Introduction to Student Teaching Standards Portfolio
My student teaching experience is something I’ll carry with me throughout my entire teaching career. It has helped shape not only my professional goals but also how I view myself personally—as someone capable, adaptable, and committed to student-centered learning. I had the opportunity to teach in both a middle school and an elementary school setting, and each experience brought its own unique challenges, lessons, and rewards.
At Lesher Middle School, I worked with 6th, 7th and 8th graders in a project-based art room. My mentor teacher helped me grow in my lesson planning and curriculum design. I was encouraged to come up with original project ideas, present them confidently, and manage classrooms that ranged from 15 to over 30 students. Since Lesher is an IB (International Baccalaureate) school, there was a strong structure in place when it came to classroom expectations and behavior management. This consistency allowed me to focus more on building my teaching skills—especially when it came to presenting lessons and managing time effectively in 40-to-80-minute class periods. I believe I left Lesher feeling much more confident in my classroom presence and instructional abilities.
My placement at Johnson Elementary School gave me an entirely different perspective. I experienced a TAB (Teaching for Artistic Behavior) classroom for the first time. At first, it was challenging to shift from a structured, project-based approach to one that gives students much more autonomy and creative choice. I had to rethink how I designed lessons and find a balance between providing guidance and also allowing freedom. With my mentor's help, I learned how to craft open-ended activities that still had clear learning objectives. As someone who values student choice, I found this incredibly rewarding, and now I have a number of TAB-inspired lessons from both my mentor and myself that I plan to carry into my own classroom. Johnson Elementary school was where I really started to connect with students on a personal level. Building those relationships helped me realize how much I enjoy working with elementary-aged children—and that this is where I feel most confident and fulfilled as a teacher.
Professionally, student teaching pushed me out of my comfort zone and forced me to be flexible, reflective, and resilient. Personally, it confirmed my passion for helping students explore their creative potential in a way that’s authentic to them. I discovered that I value student voice, creative expression, and inclusive, choice-based environments. I also realized how much I still have to learn—especially when it comes to cultural responsiveness, classroom management, and adapting my communication to fit the needs of different age groups.
Looking ahead, my teacher story is still developing and changing. I teach because I believe every student deserves a space where they feel seen, heard, and empowered to express who they are. Art is one of the most powerful tools to make that happen. Through student teaching, I’ve transformed from someone unsure of their abilities into someone who can confidently lead a classroom, adapt to challenges, and build strong connections with students. If I were speaking to someone hiring me, I’d tell them that I’m committed to continuous growth, passionate about creative education, and ready to create a classroom where all students can thrive.