Embedded Files
Quality Standard 4: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
Element A: Teachers demonstrate high standards for professional conduct.
I demonstrated high standards for professional conduct through my interactions with my mentor teacher and the way I approached my lesson planning and instruction. During a formal observation, my mentor reviewed my art lesson, providing feedback on my teaching methods, classroom management, and engagement with students. I made sure to maintain professionalism by being well-prepared, following the lesson plan, and fostering a positive and respectful learning environment. I also welcomed constructive criticism and reflected on my teaching practices, using the feedback from the observation to improve my future lessons. This experience highlights my commitment to continuous growth and maintaining high standards in both my teaching practices and professional relationships.
Artifact: First formal Observation at Johnson Elementary by my mentor teacher
Lesson Observation (short form) Zoe Blanton.pdfElement B: Teachers link professional growth to their professional goals.
Artifact: Disposition Reflections 1 & 2
In these reflections, I reflect on where I currently stand in my teaching journey and how much I have grown between two coach observations that were a month apart. Looking back, I can clearly see the progress I’ve made, particularly in terms of my confidence in the classroom and my classroom management skills. I also discuss how the dispositions I felt most and least comfortable with connect to the professional goals I have set for myself as a teacher. This process helps me identify areas of growth and areas that still need development, allowing me to plan for continued improvement in my practice.
Element C: Teachers respond to a complex, dynamic environment.
One example of how I responded to a complex and changing environment was during CMAS testing week. The schedule was constantly shifting, and many students were visibly tired and had trouble focusing after long testing sessions. Instead of sticking to our regular art lessons, I adjusted my approach to better support their needs during this stressful time. I gave students more flexibility by offering studio days, where they could choose how they wanted to create art and work at their own pace. On days when the weather was nice, my mentor teacher and I took students outside for observational drawing. This change of environment helped students stay engaged, reduced stress, and allowed them to express themselves in a more relaxed setting. It was a great way to adapt to the challenges of the week while still keeping learning meaningful.
Artifact: CMAS new schedule and a students outside observational drawing
Element D: Teachers demonstrate leadership in the school, the community, and the teaching profession.
I showed leadership in the school and broader community by getting involved in the Youth Art Month (YAM) art show. My mentor teacher was invited to participate, and she encouraged me to submit artwork from the classes I taught. I selected pieces from both 6th and 8th grade students so more of them could have the chance to share their work. It was a great way to help students feel proud of what they created and to bring families and the community together to celebrate their creativity. I went to the closing reception and saw several students there with their families, taking pictures with their artwork. It was a meaningful reminder of how art can build community and give students a platform to shine.
Artifact: Students artwork hung up at the YAM Art Show
Standard Reflection
During student teaching, I’ve worked hard to carry myself professionally and be open to feedback and growth. I regularly reflected on my teaching and made adjustments based on what I learned from mentors and coaches. One highlight was helping with a school art show where students got to display their work. It was so rewarding to see them proud of what they created, and it reminded me how important it is to give students opportunities to share their voices beyond the classroom. Experiences like that showed me the value of being involved, supportive, and always striving to improve—not just for myself, but for my students.
Professional Goal: Looking back on the experience I have had, I am still definitely at the developing level. I plan to take on leadership roles in school events and continue advocating for student voice through creative showcases, collaborative projects, and community connections.
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