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Artifacts & Rational Statements

Standard I

Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
  • 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 they teach (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). 
ACCOMPLISHED | My education at CSU alongside my teaching experiences have made me highly equipped in my capability to create and deliver lessons. As an educator and practicing artist, I find creative ways to connect across content areas and build lessons which are engaging, personal, pertinent, and purposeful. Mathematics and literacy are vital components of a successful lesson in which the art learning concepts connect to real-world applications. The capability to write a successful lesson ensures the happiness and success of the students and inherently builds a positive classroom environment full of risk-takers, inventors, and problem solvers.
GOAL ​| Blatantly connect material to real world issues/applications both verbally in class and in the lessons I teach in order to reflect real-world importance.
​Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards, and their district’s organized plan of instruction.
Artifact | Elementary Lesson Plan: Personal Flag Project
Rational | All tasks which I ask my students to complete align with the Colorado Academic Standards (which includes GLE's and art learning), Bloom's Taxonomy for Art, and when applicable numeracy, literacy and technology as seen in my formal lesson plans alongside the "Inquiry Journal" which each student receives to guide them through the project. The school I was working at in TSD was an IB school, so I practiced fitting my lesson plans within the Plan of Inquiry set by the school as well. This means the lessons connected to a larger topic, specific to each grade level, that made a connection to the world/practical application. This lesson in particular connected to the 3rd and 4th grade POI topic, "How We Express Ourselves".

I have seen through experience that a good lesson is one which sparks interest in your students and draws passion from within them to create something meaningful and exciting. This means each project has the capability of being personal and pertinent to the student. There is no concrete visual end point of what the project will look like; it is all about exploration and process. During the creative process the artist is able to build a heightened sense of self. Students are encouraged to treat each assignment as an exploration of the material and the concept, in relation to the self, the community, and the world around them. The creative process instills the idea that failure is a viable and welcome option. Humans learn and grow through the process of trial and error, creative methodology and imagination. As an art educator, I incorporate the arts into my lessons everyday and connect each lesson to understanding how we exist as a collaborative community.


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​(accomplished, proficient, developing, or emergent)
​Element b: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices. 
Artifact | Perspective Demo (secondary)
Creative Creature Mix-Up! Project (primary)
Rational | My perspective demo employed mathematical techniques to accomplish drawing in 1, 2, and 3 point perspective. Using a variety of guide lines and points, together we created box buildings from various vantage points--centered, below, and above. Students were required to use a ruler and follow along with the demo in their sketchbook. Employing perspective is integral not only in art but architectural and engineering careers as well.
​My "Creative Creature Mix Up!" project began with reading a book together called "The Aminal". As students were listening to the book, clues were provided throughout the story. Students were expected to take these verbal cues and record them in a drawing to piece together a sketch. This skill is used by: law enforcement when creating suspect sketches, graphic designers creating a logo from a client description, a baker creating a cake based upon a client description, an architect designing a layout for a home, an interior designer building a space for a homeowner, etc. Students were also encouraged to think about what characteristics define an animal and make it recognizable as such. This employs numeracy in the sense that particular animals have [blank] number of legs, eyes, etc. Visual literacy/numeracy are key components in the development of recognition skills in children. In their final project sculpting their animal, they had to use problem solving skills to assemble the components. Their final habitat was a literary "connect" piece similar to an artist statement, but using visual cues. The students were to provide a habitat to inform the viewer about the purpose of their animal in regards to the chosen characteristics and give more information about their compositional choices.
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(accomplished, proficient, developing, or emergent)
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 | Personal Flag Project: Inquiry Journal (shown to the right) and project in-progress exploration documentation (shown to the bottom right)
Rational | As both an educator, practicing artist, and art history fanatic I truly enjoy the process of building and completing projects with my students. Each lesson begins with a concept, driven into fruition by the grade level expectations and at Coyote Ridge, the Point of Inquiry connecting to 1-2 art learning concepts. Building an "Inquiry Journal" for each project at my primary placement has ensured that each lesson employs background information/inquiry in the form of "LOOK" activities, ideation in the form of both visual and literary planning strategies during "THINK" activities, and reflection either verbal, written, or visual in the form of the "CONNECT" portion of the journal. These journals are evidence of learning, alongside their final projects which happen in the "MAKE" stage. 
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​(accomplished, proficient, developing, or emergent)

​STANDARD II

​Teachers establish a safe, inclusive, and respectful learning environment for a diverse population of students.

