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Teaching Standard 10.1
Teaching Standard 10.1
The teacher collaborates with learners, families, colleagues, other school professionals, and community members to ensure learner growth.
The teacher collaborates with learners, families, colleagues, other school professionals, and community members to ensure learner growth.
EVIDENCE #1 - EVIDENCE #8 Highlighted below is a number of collaborative educational examples to enhance student's growth. This teaching standard is addressed with projects carried out and relationships developed at Wingspan Studio, The Sustainability Academy Elementary school, The Burlington School District Summer SOAR program, Jericho Elementary School, Edmunds Middle School, The Burlington Girls & Boys Club.
EVIDENCE#1: Wingspan Studio Atelier and teaching space focusing on French and the arts for all!
Adult French Students
French Classes Ad Winter 2019
Youth
left: French/African Art week.
right: Art, French, Architecture Adventures.
EVIDENCE #2 - Mentoring of Young Adults
This is Emily Hoffman, intern, collaborator and computer literacy guru. Here is a letter of recommendation she wrote.
EVIDENCE #3 - Collaborate with other teachers. Literacy, Digital Storytelling, Francophone Art camp. Alyson Riley, a special education teacher in the Burlington School District, joined us this week.
Annette Ursbchat, is a professional dancer, early childhood Educator and now assistant director at The School House in South Burlington, Vermont. French, art and movement week.
EVIDENCE #4
The Sustainability Academy at Lawrence Barnes. After school teacher, substitute, community partner, mentor.
Pictured with Mary Kay O'Brien, an extraordinary EL Teacher
May, 2019 participated in their Sustainability Fair with an interactive station combining French, art and sustainability.
Letter of Recommendation, Ms. O'Brien - English Language Learning Teacher.
Letter of Recommendation, from Ms. Seitz - 2nd/3rd Grade Teacher.
EVIDENCE # 5
Burlington School District's Summer SOAR Program, Teacher. Residency Leader
I have led 3 programs for elementary age youth 2012- 2014. Working with learners during the "Pirate's Heart," themed program.
SOAR program colleagues: Ms. Paulina, right, and Christina Covey, left, who served as my teaching assistant.
EVIDENCE # 6
Jericho Elementary School Project Leader
A is for Art Mural/Literacy Project. 2016-2017. Link to project video here!
Project Concept: The alphabet served as the anchor element, with words(in several languages,) and images depicting each one throughout the school
EVIDENCE #7
Edmunds Middle School, French teacher, 2017
left, Graduation brochure
right, Fabulous office manager
School wide "all girls," meeting after some challenging circumstances arose in the school.
EVIDENCE # 8
The Girls & Boy Club, Teacher, Mural Leader, Painter
Collaborated with "the Club" over the past 13 years in several capacities.
DESCRIPTION: For the entirety of my career, I have been collaborating to work towards the empowerment of youth. Presented here are diverse projects on which collaboration was required for learner's growth.
ANALYSIS/REFLECTION:
Wingspan Studio, atelier and teaching studio, provides classes and camps to all ages. With the focus on the art and French, I have offered classes here for the past 15 years. Located in Burlington's South End Arts & Industry District. I have collaborated with organizations such as Burlington Parks & Recreation Department, COTS (Committee on Temporary Shelter), Burlington School District, Future Einstein's and more.
I do outreach to connect with schools/programs to welcome diverse youth. Many of whom attend with support of our scholarship program, Spread Your Wings! Colleges and students often reach out to Wingspan Studio seeking work-study learning opportunities. I have had 8 apprentices over the years, I just had an intern on a "gap year," from Middlebury High School finish up and currently have a fabulous intern who will be a senior in college next year.
Across the board of connecting learners with learning, teachers with teaching and the social, academic and emotional bridges that link it all, it is essential to be a collaborator. As evidenced above, I master this teaching standard by the vast array of educational projects I have been a collaborator on. I look forward to connecting, collaborating and boosting our world for students now and into the future on many more projects. My work with youth in the community has been recognized by receiving the 2nd only Community Arts Award in 2016 for my work with youth.
One of my earliest art exhibits was at The Children's Defense Fund in Washington DC. I also reached out to then Surgeon General the, Dr. Jocelyn Elders, who was an inspiration regarding child and family health, to see if a certain painting expressing the well being of children could be on display in her offices. This was in 1994 when I was living in Washington, D.C. and had my first art studio at historic Glen Echo Park, through their emerging artist program. I had switched gears from the international relations field and soon begin giving private French lessons again.
I will admit, I do have a habit of taking on too much at once. Thus, a growth area for me is to put healthy limits on projects and pursuits I say "oui" to. Limit setting is an important strategy to learn and teach as well. I look forward to the opportunity to attend professional training around working with youth with trauma backgrounds and to take on a leadership role in this domain within my next learning environment. It indeed takes an entire village and I would like to gain tangible tools to lessen the effects of compassion fatigue too, as I can be overly empathetic. I plan to work on effectively showing up for the emotional and intellectual labor that teaching requires, which also calls for self-care and limits.
The evidence presented demonstrates my mastery of this standard as I have participated fully with others in diverse projects to support learner growth throughout my career as an educator and youth advocate.
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