Elements & Artifacts
Element 4. A
Teachers demonstrate high standards for professional conduct.
Artifact 4.A.1
In my Dance 1 Regular class, many students would come into class and then ask to go to the nurses office. The first couple times I did allow it with reasoning but after it became a consistent routine for the students and I recognized they weren't going to the nurses office after checking the nurse records, I realized I had to put some rules in place. My mentor teacher and I created a new nurse policy where when they want to go to the nurses office, either me or my master teacher had to escort them there and back. After the first time escorting the student, they showed that they didn't truly need the nurse. When this rule was implemented, it created a new standard for classroom participation and respecting the policies built by the school and that are upheld by me as the teacher. This provided growth in the students professional and integrity and also strengthened my ability to keep my standards high and not have to ask for respect but for respect to already be given.
Element 4. B
Teachers link professional growth to their professional goals.
Artifact 4.B.1
My mentor teacher is in charge of observing me teach and evaluating my performance. I utilized the observation form from my first observation to highlight my strengths along with analyzing my areas of weakness. I took my weaknesses and I found ways to strengthen and grow them to achieve more success in my future lessons. Reflection is an effective form of professional growth and is something I will use to achieve my professional goals as I continue to teach.
(Click on Image for Artifact)
Element 4. C
Teachers are able to respond to a complex, dynamic environment.
Artifact 4.C.1
Greeley School District 6 and Greeley Central High School have specific and strict phone rules. Each classes routine begins with having the students put their phones in the phone caddy. In my Dance 1 Regular class, when I announced to put the phones in the caddy, none of the class got up. I then asked a second time and they still didn't listen and the rules are that if the teacher has to ask more then three times, the teacher can call the Assistant Principle to come in and take the phone from the students. I didn't want it to get to this point, so instead of repeatedly asking them to put them away I provided them with the knowledge of what the consequence was going to look like. Some of them got up and put them away and some of them put them into their backpacks. When these students still didn't listen to my directions, I took a different approach before reaching out to the Assistant Principle and I started class without my humor or excitement and went through each combo one after another providing minimal comments or narration. They immediately recognized how their actions effected the dynamic in class and when one of the students began dancing and her phone fell out of her pocket, I went over and put my hand out and put the phone in the caddy myself. Though I ran into a conflict with my class and forms of disrespect to both me and the school rules, approaching it with creating a sense of understanding and empathy with the students rather then anger prompted them to recognize how if they chose to be respectful and follow the rules, class would be enjoyable for all and provide them with excitement rather then defensiveness with no result.
(Click on Image for Artifact)
Element 4. D
Teachers demonstrate leadership in the school, the community, and the teaching profession.
Artifact 4.D.1
Showing up not only as a teacher but as a community member in and out of the school and a supporter of the Arts Magnet Program as a whole was a very important goal of mine. Going to the monthly Arts Magnet Program meetings, going to UNC to watch my students perform their swing dance piece at Big Band Boogie Ball, going to see "The Drowsy Chaperone" Musical at Greeley Central, supporting the Arts students in their performances during Arts at The Castle Week, and dressing in character to perform alongside my students at the Spring Arts Magnet Program Gala Showcase; these are ways that I showed up for my students, the staff, and Greeley Central. Especially showing up for the students and staff outside of the classes I teach help showcase to them all that I am not just here for the credit but here to experience, create bonds and memories, and in the end, truly do and support what I love. Showing up outside of the teacher role benefited both me and my relationship with the students and staff and is a goal of mine to keep focusing on in all teaching communities I am in.