Embedded Files
Quality Standard 2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
Quality Standard 2: 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.
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: Art Report Classroom Management Sheet
This artifact is the Art Report sheet used in the K–5 art classroom at Werner Elementary to help establish consistent routines and clear behavioral expectations throughout each class period. The report outlines five key parts of the class structure: entrance, demonstration, work time, clean up, and line up. Students can earn stars for demonstrating positive classroom behaviors during each part of the lesson.
As the teacher candidate, I used the Art Report system during my teaching to reinforce predictable routines and guide transitions throughout the class period. At the beginning of class I reviewed expectations with students and used the report to track how the class was demonstrating positive behaviors during each stage of the lesson. I also reinforced positive behavior by acknowledging when students met expectations, such as praising a strong entrance or recognizing when students were attentive during demonstrations. For example, when students entered the classroom quietly and prepared to begin the lesson, I would acknowledge their behavior by awarding a five star entrance and encouraging the class to continue demonstrating those behaviors throughout the period.
Because students were familiar with this system, using the Art Report helped create a structured and predictable classroom environment where expectations were clear and instructional time could be used efficiently. Students worked together to earn stars that contributed to “paws” for their homeroom class, reinforcing collaboration and shared responsibility for classroom behavior. The system also included a Star Student component that encouraged students to demonstrate positive participation throughout the class period. Through my use of this system, I was able to support a classroom environment where positive behavior was encouraged and students worked together as a respectful learning community.
Art Report:
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.
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: Identity Unit Lecture and Student Self-Portrait Project
This artifact is a lesson plan from a three-day lecture and project-based unit focused on identity in art, taught in my Studio Art History course with students in grades 10–12. The purpose of this unit was to help students explore how artists communicate identity through their work while creating a classroom space that affirms and values the diverse identities present within the learning community.
During the unit, students examined both historical and contemporary artists who explore identity in their work. We discussed artists such as Artemisia Gentileschi, Faith Ringgold, and Keith Haring to understand how artists communicate personal and social identity through visual narratives. I intentionally incorporated contemporary artists whose work reflects a range of cultural and personal identities, including Kehinde Wiley, Bisa Butler, Jiab Prachakul, and queer artist Alannah Farrell. Including artists from diverse backgrounds helped students recognize that many perspectives and narratives deserve representation within art and museums.
The unit concluded with a self-portrait project in which students created artwork representing aspects of their own identity. Students were encouraged to think about how symbolism, imagery, or abstraction could communicate their experiences and perspectives. Through both their artwork and written reflections, students shared aspects of their identities while learning to respect and appreciate the perspectives of their peers. This lesson allowed me to learn more about my students beyond surface-level identities while helping foster a classroom environment rooted in respect, inclusion, and community.
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.
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: Jewelry Technique Instruction Supports
This artifact includes instructional supports used in my introductory jewelry class, including a PowerPoint presentation with step by step explanations of techniques and embedded instructional videos that students could reference while working in the studio.
As the teacher candidate, I used these materials to support my live demonstrations when introducing new jewelry techniques. During class I modeled each step of the process while explaining the tools, materials, and safety procedures involved. The presentation and embedded videos allowed students to revisit the techniques visually while working independently, providing additional support for students who needed more time to process the steps or review the process multiple times.
Because students entered the course with varying levels of experience in jewelry making, these instructional supports helped me adapt my teaching to meet a range of ability levels. Technique assignments were also assessed based on completion rather than technical perfection, recognizing that many students were learning these skills for the first time. This approach allowed students to focus on practicing the techniques and developing confidence in their abilities while engaging with the material at their own pace.
Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
Artifact: Back to School Night Presentation
This artifact is the presentation used during Back to School Night for the Studio Art History and Jewelry classes at Rocky Mountain High School. Back to School Night provided an opportunity for families to learn about the course structure, expectations, and the types of projects students would be completing throughout the semester.
As the teacher candidate, I collaborated with my mentor teacher to present information about the classes to parents and guardians. During the presentation we introduced ourselves, explained the goals of the courses, and shared examples of the types of techniques and projects students would be working on in both the jewelry and art history classes. I helped explain the learning objectives of the courses and discussed how students would develop both technical skills and conceptual understanding through the curriculum.
Back to School Night also created an opportunity to establish open communication with families. I shared how parents and guardians could contact us through email if they had questions or concerns throughout the semester. Families were also able to ask questions during the event, which allowed for immediate conversation and helped build positive relationships between the teacher and families. These interactions helped establish a foundation of communication and collaboration that supports student success in the classroom.
Quality Standard 2 Reflection:
Quality Standard 2 Reflection:
At this point in my teaching practice, I believe I am operating at the Proficient level for Quality Standard 2. During my student teaching experience, I worked intentionally to create a classroom environment that is structured, inclusive, and supportive for all students. Establishing predictable routines helped students understand expectations and allowed class time to be used effectively. In my K–5 placement, systems such as the Art Report helped reinforce consistent classroom behaviors while encouraging students to work together toward shared goals.
Creating an inclusive classroom environment was also an important focus of my teaching. In my Studio Art History course, I incorporated artists from a range of cultural backgrounds and identities so students could see diverse perspectives represented in the curriculum. The identity unit and self-portrait project allowed students to explore aspects of their own identities while learning to respect the experiences and perspectives of others.
I also worked to adapt instruction to support students with different experience levels and learning needs. In my jewelry class, students entered the course with varying levels of familiarity with jewelry techniques. By providing demonstrations, visual supports, and flexible grading expectations focused on skill development, I aimed to create an environment where all students could participate and develop confidence in their abilities.
Moving forward, my professional goal is to continue strengthening my ability to build inclusive learning environments by expanding the diversity of artists and perspectives included in my curriculum and continuing to develop strategies that support the needs of all learners.
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