Quality Standard I: Teachers demonstrate knowledge of the content, central concepts,

inquiry, appropriate evidence-based instructional practices, and specialized characteristics

of the disciplines being taught.

I feel comfortable stating that I demonstrate each of the qualities defined in this first standard. I
believe that this has been an area of strength for me for several reasons. I have a broad
understanding of my content area and I am able to relate that knowledge to experiences and
knowledge. This understanding has allowed me to present learning materials in a manner that
helps my students understand its connection with their own interests and knowledge as well as
with other academic subjects.
Student teaching has given me the opportunity to put what has been largely theoretical
knowledge and experience into practice. This has been most notable in my use of evidence-based
instructional practices. Because of the short duration of each of my placements, I have had to
rely on my mentoring teachers to provide information regarding prior knowledge, proficiency,
and need. However, I have employed a range of formative and summative assessments and
learning strategies to ensure student comprehension. I intend to continue to develop my own
understanding and application of quantitative evaluation and evidence-based instruction as a
practicing classroom instructor.

Quality Standard II: 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.

I think that this may be the most notable aspect of my teaching experience and one that I had not
fully anticipated. During each of my placements, my mentoring teachers and other members of
the instructional team have commented on the relationships that I have been able to develop with
my students and the learning environment that I create in the classroom. This characteristic is
part of my regular instruction, classroom management, and one on one interactions and
interventions. My clearly defined expectations related to the creation of a positive, inclusive, and
safe learning environment have been an important component of my instruction as a student
teacher.
Efficient use of time is a natural preoccupation for me. As a student teacher, I have worked to
ensure that I am adequately prepared for each lesson that I teach. I routinely plan for potential
instructional challenges and eventualities. I have worked to make my instructional time
meaningful and well understood by students of varying learning styles and proficiencies. This is
a quality that comes naturally to me. I am aware that I have significant room for growth and
development in terms of my instruction and classroom practices. I do feel more than comfortable
with my development at this point in my teaching experience.

Quality Standard III: Teachers plan and deliver effective instruction and create an
environment that facilitates learning for their students.

I believe that I meet or exceed expectations in each of the practices and skills encompassed by
this standard. I have a firm knowledge of developmental science, though, I expect this
knowledge and understanding to grow significantly as a practicing teacher. Student teaching has
provided me with the first real opportunity to utilize assessment as a planning and instructional
tool. My work with my mentoring teachers in each of my placements has given me a good
understanding of the collection, recording, and application of this data. It has informed my
instruction and the content of my lessons throughout my student teaching. I will work to make it
an integral part of my practice as a classroom teacher. I use technology effectively and have
integrated it into my lessons in a variety of ways to engage and to inform a diverse population of
students. My students regularly have the opportunity to work independently and collaboratively
as they learn and create. I communicate effectively with my students in a variety of situations.
This communication includes the setting of high expectations and the understanding that I
believe in each of my students’ capacity for growth and success. While I firmly consider that I
am proficient in each of these skills, I also think that this is the area in which I have the most
room for growth. This is not due to a deficiency or a failure but rather because I believe that
these skills develop most effectively during extended practical application and reflective self-
evaluation.

Quality Standard IV: Teachers demonstrate professionalism through ethical conduct,

reflection, and leadership.

For most of my adult life, I have felt the drive to teach; to share my knowledge and
understanding with others in order to create a positive change in their lives. As an art education
student and as a student teacher, I have endeavored to consistently demonstrate each of the
characteristics stated in Quality Standard IV. I work well independently and with my colleagues.
I have been ethical in my professional conduct, in and out of the classroom. I have committed
myself to become an effective educator, regardless of the obstacles that I have had to overcome
to do so. I have no doubt regarding my own professionalism, ethical, self-reflective, and
leadership proficiency.

Being an effective educator is of absolute importance to me. I understand that it will take time
for me to develop and refine my own instructional and management style and practices. In order
to accomplish these goals, I will regularly engage in a variety of reflective practices to gauge my
own growth and development. As rewarding as working with students and other educators has
been as a student teacher, I have come to understand that being in control of my own classroom
is an important step and opportunity. Operating within the structure of another teacher’s
classroom does not necessarily provide an environment in which to innovate and to develop
one’s own educational climate. One of my first professional goals is to find a venue in which to
make grow as an educator. This goal goes well beyond finding gainful employment as a teacher.
I want to work with administrators and educators who see the potential of art education as I do.
A second professional development goal is one that I discovered during my practicum
experience. In one of my placements, the school fostered a highly collaborative and supportive
professional culture. I found this environment to be healthy and productive. I also found it to be
highly beneficial toward the educational success of the students. I hope to bring this type of
cooperative structure to my own workplace. If possible, I would like to be a leader in this type of
change. In doing so, I believe that I can not only help to bring about the best in my students but
that I may also be able to bring out the best in each of the educators from whom they learn from
and interact. This seems like a worthy challenge and an accomplishment with far-reaching
consequences and of which I would be very proud.