Quality

Standard 3

Quality Standard 3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Quality Standard 3 focuses on intentional planning and instructional choices that support meaningful student learning. In my teaching, I design lessons that are developmentally appropriate, engaging, and structured in a way that builds both skill and understanding over time. I aim to create an environment where students feel supported but also challenged through inquiry, collaboration, and opportunities for creative problem-solving. By using a combination of assessment, technology, and clear communication, I am able to adapt my instruction to meet student needs and promote deeper learning experiences in the art classroom.

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.

These two slides of a seating chart I made in week 2 of my high school placement vs. the one I made for week 5 show Element A because it demonstrates how I understand students’ social and emotional development and how that affects learning in the classroom. I changed my seating chart in 2D in response to conflicts between some students and groups that weren’t working well together. I realized that who students sit with can affect how focused and productive they are, so I separated certain students to help reduce distractions and improve the classroom environment. My role as a teacher candidate was to observe what was happening in the classroom, notice when student interactions were getting in the way of learning, and adjust the seating chart to better support student success.

2D Seating chart W1 to W5

Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

This artifact demonstrates Element B because I created and used a rubric to assess student learning in a clear and consistent way. The rubric helped elementary students understand what was expected for their kindness card project and showed them how their work would be evaluated based on specific criteria. It also supported informal assessment during the activity as I observed student effort, creativity, and understanding of the concept of kindness. I also used a method of thumbs up and thumbs down to check for understanding during the whole project/presentation. My role as a teacher was to design the rubric, explain it to students in a way they could understand (for elementary schoolers), and use it to guide my feedback while they worked. I used what I observed during the project to help support students and make sure they understood how to improve their work and meet the learning goals.

Kindness Card Project Rubric

Element C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.

This silhouette painting slideshow is my artifact that demonstrates how I integrate technology to enhance student learning and engagement. I used a slideshow to introduce the associated concepts, provide visual examples, and guide students through the lesson in a clear and organized way. This was especially helpful for students who needed extra support or preferred visual learning, as many of the IS and ILS students do. This was for a high school integrated art class consisting of over 10 students with special needs and 4 gen-ed peer helpers. My role as a teacher candidate was to create and present the slideshow in a way that supported different learning needs and made the lesson more accessible and engaging for all students.

Silhouette Sponge Painting

Element D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.

This artifact demonstrates Element D by showing how I set clear, high expectations for 9th grade student work through a detailed rubric for the flora and fauna project. The rubric outlines specific criteria for success, helping students understand what quality work looks like and encouraging them to think critically about their artistic choices. By including the opportunity to revise and resubmit, the rubric also promotes problem-solving and growth, allowing students to reflect on their work and make improvements. My role as a teacher was to use the rubric to clearly communicate expectations, provide meaningful feedback, and encourage students to revise their work.

Element E: Teachers provide students with opportunities to work in teams and develop leadership.

This artifact demonstrates how I provide opportunities for collaboration and student leadership through group-based learning in high school. In this activity, students worked in groups rotating through stations focused on the elements and principles of design. At each station, they took notes and contributed a visual example to a shared table piece. This structure encouraged teamwork, communication, and shared responsibility, as students had to collaborate to complete each section. It also allowed students to take on leadership roles within their groups, whether by guiding discussion, contributing ideas, or helping others. This experience supported both social learning and a deeper understanding of the content. As a teacher candidate, I facilitated group work by organizing station activities, supporting student collaboration, and encouraging students to take on leadership roles within their groups while they completed the task together.

Element F: Teachers model and promote effective communication.

This artifact of slides demonstrates Element F by showing how I modeled and supported effective communication during a class critique of my high school 2D art classes project, Flora and Fauna. The slides provided a clear structure for discussion, including prompts and expectations that guided students in giving thoughtful and respectful feedback to their peers. This helped students communicate their ideas more clearly. My role as a teacher was to design and present the slides, model appropriate ways to give feedback, and guide students as they practiced sharing their thoughts and responding to others' work on paper. I also had every student sign their names to keep them accountable for their words. No rude comments were going to be tolerated.

W5_2D_F+FCritique