WTS 10

Professional Responsibilities
Dominique Carlson
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard WTS 10
EDUW 696

James H. Sauter Advisor

January 23, 2016

page 1 of 16

WTS 10

page 2 of 16

Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 10: Teachers are connected to other teachers and the
community. The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students learning and well-being.
Knowledge: The teacher understands how factors in the students' environment outside of
school (e.g., family circumstances, community environments, health and economic
conditions) may influence students' life and learning.
Dispositions: The teacher is concerned about all aspects of a child's well-being
(Cognitive, emotional social, and physical), and is alert to signs of difficulties.
Performances: The teacher participates in collegial activities designed to make the
entire school a productive learning environment.
Danielson Domain 4: Professional Responsibilities
4c Communicating with families
4d Participating in professional community
4e Growing and developing professionally
National Board Core Proposition #5: Teachers are members of learning communities.
Professional Development Goals: Because I only see my students only once a week,
developing relationships is very difficult. I would like to find little ways of being more a part of
their global education, whether that is collaborating with their teachers or being involved in
school activities outside of the art room.

WTS 10

page 3 of 16

Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective(s)

My activities 2015-2016

F
a
m
i
lW
r
i
i
te
i
ns
g
a

L
e
a
r
n
i
n
g

n&
P
T
d
n
r
I
e e
b
w
o
a
eC
R
i
e
t
f
no
q
e c
g
c
u
e
m
h h
e
a
n
s
s
e
wm
o
t
a
l
s
r
ru
o
t
d
g
o
i
n
e
y
During
the
2015-2016
school
year
I
had
many
opportunities
d
w
o
a to connect with the students
i
s
r
t
k smy own learning, as shown in
families,
REGISi staff, and to further
n the Eau Claire community,
T
i
t
o
l families, I made a monthly
a
the diagram above. In order
y to increase communication
with
e
o
l
S
l
l
s l
n
newsletter
that highlighted what my
p students were learning and what went home to the parents. I
s
e
o
e
i
w
k
f
n
c
e
a
o
a
r
o
r
o
r
t
r
t
o
s
d
m
c
e n

WTS 10

page 4 of 16

shared photo documentation of each students artwork with their parents through the website
Artsonia as each project was completed throughout the year. I had the opportunity to learn
several new computer skills this year as I tested different modes of sending art newsletters
electronically to the families. To encourage my students to feel that they are part of a larger
community, I planned and directed the creation of a school wide mural. Each student and each
staff member in the Immaculate Conception building created one 4.25 square tile which became
part of one large mural depicting a cross. In the spring each school held an art show for families
to bring friends and enjoy the artistic successes of the entire school body. At the end of the year
I had third through fifth grade students provide feedback regarding their preferred art lessons to
improve the next years curriculum. I believe that these actions have improved student learning
by increasing communication and involvement,
I have had several opportunities to reach out to the Eau Claire community as well. I was
invited to speak to two Boy Scout troops regarding what careers are available in the fine arts
fields. I was also able to partner with the Feed my People Food Bank for their largest fundraiser,
the Empty Bowls Dinner. In this event, participants purchase tickets to receive a soup dinner and
a bowl to take home. I organized and led 16 fifth grade students and 9 staff members in making
bowls for this event. We made ceramic bowls and then glazed them. In total, we provided 45
bowls for the event. I also reached out to our local WQOW TV station which provides grants for
teachers through a program called Tools for Schools. I wrote a proposal and was awarded a
$500 grant to implement a papermaking unit for fourth grade to coincide with their study of
Wisconsin history. I believe that these community outreach opportunities benefits the REGIS
school system by reminding the community of our presence and what a positive impact our

