Quality Standard Two
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
In this standard, I believe I am proficient. I successfully established a safe and respectful learning environment with careful consideration of students from different backgrounds, identities, and needs. By setting classroom norms and boundaries and reminding students throughout the quarter, I was able to maintain a safe learning environment. In my classroom, students felt comfortable enough to explore new materials, express themselves, share their artwork with me and their peers, and be vulnerable. I am continuing to work on community and family outreach, finding additional opportunities to connect with parents and guardians in a positive way.
Element 2A
Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.
At Webber Middle School, I completely took on the 6th grade classes during the 3rd quarter. We had a lot of similarities. Our first and last days were the same, only after I volunteered additional time in order to finish out the class with them. They were my first class, and this was their first art class in middle school. Even after three weeks, Chelsea remarked that the students clearly felt safe with me and saw me as a trusted adult. With each passing class, the art environment began to flourish. My confidence teaching the class and their willingness to explore, engage, and participate created a wonderful energy together. I made sure to incorporate certain elements of class every day to maintain routine and give the students structure. We began each class with a 5-10 minute sketchbook prompt, allowing them a minute to breathe, calm down, and settle into class. We had a class clean up every day, taking care of individual responsibilities as well as classroom trash pickups or table wipe downs. Students opened up to me about their lives, their struggles, their accomplishments. They would stop to say hi and chat in the hallways. They felt free to create and be vulnerable in the art room, making meaningful art that felt important to them. On the last day, I threw them a party to celebrate and say thank you, which ended in a group hug. We had many teary goodbyes and thank-you notes. I came away from this experiences with adorable handwritten letters, drawings for me, and great memories.
Element 2B
Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
During my time at Webber Middle School, I co-led the Diversity Alliance Club with Mrs. Ruiz and Mr. Brandon. We would meet every Monday for an hour after school to discuss Diversity, Equity, and Inclusion (DEI) initiatives. It was a safe space for students to discuss their experiences, share stories, and talk. I facilitated the creation of two Black History Month bulletin boards, led and envisioned by Phineas, and executed by two other members, Aliyah and Julia. They featured famous black individuals for sports, music, politics, art, and historical events, equipped with QR codes that led to a link to learn more about them. During the month of February, different students bravely spoke on announcements every morning about their experiences as Black Americans, and how it makes them feel and how it's shaped them as humans.They shared messages they wanted the school to know or hear. We celebrated the end of the month and the hard work and contributions of students by hosting a pizza party where we played the animated Spider-Man films.
Element 2C
Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
Art classes were a popular choice for our Integrated Learning Services (ILS) students at Webber, given their relaxing and therapeutic nature. I worked with several of these students, adapting their environment and materials to create the best experience for them. In the Pottery and Sculpture class, one student has cerebral palsy and uses a wheelchair. Her PARA and I took time to figure out how we could create a setup for her that would be comfortable and feasible. She had an absolute blast on the wheel! She created some amazing pottery and loved it so much she did it again the following class!
Element 2D
Teachers work collaboratively with the families and/or significant adults for the benefit of students.
I participated in spring Parent-Teacher conferences at Webber, speaking to 6th graders and their families regarding their grades, participation and effort in class, showed them past work and explained the next projects. This was a great opportunity to connect with the extended school community of parents and guardians who like me, wanted success for their child. I also helped in the Design & Images art show at the Foothills Mall. I chose the artwork, labelled it, mounted it, and filled out these letters and put them in the appropriate teacher's mailboxes. I attended this reception and got to meet parents from Johnson Elementary and talk to them about the art classroom and what TAB looks like, as well as hearing feedback about how they or their child felt about art class. For the artifacts below, I chose to demonstrate my participation in Artist of the Week at Johnson Elementary. Each week, an artist (or artists) are chosen to have their artwork displayed in the case or the hallway board. I took over this process from choosing artists, taking photos (w/ consent), emailing parents, emailing the office/tech staff to put it in the newsletter, printing out certificates, and displaying the art.
