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: Curriculum Map

Rationale: Since Stargate has a different schedule than I have previously taught, I had to adjust what I expected students to learn in the time I was working with them.  This is a map of how I chose to break down the Colorado State Standards to ensure students were working toward them all the time and my lesson plans aligned with the standards while practicing appropriate scaffolding of skills along the way.  As this map is created in broad strokes (monthly steps to take), it gave me ample room to flex and adjust my lesson plans along the way to suit the students in all ways.  I believe that this flexibility is most available when I know exactly what part of which standard I am meant to be working on, what came before, and what comes next, because it allows me to devise or change activities to meet the needs of my students on the fly and with confidence.  

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

Artifact: Grading Sheet--Kindergarten Formal Performance Assessment on Sol/Mi

Rationale: These grades resulted from a game in which we passed the pumpkin around and whichever student it stopped on got to make up a Sol/Mi melody (length up to them, had to use both notes with hand signs and sing on pitch).  This was the final assessment for Sol/Mi to ensure students were prepared to add La.  I used a 1-4 grading scale, where 1 means the student did not have success singing or signing Sol/Mi at all when given the opportunity; 2 means that they did attempt singing and signing and had some success but may not have gotten the hand signs or the pitches correct; 3 means they did attempt singing and signing with success on level; 4 means they were not only successful with Sol/Mi but made an especially long or complex melody, perhaps using notes like La in addition to Sol/Mi, etc.  Along the way to this formal assessment, I did frequently informally assess their ability to sing and sign Sol/Mi, including while Sol/Mi melody fishing, Way Down Deep in the Deep Blue Sea melody composition as a class, and more.  These informal assessments guided me to believe students were ready for a formal assessment and were prepared to move on to new skills (like La!).  

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

Artifact: Selected slides from a ukulele lesson on C, Am, G, and F chords

Rationale: While Stargate doesn't have a lot of technology in the music room, having access to a projector, Canva, and Keynote to design a fairytale lesson for ukulele was very helpful.  I often used the projector to show short video clips of instrumental performances, visuals to assist with songs, and more.  

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

Artifact: Photo of Rules Poster

Rationale: High expectations are only achieved when rules are clearly stated and enforced; it is difficult to get to critical thinking and problem solving when students are not attentive and prepared.  By enforcing these six rules and clearly stating my expectations, we were able to extend activities with student input, I was able to respond to questions, and I had the ability to ask critical thinking questions and provide activities for deeper thinking and problem solving because the students were prepared and attentive throughout the class.  

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

Artifact: Photo of students in teams.  

Rationale: In this circumstance, I put students in teams to play a game.  They had to work together to quickly build rhythms using blocks.  Afterward, I gave them the opportunity to decide when they would present their rhythms to the class (whether they would go first, second, last, etc.), and one of the students counted them off.  Frequently, they would pass that leadership duty around the group through the rounds of the game, and groups that went first the first time went last the next time and so on, so they had significant say in their presentations.  

Teachers model and promote effective communication. 

Artifact: Video of instructions

Rationale: Clarity of communication is extraordinarily important in the classroom, and the first step is having clear behavior expectations.  Clarity of instructions, purpose, critique, and approval all follow.  When giving instructions, I always strive to know in advance what I'm looking for that will demonstrate success, and share this with the students so they can aim for the same goals I have laid out for them.