​ACCOMPLISHED | I understand and exhibit empathy with my students, value effort and creative problem solving, find excitement in the content I am teaching, and care deeply about my students. I am committed to building relationships with my students and creating a safe environment where they have equal opportunities to grow and succeed. Every day provides opportunities to get everyone involved; every voice is vital when it comes to the comfort and growth of a class. The students will learn more if they feel comfortable conversing openly with one another and myself. The art room becomes a safe space where students may experiment, fail, contemplate, ask questions and interact with the world around them. Throughout my experiences teaching, I have come to form great relationships with my students therefore strengthening my ability to create projects that inspire them to create and express their true identities.
GOAL | Add a variety of artwork and artist examples to promote diversity.
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 | QOD emotional wellness check (secondary) (shown to the right) 
daily agendas (shown to bottom right--secondary then elementary)
Rational | My relationships with my students are my #1 priority when it comes to the sense of comfort and well-being in my classroom. Setting clear guidelines, providing structure, and nurturing each individual is vital in a successful classroom. To start each day at my secondary placement, I asked students to respond to a "Question of the Day" on Google Classroom. Not only did this provide everyone time to get settled and provide a little bump up to their grade each day (each was worth 5 points) but it also gave me insight about how each student was feeling mentally and emotionally that day. I used this tool to ask check-ins like, "How are you feeling about your project thus far? Are there any ways I can support you right now?", "What is your happy place (mentally or physically) that you go to when you are feeling stressed? If you haven't found it yet, what steps might you take to discover it?", and fun questions to get to know them like, "What food do you love? What food can you NOT stand?". I was able to reach a lot of students through this who were struggling.
In terms of a predictable learning environment, behavior, and use of time--I always put the agenda for the day and that week on the board. They look different for high school vs. elementary but hold the same purpose to keep the students on track, excited instead of anxious, and hold themselves accountable to make the most of each day knowing we have a lot to do.
(accomplished, proficient, developing, or emergent)
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Element b: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
Artifact | Negative Space presentation (secondary) (shown to the right)
Composite Creature Historical Motivation (primary) (shown to the bottom right)
Rational | Creating culturally inclusive projects has been a goal of mine throughout the entirety of my student teaching. I truly believe that this standard is something to continually grow in my teaching experience. I am always working towards finding more artists with various backgrounds to present to my students. In both of these lessons, I pointed out to my students the importance of looking at artwork from a variety of cultures, locations, and genders. This exploration allows us to analyze a variety of approaches to different concepts therefore strengthening students' creative problem solving skills. 
​I understand and exhibit empathy with my students, value effort and creative problem solving, find excitement in the content I am teaching, and care deeply about my students. I am committed to building relationships with my students and creating a safe environment where they have equal opportunities to grow and succeed. Every day provides opportunities to get everyone involved; every voice is vital when it comes to the comfort and growth of a class. The students will learn more if they feel comfortable conversing openly with one another and myself. The art room becomes a safe space where students may experiment, fail, contemplate, ask questions and interact with the world around them. Throughout my experiences teaching, I have come to form great relationships with my students therefore strengthening my ability to create projects that inspire them to create and express their true identities.
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​​(accomplished, proficient, developing, or emergent)
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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 | differentiation/accommodations within lesson (secondary) (shown to the right)
Rational | Each lesson in both of my placements featured a differentiation and extension portion. My goal for learning is to meet all students "where they are at" and proceed from there. Learning is about creating opportunities for all students to reach achievement and be proud of the work they are creating. 
I also make sure that all documents are accessible to my student at all times--due to COVID-19 swapping between in-person, hybrid, and remote means that all materials must be available digitally and ALL projects presented in school can be completed ANYWHERE. This posed a lot of challenges, and a ton of extra work but made me realize that this accessibility piece is key for unknown roadblocks to learning, such as student absences for illness, sports, events, field trips, etc. not just a worldwide pandemic.
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(accomplished, proficient, developing, or emergent)
Element d: Teachers work with families and/or significant adults for the benefit of students.
Artifact | missing assignment check lists/check-ins (shown to the right) and parent outreach emails/video conferences (secondary)
Rational | I have worked with a multiplicity of students who have been greatly impacted by COVID-19 restrictions. One student in particular had been battling severe depression alongside ADD, worsened by the random transitions between remote and in-person learning in my Colorado district. The student was falling extremely behind academically. At first glance, one may think that the students simply weren’t applying themselves. However, these young adults are dealing with a multiplicity of social barriers therefore decreasing their ability to successfully learn and complete tasks. I was able to have multiple private conversations with the student where they opened up to me about their personal struggles impeding them from completing their classwork. The ever growing list of tasks became so overwhelming that even completing one felt impossible. I created a list of prioritized tasks for the student, accommodating tasks that were less important and prioritizing high point assignments, checking in each day for updates on their emotional state and academic progress. Those check-lists I created for my students were also sent in an email to them and their parents--which ultimately were responsive. These emails were sent about a week prior to parent-teacher conferences. I attended the conferences with my mentor, and any questions the parents had responded with in the emails were further discussed at conferences. 
The student first and foremost needed someone to talk to, who would listen to and support them. Upon hearing their struggles and collaborating with the student first and then the student in a team setting with parents/staff/admin./counselors (when necessary) to find a solution, the student’s mood, work, and productivity greatly improved. Providing this support and structure to bring up their grade released stress at home and made their task list feel much more manageable. It is very important to be vulnerable in the face of challenges with your students, validate their struggles, and provide legitimate advice to see them succeed instead of reprimanding them for not “doing the work”. If I’ve learned anything in my teaching experience thus far, it is that students have much more going on than you think so it is always a good bet to approach them with kindness, patience, and support. When we create an environment where learning isn’t exciting anymore and only evokes stress, students will not learn at all.

