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.

- For me, I like knowing what is going on at all times, and what to expect coming up. I like to think my students are the same way. So, the way I set up my Schoology folder for each unit is day by day, with all of the information and materials needed for however many days are in a unit. As for how the class is managed, students know to come in and start the project they are working on, or if there is a new unit or assignment they know to sit down and wait for instruction. Each class is run the same way almost everyday so each student always knows what to expect. 














(accomplished, proficient, developing, emergent)
 

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.

- When it comes to making lesson plans about specific topics such as social justice, I never want to make students uncomfortable by forcing a topic on them. This is a time when collaboration and discussion are oftentimes more important than the final product art piece. When I was teaching my social justice lesson, I knew I wanted the AP and IB class to discuss topics they were passionate about. I started a discussion by asking inquiry questions, and then let them takeover by discussing topics and how they are relevant to current events. When it comes to creating an art piece, it is important to emphasize the value of respecting the ideas and opinions of peers and people in the community. 










(accomplished, proficient, developing, emergent)


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.
- In addition to differentiating lessons based on abilities, I have found that the most important differentiation at SCHS is translating everything on Schoology from English to Spanish, and having copies of everything in both languages. While the goal is for every student to become proficient in speaking and reading English, we as teachers need to adapt to make MLL students education just as beneficial. By translating everything in Schoology, each student is still able to follow along with the course materials at the same pace. While this helps, it is still important to go around to the students who do not speak English to translate spoken directions to them. 







 










(accomplished, proficient, developing, emergent)

Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
- At Sussex Central High School, teachers are encouraged to send hand written notes to families of students regarding their progress throughout the year. Keeping open communication with families- both positive and negative- keeps families informed about their students involvement in the class. Communication via email and phone are maintained throughout the year and are recorded via Talking Points (to keep record of all communication), but sending hand written notes is more personalized and meaningful. Below is an example of a note sent to parents at the beginning of the marking period. Teachers fill these out with the parent/guardians address and a note, and the school mails them to the address. 













(accomplished, proficient, developing, emergent)






In my classroom I hope every student feels welcomed and included. I create this environment by welcoming my students to class everyday and giving them the proper materials and attention needed in order to succeed. Beyond creating art, I want my students to know how valued and important they are. At the end of the day, I will do everything in my power to make sure my classroom is a safe and inclusive environment that fosters learning and creativity.