My Artifacts
Aligning with the Central Beliefs
Central Belief A
I believe that culturally revitalizing and sustaining curriculum is the key to unlocking education’s promise. By honoring student identity, we move beyond standard instruction toward true opportunity and equity
The artifact to the right is a traditional woven piece that I use regularly in my home. The visible wear and tear is a testament to its utility and presence in my daily life, representing the living connection between cultural heritage and modern practice.
Central Belief B
Knowledge isn't built in a vacuum. I am committed to creating strong connections with the larger community, as these external bridges are essential for the meaningful construction of knowledge
The artifacts to the left illustrate how I bridge the gap between the classroom and the wider world. By utilizing community resources and fostering collaborative partnerships, I create opportunities for students to construct knowledge through real-world engagement and shared experiences
Central Belief C
Growth is a mutual process. I prioritize reflective practice because I’ve seen firsthand how a teacher’s evolution leads to the flourishing of every student in the room.
The artifacts to the right include my Teaching Philosophy, Unit Plan Letter to Parents, and Professional Development Goal Plan. They illustrate my commitment to reflective practice. My philosophy provides the foundation for my growth, while my unit plan letter shows how I translate reflection into intentional classroom experiences. Finally, my professional development goal plan demonstrates my proactive approach to continuous improvement, ensuring that my evolution as a teacher leads to the flourishing of every student
Central Belief D
Diversity is our greatest classroom asset. When we value and invite each learner’s uniqueness in all its forms, we create a richer, more profound learning experience for everyone involved.
The artifacts include my ASD Research Paper and my lesson plan for the Montana School for the Deaf & Blind. These are examples of this belief in action. My research into Autism Spectrum Disorder allows me to better understand and value the unique neurodiversity each student brings to the classroom. Similarly, my lesson plan for the School for the Deaf & Blind demonstrates my ability to invite and adapt instruction for diverse learners. Together, these documents show my commitment to creating an inclusive environment where every student’s uniqueness enriches the collective learning experience
Central Belief E
Beyond the classroom, teachers are community leaders. By demonstrating communication, critical thinking, cultural understanding, and the principles of citizenship, we empower ourselves to lead and serve our communities effectively
The artifacts featured are my Professional Development Action Plan and my NCTM Conference Certificate. They demonstrate my commitment to being a community leader. My participation in the national conference in New Orleans allowed me to strengthen my communication and cultural understanding on a broad scale. My Action Plan specifically focuses on the vital work of integrating Indian Education for All (IEFA) into my teaching, applying critical thinking to ensure our local heritage is honored in the classroom. Together, these documents prove my dedication to the leadership required to serve our native communities effectively