​(accomplished, proficient, developing, or emergent)

​STANDARD III

Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

PROFICIENT | "Plan, teach, reflect, and revise" was extremely important in both of my placements. I have found the most knowledge in actually teaching my lessons and having things just go terribly wrong. It is in those moments that I am very clearly able to see what needs to happen and what absolutely won't work. A high level of scaffolding and careful time management is essential for younger children, as their attention span and memory are much shorter at that age. I found that the highest levels of understanding and creativity were achieved when the lesson was properly scaffolded in alignment with the age and various learning styles--also differentiating for students on alternative learning plans. When expectations are clear, students have more room to grow because there is no time wasted being confused about guidelines. This provides greater opportunities and time allowances for material exploration and stretching the project further, where students are adding personal details that connect the work to themselves or an idea they are passionate about.
GOALS | 
-Create open ended questions to prompt interpretation and thought.
-Observe other teachers; continue learning and growing.
-Build community through leadership opportunities.

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 | Activity checkpoints/pausing class between different parts of a project(shown to the right), POI, Pre-Assessments, editing Inquiry Journals to better suit project needs 
Rational |"Plan, teach, reflect, and revise" was extremely important in both of my placements as I was able to go through the process of observing my mentor then teaching the same lesson, and later teaching the lesson more than once and editing parts/delivery between. A lot of knowledge about how students learn can come from studies and articles, but I have found the most knowledge in actually teaching my lessons and having things just go terribly wrong. It is in those moments that I am very clearly able to see what needs to happen and what absolutely won't work. When I first taught my flag lesson, I scaffolded totally wrong and very much confused the kids. In the 5 second elevator ride to the next class I rewrote it mentally, changed my delivery, and found success at the end. 
All students learn differently as well, so finding ways to be informed about varying learning abilities and assigned learning plans was integral in making all students feel included and capable of success.

