TEACHER QUALITY STANDARD II
a
eLEMENT
Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
In my high school art class, students were greeted by warm-up slides upon entry, detailing necessary supplies and class activities. These slides included success criteria and objectives, streamlining instruction and allowing for early setup. They also served as a resource for absent students, fostering a smooth transition into the class routine.
By having written directions on the board, I was able to chat with students and make those essential connections during this time rather than repeatedly answer to “What are we doing today?”. This predictable routine helps manage student behaviors and grow classroom culture positively.
B
eLEMENT
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.
For my Social Justice centered lesson, I had students in Painting 2 at Loveland High create a series of Artist Trading Cards (ATC) featuring imagery and quotes that represented social causes they care about. Exploring gouache and watercolor, students displayed a diverse range of causes and social issues that they cared about.
Students shared their cards via a trading activity, resulting in each student having a variety of ATC crafted by their peers, enhancing the sense of community amongst students in the class.
C
eLEMENT
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.
In Loveland High's Painting 1 class, three SpEd students required significant modifications to engage with the curriculum. We adapted by using tempera paint (versus acrylic), alternative brushes, stencils, etc.
For an assignment involving emulating historical paintings, I drew inspiration from @artbutmakeitsports on Instagram, where LJ Rader compares art history with sports moments. Knowing my students' passion for sports, I had them choose sports team photos. I then matched them with corresponding artworks, and my students played a matching game. This activity replaced the research component, and they selected an artwork to replicate for the emulation project.
D
eLEMENT
Teachers work collaboratively with the families and/or significant adults for the benefit of students.
At Skyview, my mentor teacher hosts an annual bake sale and art show to raise money for the art department. Without these fundraisers, the art budget would be only $1 per student. Staff and families buy and bake all sorts of goodies to be sold, volunteers help run activities, set up art, and run the cash register at the bake sale.
I was able to help with this year’s art show, and got the opportunity to hang out with the student’s ceramic works. In doing so, I got to talk to students’ families and friends, and make connections as an educator with the larger Skyview community.
The collaboration between a teacher and families through events like the annual art show enriches students’ educational experiences through community engagement and support, with praise for their art fostering their creative spirit and funds for their school giving students a wider array of physical resources.