Portfolio

=Portfolio, Ginny Sampson=

**//__ Performance Area A: Effective Planning and Preparation __//**
Benchmarks: //**Evidence includes:**// Photos of the classroom resources, photos of projects in various media, journal development
 * Standard A1 - SAS teachers will demonstrate knowledge of content and pedagogy**
 * 1) **Displays relevant content knowledge**
 * The visual arts course includes a variety of medias as well as venues for developing visual ideas. Resources around the room including books, magazines, internet sources and various forms of documented materials offer evidence that knowledge is evident and/or available. Assistance with students in developing ideas and skills are also evident through individual discussions and sketches as well as journal documentation guided by assignments.

Journal pages reflecting SKILL, CONCEPT and RESEARCH, Teaching Agreements in the Arts K-12 Studio Works that demonstrates the range of skill development with a wide range of materials //**Evidence includes:**// Sample Journal Pages of student work that reveals research regarding real world issues, cultural connections, etc; current magazine and resources that reflect past and current issues, field trip plans and assignments.
 * 1) **Connects curriculum and real world in a variety of ways**
 * All visual arts classes and assignments are geared toward understanding art and the world around us in multiple perspectives. Whether working in clay, paint, pencil or mixed media, students observe and explore information to help them understand better. They research other artists and periods of art history but also take in contextual information regarding the environment, politics, social issue, the economy, cultural and global issues.



//**Evidence includes:**// goals for 2008-2009, New IB Examination Documentation, changes in class assignments and handouts and altered IB/SAS Assessments that reflect the changes, personal work and development.
 * 1) **Demonstrates pedagogy that reflects current research on best practices**
 * IB Visual Art Professional Development in Melbourne, Austrailia, September 2008 as well as IB Examiner Training on line has taken me to the most current curricular information available for IB practice. this information is relevant as we teach along IB Standards from Art Foundations through IB Y1 and IBY2.

Benchmarks: 1. **Allows for flexible adjustments based on students’ class needs.** //**Evidence includes:**// Photos of class projects that demonstrated the difference of skill by students within each classroom. Sample diversity of 'needs' and skills in an Art Foundations Ceramics Assignment
 * Standard A2 - SAS teachers will demonstrate knowledge of students**
 * At the Foundation level, journal and studio assignments are addressed. Students work idividually and at their own level of skill and understanding. Instruction is individualized to meet the needs of each student's skill levels. Journals are assessed for knowledge and effort. Students with English as their second language are given allowances for documentation.

//**Evidence includes:**// Sample Journal assignments for Art Foundations, Integrated Art II and IB YI.
 * 2. Chooses content and assessment that appropriately reflects students' knowledge, experience, and developmental needs where appropriate**
 * Assignments are developed and revised based on student interest and skill/year. There is a natural progression based on experience and knowledge between Art Foundations-Integrated Art II-IB Y1 and IB Y2. Art Foundations Assignments are focused on the use of material with a introduction of symbolism and meaning behind each piece. The Integrated Art II Course encourages greater depth in meaning and connection with the introduction of greater content backed up by Investigation as well as small thematic projects. IB Y1 introduces materials though the theme of the developed piece is based on personal preference and investigation. IB Y2 students begin working independently choosing both their theme and materials that will best suit the image to be developed. All work at all levels involves instruction, research and reflection.

//**Evidence includes:**// Changes in Art Foundations Journal Assessments that reflect a need for greater teacher understanding; Assessments that encourage greater reflective writing, A higher level student journal -vs- a lower level student journal used for reflection and knowledge building.
 * 3. Utilizes assessments to improve knowledge of students**:
 * Assessments reflect knowledge gleaned from individual projects and/or units. In addition to the projects and journal assessments, observation, individual discussion, reflection of journal work...are all parts of the Visual Arts assessment procedures.

Benchmarks: //**Evidence includes:**// Instructional materials including assignment sheets, vocabulary hand outs, journal assignments and assessments
 * Standard A3 - SAS teachers will demonstrate effective planning and organization**
 * 1) Designs instruction based on SAS standards and benchmarks
 * 2) Designs coherent instruction
 * 3) Demonstrates knowledge of resources
 * 4) Utilizes assessments to guide instructional planning
 * 5) Participates in collaborative planning
 * Colleague Kate and I work together to plan Art Foundations and Art II. We constantly walk in and out of each other's room and offer bit of advise or ideas to better enhance our program or students projects. We email developments in handouts and information that might enhance our work that will enhance student understanding and skill. While we collaborate in planning, our style might differ greatly.