​(accomplished, proficient, developing, or emergent)
Element b: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction. 
Artifact | progress checks (secondary) (example shown to the right), QOD, project reflections, pre-assessment/data tracking (primary) (shown bottom right)
Rational | Each secondary project employed at least 1-2 "progress checks" to ensure that students were on track to complete the assignment by the deadline or make accommodations as needed. In the "question of the day" I would often ask questions pertaining to the previous day's lesson regarding specific vocabulary/ideas discussed to gauge whether or not the concepts were understood. Often times, there were details that needed to be revisited and reviewed. Progress checks in the form of sketchbook activities also informed the next few days of teaching, as I would review each students' performance to see if any concepts needed reviewed or practiced again.
In my elementary placement, I also used specific activities as pre-assessments and checkpoint tickets to receive access to materials. To the right, was their "Golden Stitch Ticket" where they practiced following stitch patterns in order to receive their burlap for the Personal Flag Project. This allowed me to see what students needed assistance with the following during the project AND provided data to track their progress and improvement: cutting skills to cut yarn, numeracy in determining proper length of yarn for stitch run, threading a needle, tying a knot at the end of their yarn, creating a consistent stitch pattern, copying shapes, and tying a knot at the end of the stitch run. The establishment of these basic skills was a requirement to move onto the project itself--insuring that I wasn't stretching my assistance too far when it came to actually making.
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​​(accomplished, proficient, developing, or emergent)
Element c: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experience.
Artifact | google classroom (secondary) (shown to the right)
CLEVER educational activity digital resource (primary) (center right)
Daily Agenda slides and daily doodle activity (primary) (bottom right)
Rational | Due to COVID-19 the use of technology this year has sky-rocketed. In my high school placement, I was teaching in a hybrid format meaning I had students both tuning in online and sitting in my classroom. This meant that I had to teach students in-person and online synchronously to ensure their experiences, feedback, and support were equal. 
In my elementary placement, although I had students in-person most of the time I still worked with my mentor to use technology everyday. Using slideshows is a great way to make the content and expectations of each day/week very visible to the class. It also came in handy when two fifth grade classes were completely quarantined because the adjustment to putting material online for them to access at home was pretty quick and seamless, simply because I'm used to it.
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​​(accomplished, proficient, developing, or emergent)
Element d: Teachers establish and communicate high expectations and use processes to support the development of critical thinking and problem-solving skills.
Artifact | Project Planning guide (secondary) (shown to the right) and K-5 Project Rubric (primary) (shown to the bottom right)
Rational | Establishing clear expectations and scaffolding properly in class is essential in a project running smoothly no matter the age. I discovered most high school students required less scaffolding when it comes to projects and most demos can be given in the beginning with multiple steps chunked together. In elementary, I found through trial and error that chunking material does not work. Each step must be separated and completed gradually, presenting one thing then completing it before moving onto the next. A high level of scaffolding and careful time management is essential for younger children, as their attention span and memory are much shorter at that age. I found that the highest levels of understanding and creativity were achieved when the lesson was properly scaffolded in alignment with the age and various learning styles--also differentiating for students on alternative learning plans. When expectations are clear, students have more room to grow because there is no time wasted being confused about guidelines. This provides greater opportunities and time allowances for material exploration and stretching the project further, where students are adding personal details that connect the work to themselves or an idea they are passionate about.
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​​(accomplished, proficient, developing, or emergent)
Element e: Teachers provide students with opportunities to work in teams and develop leadership.
Artifact | Gallery Walk + QOD mini crit.,(shown to the right) Art Club (secondary)
Student Mentorship 'Pollution 'project (secondary)
Rational | Due to COVID-19, there were many stipulations which prevented collaborative opportunities that were out of my control given these regulations were put in place by the CDC to be followed with great care and attention. My inability to accomplish this element resulted fully from the restrictions put upon my shoulders in my classroom.

