CSTP 1 & 4 : Areas of Strength
My Initial CSTP Self-Assessment ranks Standard 1 CSTP: Engaging and Supporting All Students in Learning as my strength. However, upon completing the Post CSTP Self-Assessment, the new ranking shifted to Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for All Students as my new strength. I consider my student's backgrounds, experiences, interests [see image], and prior knowledge to help create engaging lessons or make changes based on informal assessments like check-ins or looking at how many students have not yet progressed in the unit. To build further on my student's experience in my classroom, I use a variety of technology such as Google Classroom, screencasting software, document cameras, and our school management software Q. I believe that CSTP 1 and 4 go together; seeing that change in my growth confirms my practice grew to work on behalf of my student's learning. I worked to gather information from Q, check-ins to help establish learning goals for my students, and scaffold and modify lessons in each unit of study to ensure I meet the variety of needs my students have.
Art I students working on their balance projects. The objective was to create a Radial Balance artwork based on a list of things that stress them out, and then list things that help them relax. This was to apply their balance in life to their balance in art.
CSTP Growth & Development
Visual Arts Department dressed as a "Famous Trio" for spirit week. Me (canvas/easel), Mrs. Bruce (Bob Ross), and Ms. Wilkins (paintbrush).
CSTP 6 & 2:
Opportunities for Growth
Initially, my area for growth was Standard 6 CSTP: Developing as a Professional Educator, which meant that I needed to work on my teaching practice to support student learning. I figured this area would be low since it was only second-year teaching. I needed to work on engaging more with my colleagues [see image], and school community, work with families, and engage more in professional growth and development. Although I know I am committed to my students, I needed to grow through integrity, responsibility, and ethical conduct. My post-assessment demonstrates that my new area for improvement is Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning. I have to work on facilitating a space where students feel they are being treated fairly, cared for, and are a part of constructive and productive learning environments while creating a rigorous learning experience appropriate for all my students. I do believe that I created an environment that is emotionally safe and by default, the art room is full of routines due to the nature of the content, but I need to work on ensuring it is also an environment of high learning expectations, positive behavior, and optimized of learning.
My Pride: Contests, Creativity & Cleanliness
The art studio as a classroom is meant to establish a space for a student to explore materials, plan and share ideas, as well as maintain studio practices that build upon real-life development skills. This can be but is not limited to critical thinking skills in the creative process, problem-solving, maintaining a clean and healthy working environment, or time management for projects that allow ample hours for a due date.
I have used social media as a way to announce deadlines, post student work, school events, after-school open studio schedules, and interactive posts. During our Color Theory Unit I used Instagram Stories [see image] to post prize-winning contests.
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Instagram Story post: Screenshot of violet/yellow advertisement from Sketchbox, an artist subscription service. The color scheme featured for a prize (candy) was complimentary colors.