Quality Standard 2: Teachers establish a safe, inclusive, and respectful learning environment
for a diverse population of students.

I carry the weight and privilege of many identities: a person of color, an immigrant, a single parent, and a first-generation student. These lived experiences have shaped me into an educator who views diversity, equity, and inclusion not as lofty ideals but as daily practices grounded in empathy and commitment. I have walked the paths of privilege and marginalization, having lived in big cities, serene rural villages, affluent neighborhoods, and humble trailer parks. Each experience has woven a rich tapestry of understanding, showing me that education must honor every story. As Paulo Freire so powerfully stated, “Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.” His work inspires me to approach teaching with humility, creating spaces where my students and I learn from one another, and fostering a community built on mutual respect and shared humanity.

One of the texts that has profoundly influenced my approach to this standard is Grading for Equity by Joe Feldman. This book dismantles traditional grading practices that often perpetuate inequity and exclusion. It has inspired me to reflect critically on how I assess students, ensuring that my evaluations celebrate growth, effort, and diverse ways of thinking. Feldman’s principles resonate deeply with me because they advocate for grading systems that foster hope, not hierarchy, ensuring that every student sees themselves as capable and valued. These lessons have reinforced my commitment to equity, shaping my philosophy as I work toward creating an inclusive classroom where all students feel seen and empowered.

· Element A: Teachers foster a predictable learning environment characterized by acceptable student
behavior and efficient use of time in which each student has a positive, nurturing relationship with
caring adults and peers.

 In my classroom, I strive to create a sanctuary—a space where the noise of the world fades, and the whispers of creativity grow louder. Our current world often confuses information with wisdom, but I see the classroom as a sacred space where we cultivate true wisdom through dialogue, reflection, and art. My goal is to provide a calm and grounded environment that invites students to explore their creativity without the burden of stress. As John Dewey once remarked, “The most important attitude that can be formed is that of desire to go on learning.” A calm environment fosters this desire, allowing students to feel safe enough to take risks and discover their unique voices.

During my elementary teaching, I transformed traditional art warm-ups into mindful, engaging practices. With the support of my mentor teacher, I introduced breathing exercises where students imagined themselves as animals—a slow, deliberate turtle or a quick, energetic rabbit. This practice helped regulate their nervous systems, preparing them to approach artmaking with a sense of calm and focus. Incorporating breathing into the creative process allowed students to understand that being centered is not only an artistic asset but a life skill. These moments of mindfulness, coupled with artistic exploration, have made my classroom a predictable yet dynamic space where students feel nurtured and inspired to grow.

· Element B: Teachers demonstrate an awareness of a commitment to and respect for multiple
aspects of diversity, while working toward common goals as a community of learners.

When I first began teaching at a high school, I noticed an intriguing cultural contrast: while students were prohibited from ordering Grubhub or DoorDash during class, which clearly is a first world problem, the cafeteria food waste was staggering, with up to 80% of meals going uneaten. Coming from a third-world country, this was both eye-opening and deeply troubling. I initiated a project to address this issue, combining art and social consciousness. Using expired rice and lentils, students created intricate mandalas while engaging in discussions about food waste in schools, homes, and communities. These conversations were grounded in real-time data and the experiences of students who observed waste firsthand.

The project led to tangible change. By the end of my time, students had started a shared practice where uneaten food was pooled for those who needed it, reducing waste and fostering a culture of care. As Wendell Berry so aptly said, “The earth is what we all have in common.” This project taught my students that addressing shared challenges—whether in the environment or the classroom—requires empathy, creativity, and collective effort. Through art, we worked toward common goals, cultivating a community of learners who understood that small actions could create meaningful change.

· 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. 

Teaching students from diverse linguistic backgrounds has been one of the most humbling and rewarding experiences of my career. In my drawing class, I had four Spanish-speaking students who spoke little to no English. Having experienced the vulnerability of being a foreigner, I empathized deeply with their struggles. Initially, I relied heavily on translation apps, but I soon realized that what they needed most was human connection. I quickly learned their names, placed them near the front of the class, and identified bilingual peers who could help translate key instructions.

Over time, I began creating step-by-step instructional guides in Spanish, ensuring these students could engage fully with the lessons. I also shared my own experiences of being an outsider, fostering a classroom culture of empathy and understanding. The transformation was profound. As the students began to feel at home, their creativity blossomed, and they became active, enthusiastic participants in the class. As Rita Pierson so beautifully put it, “Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and insists that they become the best they can possibly be.” In my classroom, I aim to be that champion, creating an environment where love, respect, and understanding are the foundation of all learning.

Through these efforts, I hope to inspire my students to see the world—and each other—with compassion and curiosity. Art is not just about self-expression; it is about connection. By celebrating each student’s unique journey, I strive to create a classroom where every voice matters, every story is honored, and every student feels empowered to make their mark on the world.

Element D: Teachers work collaboratively with the families and/or significant adults for the benefit
of students.

  We live in a world where the voices shaping our students are shifting—from the wisdom of parents, teachers, and community heroes to the influence of their peers and the relentless tide of societal pressures. This transformation highlights the need for us, as educators, to nurture students from the inside out, instilling values and strength that can withstand the noise of the external world.

I deeply believe in the power of family and community involvement in a child’s education. Recently, I began exploring the Reggio Emilia approach to art education, which emphasizes collaboration, curiosity, and the collective journey of discovery. A profound experience solidified this belief when I led an after-school art program culminating in a vibrant art exhibition at the Foothills Mall in Fort Collins. Students beamed with pride as their work was displayed to families, teachers, and members of the community. Witnessing the transformative power of connection, I realized how empowering it is for students to see their voices, stories, and creativity celebrated in such a public and meaningful way.

During my elementary school placement, I co-led a project called Catching Dreams alongside my mentor teacher and the music teacher. This project was a celebration of possibility and hope, reminding students of the importance of dreaming boldly and embracing their future with confidence. Parents and community members were invited to this magical event, cheering on students as they displayed their artwork and sang songs about their aspirations. Tears of joy flowed freely among teachers and families, each recognizing the profound potential of these young dreamers.

One moment etched into my heart was when a student shared her dream of becoming the President of the United States. With radiant confidence, she explained, “My father treats me like a queen.” Her words stirred something deep within me—a yearning for all children to be treated as if they are destined for greatness, for they truly are.

The Catching Dreams project reinforced a beautiful truth: as educators, we plant seeds in young hearts, often without knowing when or how they will bloom. We may not live to see the fruits of our labor, but the act of planting—of nurturing hope, creativity, and courage—is a privilege beyond measure. Someone else may water the seeds we sow; someone else may witness the harvest. Yet, knowing we played a part in their growth fills the soul with quiet, enduring gratitude.

As Paulo Freire once said:
"Education does not change the world. Education changes the people who will change the world."

Through partnerships with families and communities, we create brave spaces where students dare to dream and envision the extraordinary. Together, we empower these young hearts to shape the future, and in doing so, we leave a legacy far greater than ourselves.