DOMAIN 2:

THE CLASSROOM
ENVIRONMENT
2a. Creating an Environment of Respect & Rapport
 Teacher interaction with students
 Student interactions with one another

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Artists Voice: Elementary voting Elementary students had the opportunity to vote for what the next art
on Art Project project was going to be for Zoom sessions.

Positive Relationships: Thank Students will write notes or emails of admiration for me regarding how I aid
You Email from US student their learning and assist them in different aspects of personal growth.

Culturally Responsive: Upper

Students interact with one another through Google Classroom questions
School Google Classroom
and discussions on their predictions of the future of 2050.
Question and Discussion
REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

The art zoom room interactions between myself and students and among students are highly respectful,
reflecting genuine warmth, caring, and sensitivity to students as individuals. I demonstrate knowledge and
caring about individual students’ lives beyond the zoom room. This can be observed in example of a Thank You
email from a 6th grader. This can also be noted when I mailed individualized holiday cards in December to each
of my Upper School artists. Students exhibit respect for me and contribute to high levels of civility among all
members of the class. This can be noted during zoom discussions, breakout rooms, and example of the Google
Classroom question and responses given towards each other. This has been built up through scaffolding –
critiques and discussions in the beginning of the year focused on only positive attributes and moved forward to
more constructive criticism. The result is an environment where all students feel valued and are comfortable
taking intellectual risks. Another example of this is the Elementary students voting on what project they would
like to create for art zoom.

With this evidence in mind, I would categorize myself as Distinguished for 2A.
DOMAIN 2:
 THE CLASSROOM
ENVIRONMENT
2c. Managing Classroom Procedures
 Management of instructional groups, transitions, materials and supplies
 Performance of non-instructional duties
 Supervision of volunteers and paraprofessionals

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Upper School Weekly Social-
Emotional Check in
Elementary Zoom Greeting with
American Sign Language
Equitable Access to Resources
and Supports
At least once a week at the beginning of class, Upper School students
respond to a Social-Emotional Check-in poll on Zoom to gage how they are
feeling.
Elementary students are greeted during each art zoom session with an
American Sign Language welcome. With 50+ students at a time, students
have learned ASL for their Art Zoom greeting, basic visual arts terms, and
can tell me how they are feeling.
For Elementary and Upper School, most art projects have a Google Slides
presentation that will walk students through the entire process and project.

REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED
Instructional time is maximized due to efficient classroom routines and procedures. This is demonstrated within
the examples of Google Slides presentations for Elementary and Upper School projects. These slides help
student’s preparedness and stay on track within a lesson. Supplies are left open ended for students to use the
materials available at home for their work. Elementary students are always greeted in the zoom with American
Sign Language. This is a new procedure for art zooms because with 2-4 classes at a time, students stay on mute
and communicate with basic ASL and in the chat box. Students can come off mute at the end of the zoom
session and after all direct instruction. I have taught myself ASL and am constantly learning to integrate it into
my procedures and routines. Students greet me, sign basic art terms, and can tell me how they are feeling with
different ASL signs. Routines are well understood and may be initiated by students. US artists come into zoom
with music playing as they enter; as they file in, students ready their supplies and usually answer a poll, all
without prompting from the teacher. Upper School students have been conditioned to know that when the
song ends, it is time to get started with direct instruction and attendance. To hold US students accountable, a
final attendance is taken at the end of direct instruction too.

With this evidence in mind, I would categorize myself as Distinguished for 2C.