INTRODUCTION

Throughout this section, I will describe, analyze, and reflect on what is means to be a professional and supportive colleague, as well as what is means to advocate for myself, my colleagues, my school, my students, my community, and the arts. To start, I will describe personal experiences and relationships I have built with my colleagues. With their endless support and collaboration greatness can really shine through and impact the overall school climate. I will analyze what it means to work collaboratively in a classroom, in a school, and in a community. Then I will reflect on my successes and hardships of working on a team and ways in which I can create more growth in collaborative opportunities. A large part of colleagueship is the ability to advocate for your students and your cause. I will describe particular instances in which I have advocated for my community and art education.  This includes conversations with special educators, parents, colleagues, and students. Additionally, I will reflect on my efforts to promote art education in and out of the classroom. Lastly, I will reflect on my advocacy skills and what I have learned by working in a school environment.

DESCRIPTION OF COLLEAGUESHIP

Communicating with my colleagues to co-teach, integrate, and expand student learning.

Collaborative and Integrated  Experiences-

My positive experience at ADL would not be possible without the support of my colleagues.  I thrive in collaborative settings and have always believed that integration of subjects can expand and connect student learning and knowledge to many different areas of life.  My time at ADL has been full of integration and collaboration.

I have had the honor of working with the 7th and 8th grade history teacher. In this interdisciplinary lesson students had to research an American hero.  Students had the freedom to research whomever they personally connected with and wrote a research paper on what qualities made this particular person a hero. These qualities were then transformed into a realistic or abstract artwork conveying their heroic qualities. The students celebrated their artwork by creating a Hero’s Night where the students, teachers, and families went back in time and the projects came alive in a student curated art show in the dark.  

I have also had the pleasure to work collaboratively with the science teacher to prepare for the Stream of Lights Parade that took place at Essex High School in Essex, Vermont. On February 12, 2015 ten schools came together to light up the cold night sky. Students worked diligently to create elaborate lanterns. I helped students construct these lanterns and to plan and manage the parade.

Additionally, I have worked with Hiawatha School, the neighboring elementary school.  I solo taught a lesson where the 7th grade ADL students were paired with a 3rd grade Hiawatha student. This partnership was made possible by working not only with ADL colleagues but also the fellow teachers throughout Essex Junction.

I have also coordinated with the 6th grade science teacher to expand on their arctic unit.  I created my unit lesson on this interdisciplinary subject. I intentionally wanted my unit lesson plan to be an integrated unit with the 6th graders to encourage the students to see how everything affects everything and everyone (what ADL likes to call the Ripple Effect).

Benefits of Colleagueship-

I have learned the value of colleagueship by working closely with my mentor teacher Tina Logan.  Our ability to seamlessly communicate and execute has allowed us to be a rolemodel for our students.  We demonstrate the valuable skill of working together by being honest and respectful.  We  co-teach, co-plan, and coexist with a sense of fluidity since the very beginning. Working together has greatly benefited our students in a number of ways:

1. We can use each other to creatively problem solve issues when students are stuck on how to do proceed in their brainstorm or craft.

2. Students can hear instructions in differentiated ways.

3. We both add a new and different perspective on projects.

4. We can connect and engage a larger range of students.

5. We can handle behavioral issues with individual students without leaving the class completely unsupervised.

6. It is easier to monitor a class and prepare for classes.

7. You can reflect and debrief with another person offering different insights.

In addition to working with colleagues to enhance the classroom experience, I have joined the track team as an assistant coach, working alongside with a fellow ADL teacher and creating another support system at ADL.

ANALYSIS OF COLLEAGUESHIP

The qualities that go into a successful colleagueship.

Exposing myself to different colleagues has provided more insight and perspective then I could imagine.  I find myself constantly learning from others.  I love watching experienced teachers. I feel inspired to try new approaches to teaching and new behavioral management techniques. Successful colleagueship requires all parties to be open minded, adaptable, patient, and respectful.  Tina and I work so well together because we are not possessive of our philosophies and ideologies but our intentions lie in the success of our students. We are not afraid to tell each other the truth because we have built an honest and open relationship from the start.

REFLECTION OF COLLEAGUESHIP

The positives and negatives of true colleagueship.

Throughout my time student teaching I have realized how much I value colleagueship in my everyday life.  I find that co-teaching is incredibly beneficial.  I will always make it a top priority to value the philosophies and ideologies of my colleagues and work as much as possible to bring the community closer together by working together. Although there are countless benefits of collaboration, it is not always easy at times. Students can feel like there is no clear expectation for the classroom and things can get muddy quickly.  Adaptability is one of the most important skills for collaboration, each teacher has to have the ability to quickly read each other and help to meet the needs of both parties. Like every relationship there is a fine balance of give and take that must be mastered.  I believe that collaboration and co-teaching offer an invaluable set of benefits to the classroom community.