I was required to sanitize every material after singular use, sanitize each desk upon class dismissal, build and supply individual material kits to each student for remote, hybrid, and in-person learning environments. I was unable to host students in my own art classroom at the elementary level, which meant the capability to use certain materials was also compromised simply because of the presence of carpet. Students were also strictly required to stay within their own square, carefully taped on the floor, only getting up for frequent hand-washing routines, bathroom use, or cohort playground time.

Considering the climate during my high school placement, I tried my best to present student art to the class and provide opportunities for them to reflect and critique one another's work. Many were unable to see the amazing process happening around the room because of distancing and hybrid/remote learning. Despite the extreme amount of extra work and preparation that went into each and everyday because of COVID-19, I still stretched beyond my role as a classroom teacher. I also attended and co-hosted art club once a week where students collaborated virtually over Google Meets.

During my elementary placement I  assisted in the 5th grade Exhibition Project, where I co-mentored two groups of 6 students. (Again, separating the two at different tables based on their cohort.) I assisted students in establishing a topic(s), finding reliable resources for research, assisting in the collection of required materials for the outreach portion of their project, and completion of a final video to document their work to be shown to their chosen audience/age within the school or community by sending that video out to the appropriate recipients.
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​(accomplished, proficient, developing, or emergent)
*Considering the circumstances this category was more so N/A based upon required regulations and strict guidelines put in place by the CDC, TSD, and government officials. Refusal to follow these guidelines could result in the spread of the COVID-19 virus therefore causing full-school shut down, district shut downs, full remote learning, and complete inability to collaborate at anytime in the near future.
Picture
traveling "art cart"
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"art cart" in Kindergarten classroom cohort
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socially distanced Kindergarten classroom | required by CDC
Element f: Teachers model and promote effective communication. 
Artifact | In-person and online feedback (primary and secondary, secondary) 
​Personal Flag Project: Artist Statements (primary) (shown to bottom right)
Rational |  I encouraged literacy in my classroom constantly--visually and verbally. Students were often asked to explain their work in class, through artist statements, and visually through the completion of their projects. I always aimed to provide very thorough rubrics for each project as well that laid out clear guidelines without restricting their creativity and options. I provided in-depth feedback, positive encouragement, time for personal discussions, and communication to students/staff/parents not only about areas of improvement but areas of success and achievement.

I am always talking with my students, walking around the room and observing them as they work, discussing challenges and creative approaches to issues, and assisting students throughout class as needed. Positive reinforcement has been a reoccurring phrase that holds the utmost importance in the classroom, at both primary and secondary levels. I found that when I made mistakes in the delivery of a lesson--I owned up to that to my students. I was very open in letting them know, "Hey, I'm new and that did not go as planned. I appreciate your patience and resilience--we're going to find another way to the end!" They were so patient with me. That sense of mutual respect was very important.

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​(accomplished, proficient, developing, or emergent)
3rd Grade Artist Statements
4th Grade Artist Statements

