Teacher Quality Standard 3

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.

During my time at Johnson Elementary, I had the opportunity to learn from my mentor teacher the importance of helping students regulate themselves in the classroom. Recognizing the impact that emotional and physical states have on learning, I began each class by guiding students to the carpet where they would follow along with a "star breathing" exercise video. This simple but effective routine served as a tool to help students calm down, clear their minds, and mentally prepare for the class. By starting each class in this way, I was not only creating a peaceful and focused atmosphere but also promoting their physical and emotional development.

This practice encouraged students to take a moment to center themselves, which is essential for their ability to focus and engage with the lesson. It also gives them the skills needed to self-regulate throughout the day, both in and out of the classroom. Teaching them these self-regulation techniques fosters a sense of responsibility over their own emotions and actions, helping them to become more aware of their needs and manage their behaviors. Overall, I believe this approach supported my students’ growth in both emotional and intellectual development, laying the foundation for a successful learning environment.

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

Before beginning a lesson focused on developing students’ skills in color blending and value shading, I created a value scale worksheet for them to complete. Prior to this activity, students participated in small group table demonstrations where my mentor and I modeled both color blending techniques and value shading. The worksheet served as a formative assessment tool to gauge their understanding following these demonstrations, but before moving on to a graded assignment.

When reviewing the worksheets, I noticed that most students demonstrated a solid understanding of value shading. However, color blending appeared to be more challenging. I found a pattern where many students were relying primarily on the pressure they applied with their pencil rather than focusing on creating smooth, gradual transitions between colors.

This informal assessment allowed me to see this misunderstanding. Because I took the time to evaluate their progress at this stage, I was able to backtrack on this concept of color blending with clearer instruction. This ensured that students had a stronger understanding of the technique before they were expected to demonstrate it in a graded assignment.

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

I use Google Slides to create and present my lessons, which helps introduce new projects and concepts to students in an organized and visually engaging way. After the presentation, I share the slides with my students as a valuable resource they can refer back to throughout the lesson or project. This allows students to revisit the material at their own pace, reinforcing what they’ve learned. 

If any students were absent, they can easily catch up on the content they missed by reviewing the slides, ensuring they stay on track and don’t fall behind. This method supports both current learning and makes it easier for students to stay engaged with the material over time. Of course, if students are still confused, I am happy to go over the lesson again either one on one or in small groups.

Artifact(s): Below are all the following slide presentations I made introducing a new project to students during my time at Lesher Middle School. 

8th grade Agamographs presentation 

7th grade Identity map presentation 

7th grade Recycled Robot Presentation

 8th grade Yarn Painting Landscape Presentation

 6th grade paper lanterns presentation (intro to color theory/color schemes

 6th grade 7 Elements of Art Presentation 

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

At the beginning of introducing a new lesson, I start by presenting inquiry questions that prompt students to engage in thoughtful discussion with one another at their tables. These questions are designed to spark curiosity and encourage them to think critically about the topic at hand. I give students a few minutes to talk with their peers, letting them to share their thoughts and ideas in a collaborative setting. As they talk I walk around the classroom to listen to the different conversations and gather a sense of their understanding. Then, I invite each table to share their responses to the question they discussed. This process not only encourages active participation but also helps students organize their thoughts and begin to connect prior knowledge with the new content. By creating this space for dialogue, I am trying to foster an environment where students feel comfortable sharing ideas and start to develop a deeper understanding of the lesson from the very beginning.

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

For my social justice project, my 7th-grade students were divided into teams of 3-5 members, with the goal of designing, collecting materials, and constructing a robot using 90% recycled materials, with the exception of tape and glue, which were allowed for attaching parts. The purpose of this project was not only to teach students about engineering and sustainability but also to encourage teamwork, creativity, and problem-solving as they worked together to bring their ideas to life and make compromises. 

To assess their teamwork skills and ensure that all students were actively contributing to the project, I asked each group to reflect on their collaboration by describing the roles each member played and how they worked together throughout the process. This reflection gave students an opportunity to evaluate how well they communicated, assigned tasks, and supported one another in their overall goal.

Most students shared that the work within their groups was divided fairly evenly, with each member taking on specific tasks such as designing the robot, finding materials, or assembling the parts. There were few students noting that there were slight shifts in responsibilities due to some absences, which temporarily impacted the balance of work. Despite these challenges, students generally expressed that their teams were able to adapt and continue working smoothly to complete the project. This reflection process not only helped me assess their teamwork but also encouraged students to think critically about how they collaborate and how they can improve in future groups.

Element F: Teachers model and promote effective communication.

Based on my experience with previous assignments, I recognized the need to clarify my expectations not only for the final product but also for the rough drafts. For the Yarn Landscape Painting project with my 8th-grade class, I wanted to ensure that students fully understood what was expected at each stage of the project. To achieve this, I provided clear, visual examples of both the rough draft and the final product. I made sure to label each component of the example, highlighting specific elements that needed to be included. This visual representation helped students better understand the expectations, as they could see exactly what I was looking for rather than just reading a list of requirements on the board.

In addition to the visual examples, I provided a clear and straightforward rubric that outlined the criteria for both the rough draft and the final painting. The rubric was easy to understand, and students were encouraged to refer to it throughout the process. This allowed them to self-assess and ensure they were meeting the expectations at every step of the project. Having both visual examples and a detailed rubric gave students multiple sources of guidance, helping them feel more confident and prepared to successfully complete the assignment.