Developing as a Professional Art Teacher 

In the community I serve, where many students come from difficult home situations, there was a deeper need for an ethic of care on campus. The school and district are always looking to add resources, post-pandemic shutdown we received an on-site therapist, interactive wellness days, and many others to help our students, but the pandemic proved to be stronger on the mental hold it had on our students.

For that reason, I felt that our site needed more sources of positivity, care, and compassion. I began with my classroom, offering a sanctuary for kids who need a quiet space to think, cry, or sleep. I also maintain a community closet which is where most basic needed items can be found such as body spray, pads, lined paper, etc.

 

CSTP to Develop as an Educator:

My greatest strengths according to the results of my post-assessment are Engaging and Supporting All Students in Learning, Creating and Maintaining Effective Environments for Student Learning, and Developing as a Professional Educator. The biggest shift in growth was in Creating and Maintaining Effective Environments for All Student Learning. Initially, I scored more in exploratory pedagogy in Working with Families to support student learning and Engaging local communities in support of the instructional program. As the year went on I made an effort to work in ParentSquare, our for of reaching out to parents directly in addition to phone calls. I also sent out my syllabus, tracked more in Google Classroom so that parents get a weekly report, and attended events like dance recitals or orientations to better communicate and engage with stakeholders. The biggest way I was able to support our program and reach out to the community was by securing funding for prize money to support our adjudicated district art show. I managed to establish a relationship with a charity that wants to connect with our district. Veterans Supplemental Support Network, run by founder Daisy Tate, was able to match our full fund of reward money and we are in talks to keep them as an ongoing donor for our district visual arts program.

 

Taking Action:

I have had the whole year to truly know if the beginning stages of my growth goal were fruitful now that we are approaching the end. I have set aside time to manage two clubs on campus, both at beginning stages, one of which is an academic sport that is slowly making it's way into our district. This year I was asked to lead our school's first mock trial team. The team was unable to compete due to our low numbers but as the year went on and we gauged curiosity on campus, I am confident that next year's team will be able to leave a mark in the county competition. In addition to the new mock trial team/club, I advised our second-year of the art club, named on our campus as Create Club. The students grew in number this year, and we hope to grow it big enough to have alumni visit.

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Connecting as an Educator: 

In addition to the professional development offered by our district, I find that simply speaking to my students as humans, working to further my education, and participating in school-sanctioned events will keep me connected as an educator.  [see Staying Connected].

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Wellness and Advice: 

One of the hardest things I've ever done was accept everything that people ask of me. This year was especially difficult because my job was affecting my life at home. I was thankful to know our inquiries included that our well-being, which can directly affect our teaching, was being managed. I took on advising two clubs, working on my master's in education, induction, and marriage counseling all in one school year for the sake of making sure I could do all that I needed to secure myself at school. However, these tasks would sometimes overlap and something would always have to give. While I made sure to take care of all my students, on days when I did not feel like myself, my students would in turn ensure my well-being was put first. I had students bring me coffee, ask me about my day, and help with studio tasks like cleaning the paint off the sink or returning student work. There were many times students would even give me words of encouragement, hugs, or high-fives and reciprocate a lot of the care and demonstrations of love I would give to them. In order to maintain energy and passion I had to make sure to plant those seeds of care and effort into the students, colleagues, and community I spend most of my time with. For this reason, I have combined my reflection on sustenance in my passion for teaching art in line with advice I want to give to those entering the profession: You are not a bad teacher if you say no. It's okay to make time for yourself and your students but they don't always have to be more than the other. Find a balance and you'll find that it's easier to be stronger for your students when you're there for yourself.