Teacher Quality Standard Two Reflection:
I believe I met the proficient level of this standard because, during my time on Iale International School's grounds, I made each encounter I had with everyone a safe, inclusive, and respectful environment, especially in the classrooms. I am amazed at how strong of a connection I made with so many people in a minimal period. The specific element I need experience in is working with families since I didn't gain that experience during my time. Once I become a full-time teacher, I will want to build relationships with families by corresponding via email, messages, and phone calls and scheduling meetings based on students’ performance in my class.

ELEMENT A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

In nearly all of the presentation lessons I prepare, I include a slide that gives students information on the agenda for the day. Artifact 1 contains the name of the skill they will be learning and relevant information on how they will apply knowledge of the skill. Even if a visual presentation isn't prepared, I still inform them of the day's tasks and objectives, either verbally or by writing it on the whiteboard. Artifact 2 reflects how each slide deck I create also includes an opportunity for students to practice skills together as a class with an allotted time before they are instructed to practice individually.

A daily agenda provides a clear and structured plan for activities. Students know what to expect and can anticipate the flow of the lesson, which fosters a sense of predictability and stability in our classroom environment. By incorporating the daily agenda, students are more aware of their responsibilities and can take ownership of their learning. This empowerment promotes a positive relationship with their education. Allocating time for each lesson or activity ensures that time is used efficiently and is crucial for maximizing learning opportunities.

Artifact 1

Artifact 2

ELEMENT B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity while working toward common goals as a community of learners.

Although Iale International School's population hosts over 25 different countries across the student body and staff, there weren't many opportunities to celebrate the diversity of cultures outside of the foreign languages taught (Mandarin, French, and Valenciano). I saw this as an opportunity for growth, so when I was tasked with covering a "Thanksgiving" project, I deliberately focused on a Native American Heritage Month unit rather than a Thanksgiving unit, which stems from my commitment to promoting racial justice and acknowledging the historical complexities surrounding holidays like Thanksgiving and Christopher Columbus Day.

By centering our attention on Native American Heritage Month, I contributed to a more thoughtful and respectful dialogue recognizing and celebrating Indigenous peoples' rich and diverse cultures. This Artifact reflects my dedication to fostering an inclusive and informed learning environment that transcends the oversimplified narratives associated with certain holidays, allowing students to explore history and heritage more nuanced.

ELEMENT C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.

During my time at Iale International School, it wasn't until the Native American Heritage Month unit that I worked first-hand with students with diverse needs. Although I was placed in a lower-level English class, those students were developmentally capable of completing assignments. There was also one student who struggled with hearing loss, so I wore a transmitter to help with his hearing needs.

I met with the psychologist for the developmentally challenged student to become aware of mechanisms to help her with my lessons in this unit. She informed me that she needs reassurance during lessons to keep on task and may need hands-on instruction to ensure she understands the concepts and has an opportunity to ask questions one-on-one. In addition, I also made sure to print off the slide decks for each day of instruction because I noticed that her iPad was always dead.

For the project of the Native American Heritage Month unit, I wanted to model the Four-Point Provincial Proficiency Scale. However, instead of using all four elements, I settled on three due to the limited time frame for the project. Artifact 1 is the 'emerging' section, as this option is a bare-bones level of students demonstrating an initial understanding of the concepts of Native American Heritage and the complexities of Thanksgiving by explaining it in their own words. Artifact 2 illustrates the 'developing' level of demonstrating a low-stakes understanding of the importance of portraits, protests, and the human experience. Finally, Artifact 3 meets the "extending" level as students must share their knowledge of Native Americans with the Primary students.

These Artifacts allow students autonomy, self-advocacy, and choice in displaying what they've learned throughout the unit. The different options within each project benefit students' interests. I also provided students with the time it will take to engage with each video and podcast so that they can plan their study time accordingly.

Artifact 1

Artifact 2

Artifact 3

ELEMENT D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.

Rationale:
Iale International School's protocol for parent engagement is one I've never seen before. Each grade level is assigned an Academic Tutor responsible for communicating with parents. Luckily, a few of my co-teachers were tutors, so I could discuss their grades and how well students did in other subjects.

In addition to those conversations, I also collaborated with all of my co-teachers by requesting feedback and suggestions on the assignments for which I was responsible. This Artifact illustrates an instance when I needed support from fellow teachers in arranging classes to be met in the library to jumpstart my NAHM unit. Both ESO 2 classes meet simultaneously on Thursdays, so I wanted to be proactive and time-efficient by suggesting having all 50 students meet together.

My Artifact represents my willingness and effort to work collaboratively with significant adults to benefit the students.