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Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Artifacts and Rationale
Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
The artifact that aligns with Element A of Quality Standard III is a photo of my high school classroom and the digital layout I created during my teaching placement. This layout was intentionally designed to support students’ intellectual, physical, social, and emotional development. The arrangement includes a mix of flexible seating and individual workspaces to promote focus, collaboration, and emotional comfort. Pathways were kept clear to ensure accessibility and ease of movement, which supports students’ physical needs throughout the day. Visual supports, such as posted objectives and resources, were used to encourage independent learning and reinforce academic expectations. By intentionally designing the learning environment around how high school students develop and engage, I supported a space where all learners could thrive. My role in implementing this design included consistently adjusting the layout based on student needs, maintaining an organized and welcoming space, and using the setup as a tool to reinforce classroom routines and expectations.
Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
The artifact that aligns with Element B of Quality Standard III is a color wheel review assessment I used with 1st grade students at the start of a color theory lesson. This activity was designed to assess students’ retained knowledge from kindergarten, specifically their understanding of primary and secondary colors. By having students complete a color wheel at the beginning of the lesson, I was able to quickly identify which students needed additional support and which were ready to move forward. This informal assessment helped me adjust my instruction in real time by reinforcing key concepts for some students while offering more advanced challenges to others. My role in implementing this artifact included designing a developmentally appropriate assessment, analyzing student responses during the activity, and using that information to guide the pace and focus of the review lesson.
Element C:Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
The artifact that aligns with Element C of Quality Standard III is a screenshot of my Google Classroom assignments for my Photo I class. Each assignment was titled clearly and consistently so students could immediately understand what was expected, especially if they received a notification that an assignment was missing. This structure helped students manage their workload more independently and stay on track with deadlines. Google Classroom also allowed me to post resources, instructions, and exemplars, creating a centralized digital space that supported student learning outside of class time. My role in implementing this artifact included organizing and maintaining the digital classroom, ensuring assignments were accessible and understandable, and using the platform to reinforce accountability, clarity, and connection to real-world expectations around communication and deadlines.
Element D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.
The artifact that aligns with Element D of Quality Standard III is a screenshot of my Typographic Illustrations assignment posted in Google Classroom. The assignment challenges students to use words to create either an animal or map illustration, requiring them to think critically about composition, typography, and the relationship between form and meaning. The project instructions break down the creative process into manageable steps while encouraging thoughtful word choice, digital tool proficiency, and visual problem-solving. The grading criteria clearly communicate high expectations, with categories focused on creativity, tool use, readability, and overall effort. My role in implementing this artifact included crafting a detailed prompt that guided students through both technical and conceptual aspects of the assignment, supporting their ability to think independently and push their creative boundaries while working within defined expectations.
Element E: Teachers provide students with opportunities to work in teams and develop leadership.
The artifact that aligns with Element E of Quality Standard III is a screenshot of the group planning document for the Video Production Project in my high school classroom. For this assignment, students chose their own teams and collaborated to develop a shared story concept that would serve as the basis for their first video of the semester. Allowing students to select their own groups helped create a more comfortable and open environment where they could communicate freely and play to each other's strengths. Within their teams, students took on different leadership roles (such as director, writer, or editor) and were responsible for guiding the creative direction of their projects. My role in implementing this artifact included providing a clear structure for group planning, offering support as students navigated their team dynamics, and checking in to ensure each group member was actively contributing. This experience supported students in developing collaboration and leadership skills in a low-pressure, creative context.
Element F: Teachers model and promote effective communication.
The artifact that aligns with Element F of Quality Standard III is a peer feedback sheet I used during student presentations. Each student was asked to write the presenter’s name, list two things the presenter did well, and provide one suggestion for improvement. This structure encouraged students to actively listen, communicate respectfully, and give balanced, constructive feedback. It also reinforced the idea that communication is a two-way process, both in presenting ideas clearly and in responding thoughtfully to others. My role in implementing this artifact included modeling how to give specific and supportive feedback, reviewing responses for quality and tone, and using the reflections to guide future instruction. This activity helped foster a classroom culture where students learned to express themselves effectively and respectfully in both verbal and written formats.
(Accomplished, Proficient, Developing, Emergent)
Reflecting on Standard III, I have grown in my ability to plan and deliver instruction that supports all learners through thoughtful structure, meaningful assessment, and creative engagement. This standard has pushed me to think carefully about how I design lessons, use tools like Google Classroom, and scaffold critical thinking through clearly communicated objectives and expectations. It has also helped me recognize the importance of student choice, collaboration, and feedback in creating an environment where learners feel capable and supported. As a result, I have seen students become more confident in their work and more willing to take risks and grow. Moving forward, I want to continue refining how I use formative assessments to guide instruction and build more consistent opportunities for peer feedback, leadership, and independent thinking across all my classes.