Quality Teacher Standards 

Standard 1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.

ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards, their District’s organized plan of instruction, and the individual needs of their students.​



When planning for my lesson, I started with the 6th grade Colorado visual art standard...

           1. Observe and Learn to Comprehend:

           1. The characteristics and expressive features of art and design are used in               unique ways to respond to two- and three-dimensional art.

From starting with the standard, I was able to construct a lesson that focused and taught characteristics of art including, pattern, color scheme, and color theory. I carefully filled out each aspect of the lesson plan, revising and collaborating with mentors to prepare myself for a well organized plan of instruction. By knowing my students personal interests and learning needs, I was able to align my lesson to their individual needs and interests. I incorporated multiple learning strategies including visual, verbal, and hands-on. I also gave my students many opportunities for choice in their artwork which allows them to gain freedom, independence, and self-interest.

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



My yarn art power point was presented to my 6th grade class as an introduction to pattern, color scheme, and color theory, as well as an introduction to our project. The presentation is short, and to the point, to keep students engaged and focused but also give them key information. Terms are introduced verbally, with written definitions and visual examples. Throughout my presentation I asked many questions to keep the class engaged, and to assess their understanding... 


For example, I would start on a term asking the class if anyone knew what that term meant. Usually they didn't know yet. Then I would introduce the term, have a student volunteer to read the definition to the class and have them write down the term and definition in their sketch books. Then I would explain the term, and show the visual examples. I would then ask for a thumbs-up or thumbs-down on if they understood the term. If they didn't I would go further into explanation, using the color wheel as a diagram to explain the term.

From this artifact I demonstrated that I know my content, I know how to keep my class engaged and focused, and I ensured student understanding of the knowledge introduced. 

ELEMENT C: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.​

Standard 2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

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.​



The case study interview assignment allowed me to get to know three students on a more personal level. I talked to two 8th grade girls, and one 6th grade boy. This gave me the opportunity to take them out of class, and have  one-on-one time with them. During the interview I asked questions about their personal life, their school life, and their personal interests. By doing this, I was able to foster a stronger relationship with each student, show them that I care about them and what goes on inside and outside of school, and build trust. 

ELEMENT B: 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.​



The student interviews taught me a lot about making relationships with my students and showing them I care about them. From the reflection I was able to dive deeper. I got to analyze and reflect on what I learned about my students. By doing this I not only gained a greater appreciation for diversity in my classroom, but also was able to think about how student experiences are similar/different. Each student is so different, but at the end of the day, my students will achieve the same goal. (For my teaching experience that goal would be to understand the terms learned, apply them to their artwork, and be proud of what they created).

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. ​

ELEMENT D: Teachers work with families and/or significant adults in the lives of their students.​

Standard 3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

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. ​

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

ELEMENT C: Teachers integrate and utilize appropriate available technology to engage students in higher level thinking skills.​

ELEMENT D: Teachers establish and communicate high expectations and use processes, such as questioning, to support the development of critical thinking and problem-solving skills.​

ELEMENT E: Teachers provide students with opportunities to work in teams and develop leadership qualities.​

ELEMENT F: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language. ​

Artifact:  Student learning targets & yarn art requirements


My communication was clear, concise, and effective because students knew their learning targets and knew the project requirements. At the start of the class the learning targets were on the white board. This allows my students to know their goals for the class period, as well as gauge their learning. 

In my power point, I included a slide that gave students instruction and project requirements. I made sure the slide was brief, concise, and gave direct information. This means that there was no confusion and students knew exactly what was expected of them. 

Standard 4: Teachers reflect on their practice.

ELEMENT A: Teachers link professional growth to their professional goals.​

Artifact: Field notes


My field notes were a great way to reflect on my teaching. I was able to see what I wanted to do (goals) and then analyze what I was doing to reach those goals in my classroom. From completing the field notes before the semester was over, I found that I tried really hard to connect with some kids, but not as much with the shy kids. From then on, I made it a part of my day to reach out to at least one student I didn't usually connect with each day. By analyzing myself and my teaching, I was able to make changes that benefited myself, my students, and my classroom. 

ELEMENT B: Teachers are able to respond to a complex, dynamic environment. ​

Artifacts: Images from 3 of the 4 classrooms that were used during my Webber experience. 


I definitely experienced a dynamic environment at Webber! I was working with Ms. Carlson, the only art teacher in the school. Because she was the only art teacher, she had the whole department to herself. That means that every class, I didn't know which classroom I would be in, (and given the red/black schedule, I also wouldn't know if I would be with the 6th grade art class, or 8th grade digital photo class.) I had to check which classroom (there were four we used) and which class I was in, and be ready immediately no matter what. I had to learn to adapt to my constantly changing environment every day I went to Webber. 

Standard 5: Teachers demonstrate leadership.

ELEMENT A: Teachers promote professional growth for all educators and collaborate with their colleagues to improve the school community and the teaching profession.​



In EDUC350, my peer, Savannah, and I collaborated and worked together to create a presentation on the essential questions in lesson planning and co-teach it to our classmates. This allowed Savannah and I to work together to improve our own, and our classmates knowledge on lesson planning. Through our collaboration, we got to teach future teachers what essential questions are, the importance of them, and how to form them, as well as gain experience with collaboration projects and co-teaching. This improved my own, and our classmates teaching skills.

ELEMENT B: Teachers demonstrate high standards for professional conduct. 

Standard 6: Teachers take responsibility for student academic growth.

ELEMENT A: Teachers demonstrate high levels of student learning, growth, and academic achievement.

Artifacts: Student work: Yarn art 


Here are three examples of completed student projects from the yarn art lesson! All three student show understanding of the lesson by applying their learned knowledge on color and pattern into their work.

Each student (coincidentally) choice to use a monochromatic color scheme. Monochromatic means using one color, with different tints and shades. (In the examples below each student worked with gradients of blue). Each student also incorporated pattern in one way or another, which means repetition. And finally, each student filled their whole page with yarn, which was the final requirement.

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