**//__ Performance Area B: Instruction and Assessment __//**


 * Standard B1: Communicates accurately and effectively with students**

Benchmarks:
 * 1) Communicates clear instructions to students; Evidence includes art work and photographs that are related in directions and theme; information is available in written form (journal assignments/as well as introduce in group lecture; students understand the documentation requirements and project requirements
 * 2) Utilizes a variety of methods to communicate with students: Evidence includes: lecture, introductions and demonstrations, handouts, documentation on the wikispace, grades, slef assessments and reflections, journal reviews
 * 3) Attempts to engage all students in discussion: Evidence includes constant walking and engaging around the room as students work, group critiques, individual conversations during class and during Flex and after school times
 * 4) Uses effective questioning and discussion techniques; Evidence includes opportunities for questioning the assignments as well as the project requirements, discussions and questions regarding material, demonstrations that show possibilities and encourage questioning of tools and materials


 * Standard B2: Defines learning expectations and provides timely evaluative feedback on student performance**

Benchmarks:
 * 1) Communicates learning expectations considering developmental needs; Display of the teaching agreements: CONCEPT, RESEARCH, SKILL
 * 2) Provides timely feedback regarding student performance: Evidence includes journals being turned in and returned within a 24 hour period with comments recorded on the assessment sheet; no collection of journals on Fridays due to the length of time to get it back to students


 * Standard B3: Uses appropriate assessment techniques to guide instruction**

Benchmarks:
 * 1) Communicates clearly assessment criteria to students: evidence includes criteria for the project discussed, documented on the board and verbally communicated; Assessment practices are consistent are uniform to create understanding of the rubrics for the visual art class; Self assessments and critiques all feed back to the original rubrics
 * 2) Monitors individual student and class progress; Evidence includes the constant practice of roaming the room for question opportunities as well as demonstration opportunities.
 * 3) Uses the results of assessments to guide instruction; Evidence includes further explanation of journal assignments based on the understanding of past assignments; the repetition of assignments and vocabulary quizes based on the understanding and knowledge from past journal collections; projects created and adjusted to meet weaker skills demonstrated in class.
 * 4) Guides all students in self- assessment: Evidence includes journal reflection practices; project reflection practices, self-assessments and responses to those assessments.


 * Standard B4: Uses appropriate assessment techniques to measure and report student learning**

Benchmarks:
 * 1) Utilizes multiple sources of information to assess students’ learning: Evidence includes: email, grades, self-assessment, oral presentations and discussions, lectures, demonstrations.
 * 2) Assesses students using SAS standards and benchmarks: Evidence includes work on ATLAS, and understanding of the standards and benchmarks as they are used for unit developments and or individualized instruction.
 * 3) Uses appropriate assessment tools: evidence includes: discussions, journal documentation, project self assessments, oral critiques
 * 4) Uses appropriate assessment strategies for ESOL and AS students: Eveidence includes the altering of journal expectations to idea developments rather than fine written English
 * 5) Creates reports using multiple sources of information: Evidence includes reports that refer to conceptual understanding, research documentation and development, self assessments, assessments, discussions, conversations and critiques
 * 6) Celebrates achievement of student learning goals: Evidence incluses praises, positive remarks, risk taking projects, recognition of growing skills
 * 7) Maintains accurate documentation; Evidence includes Grade Documentation, parent reports, comments about student successes.


 * Standard B5: Motivates and engages all students in meaningful learning and growth**

Benchmarks:
 * 1) Utilizes diverse instructional strategies and resources: Evidence includes the introduction and demonstration of different media to access different skills and interests of students; demonstration techniques, research applications in the journal; assignments in the journal; books, magazines, video and diverse material choices for projects; instruction that goes from more directed to more individualized and student led;
 * 2) Provides opportunities for higher level thinking skills: Evidence includes the expectation for analysis and synthesis of journal research and project results that is documented in the journal and on assessments; development of more sophisticated understanding of the Art Elements and Principles that offer greater symbolic and metaphorical outcomes in personal work; development of more difficult projects that require more thoughtful projections and deconstructions projects
 * 3) Provides opportunities for active engagement: Evidence includes the constant physical, hand-building work developed in class and the limitation of passive involvement with computers
 * 4) Makes learning relevant in a variety of ways: Evidence includes individual theme development as well as directed themes for lower level courses; themes and concepts that are taken from social and or current events that students are concerned (or should be concerned) about.:
 * 5) Conveys enthusiasm for learning and teaching: I love my job and love teaching students...this is evident in my availability during and after classes, overnight stays, development of the weekend IB retreat, discussions with students, report with students and overall involvement in school events and activities.
 * 6) Demonstrates flexibility and responsiveness to student engagement; Evidence includes a compassionate and empathetic understanding of other class requirements, APAC and other school activities, listening to the student and responding to specific concerns and needs while being fair to the rest of the class.