WTS 10

page 5 of 16

students have on the community as a whole. This in turn strengthens our own students selfconfidence and learning.
I have continued to develop as a learner by joining the National Art educators
Association (NAEA). I am also a member of our Wisconsin Art Educators Association (WAEA)
and attend their annual conference. I have joined these organizations in order to both grow from
and impact the community of art educators. I currently have no intra-departmental
collaborations within the school system. Therefore, an opportunity to collaborate with other art
teachers is a treasure. I have also taken the opportunity to attend online webinars through the
NAEA. In addition, I am finishing up my Masters in Education program. My personal growth
as an educator has a direct correlation to improved learning by my students.
I have become an active member of the REGIS school system. I assisted the high school
principal by being part of the interviewing panel for new art teacher this past summer. I then
assisted the new hire with many details of managing her art room and curriculum. I was not her
direct mentor as I am not in the same building but I was, and remain, her resource on art matters.
I have developed cross-curricular art lessons by collaborating with classroom teachers.
For example, when I learned that second grade students were having a hard time with the terms
urban, rural, and suburban I developed an art lesson using those terms and had the students make
collaborative murals depicting one of those terms. I also collaborated with fourth grade teachers,
for the units on Wisconsin history. I added a unit on paper making to their art curriculum to
enhance what they learned in their history class about the logging and paper making in
Wisconsin. I also requested, and was granted the opportunity to write a comprehensive K-5 art
curriculum for the REGIS system. This new curriculum will allow for clearer educational goals,
more purposeful and linear growth and more vertical alignment in skills. Collaborating with

WTS 10

page 6 of 16

teachers and administration has improved student learning by assisting them to make connections
and have more repetitions of new facts.

Assessment of Student Performance Related to Targeted Student Learning Objective(s)

I believe that my students are positively impacted by my involvement with their other
teachers, their families, and their community. I believe it is especially true for me, as I see them
only once a week, that they see me as impacting them more than just when they are in my room.
I believe that my personal growth as a teacher and my involvement with other school faculty also
plays a major role in my effectiveness as their teacher.

Assessment of Learning Environment While Learning Targeted Objective(s)

I believe the REGIS community of educators works together and presents a united
team with students families. This community creates an environment that supports a students
confidence and self-worth. This attitude in turn enables the child to reach their educational
potential.

WTS 10

page 7 of 16

Evidence of Growing and developing professionally

As a member of the National Art Education Association I am able to take part in
interactive webinars online. My recent webinars have been:
November 10, 2015- Documenting Student Growth and Assessment
December 8, 2015- Essentials of Teaching for Artistic Behavior: A TAB Primer
January 2, 2016 Going Deeper with Teaching for Artistic Behavior (TAB) Part II
January 26, 2016- Making time for Making Art
I was most excited about the two-part discussion on TAB as it is a mode of instruction that I find
appealing. TAB is a child centered, child directed form of instruction where the teacher acts as a
facilitator and guide. The teacher presents the students with options and opportunities for
discovery while activities are chosen by the individual student. My current teaching technique is
a variation of this method. I am always inspired by videos of TAB classrooms. I found the
presentations of both part I and II very good. However, I am more knowledgeable on the topic
than their intended audience is, so it was not as helpful as I had hoped. The presenters went over
the nuts and bolts of establishing a TAB environment and how a typical class period runs. They
did not describe assessments and supporting curriculum requirements to the degree that I desired.
Participating in these interactive webinars allows me to collaborate with art teachers
around the country. I am given the opportunity to pose questions online in real time and after the
session is complete. The topics are relevant and keep me actively thinking about how I can
improve my teaching. I really enjoy learning about my craft and look forward to the webinars.
My students benefit from my exposure to the cutting edge art educators who present the

WTS 10

page 8 of 16

information, their insights, and input from other participants from around the country. I get new
ideas, hear suggestions for common issues, and keep my enthusiasm fresh.

Upon completion of an NAEA webinar, I receive a Certificate of Participation with (1) clock
hour of professional development per session, as designated by NAEA.

WTS 10

page 9 of 16

WTS 10

page 10 of 16

Evidence of being an advocate for my students

This fall I attended the Wisconsin Art Educators conference in Appleton, WI. One of the
presenters spoke about the rich papermaking history of the area and how it connects to artmaking. This brought to mind a papermaking class that I took and enjoyed greatly, many years
ago. I wanted my students to have that same fun, but upon research I found that doing so would
be out of my class budget. I then found out that our fourth grade class spends all year studying
Wisconsin history. That motivated me to make a project that would connect the history and art
classrooms. I found two grants that I could apply for to address the financial requirement for the
project: WQOW Tools for Schools, and a local paper company. I wrote the request seen below
and was granted $500.00 by WQOW. With the award, I purchased all the equipment needed for
a really fantastic papermaking unit. My initiative to find the funding for this project will allow
my fourth grade students for years to come make a connection between Wisconsin history and
papermaking as an art form. I couldnt be more thrilled that my efforts were fruitful.

