DOMAIN 1:

PLANNING &
PREPARATION
1b. Demonstrating Knowledge of Students
 Knowledge of child and adolescent development
 Knowledge of the learning process
 Knowledge of students’ skills, knowledge & language proficiency
Knowledge of student’s special needs

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Kindergarten Art Collaboration
This collaboration is a representation of one of the various arts integration
lessons I have been a part of this school year. Within this collaboration with
kindergarten, a colleague and I created a lesson for students using the
visual arts and core standards. Students created Zentangle Leaves to
corollate with their unit on Fall and Nature.

IEP Emails This evidence shows the communication between two different coworkers
regarding IEPs for students. First, I reach out to an IA for assistance with IEP
students’ retaking an assessment. Second, I address a student’s
performance in my class and give feedback regarding their progress. I point
out students’ strengths and their struggles with the Visual Arts curriculum,
along with suggestions for what these students can do in the art room to
grow.

Sample of Upper School Grading I maintain this system through documentation of grading each project
Spreadsheet students complete in the art room. This log shows frequent use of
comments and notifications, such as missing or late.
 REFLECTION
UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

I understand the active nature of student learning and acquire information about levels of development
for individual students. I take note on the progress and challenges that my IEP students face; this is displayed
through my email correspondence for IEP students. I have successfully collaborated with other classroom
teachers to discuss individual student’s learning styles and curricular goals within the classroom. These
collaborations help me specialize my curriculum to better accommodate all learners by integrating more visual
arts into their classrooms. I participate in arts integrated collaboration; the Kindergarten Art Fall Leaves is just a
sampling of my integration with other core subjects. I maintain a system of updated student records and
incorporate learning needs into lesson plans. I write down all grades, general comments, and notifications on
Infinite Campus to properly assess where students progress academically and the frequency of submission.

I integrate the inclusion of my students’ cultural perspectives through open ended assignments in US. An
example of this is the Graffiti project. Students chose a concept or word of personal significance. Many students
chose issues that came from how the world is directly impacting them and the rest of Generation Z. In the 2050
Predictions Project, students learned a brief history of their hometown, Las Vegas, and inferred what the future
could be for them. Overall, I would like to seek out more information from all students about their cultural
heritages to integrate into lessons. I notify students of upcoming Art Contests and encourage them to
participate; this year, one Upper School student received an Honorable Mention for one of these Contests.

With this evidence in mind, I would categorize myself as Distinguished for 1B.
 DOMAIN 1:
PLANNING &
PREPARATION
1e. Designing Coherent Instruction
 Learning activities
 Instructional materials and resources
 Instructional groups
 Lesson & unit structure

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Upper School Student Art Sample of January and February calendar labeled with learning activities
Calendars and unit structure.

Upper School Students’ Creative Student A demonstrates the steps taken when creating a final artwork.
Processes Student B demonstrates the use visual references to aid in the creative
process. Both student works are from the Expressive Self-Portrait Project.

Example of Elementary Project Evidence shows the progress within each Zoom session and submission
example. 5th Grade student’s Textured Among Us Character with written
story. This lesson is an example of integration with core subjects and
students’ interests.
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UNSATISFACTORY BASIC PROFICIENT HIGHLY PROFICIENT DISTINGUISHED

The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is
designed to engage students in a high-level cognitive activity – this is demonstrated in the 5 th grade Textured
Among Us Characters Project. Texture, an Element of Art, was the focus of the lesson. Students were highly
engaged with a designing their own character inspired by the recently popularized Among Us (a free game).
Students wrote stories to go along with their personalized textured character and shared their work on the
Google Classroom. This learning experience connects to other disciplines; the project was created to coincided
with ELA and written skills. The Upper School and Elementary evidence provided permit student choice.
Students’ choose how to design their subjects and given topics.

I provide a variety of appropriately challenging resources that are differentiated for students in the class.
US art projects can be simplified with a clear center of interest and composition or can be taken to a deeper
level with more complexity to their subjects. This is evident in the Upper School students’ creative processes.
With Distance Learning, students can utilize any of the mediums that available at home. Lessons are open
ended for flexible use of student materials. Students are highly encouraged to use visual resources and submit
them alongside their artworks to strengthen their concept. The resources are differentiated for individual
students and are more complex based on students understanding and fine motor abilities. The monthly student
calendar is provided as a resource to stay on track with the structure of the unit. To provide these calendars I
must plan a month in advance with instruction. I am flexible with this structure and make changes when
necessary with the schedule; students are notified immediately with a new calendar when changes arise.

With this evidence, I would categorize myself as Distinguished for 1E.