 * Standard B6: Differentiates instruction to meet the needs of their students**

Benchmarks:
 * 1) Differentiates content, process, product, and /or learning environment: Evidence includes room changes based on work to be produced in class; division of
 * 2) Differentiates according to students’ interest, readiness, and learning profile: Evidence encourages requesting student input for projects and thematic direction; altering the project to meet current student skills including strengths and weaknesses that might help in their developmental practices but also their self esteem.
 * 3) Differentiates according to English language proficiency: Evidence includes requiring journal entries in English but grading on the idea and documentation rather than the ability to document with refined English skills, positive encouragement more writing and documentation of ESOL students that struggle
 * 4) Differentiates to promote literacy learning: Evidence includes documentation required in the journal (artist research, critical analysis of artists works and personal works, contextual research, conceptual research, projects based on concept, research and skills


 * Standard B7: Integrates the use of technology in instruction and learning goals**

Benchmarks:
 * 1) Demonstrates understanding of the National Educational Technology Standards (NETS) and benchmarks appropriate to grade level for students: Evidence includes experience in teaching ages 2-80 year olds, use of the standards and benchmarks to develop projects and journal assignments; the progressive development of journals from Art Foundations to IB Y2.
 * 2) Integrates appropriately the use of technology as an instructional tool: Evidence includes technology that is used for project development, documentation of finished works (digital portfolios, Photoshop implementation, videos, keynotes, research and documentation, thumbnail sketch alterations, digital pieces, video presentations, video resources) and journal documentation and development)
 * 3) Uses technology routinely to enhance learning (same as in #2)


 * //__ Performance Area C: Professional Responsibilities __//**


 * Standard C1: Adheres to professional ethical standards**

Benchmarks: //**Additional Evidence includes:**// Letters with parents, K-12 Curricular letters regarding issues, Classroom photos, teacher evaluations
 * 1) Honors human dignity: Evidence includes respect and acknowledgement of guards and cleaners on campus; fostering private discussions with students when there are issues; engagement with global, national and campus-wide activities involving human needs on a daily basis and during disasters.
 * 2) Models and encourages respect for intellectual and cultural values: Evidence includes cultural-awareness assignments that engage student in the special qualities of diverse cultures and divers intellectual thinking in terms of writing and images, specifically in the visual arts.
 * 3) Models and encourages integrity, responsibility and moral action: Evidence includes follow-through with personal values regarding myself, other people, my space (school and home) and respect for personal and other peoples ideas.
 * 4) Models and encourages emotional wellness, care, compassion and commitment to the learning community: Evidence includes the after school, weekend and overnight hours spent on campus and at home with students or with preparation work; sincere talks with students regarding insecurities about their potential or issues regarding a positive outlook; individualized attention in class; participation with multiple programs and activities on campus: Head of Department, Senior Class Advisor, Limin School; China Alive Leader; initiating on-campus and off projects and activities including: Limin A-Z paintings, K-12 Caring Cards, Senior class gift and activities, integration of projects with the other visual art teachers.
 * 5) Develops relationships with students, colleagues and parents that are based on trust, empathy, fairness and honesty: Evidence includes interactions between students-teachers-administrators-parents and workers on campus; students and parents comfort in talking to me about issues, transparent discussions with students about grades or other concerns
 * 6) Practices professional trust, confidentiality and reliability: Evidence includes meeting the demands of my job; connection and respect among colleagues, follow through with PD assignments, goals, grades, etc.; maintain a independent status on campus that doesn't engage in gossip or demeaning activities. Students in art class seem comfortable despite any difference in race, sex, character style or intellectual abilities. Student come in during their flex, lunch and after school looking for space to do work or for a safe place to be themselves. The room is kept tidy with materials and tools organized. i roam the class throughout the period to make sure all students are recognized, understand the assignments and receive assistance when needed. I communicate with parent by phone, email, and Grade quick. I speak with other teachers, students and staff members that demonstrates trust.


 * Standard C2: Fosters effective communication**

Benchmarks:
 * 1) Communicates in a timely manner with students, colleagues, and parents: Evidence includes timely response to students, colleagues and parents by phone, email, and open discussion; grade reports are on time.
 * 2) Communicates in a clear, respectful and appropriate manner: Evidence includes: Letters to the Administration, Letters to Department Members, Letters to Parents, Assignments with students communicating expectations.


