My goals for the next year are to substitute in the Northern Colorado area, find a full time

teaching job, and write lessons. I hope that from substituting in multiple districts and
school I can find where I want to end up. Subbing gives me the opportunity to network with
other teachers, build relationships with principals, and learn about a variety of different
schools. I need to work on transitions and being more flexible in the classroom when plans
don’t work out, I can’t think of a better experience than substituting to work on that!
I want to write lessons, even without having a classroom of my own or a curriculum
because there is no guarantee I will always be subbing in an art room. Writing lessons will
help keep my mind sharp and this will help prepare me when I find that full time job. I may
have to make adjustments based on curriculum, school requirements, and each individual
class, but I’ve realized its always good to have the end in mind and this is just another way I
can work on my flexibility, by be prepared and practicing.

Over the next five years, my goals are to have a full time teaching job and to have a
functioning TAB classroom. When I learned about TAB in college I was immediately
intrigued and the more I learned the more I realized that is exactly how I want my room to
run. I know it takes time and it can be a long transition to integrate TAB, but I think I am
more than capable of making that happen in five years time.

Rubric for Evaluating Colorado Teachers

Rubric set for Ms. Calderon after student teaching at Meeker Elementary
August 13th- October 5th and at Greeley West High School October 8th-
November 30th 2018. Yellow is TARGET and green is DEVELOPING. I found
that collaborating with non-art teachers was much easier at Meeker than at
Greeley West, but at West there were more art teachers to collaborate with.

I know that when I’m being observed I can’t move on the next column if there
is an area unfulfilled, but I wanted to showed specifically which areas I need to
work on.
QUALITY STANDARD I
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an
expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social
studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics
and is an expert in his or her content endorsement area(s).

Level 1 Practices Level 2 Practices Level 3 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district’s
organized plan of instruction.

. . . and . . . and . . . and . . . and

THE TEACHER THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
plans lessons implements lessons 6 Implements and 7 Demonstrate 8 Can provide a
that reflect: that: communicates acquired skills relevant
1 Colorado 4 Align to the learning based on connection to
Academic district’s plan objectives and standards. the standard in
Standards. of instruction. student outcomes their words.
2 Relevant 5 Reflect vertical based on
instructional and horizontal standards.
objectives. alignment of
3 Formative and the grade or
summative subject area.
assessment
results.

ELEMENT B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and
emphasize literacy and mathematical practices.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
1 Connects lessons implements 6 Makes 9 Apply literacy accelerate their
to key concepts instructional interdisciplinary skills and learning by:
and themes strategies across connections concepts. 11 Elaborating on
within other content areas that explicit to current lesson
disciplines include: students. 10 Apply within content
and/or content 3 Literacy. mathematical area.
areas. 4 Mathematical 7 Strategically practices. 12 Drawing real-
practices. integrates world
2 Makes content- 5 Language literacy skills connections to
specific development. (reading, other content
academic writing, area(s).
language listening,
accessible to speaking) across
students. content areas.

8 Strategically
integrates
mathematical
practices across
content areas.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.

I appreciate the different ways I was taught to create lessons at UNC because I always start
with the standards to make sure I’m teaching students exactly what they should be learning
based on their grade level. Content specific language was a struggle at Meeker because I
kept using too high level of language and it caused confusion. After it was pointed out, I
worked on that everyday and I feel confident in my abilities now. Adding math has been the
hardest content to integrate and I have been working on improving that.

Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

ELEMENT C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based
instructional practices, and specialized characteristics of the disciplines being taught.
 . . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER THE TEACHER: STUDENTS: STUDENTS:
1 Scaffolds implements: 7 Anticipates 9 Develop a 11 Generate
questions, 4 Content-based student variety of questions that
concepts, and instructional misconceptions explanations lead to further
skills based on a strategies that related to and multiple inquiry and self-
sequence of best align to the learning and representations directed
learning. learning addresses those of concepts. learning.
objective. misconceptions
2 Uses 5 Multiple models during 10 Apply skills and 12 Synthesize
instructional and delivery instruction. knowledge concepts to
materials that methods to learned in the create original
are accurate and explain 8 Implements classroom to thinking within
appropriate for concepts challenging engage in more and across
the lesson being accurately. tasks and complex tasks. disciplines.
taught. 6 Questioning opportunities
techniques to that encourage
3 Encourages and support students to ask
provides disciplinary questions and
opportunities for inquiry. construct new
students to make7 meaning.
connections to 8
prior learning.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.