Grant application letter

As the art teacher at the three Regis elementary schools in Eau Claire, I have the privilege and joy to
teach approximately 70 fourth grade students every year. My proposed project would introduce them
to the rich history of papermaking in Eau Claire (and Wisconsin) and have them make their own handmade paper out of used paper products (envelopes in particular). Working with their primary classroom
teacher, this paper would then be used to create a cover for a blank book that the classroom teacher
would then have the students fill in with information from their study of Wisconsin and its history.
I would transport the items needed for the production of the paper from school to school so that all my
fourth grade students can enjoy papermaking, eliminating the need for separate equipment in each
individual school. In addition, the products I am requesting are reusable for years of use with future
fourth grade classes and encourages recycling.
Overall, the goals of this project are to:

Teach the art of papermaking

WTS 10

Teach the history of papermaking in Eau Claire and Wisconsin

Teach bookmaking

Demonstrate recycling (of used paper products)

Encourages literacy through the creation of a personal book by each student

page 11 of 16

Every year this project will impact approximately 70 Eau Claire area students over ten years 700
students will be impacted by your investment. That makes this investment of $486 a small cost for a
significant impact of generations of students.
Specific, reusable products that are needed to accomplish this project are:
Arnold Grummers Papermill Pro Envelope & Stationery Kit ($70) Includes one Handmold and
20 large Couch Sheets
Standard Paper and Book Press ($306) to help remove water from the paper allowing it to dry
flat.
Large Pour Handmold ($52) Second handmold to increase speed of working with an entire
classroom used for forming 8x11 sheets of paper
Large Couch Sheets ($18) Second set of sheets to increase the number of papers that can be
created at one time - reusable sheets for the drying and pressing of paper
Oster Blender (2 Blenders, total cost $40) to recycle the used envelopes to make paper

Thank you for your consideration.

Dominique Carlson

WTS 10

page 12 of 16

WTS 10

page 13 of 16

Evidence of Being a Collaborator

In addition to working with the fourth grade teachers with the aforementioned history/art
lesson, I also collaborated with the second grade teachers. One of the second grade teachers told
me that her students have a hard time understanding terms rural, urban and suburban as
community types. I was looking for an activity that would reinforce the idea of collaborative art,
so I jumped on the opportunity and asked if we could work together. I found a YouTube clip
about the three community types and from that created a worksheet and lesson plan. In class,
students watched the video, brainstormed, and filled out the worksheet. Students then drew
quick sketches of each community type. I had the homeroom teachers help me divide the class
into 3 groups. With a draw of lots, the groups chose the type of community they would depict
through the art lesson. I went to BestBuy and Hom Furniture Store and got very large boxes that
I cut into pieces which became the surface for the group murals. The students had to collaborate
in order to draw and paint the community type on their mural board. The students enjoyed
telling me about the community activities they were doing in homeroom and I was told they
reported about what they did in art as well. We displayed the murals for parent/teacher
conferences. The students were so proud to point out which one they had worked on. The
students definitely had a greater understanding of what collaborative art means and I was told
they did very well on their communities test as compared to the previous year. Along with all
the student benefits this brought me closer to the second grade teachers which I really appreciate
as it is not always easy for specialist teacher to connect with other faculty.

WTS 10

page 14 of 16

WTS 10

page 15 of 16

Reflective Summary
I have had a very busy, but fruitful, year thus far. While I struggle with getting to
know my individual students on a personal, level since I see them only once a week, I am
successful in having an impact on them as a group. I find my greatest joy in giving
students the opportunity to see beyond themselves through projects like the school wide
collaborative mural we made at Immaculate Conception and the creation of bowls for the
Feed My People Food Bank.

I notice that I am most effective at improving student learning when I collaborate

with classroom teachers to create interdisciplinary lessons. If given the opportunity I
would like to have at least one interdisciplinary project per grade. I would also love the

WTS 10

page 16 of 16

opportunity to guide classroom teachers in how they can incorporate art into their own
lessons. I dream to see the lines blur between art and core classes.
I am bouncing around ideas to build relationships with parents as well. I envision
events during which families could use the art room together, something like a Saturday
Open House, from time to time. I am also considering reaching out to parents by offering
some adult art opportunities. I am very excited to see what opportunities present
themselves next.

Communication log
Student : Peter Xxxx