Teaching Quality Standards

Element A

Teachers provide instruction that is aligned with the Colorado Academic Standards and their district’s organized plan of instruction.

“observe and learn to comprehend”

Students learn about artists related to the topic in a new context and are met with inquiry to help them understand the concepts around the lesson I plan to teach.

“Envision and critique to reflect”

            Every lesson we discuss an artist relevant to the unit and explore what they are about and how they relate to our line of inquiry. We ask important questions about the artists and ourselves and our art as it relates to this topic. I also include more than one perspective to show the diversity amongst artists and the artworld to help the student expand their comprehension of art. We participate in self-reflections as well so that I may gauge all of this too.

“Invent and discover to create”

            The students have several chances to plan their ideas throughout the unit. I have them do it in sections rather than all at once to really solidify each idea as we proceed. Students learn to use a variety of mediums that aid them in the creation of their masterpiece, growth in these skills is assessed over time. And most importantly, every student will have a different outcome than their classmates. There is no cookie cutter way to approach art in this classroom, all students artwork is as diverse as their contributions and character because they are allowed the space to contribute what is important to them.

“Relate and connect to transfer”            

Students and teacher spend time before the start of each unit to research and engage with contemporary artists that are active today this is sometimes in addition to the comparison of traditional artists so that students may gather a full picture of art and artists in different contexts and points of view. I host discussions alongside each artist presented and we use artistic language to help develop and strengthen artistic vocabulary and communication. We also strive to use this vocabulary in critiques with one another. 

Element B

Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.            

The students are given opportunities to read, listen, talk, and write throughout the entirety of the unit. Naturally there is measuring and aligning and composition components as well in their artwork creation/process. When turning in artwork, the students have the option to talk about their art and their process via writing, audio/speaking, or video as well. 

Element C

Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.          

As the teacher, I create an exemplar for each lesson to set expectations and also create alongside the students. I never want to ask the students to do something I have never tried before. They have access to my expertise whenever they ask and I will perform demos as often as necessary.

Element A

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. 

Predictability is a product of consistency and in my classroom, we have a routine and from the beginning of the year we set a precedence for student behavior which is maintained throughout the year/semester by means of verbal communication, reminders, intermittent discussions about expectations when interacting with students and adults. For example, we discuss how to effectively and respectfully contribute to the conversation during critiques, my motto is “be helpful, not hurtful”.

Element B

Teachers demonstrate an awareness of, a commitment to, and respect for multiple aspects of diversity. While working toward common goals as a community of learners.          

All lessons are geared towards the person, and not a specific group of people. The student is able to insert their own self however they like. If accommodations are needed, they will be provided. Everybody has the space to share about their culture, their dispositions, and their personal lives if they so wish. I hope to foster an inclusive classroom where all contributions are equally validated. 

Element C

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.         

My lessons are built for the possibility of a multitude of outcomes, nobodies art will look the same as another student’s. Their interests are considered in the way that the lesson is open ended and room is made for their personal contributions as people and as artists. 

Element A

Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.

more time and or accommodations unique to their needs. Grading is also adjusted if their ability level calls for such protocol.

Element B

Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.         

Informally, I asses by watching the students engage in their project, and in planning sheets that they turn in regarding their project and I also keep an ear out for student conversations to listen for understanding, questions, and estimate time they may need to finish which all goes into the planning I must account for when looking towards the near future.

Formally, I have a mid-progress critique, post project critique, and a self-assessment at the end that provides feedback for how I will proceed going forward. 

Element C

Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.        

Students have access to a light box where they can capture professional photographs of their artwork both during and after every project. They are also required to upload these photos into their online portal where they can keep a virtual portfolio. 

Element D

Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.       

These high expectations are shared at the beginning of every unit and go over behavior, project quality, and participation. Here is an example of the rubric that also lays out the high standards that the kids have access to both in person and on their canvas portals. 

Element E

Teachers provide students with opportunities to work in teams and develop leadership.     

Students get the opportunity to work together at least once a day but most typically in warmups where we strive to share ideas and innovations with one another that lead into the topic we will go into that day or further the work we have already done leading up to today. For example…

Element A

Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice

This was most notable when I realized the midway critique lacked authentic feedback between students, so for the final critique they are now made to answer why they feel and think the way they do about each other’s artwork.

Element B

Teachers link professional growth to their professional goals

Being so new, my main goal is overall improvement, to be a sponge and absorb and learn at every corner. This lesson has given me insight on how to conduct the next lesson, procedurally, behaviorally, and conceptually as I have learned how the students operate, communicate, and perform.

Element C

Teachers are able to respond to a complex, dynamic environment

It is my belief that every student had their needs met for the duration of my guidance as their stand in teacher for the entirety of this project. I made myself available for questions, I adapted to the fluctuating needs of each student and even flexed with unexpected factors along the way while maintaining quality mentorship for all. 

Element A

Teachers demonstrate leadership in their schools

Element B

Teachers contribute to knowledge and skills to education practices in the teaching profession

Element C

Teachers advocate for schools and students, partnering with students, families and communities as appropriate

Element D

Teachers demonstrate high ethical standards