Creating questions that spark conversation, deeper thinking, and debate is one of my
favorite things about being a teacher and something I have been working on throughout
college. This semester has helped me anticipate what students will find challenging and
finding the balance of giving them the chance to problem solve and working through it with
them. Having students develop a variety of explanations is an area I need to work on
because I ran into the issue that when students found one way it was hard to motivate
them to take it further and find alternate solutions.
QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

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.

. . . and . . . and . . . and . . . and

THE TEACHER THE TEACHER: THE TEACHER STUDENTS: STUDENTS:
maintains: 4 Facilitates student makes maximum use of 9 Demonstrate 11 Encourage positive
1 Safety and accountability to instructional time by: mutual respect behavior from
welfare of school and class 7 Implementing and support with peers.
students and the procedures and purposeful pacing the teacher and
environment. routines. and efficient peers.
2 Clear transitions.
expectations for 5 Consistently 10 Uphold school and
student reinforces student 8 Using appropriate class rules.
behavior. expectations. strategies to
3 Procedures and reduce disruptive
routines to guide 6 Demonstrates a or off-task
instruction and caring and behaviors.
transitions. respectful
relationship with
students.

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.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Acknowledges creates a classroom 5 Delivers lessons to 7 Respect the 9 Advocate for
the influence of environment in which ensure students’ uniqueness of multiple aspects of
race, ethnicity, diversity is used to backgrounds and fellow students. diversity, equity
gender, religion, ensure: contextual and social
socioeconomics 2 A sense of knowledge are 8 Seek a variety of awareness.
and other community among considered. perspectives to
aspects of students. enhance their
culture on 3 Effective learning.
student interactions 6 Uses materials
perspectives. among students. and lessons that
counteract
4 Incorporates stereotypes to
instruction that acknowledge the
reflects diverse contributions of
backgrounds, all cultures.
experiences, and
different points of
view.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
 I have been aware since my practicum experiences that time management in the classroom
is an area I struggle with, but many working teachers has told me that it’s hard starting out
and
as long as I continue to work on it and start with the end in mind I will get better.

QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
 Level 3 Practices
Level 1 Practices Level 2 Practices (Meets State Level 4 Practices Level 5 Practices
Standard)

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.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Plans for students 3 Implements a 6 Initiates 9 Actively engage in 11 Apply coping skills
that have a variety of collaboration with and monitor their such as self-
variety of inclusion, colleagues to better learning. reflection, self-
learning needs intervention or understand and regulation and
and interests. enrichment respond to student 10 Articulate their persistence to
practices to learning needs. learning needs classroom
2 Adapts the address unique and interests that situations.
physical learning needs 7 Provides affect classroom
environment to and interests. opportunities and performance to 12 Encourage fellow
support support for the teacher and/or students to
individual 4 Implements students to self- parent. participate and
student needs. learning plan(s) to select tasks that challenge
address student accelerate themselves.
needs. progress toward
their learning
5 Encourages goals.
contributions of
students across a 8 Integrates coping
range of ability skills such as self-
levels. reflection, self-
regulation and
persistence into
instruction.

ELEMENT D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: FAMILIES AND/OR FAMILIES AND/OR
establishes: 3 Uses a variety of 5 Facilitates SIGNIFICANT SIGNIFICANT
1 A classroom methods to initiate communication
ADULTS: ADULTS:
environment communication between families
7 Collaborate with 8 Participate in
that encourages with families and/or colleagues
the teacher to classroom and/or
participation and/or significant who provide
remove obstacles to school-based
from families adults in the school student services.
participate in activities.
and/or and community.
classroom and/or
significant 6 Recognizes
school-based
adults. 4 Shares feedback on obstacles to family
activities.
2 Respectful student progress and community
relationships with families participation and
with families and/or significant seeks solutions to
and/or adults. overcome them.
significant
adults.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

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.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Considers the 2 Collaborates with engages students in: 5 Advocate for 7 Apply new and
intellectual, colleagues who 3 Developmentally- their learning different ways
physical, social, have expertise in appropriate needs. of learning.
and emotional child and learning.
development of adolescent 4 Creative learning 6 Communicate the
students when development to experiences. value of new and
planning improve the different ways of
lessons. quality of learning.
instruction.

