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Quality Standard IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
Artifacts and Rationale
Element A: Teachers demonstrate high standards for professional conduct.
The artifact that aligns with Element A of Quality Standard IV is my completed certificate from the Standard Response Protocol (SRP) training. This training focused on school safety procedures and appropriate responses during emergencies, reinforcing the importance of maintaining a secure and respectful learning environment. By completing this training, I demonstrated my commitment to professional conduct, ethical responsibility, and student well-being. It also helped prepare me to act confidently and responsibly in high-stress situations, ensuring that I uphold my role as a trusted adult in the classroom. My participation in this training reflects my dedication to safety and professionalism as essential components of effective teaching.
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Element B: Teachers link professional growth to their professional goals.
The artifact that aligns with Element B of Quality Standard IV is the student teaching timeline that my elementary mentor teacher and I created at the beginning of my placement. Since I had less experience with younger students, this timeline helped me gradually build confidence and responsibility in the classroom. It outlined a clear plan for taking over instruction, allowing me to set specific goals, reflect on progress, and grow at a manageable pace. This contrasts with my high school placement, where I felt comfortable taking over right away due to prior experience. Creating and following this structured timeline supported my development as an educator and demonstrated my ability to link professional growth to personal goals and teaching context.
Element C: Teachers are able to respond to a complex, dynamic environment.
The artifact that aligns with Element C of Quality Standard IV is the photography scavenger hunt checklist I created on short notice during an unexpected schedule change at the high school. On this day, another class needed coverage and was placed in our room due to available space. To prevent distractions between groups and maintain a productive learning environment, I quickly developed a scavenger hunt that allowed my photography students to engage with course content independently while moving around the school to capture specific subjects. This solution supported continued learning, minimized classroom disruptions, and demonstrated my ability to respond thoughtfully and effectively to changing circumstances.
Element D: Teachers demonstrate leadership in the school, the community, and the teaching profession.
The artifact that aligns with Element D of Quality Standard IV is a photo from the art club that my mentor teacher and I supported a student in starting during lunch at the elementary school. A student expressed interest in having extra time to make art, so we helped them create a lunchtime club that welcomed any interested peers. We organized materials, provided a safe and supportive space, and encouraged creative freedom. This experience allowed me to take on a leadership role by helping build a student-led opportunity that extended learning beyond the classroom. It also strengthened the school community and empowered students to take ownership of their creative interests.
(Accomplished, Proficient, Developing, Emergent)
Quality Standard IV has helped me recognize how professionalism extends beyond instructional planning and into the daily choices I make as a teacher. Responding to unexpected changes, supporting student-led initiatives, and seeking growth in areas where I felt less confident have all contributed to my development as a flexible, ethical, and student-centered educator. My students benefited from these practices by experiencing a stable, responsive classroom environment and opportunities to lead and express themselves creatively. As a result of this reflection, I’ve set a professional goal to continue building leadership skills through collaboration with colleagues and to pursue ongoing training in areas that push me outside my comfort zone, especially when working across different grade levels.