STANDARD IV

Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

ACCOMPLISHED | Throughout both of my placements and my college education as a whole, I have always been seeking opportunities to grow in my profession and as an individual in order to provide the best experience as possible for all of my students. Every critique session I had with my student teaching coach, came with pages full of notes and key points for me to try out, remember, revise, etc. My high level of self-accountability has strengthened my understanding and capability to teach to the intellectual, physical, social and emotional aspects of each student. This results in a deeper understanding of the content I am teaching simply because of more effective delivery and a higher motivation for my students to learn and grow as individuals--both in school and as members of their community. I myself am leading by example to encourage my students to have a growth mindset.
GOALS |
-Continue my own research and professional development to discover what I want to learn and integrate into the classroom.
-Employ self care to prevent burn-out.​
Element a: Teachers demonstrate high standards for professional conduct.
Artifact | "IB Inclusion Policy" in-process edits during the "Equity and Inclusion" seminar with the CRES IB staff team (top right)
"CRES IB POI" in-process edits during Staff POI Revision meetings (bottom right)
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Rational | I participated in a variety of staff discussions during my both of my placements. At the high school level I attended the staff meeting each week on Friday after school which often discussed the various details, which were constantly changing, regarding COVID-19 restrictions and guidelines implemented by the CDC and the district. I also attended two virtual workshops during my time at Fossil titled, "Rewiring for Resiliency" and "Mindfulness". At my elementary placement I also attended a staff meeting every Wednesday morning before I taught which normally updated us on COVID-19 changes alongside mini workshops hosted by the counselor. I also attended a 2 day virtual roundtable (attending even at the height of my misery upon receiving the J&J vaccine) which was titled "Equity and Inclusion". Finally I assisted in the staff revision of Coyote Ridge's Point of Inquiry plan (POI) for next year. This document is only updated every-so-often so I was very eager and grateful to be a part of this process and actually provide some insight, suggestions, and commentary.
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​​(accomplished, proficient, developing, or emergent)
Element b: Teachers link professional growth to their professional goals.
Artifact | goal setting and reflective notes in bullet journal w/ coach (primary and secondary) (shown to right)
professional development notes (primary and secondary) (shown to bottom right)
Rational | Throughout both of my placements and my college education as a whole, I have always been seeking opportunities to grow in my profession and as an individual in order to provide the best experience as possible for all of my students. Every critique session I had with my student teaching coach, came with pages full of notes and key points for me to try out, remember, revise, etc. I made sure to take notes in my journal or on sticky notes anytime advice or guidance was provided to me--from anyone! I also sought out professional development seminar opportunities--even when my attendance wasn't required and meant that I had to come in early or stay after school to participate. These topics aligned well with my teaching philosophy and goals as an educator to be empathetic, healthy, and leading my students to success as a positive and influential example. My journal holds an important role as a guidebook and place of reference as I enter the true beginning of my career as an educator.
​(accomplished, proficient, developing, or emergent)
Element c: Teachers respond to a complex, dynamic environment.
​Artifact | Hybrid teaching, i.e. demo recording/online accessibility of documents, fast pace swapping and setting up between classes (secondary) (set up shown to the right)
Teaching from a cart (shown to the right)
Rational | Being an educator means we are constantly revising, problem solving, accommodating, and adapting to change as quickly as it may occur. Throughout the pandemic I have been confronted by many obstacles, pushing through them with no remorse in order to achieve my goals and guide my students towards success and ultimately happiness. COVID-19 presented many physical challenges, but mental challenges as well. I had to respond to complex issues with steadfast grace not only for the success of each lesson, but the mental state of my students as well. Approaching change with an open mind, positive attitude, and hopeful heart that we would get through impacted my students more than anyone outside of the classroom could understand. As much as I would love to pat myself on the back for the challenges I had to overcome, and work I had to do--I commend my students even more for holding tight all the way through and never giving up.
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​​(accomplished, proficient, developing, or emergent)
​Element d: Teachers demonstrate leadership in the school, the community, and the teaching profession. 
​Artifact | Studio Space submission on Google Classroom (secondary)
Virtual workshops "Rewiring for Resiliency" and "Mindfulness" (secondary)
Art Club (secondary)
Student Mentorship 'Pollution 'project  (primary)
Summer Art Opportunities Newsletter (shown to the right)
Coyote Ridge POI Revision meeting (primary)
Virtual class on "Equity and Inclusion" (primary)
Attending staff meetings (primary and secondary)
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Rational | I took opportunities upon myself that were outside of the list of requirements during my student teaching experiences. At my secondary placement I took part in co-hosting art club virtually each week. At my primary placement I mentored a group of 5th grade students during my planning period to assist them with their mentorship project. I also helped my cooperating teacher produce a "Summer Art Opportunities Newsletter" to send out to families in May. I attended a variety of virtual classes/workshops to better myself as a human and educator. In all of these situations, I can confidently say I was an active participant as well providing my thoughts, insight, suggestions, and getting the most out of the experiences as possible and contributing my voice and perspective.
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​(accomplished, proficient, developing, or emergent)