 * Standard C3: Fosters positive relationships within the learning community**

Benchmarks: //**Evidence includes:**// Letters from colleagues, discussions with students, K-12 Meeting agendas, Photos of EAGLE information in the classroom
 * 1) Cultivates a professional working relationship with colleagues
 * 2) Establishes and maintains relationships with parents and students to support student growth and development
 * 3) Demonstrates dedication in their care and commitment to students
 * 4) Supports SAS vision, mission, core values and EAGLES
 * 5) Participates in, and supports, team decision making and team-building
 * Additional Stated Evidence:** I believe in community development and watch to support colleagues and students alike. I get along with students, my colleagues, administrators and parents on a personal and professional level. I participate in school-wide events, communication between Puxi and Pudong and am at school most often until the last bus to accommodate student needs.


 * Standard C4: Demonstrates service to the learning community**

Benchmarks: //**Evidence includes:**// Limin Service plans and photos, Attendance at evening events, plans for field trips and retreats, GOAL Statement, 2010, Work with local artists and EARCOS teachers and administrators to develop an art strand for EARCOS, Philippines, March 1010; K-12 Caring Cards Exhibition; A-Z paintings for Limin
 * 1) Participates in community events, student activities and /or school improvement initiatives
 * 2) Demonstrates involvement in student life and co-curricular activities.
 * I participate in community and school events as well a activities.



Benchmarks: //**Evidence includes:**// Session documentation for Summer tech instruction, CFG Training for five days with Frances, IB Visual Arts Workshop in Melbourne Australia, IB Examiner training, IB Examinations in Dhaka and Hong Kong (the best PD for a Visual Arts teacher), Participate with an on-going CFG group, Plans K-12 Meeting through Lynne Coleman by email and/or video conferencing, continued development of Personal Art work, journal documents,and artist statements; 2009 Summer PD in visiting Museums and galleries; 2010 Summer PD Requests including Drawing the Human Figure; Photoshop and Encaustic Painting workshops.
 * Standard C5: Commits to ongoing professional learning**
 * 1) Engages in self evaluation
 * 2) Seeks opportunities for professional growth to support SAS school improvement initiatives
 * 3) Commits to on-going self-directed learning that is informed by experience, research, collaboration and knowledge
 * 4) Promotes and participates in collaborative, safe, and supportive learning communities
 * I have participated in independent and school-wide workshops, meetings and conferences to improve my personal and professional skills. I make adjustments based on personal reflection and need for change.

**//__ Performance Area D: Learning Environment __//**


 * Standard D1: Mutual respect is evident through interactions between students and teacher**

Benchmarks: Evidence: students working comfortably in the studio during Flex periods, after school and during overnights. Grading takes into account student focus and determination in producing a piece. Students are spoken to with respect for each individual. They are recognized for their strengths and encouraged to go beyond their current standard.
 * 1) Models and encourages appropriate language
 * 2) Encourages and supports the strengths of all students
 * 3) Models and promotes fairness, equity and respect
 * 4) Establishes a classroom environment that empowers students to take intellectual risks
 * 5) Embraces the cultural diversity and individuality of students

Benchmarks: Evidence: Numbers of student electing to sign up for the visual arts. Responses from parents share their child's comfort and enthusiasm for their art class.
 * Standard D2: Teacher and students demonstrate a positive disposition toward learning**
 * 1) Models and encourages supportive and positive language
 * 2) Fosters student enthusiasm for, and curiosity about, the discipline
 * 3) Establishes a collaborative environment


 * Standard D3: Teacher demonstrates effective management**

Benchmarks: Evidence: Problems that do exist or students need support are spoken to independently with respect and in confidence. Clear pattern of instruction with introductions and demonstrations happening at the beginning of class offer student a clear understanding of expectations throughout the period. Expectations for quiet when I or another student is talking to the group is clear, and if not clear, all talking stops until all are listening. Instruction is clearly facilitated at the beginning of the year to assist in the student gaining confidence. Direct instruction is reduced and more independent exploration is encouraged to allow students to solve their own problems in their own manner.
 * 1) Intervenes and addresses behavioral issues effectively
 * 2) Develops and implements effective classroom procedures and routines
 * 3) Maintains clear expectations and standards of behavior
 * 4) Empowers students to solve problems and resolve conflicts


 * Standard D4: Teacher establishes an effective physical environment**

Benchmarks: Evidence: The room is equipped with large tables for working flat and easels for working upright. Sinks are maintained and materials are in labeled drawers making independent student access easy.
 * 1) Creates a learning environment that is safe, functional, and inviting
 * 2) Ensures materials are accessible
 * 3) Creates an environment that promotes student learning and active student engagement
 * 4) Adapts the physical space to accommodate individual and group learning needs