ELEMENT B: Teachers use formal and informal methods to assess student learning, provide feedback, and use
results to inform planning and instruction.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Determines the 4 Uses assessment 7 Models how to 9 Self-assess on a 10 Discuss
students’ results to guide incorporate variety of skills performance
current skill real-time feedback to and concepts to with the
levels and uses adjustments to improve learning. set learning teacher, family
that information instruction. goals. and/or
to plan 8 Provides students significant
instruction. 5 Evaluates and opportunities to adults.
documents revise their work
2 Selects student based on 11 Monitor and
assessment performance feedback. revise their
strategies based on multiple learning goals
aligned to the measures to set based on
learning learning goals. feedback.
objective.
6 Provides timely
3 Monitors feedback to
student students that is
learning in academically
relation to the focused,
learning frequent, and
objective. high quality.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.

I love to collaborate with other teachers whether that is fellow art teachers, specials, or
classroom because I can connect what I do in my classroom with what the students are
learning in other classes. I have found that staff meetings are great place to bring up new
ideas/concerns for my content area, communicate what we are doing, and get feedback
from my coworkers. Assessments have helped me so much this semester because I can get
an idea of what they already know, what we can skip, and what I need to spend a little more
time on. Post assessments show me if I need to completely change what I did before or just
make adjustments depending on class. I think by keeping written documentation, journals,
and exit tickets, that will help the students know their goals and be able to go back to
reflect and add to them.

QUALITY STANDARD III

Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 1 Practices Level 2 Practices Level 3 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning
experiences.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER STUDENTS: STUDENTS:
1 Plans lessons uses available integrates available 9 Demonstrate 11 Self-select
incorporating technology to: technology to enhance: responsible and appropriate
available 3 Facilitate 6 Creativity. ethical digital technology tools
technology. classroom 7 Use of citizenship. based on lesson
instruction. information. outcomes.
2 Assesses 4 Develop students’ 8 Collaboration. 10 Use available
available knowledge and technology to 12 Create artifacts
technology to skills based on apply team- and design tools
use with lesson outcomes. building skills. to solve authentic
instruction. problems.
5 Models
responsible and
ethical use of
technology and
applications.

ELEMENT D: Teachers establish and communicate high expectations and use processes to support the development of
critical-thinking and problem-solving skills.

. . . and . . . and . . . and . . . and

THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Establishes 3 Uses questioning 5 Models critical- 6 Use questioning 8 Construct
expectations at strategies to thinking and strategies to logical
a level that develop students’ problem-solving develop and test arguments.
challenges critical-thinking skills. innovative
students. and problem- ideas. 9 Use concepts to
solving skills. solve problems.
2 Plans lessons 7 Use evidence to
that incorporate 4 Uses wait time to justify
critical-thinking encourage student conclusions and
and problem- responses. synthesize
solving skills. knowledge.
 Professional Practice may be Observable during a classroom observation.
Professional Practice may NOT be Observable during a classroom observation.

I was lucky that the two schools I was at had a variety of resources to incorporate
technology, for example both schools has a class set of computers. I had students use these
for independent research, finding inspiration for a project, and to document their
process/final work of art. I have found that some students can know the answers, but have
a hard time explaining how they got there and their evidence.
QUALITY STANDARD III
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT E: Teachers provide students with opportunities to work in teams and develop leadership.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Has a clear 2 Provides 4 Holds students 6 Demonstrate a 8 Use group
purpose for opportunities accountable for willingness to feedback to
student for students to work product assume reflect on and
collaboration. participate and leadership roles improve the
using various collaboration in their teams. quality of their
roles and modes processes. work.
of 7 Utilize group
communication. 5 Promotes processes to
teamwork and build trust and
3 Adjusts team leadership skills. promote effective
composition team
based on interactions.
learning
objectives and
student needs.

