Student Teaching Secondary Placement Webber Middle School 4201 Seneca St, Fort Collins, CO 80526 January 8 - March 8 Webber Middle School is in the Poudre School Distric, R-1. It is comprised of 735 students, with a 50/50 split between male and female students, a minority population of 22%, and 27% of students who are economically disadvantaged. This school has an outstanding athletics program and a plethora of after school enrichment clubs. My mentor teacher at Webber was Chelsea Ruiz. She gives students a choice of subject, media, or both, while expanding their technical art skills through material explorations and daily practice. Colorado Teacher Quality Standards The four core elements of the Colorado Teacher Quality Standards outline the knowledge and skills required of an excellent teacher in the state of Colorado. I will reflect on each of these individual elements and provide artifacts and analysis to support my self-evaluations. Elementary Placement Johnson Elementary School 4101 Seneca St, Fort Collins CO 80526 March 18 - May 10 Johnson Elementary School is in the Poudre School District, R-1. It is comprised of 400 students, split with 49% female students and 51% male students. They have a 27% minority enrollment and 33% of students who are economically disadvantaged. This school has a long list of after school enrichment opportunities and child care for those who need it. My mentor teacher at Johnson was Amy Felder. She runs a fully TAB (Teaching for Artistic Behavior) classroom, equipped with different 'studios' for students to freely explore and create. CSU Professional Dispositions Reflection The Colorado State University Professional Dispositions consist of nine different aspects of effective teaching and professional practice. I will reflect on each aspect and grade myself accordingly based on my conduct over these 16 weeks of student teaching.

Standards Portfolio This Standards Portfolio will look critically of my own application of the Colorado Teacher Quality Standards, as well as my reflections about the student teaching experience. Each Quality Standard will contain a detailed explanation of my self-evaluation in each category, along with artifacts as evidence of this score. Quality Standard 1 Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teachers (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Quality Standard 2 Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. Quality Standard 3 Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. Quality Standard 4 Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Johnson Elementary School At Johnson Elementary, I taught grades K-5 in a TAB based classroom (Teaching Artistic Behavior), which means that these lessons were based around introducing materials and methods of art making and opening them to the students to freely explore and experiment. For each lesson I taught, I included a contemporary artist to help explain the material and process to the students. The format of these lessons is largely the same. I start every day with Good Things, allowing students to start class on a positive note. We talk about an element in their Social Contract, keeping them accountable for the rules they set for themselves. We learn about the artist, new vocabulary words, watch a video or look at images, and have a discussion or write sentences based on the information presented in the video or lesson. The bulk of the time is used for art making. Students are free to explore the studio as they would like. I walk around and assist with anything they need. Afterwards, we save time to clean up and reflect on what we did today. Fibers Studio (w/ artist Kimsooja) Introducing and opening the fibers studio within the TAB classroom with contemporary artist Kimsooja talking about her work. Includes a sewing demonstration with threading, sewing, and safety. Fibers Studio Lesson Plan Fibers Studio Slides Fibers Studio Teaching Reflection Collaborative Journal (w/ artist Mr. Doodle) Thinking about the words, feelings, thoughts, and objects we associate with home and choosing what type(s) of media to explore to express these ideas visually. Collaborative Journal Lesson Plan Collaborative Journal Slides​

Professional Dispositions Reflection Week 16 CEP Professional Dispositions Over the course of 16 weeks, I have consistently reflected on my progress and professionalism, documented in four week increments. Each time, I improve and slowly tick the boxes of being a successful starting teacher. To the left is my final reflection after 16 weeks, and my self-scored rubric for the Colorado Education Preparation Center's Professional Dispositions. I am very grateful to my coach, my mentor teachers, my professors, and everyone who helped me along this journey, offering advice, wisdom, and encouragement.

