My Alignment to the T-STEM Blueprint & C.C.R.s.

• (Benchmark 1. Item 2. B.) Because of my degree in Fine Arts I am qualified to teach at the junior college level, and once I have my Masters of Fine Arts I will be qualified to be a professor at the University level.

• (Benchmark 3. Item 2. A. B. C. D.) In my alignment with the T-STEM Blueprint, I support partnerships with local business and/or industry partners and provide work-based learning experiences for students appropriate to each grade level, such as facility visits, guest speakers, presentations, career information, job shadowing, internships, externships, and apprenticeships while defining Clear roles and responsibilities for work site supervisors, mentors, teachers, support personnel, and other partners. Along with providing career mentoring through my support for students’ activities, such as clubs, Career and Technical Student Organizations, competitions, and special initiatives. (see Leadership Skills)

• (Benchmark 5. Item 4. C.) While my classes are a bit young, I prepare my students to be ready and have already started to demonstrate their learning in writing, portfolio, presentation, digital or by other means. (See PBL Implementation)

• (Benchmark 6. Item 1. A. B. C.) In alignment with the T-STEM Blueprint, I provide layered academic support to the students by personalizing the learning environment by developing individualized, STEM focused student plans, providing academic support for intervention, remediation, and acceleration, and providing tutoring identified students in need of academic support.

• (Benchmark 6. Item 2. B. C. D. E.) In alignment with the T-STEM Blueprint, I help provide and facilitate parent outreach and involvement opportunities, a structured program of community service to promote community involvement, skill building instruction for students, such as time management, study skills, collaboration and interpersonal relationship skills, and providing enrichment and extra-curricular opportunities such as clubs, Career and Technical Student Organizations, competitions, and special initiatives, thus providing layered social and emotional support to the students. (see Leadership Skills)

• (I. Key Cognitive Skills A. Intellectual Curiosity 1&2) My classroom relies on scholarly inquiry and dialog. We discuss the theory behind strategies and procedures, we dive into trying to understand how to make things (movement in PE or techniques in art) more efficient and successful, and we "critique" our work or performance and try to see where we can improve next time.

• (I. Key Cognitive Skills B. Reasoning 1,2,3&4) As a class we are often looking at other people's point of view (see Van Gogh PBL) and trying to argue points from others point of views. Or we consider what a particular result would mean for someone else other than ourselves. When arguing a point, evidence is always required and recorded for citation purposes. Once we come to a conclusion we always go back to our original argument and see if changes need to be made.

• (I. Key Cognitive Skills C. Problem Solving 1,2&3) When we come across a problem that needs to be solved, which happens often. We together as a class take a certain path when it comes to problem solving, we first analyse the problem, then we come up with different strategies on how to solve the problem, and we collect data on why we think a particular strategy would be successful.

• (1. Key Cognitive Skills D. Academic Behaviors 1,2,3&4 & E. Work Habits 1&2) In class I let the scholars work independently and really try to take ownership of their learning. They have learned to try and problem solve before needing to ask for assistance. They do this by collaboration with peers, research, consulting video tutorials or walk-throughs, and checking my checklist of things to finish or check before they say they "cant do it".

• (I. Key Cognitive Skills F. Academic Integrity 1,2,3&4) We as a class hold our selves to a higher standard. We expect the best from ourselves and others. We have made social contracts as a class and adhere to the guidelines set forth. We often talk about this and refresh our memory when sometimes it is easier to go back to old habits. We also discus how others' actions are not in our control, only our own. Academically, we we make sure our work is turned in on time, done properly and is full of correct and good information. We have discussed what is a good resource and what isn't, and how to spot the differences.

• (II. Foundational Skills A. Reading Across the Curriculum, B. Writing Across the Curriculum and C. Research Across the Curriculum 1,2,3,4,5,6,7&8) In my 4th and 5th grade classes writing is very important and something I try to integrate into lessons as often as possible. You can see evidence of that here in my Van Gogh PBL multiple times. We focus on vocabulary, who the intended audience is, the main idea(s) and supporting details, reading to understand, summation, and being able to connect a reading to past or current events and personal ideas.

• (II. Foundational Skills E.Technology 1,2,3&4) Technology is a huge staple in my classroom. It is the conductor of learning a lot of the time! Check my use of technology in the classroom here.

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Also, to see an opportunity given to my 4th and 5th grade students that help show with College Readiness, please see the Van Gogh PBL's presentation at the University of Texas at Tyler's Art Department's Art Gallery. This presentation allowed my scholars to step into the shoes of graduating seniors at UTT and experience what it is like to host and participate in a BFA Exhibition, a requirement of graduation.

We had a show scheduled this May 19th 2020 at the UTT Art Gallery, this was postponed due to the State Mandated Shutdown. The show was going to present our dive into POP ART.