student and adjust my instruction when necessary. Pre Assessment: forms.gle/diCF23m7TXZ6czpz5 Post Assessment: forms.gle/HFf4U5sE34STh1yA6
ELEMENT B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
Artifact and Rationale: On the left is the hand out for the TAG in-progress critiques. On the right is a weaving done by one of the students who participated in the in-progress critique. She told us how the weaving represents her journey with her horse. We discussed how it would be meaningful to incorporate something from her horse or the barn. After the critique, she added the horse hair. In-progress critiques are a great way to not only assess my students' learning, but also be able to provide feedback and give my students a chance to make adjustments before they self-assess. It also helps me see what I need to change in my instruction.
Artifact and Rationale: On the left is the hand out for the TAG in-progress critiques. On the right is a weaving done by one of the students who participated in the in-progress critique. She told us how the weaving represents her journey with her horse. We discussed how it would be meaningful to incorporate something from her horse or the barn. After the critique, she added the horse hair. In-progress critiques are a great way to not only assess my students' learning, but also be able to provide feedback and give my students a chance to make adjustments before they self-assess. It also helps me see what I need to change in my instruction.
ELEMENT C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
Artifact: This artifact is a sketchbook assignment created for my high-school students. They do their own research for an artist to study to base their art off of. The students enjoyed using different websites such as Google Arts and Culture as well as links I provided for them. They posted all their findings as well as their sketchbook art to Google Classroom. Teaching students to research like an artist and properly use technology is important.
Artifact: This artifact is a sketchbook assignment created for my high-school students. They do their own research for an artist to study to base their art off of. The students enjoyed using different websites such as Google Arts and Culture as well as links I provided for them. They posted all their findings as well as their sketchbook art to Google Classroom. Teaching students to research like an artist and properly use technology is important.
ELEMENT D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem solving skills
Artifact and Rationale: I am showing a 5th grade student's planning sheet next to their artwork. I have chosen this artifact, because with TAB, some people might think it is a "free for all", but in reality, it is very structured and naturally lines up with the Visual Arts Standards. I have each student create a planning sheet after they come up with 6 different researched ideas. I teach my students the importance of research, planning, and follow through. Many of my students have a hard time staying with their plan, but teaching them that artists plan and follow through with their plan shows them that I have high expectations for them!
Artifact and Rationale: I am showing a 5th grade student's planning sheet next to their artwork. I have chosen this artifact, because with TAB, some people might think it is a "free for all", but in reality, it is very structured and naturally lines up with the Visual Arts Standards. I have each student create a planning sheet after they come up with 6 different researched ideas. I teach my students the importance of research, planning, and follow through. Many of my students have a hard time staying with their plan, but teaching them that artists plan and follow through with their plan shows them that I have high expectations for them!
ELEMENT E: Teachers provide students with opportunities to work in teams and develop leadership.
Artifact and Rationale: This screenshot is of one of my "Class Dojo" classes. I put my students in assigned seating in tables as their team for the week. The teams can earn points when they follow directions, stay on task, help each other out, etc. They can also lose points for misbehaving. The table with the most points at the end of the week get a prize, and if the class earns enough points together, they get outside time! This has been such an amazing way to implement teamwork and positive reinforcement. Being able to point out teams and individuals who are modeling positive behavior is a great way to implement leadership when using Class Dojo.
Artifact and Rationale: This screenshot is of one of my "Class Dojo" classes. I put my students in assigned seating in tables as their team for the week. The teams can earn points when they follow directions, stay on task, help each other out, etc. They can also lose points for misbehaving. The table with the most points at the end of the week get a prize, and if the class earns enough points together, they get outside time! This has been such an amazing way to implement teamwork and positive reinforcement. Being able to point out teams and individuals who are modeling positive behavior is a great way to implement leadership when using Class Dojo.
ELEMENT F: Teachers model and promote effective communication.
Artifact and Rationale: This artifact is a rubric from one of my high-school lessons. I believe the more clear you as the teacher can be with your expectations, the better your students will perform, because they know what you're looking for.
