Teacher Quality Standard II
Teachers establish a safe, inclusive, and respectful learning environment for a diverse population of students.
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.
Evidence Outcomes: plans for students that have a range of learning strengths, needs and interests including Culturally and Linguistically Diverse Learners.
How I engage students with diverse needs
Newcomer student scaffolding and language acquisition
Student Work: I Love Monsters Unit
Warm demander classroom management
Choice based units/classroom
Reflection
IEP/504 interventions/accommodations
EQ, Equity, and Social/Emotional Practices
Emotional Wheel Lesson
Before becoming a K-12 Visual Art educator, I had different support roles for years in special education for DPS. All of the positions were either at Title 1 schools, Center based schools, or schools with a large amount of cultural and socio-economic diversity. These experiences helped shape my educational practice of being a student centered and whole child focus educator. Being a parent of a neurodivergent child and watching them move through the public education system gave me great insight into what educators do (or do not do) when working with individuals with diverse learning needs. Creating lessons that incorporate the CDE Visual Art Standard: Relate and Connect to Transfer that focuses on culture and diversity, is how I effectively differentiate my instruction to support all learners.