THE LEARNER AND LEARNING STANDARDS

1. Learner Development

The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

This standard is evidenced in my teaching practice by:

              The Accomodations and Adaptations that I create for each lesson are done with each individual class in mind. Each group of students has individual needs and educational goals that my lessons are designed to meet. I also incorporate this standard into my practice by analyzing and thinking about how each lesson will connect with my students to teach them lesson that they can carry with them beyond my class.

2. Learning Differences

The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

This standard is evidenced in my teaching practice by:

                Thinking through the plan of each lesson to include various learning styles and techniques to consider the background and life outside of school that each of my student carries with them into the classroom is key to developing effective lesson plans.   

3. Learning Environments

The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

This standard is evidenced in my teaching practice by:

        My efforts to incorporate cooperative aspects into each lesson. From class critiques in which we discuss our triumphs and tribulations together to working in groups to achieve artistic goals, these elements of classroom learning are important because they show students that while we all may be striving for the same goals there are many ways to get there and much to learn from each other along the way.                                   

CONTENT KNOWLEDGE STANDARDS

4. Content Knowledge

The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

This standard is evidenced in my teaching practice by:

                The use of presentations and demonstrations that clearly relate content area knowledge and lesson goals. Being able to relate new information about the subject matter is key to being an effective art teacher. I have displayed power point slides from each lesson to show how much time and effort is put into presentations and demonstrations so that students will walk away with valuable information.                         

5. Application of Content

The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

This standard is evidenced in my teaching practice by:

              Utilizing cross curricular content and art forms from different cultures and areas of the world to connect students to new ideas and perspectives is essential in applying content knowledge in a lesson plan.    

INSTRUCTIONAL PRACTICE STANDARDS

6. Assessment

The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

This standard is evidenced in my teaching practice by:

               Creating and implementing handouts, rubrics, worksheets, and self evaluations are crucial in assessing students as they progress through a marking period and throughout projects.  Self evaluations and rubrics are good at giving students an opportunity to reflect on their work and their practice of different art mediums. Worksheets and handouts help me track students learning of key concepts throughout a lesson.                             

7. Planning for Instruction

The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

This standard is evidenced in my teaching practice by:

            Developing lessons that are well planned and are thought through to take in to account the content, the learners, and the community. The process of writing a thorough lesson allows me to think through my practice and address needs before starting the lesson so that students can concentrate on absorbing, creating and understanding the tasks presented to them.                                

8. Instructional Strategies

The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

This standard is evidenced in my teaching practice by:

              Thinking through specific strategies that will help the lesson's content and techniques be absorbed and utilized by the students while creating their projects.  These strategies vary depending on the content area of the lesson. From demonstrations to guided practice each strategy is chosen to impart information in a way that is active, concrete and designed to connect to multiple learners from different backgrounds.                             

PROFESSIONAL RESPONBILITY STANDARDS

9. Professional Learning and Ethical Practice

The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

This standard is evidenced in my teaching practice by:

              Continually reflecting on my practice to evaluate and improve the lessons, management and strategies that I use on a daily basis in my classroom. Reflection is key in developing my practice, it helps me think through my actions and analyze what steps I need to take in order to improve. Another aspect of my professional learning is developing a network of peers and mentors to whom I can go to for advice and guidance. This close trusted group of people continually help me grow as a teacher.     

             There is proof of this development in each of my lessons, whether it is through adaptations and accomodations or through closure techniques. In each step of a lesson there is evidence of what I have learned from my peers and mentors. As I practice my teaching techniques everyday my lessons evolve and improve with the knowledge I gain from my experience in the classroom and each conversation with my trusted network.           

10. Leadership and Collaboration

The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

This standard is evidenced in my teaching practice by:

             As a student teacher I have taken on a role of leadership in many ways. I was responsible for a fourth grade class in my half day student teaching placement. During full day student teaching I took responsibility for three classes and co-taught with my mentor teacher in a stacked class with three different disciplines.  Taking responsiblity for these classes meant that I had to work with all of my students to make sure they were all achieving  the learning objectives given to them. I had to make sure all daily administrative tasks were completed like attendance and assessments. All of these tasks are crucial to maintaining leadership within the classroom.   

           As a student at Wayne State I had found opportunities to become a leader within my community of learners. I organzed a trip with my fellow art educators to the NAEA Conference in Chicago this spring. I also developed pathways of communication between the members of my community so that we could share our ideas and resources with each other. While student teaching I have also worked on building connections with my mentor teacher and with other teachers at my school. As a new teacher I feel that building realtionships with mentors and other experienced educators will help me grow and become a leader in my field.