Artifact and Rationale: This artifact is a rubric from one of my high-school lessons. I believe the more clear you as the teacher can be with your expectations, the better your students will perform, because they know what you're looking for.
QUALITY STANDARD IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
ELEMENT A: Teachers demonstrate high standards for professional conduct.
Artifact and Rationale: This artifact is some pages of notes from a Professional Development Day I attended at Strawberry Park Elementary. We had a guest speaker Dr. Rosemary Allen who conducted an Implicit Biased Training. Not only was this training insightful, it was also inspirational. I can't wait to use what I learned in my own classroom. Attending Professional Development days, staff meetings, PLC meetings, and specials teachers meetings was a great way to keep my personal standards for teaching high.
Artifact and Rationale: This artifact is some pages of notes from a Professional Development Day I attended at Strawberry Park Elementary. We had a guest speaker Dr. Rosemary Allen who conducted an Implicit Biased Training. Not only was this training insightful, it was also inspirational. I can't wait to use what I learned in my own classroom. Attending Professional Development days, staff meetings, PLC meetings, and specials teachers meetings was a great way to keep my personal standards for teaching high.
ELEMENT B: Teachers link professional growth to their professional goals.
Artifact and Rationale: This email shows a list of goals I created for myself to share with my coach. Having goals to improve my teaching was a great way to align my teaching with the Colorado Standards, especially the areas I could improve in. It also was a great way to get specific feedback on my goals from my mentor teacher and my coach!
Artifact and Rationale: This email shows a list of goals I created for myself to share with my coach. Having goals to improve my teaching was a great way to align my teaching with the Colorado Standards, especially the areas I could improve in. It also was a great way to get specific feedback on my goals from my mentor teacher and my coach!
ELEMENT C: Teachers respond to a complex, dynamic environment.
Artifact and Rationale: With anything that involved literacy, I tried to create a copy in Spanish for my ELL and ESL students. I would translate with Google docs, and collaborate with the Spanish teacher to make sure it was correct. Being able to adapt my instruction and lessons to a diverse set of students is so important!
Artifact and Rationale: With anything that involved literacy, I tried to create a copy in Spanish for my ELL and ESL students. I would translate with Google docs, and collaborate with the Spanish teacher to make sure it was correct. Being able to adapt my instruction and lessons to a diverse set of students is so important!
ELEMENT D: Teachers demonstrate leadership in the school, the community, and the teaching profession.
Artifact and Rationale: An event I was so fortunate to volunteer in was the Fun Run, a fundraiser for Strawberry Park Elementary. Not only did I end up running in it myself with a student, but also I was able to collaborate with parent volunteers and help them find ways to volunteer as well! Meeting my students' parents in person for the first time all year (thank you, Moderna!) was so amazing! It was so fun to talk to the parents about their child's art, and I could tell that meant a lot to them. It also gave me a new sense of the community and a chance to take on a new leadership task!
Artifact and Rationale: An event I was so fortunate to volunteer in was the Fun Run, a fundraiser for Strawberry Park Elementary. Not only did I end up running in it myself with a student, but also I was able to collaborate with parent volunteers and help them find ways to volunteer as well! Meeting my students' parents in person for the first time all year (thank you, Moderna!) was so amazing! It was so fun to talk to the parents about their child's art, and I could tell that meant a lot to them. It also gave me a new sense of the community and a chance to take on a new leadership task!
Personal Reflections:
QUALITY STANDARD I Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Personally, I believe I am proficient in this area. Towards the end of my student teaching, it became almost natural for me to include literacy and mathematics in my lessons. My lessons often include a book we read together, or independent research with books. My students self assess and write their own artist statements, which is a great way to include literacy. My students use math all the time whether it be learning how to measure with a ruler, how to create parallel and perpendicular lines, how to create symmetry, etc. I feel very confident in my knowledge of art techniques, different mediums, contemporary and historical artists, and art history. I think if there's one thing i'd like to improve on, it's including more math in my lessons, and helping my students realize how art and math are related, and make them realize when they are using math!