ELEMENT F: Teachers model and promote effective communication.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: STUDENTS: STUDENTS:
1 Establishes 3 Articulates 5 Teaches students, 6 Apply clear and 8 Extend and
classroom thoughts and with audience in appropriate enrich the
practices to ideas clearly and mind, to communication discussion.
support effectively. articulate skills in a variety
effective thoughts and of situations. 9 Invite others to
communication 4 Uses active ideas clearly and participate.
. listening effectively. 7 Formulate
strategies with questions and
2 Provides clear students. explain their
directions to thinking.
guide student
learning and
behavior.

Professional Practice may Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.
QUALITY STANDARD IV
Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Level 3 Practices
Level 1 Practices Level 2 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT A: Teachers demonstrate high standards for professional conduct.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
maintains engages in interactions 8 Promotes ethical 9 Encourages 10 Serves as an
confidentiality of: that are: behavior of colleagues’ advocate for
1 Student records 4 Respectful. students as accountability to school and
and data as 5 Consistent. individuals and school and district vision
required by law. 6 Reasonable. as members of a district vision and mission.
2 Student, family community. and mission.
and fellow 7 Models ethical
teacher behavior.
interactions
with colleagues.

3 Demonstrates
reliable and
responsible
behavior.

ELEMENT B: Teachers link professional growth to their professional goals.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
reflects on and 4 Applies 6 Implements 8 Uses data to 10 Self-selects
engages in knowledge and performance monitor and professional
professional learning skills learned feedback from evaluate learning beyond
activities aligned to: through supervisor instructional district/school
1 Colorado professional and/or strategies offerings that
Academic learning to colleagues to acquired through builds
Standards. improve student improve practice. professional instructional
2 School and outcomes. learning. expertise.
district goals. 7 Applies research
3 Professional 5 Seeks as a key 9 Reflects on and
goals and performance component of adjusts
growth plan. feedback from ongoing learning instruction
supervisor and development. resulting in
and/or student growth.
colleagues to
improve practice.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.

The areas I’m developing in this category, encouraging colleagues’ accountability and
serving as an advocate I believe won’t be a weakness when I get a job because student
teaching made it hard to thrive in these areas, which seems to be a common feeling with my
peers.
QUALITY STANDARD IV
Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Level 1 Practices Level 2 Practices Level 3 Practices Level 4 Practices Level 5 Practices
(Meets State Standard)

ELEMENT C: Teachers respond to a complex, dynamic environment.

. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER THE TEACHER: THE TEACHER:
1 Maintains a adapts to the collaborates with 6 Contributes to 7 Contributes to
productive and changing colleagues to: school district
respectful demands of the: 4 Navigate change improvement improvement
relationship 2 Classroom while maintaining a planning planning efforts.
with environment. focus on student efforts.
colleagues. 3 School learning.
environment. 5 Implement change
efforts.

ELEMENT D: Teachers demonstrate leadership in the school, the community, and the teaching profession.
. . . and . . . and . . . and . . . and
THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER: THE TEACHER:
1 Contributes to 2 Actively 4 Increases the 7 Advocates for 9 Leads activities
school participates in capacity of improvements designed to improve
committees school decision- colleagues to to teaching and local, state and/or
and teams. making improve practice. learning at the national level
processes. local, state, policies and
5 Seeks opportunities and/or procedures.
3 Acts as an to lead. national level.
informal 10 Collaborates with
mentor/resource 6 Promotes an 8 Works with community
to colleagues. inclusive school colleagues to partners,
culture through promote organizations,
family or changes to and/or networks to
community school-wide address educational
outreach. systems to issues.
improve
student
learning.

Professional Practice may be Observable during a classroom observation.

Professional Practice may NOT be Observable during a classroom observation.

This is similar to the last section, I just wasn’t given many opportunities to thrive in this
category, but I feel confident about them moving forward.