DESCRIPTION OF ADVOCACY

What is means to be an advocate for students and art education.

Advocacy in the Curriculum-

The first step to advocating for students is getting to know your students.  It is important to form positive and open relationships with parents, staff, and agencies to properly utilize all resources. To advocate for your students one must set high expectations for each student and see the potential in each individual student, as well as encouraging the student to see that potential in him or herself.  Advocacy comes in many different forms and can be used as a blanketed approach or on an individualist level. As an educator it is important to advocate on all levels. An example of a blanketed approach is to develop a student centered curriculum that is empowering and differentiated for all students. This allows each student to have a sense of independence and control over their learning.  By teaching TAB (teaching for artistic behavior, a student centered art curricula), each student transforms into an independent artist and the classroom morphs into an artist studio.  Holding students to the expectation of being an artist and not just a student gives them a new responsibility they have never had to fulfill before, and more importantly a role that does not have failure attached to it. If a student feels like they are a poor student, they can let go of those failures and embody a new start and a new role. A requirement to advocate for all students is to make all lesson plans accessible for all students. The lessons have to be dynamic and flexible, accommodating any needs that may surface.

Advocating for the Arts throughout the School and Community-

The most important aspect of advocating for the arts is making our presence known. At ADL Tina and I hang art EVERYWHERE. The hallways are covered in art projects and murals made by students.  The displays are updated to reflect current work by current students. ADL is not only covered in student artwork, but also the local library. When parents come to ADL for Parent Teacher Conferences, they not only see the artwork hung up around the school, but also handed a portfolio of their child’s artwork from the beginning of their time at ADL. Additionally, Tina and I hung numerous works in the townwide Fine Arts Showcase. We both took a professional day to curate and hang hundreds of works from not only ADL, but all the schools participating in the showcase at Essex High School. We also made our presence known at the Stream of Lights Parade when thousands of lanterns were created in art classes across Essex, Vermont. Furthermore, Tina Logan created an Art Club and a Doodle Club at ADL for students to further discover their inner artist. Regardless if it is an Art Club or Doodle Club day, Tina and I often stay after school so students have the opportunity to work on their artwork almost everyday after school.

ANALYSIS OF ADVOCACY

Student Empowerment

Allowing an open and inclusive community-

To allow a classroom to be an open environment for students to feel free to ask about feedback and for the educator to ask students for honest feedback as well. Thoughtful and productive feedback for all assignments is necessary to push students in the right direction. It is extremely valuable to develop a two way street that allows both parties to grow together.  Furthermore, allowing the space itself to be accessible advocates for students to utilize the arts to enhance learning in other classes and in life.  Unlimited materials are always allowed to be used for any project whether it is a personal project or a project assigned in other classes.  I am rarely without students in the artroom. Students are always in and out of the space regardless if it is my prep time or another class is in session. Students are often respectfully working in the back of the classroom on a personal project, while I am teaching another class.

REFLECTION OF ADVOCACY

Being Your Own Self-Advocate

Teaching Students to be Self- Advocates-

The most powerful form of advocacy is self- advocacy. I try to teach this to my students by being open about my past.  I have dyslexia and amblyopia (vision loss in my left eye because nerve pathways between my brain and the eye were not properly stimulated in infancy). As a result of these diagnoses, I have dealt with poor self-esteem in academics and bullying. I have overcome these adversities and have learned how to cope with my struggles. I use myself as an example of what success can look like for someone that has learning disabilities. I try and encourage my students to overcome what adversities they face, rather than victimize themselves. A strong sense of self is the best way to become a self-advocate.  

It is important to not only advocate for yourself, but also advocate for communities that allow self-growth.  I would not have the confidence and capabilities I have today if it was not for art education. Art has taught me to be accepting, expressive, curious, and confident. Because of this personal experience I will always be a powerful advocate for the arts in every situation and every environment.  To allow the art classroom to be a place of healing and growth and for students to recognize the power of art education will promote another generation of art advocates.

Principles and InTASC Standards to be Addressed:

Principle #11 The educator works as a team member and establishes collaborative relationships with school colleagues, parents, agencies, and others in the broader community to support students’ learning and well-being, and to implement the school’s goals and articulated curriculum.

Principle # 12: The educator recognizes multiple influences on students inside and outside the school and accesses appropriate systems of support for students.

InTASC Standard #10: Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals and community members to ensure learner growth, and to advance the profession.