Personally, I believe I am proficient in this area. Towards the end of my student teaching, it became almost natural for me to include literacy and mathematics in my lessons. My lessons often include a book we read together, or independent research with books. My students self assess and write their own artist statements, which is a great way to include literacy. My students use math all the time whether it be learning how to measure with a ruler, how to create parallel and perpendicular lines, how to create symmetry, etc. I feel very confident in my knowledge of art techniques, different mediums, contemporary and historical artists, and art history. I think if there's one thing i'd like to improve on, it's including more math in my lessons, and helping my students realize how art and math are related, and make them realize when they are using math!
QUALITY STANDARD II Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
I am quite confident this standard comes naturally to me. I am naturally sensitive to the differences and needs of those around me, especially my students. I often incorporate artist examples who are people of color. I hope for my own classroom in the future to have a library of lots of different artists from all over, with disabilities, etc. I hope to include more lessons that focus on diversity, inclusivity, and social justice in the future! Clear expectations for behavior, respect, and kindness as well as consistent routines and procedures, I hope I am creating a safe space for my students to create and collaborate. I think I am proficient in this area. I am careful to check IEP's and 504's before a new class comes in for the week. I think by doing this, I am able to be aware of the different needs in my classroom. I also make it clear that I do not tolerate disrespect of any kind-towards peers, towards the teacher, or towards the classroom and materials.
I am quite confident this standard comes naturally to me. I am naturally sensitive to the differences and needs of those around me, especially my students. I often incorporate artist examples who are people of color. I hope for my own classroom in the future to have a library of lots of different artists from all over, with disabilities, etc. I hope to include more lessons that focus on diversity, inclusivity, and social justice in the future! Clear expectations for behavior, respect, and kindness as well as consistent routines and procedures, I hope I am creating a safe space for my students to create and collaborate. I think I am proficient in this area. I am careful to check IEP's and 504's before a new class comes in for the week. I think by doing this, I am able to be aware of the different needs in my classroom. I also make it clear that I do not tolerate disrespect of any kind-towards peers, towards the teacher, or towards the classroom and materials.
QUALITY STANDARD III Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Through plenty of practice from my student teaching as well as my practicums and college classes, I really learned how to develop a lesson plan that involves all four Visual Art Standards as well as the Studio Habits of Mind. I have found how to emphasize the ideation and motivation process and how to include literacy and mathematics in my instruction. I know this is an area I can always (and hopefully always will) improve in, but I do think I am at a proficient level, and I feel confident in creating learning for each individual in my classroom. I hope to learn more on how to successfully differentiate for all levels of learning.
Through plenty of practice from my student teaching as well as my practicums and college classes, I really learned how to develop a lesson plan that involves all four Visual Art Standards as well as the Studio Habits of Mind. I have found how to emphasize the ideation and motivation process and how to include literacy and mathematics in my instruction. I know this is an area I can always (and hopefully always will) improve in, but I do think I am at a proficient level, and I feel confident in creating learning for each individual in my classroom. I hope to learn more on how to successfully differentiate for all levels of learning.
QUALITY STANDARD IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
I am confident I am also proficient in this area. I believe I dress appropriately, talk about appropriate topics, and work to be a better teacher and learner. I had a few opportunities to display leadership through volunteering in fundraisers like the Fun Run and Arteme, as well as help other teachers with lunch and recess duties. I hope in the future to collaborate more with teachers!
I am confident I am also proficient in this area. I believe I dress appropriately, talk about appropriate topics, and work to be a better teacher and learner. I had a few opportunities to display leadership through volunteering in fundraisers like the Fun Run and Arteme, as well as help other teachers with lunch and recess duties. I hope in the future to collaborate more with teachers!
After reflecting on each standard, I have come up with the following goals moving forward in my teaching career:
1.)Be intentional to include and point out mathematics with in each lesson.
2.) Create more lessons about diversity and social justice.
3.) Collaborate with my future colleagues!
4.) Expand my classroom library with more diversity!
1.)Be intentional to include and point out mathematics with in each lesson.
2.) Create more lessons about diversity and social justice.
3.) Collaborate with my future colleagues!
4.) Expand my classroom library with more diversity!