Personal Pedagogy Teaching Philosophy My teaching philosophy revolves around self-actualization and personal growth. In the art classroom, I achieve this through Social and Emotional Learning, Studio Habits of Mind, and Teaching Artistic Behavior (TAB). These education theories allow for growth of the whole child, offers them tools and processes to feel empowered in their expression, and empowers them by granting them autonomy in creation. My teaching utilizes these learning strategies combined with my beliefs and goals for students. I believe that every student has the capacity for learning and the potential for positive change; I believe it is my job to create an environment and experiences that encourage that. I create an inclusive environment by creating and upholding classroom social contracts, showing genuine interest in their creations with plenty of opportunities for sharing, and offering boundless encouragement for genuine effort and praise for improvement, in art or in character. My role as a teacher is to help guide students on their quest to be the best version of themselves. My goal is to prepare them to be successful and kind members of society. To do this, I believe it is important for students to investigate who they are. I want to make each student feel empowered in their uniqueness, and comforted by their similarities and relations to others. Through my lessons, I help them develop healthy identities, be aware of their social connections and relationships, and build empathy for one another. I believe the art classroom should provide a therapeutic outlet for students of all abilities and interests. I believe in the philosophy of TAB and choice-based art projects. Providing ample freedom for exploration and personal expression gives students an opportunity during the day to simply create, which is something seldom experienced in other classes. I want to give them technical skills and introduce them to every available material and medium so they can bring their ideas to life in the way they envision. Granting student autonomy over their artwork is so crucial for success. I teach this way because I believe that when students are self-directed, it promotes divergent thinking, strengthens problem-solving and critical thinking skills, and generates truly authentic artwork. If students are able to participate in the art making process and reflect honestly about their process and product, this shows me evidence of their learning. I am constantly seeking feedback to improve. I have gained so much insight from the incredible teachers I've worked with thus far, and am enthusiastic about learning from their expertise and experience. Assessment Statement I believe assessment in art education should look like thoughtful reflection. Asking students to sincerely reflect on their artwork, their process, their feelings, are the most valuable tools for understanding their learning. Each student will have a different metric for what progress looks like for them, so their own evaluations help me evaluate them more accurately. Opinions about artwork can be subjective, so I create objective rubrics that ask students to self-evaluate based on the Studio Habits of Mind. This way, it does not measure the aesthetics of the artwork, but rather focuses on what they learned throughout the process of art making. If the goal of art education is to teach artistic behavior as a way of helping students become thoughtful and creative human beings, then I want them to carefully consider how their art process is engaged with those habits. Did they engage and persist through a problem, mistake, or challenge? Did they stretch and explore by trying something new or taking risks? In addition to having students fill out the rubric themselves, I also use three open-ended reflective questions at the end of a project. What was successful about your artwork/art process? What could you improve for next time? What did you learn during this project? These questions can be answered simply by stating what the project was about, or more in depth, such as what students learned about themselves along the way. I also consider assessment to be part of the lived experience, and I try to incorporate it as such. Thinking of process as assessment, and how the physical practice of making art can be considered assessment. I think most people learn best through living, and therefore I want to assess the lived experience, both from my perspective and feedback from my students. I have used and truly believe in the 0-4 point scale that Poudre School District employs. It makes sense for me to grade based on effort and engagement, and is easy for students to understand where they are and what they need to do to boost their grade. It also provides yet another opportunity for reflection, to check in with themselves about if they're using their time wisely, using materials appropriately, and making good choices. I always allow for students to re-do any assignment for a grade improvement if they continue working and adding to it. This is important to me because I understand needing to spend a lot of time to fully solve an artwork and complete it to its highest potential. I never grade for lateness or give zeros. I feel that is defeating, unhelpful, and untrue. Even if a student never completes or turns anything in, if they're participating in my class, that is evidence that they are learning something. I do my best to grade with transparency and equity. Management Statement Firstly, it is of the utmost importance to me that students are safe. By doing safety demonstrations with materials and setting boundaries about unsafe behaviors, I am able to prevent injury. Additionally, a safe classroom also includes psychological safety. I have a zero tolerance policy for exclusion and bullying. I make this extremely clear to students that if I ever see or catch wind of that behavior, there will be serious consequences. I provide support for students who alert me to a problem by rearranging seats, mediating a conversation, or escalating the situation to a counselor or admin. Safety aside, I believe the art classroom should largely be a space to roam, to explore, to talk, to laugh, to move, to engage with materials, to create, to breathe. In a choice-based or Teaching for Artistic Behavior classroom, the students are seen as artists and the classroom is treated as their studio, where they can use the space and materials as they see fit. As poor choices or behaviors inevitably come up, it is most important to me to see the human. It is in the child or adolescent nature to act out, test boundaries, try on different hats. I seek first to be curious about the behavior. What happened? How did your behavior affect other people? After curiosity, I want to encourage the student to think critically about their behavior. It is important to me that students do this themselves. By analyzing their behaviors, wondering how it affected other people, understanding how it made them feel, will help students build self-awareness for their actions. Self-awareness can foster more conscientious and considerate actions. Would you act differently in the future? Is there something you can do to make it better? And most importantly, How can I support you in positive change? I remember that I was occasionally an unpleasant student and always appreciated being called out, kindly. I appreciated understanding and patience, and therefore, as a teacher, must provide that to students. I think this comes very naturally to me, it is in my nature to be empathetic, forgiving, and incredibly patient. I also think it is important to leverage the wisdom of other teachers and parents to better understand and manage each child’s behavior in a way that works for them. I want any redirection for behavior to ultimately encourage students to improve their character and build habits such as respect, cooperation, patience, understanding, and empathy. I do my best to point out positive behavior as I see it happening. I want to divide this praise as equally as possible among the class. Complimenting positive traits are a way to ensure those behaviors continue, and to build positive relationships. If there ever is a negative or unpleasant interaction with a student, there is always room to repair. I acknowledge my role and admit to students that I am by no means perfect, I am still making mistakes and learning too. Being humble is what I want to model for my students. An honest reflection, genuine apology, and changed behavior will help students navigate conflict in their lives. I strive to teach that through example.

Webber Middle School I taught multiple lessons at Webber Middle School to 6th, 7th, and 8th graders. The two examples listed here were for my 6th grade class, Art Activity and Appreciation. They focus on themes of social justice, social and personal identities, home, and imagination. My pedagogy involves teaching material exploration, technique building, Social and Emotional Learning, and integrating math and literacy practices. In each lesson I utilize the Studio Habits of Mind; observe, engage and persist, stretch and explore, develop craft, envision, understand art worlds, express, and reflect to help students understand the different component involved in the art making process and what it means to participate in a studio art class. To build the Identity Collage lesson, I incorporated the Social Justice Standards developed by Learning for Justice to form a comprehensive lesson about identity and make it age appropriate. The Choice Project allowed students to explore their choice of artistic medium in a deeper capacity and granted them more agency over their art making. I have linked the Lesson Plan, Slides, and Reflection documents for both lessons. Identity Collage (Social Justice Lesson) Discovering the different elements of our identity and defining the characteristics that make up our personal and social identities, then portraying these ideas through the medium of collage. Identity Collage Lesson Plan Identity Collage Slides Identity Collage Observations and Teaching Reflection Choice Project - Home Thinking about the words, feelings, thoughts, and objects we associate with home and choosing what type(s) of media to explore to express these ideas visually. Choice Project - Home Lesson Plan Choice Project - Home Slides Choice Project - Home Observations and Teaching Reflection

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