|
|
|
Laura
Grundler,
Excellence in Teaching Awardee
 Williams
High School
Art Specialist
Philosophy
of Teaching
Educational/Professional
Background
School
Principal Comments
Philosophy of Teaching
"A Teacher Affects Eternity; He can never tell where his influence
stops." -Henry Adams
Teaching is more than a profession; it is an art that can be redefined
every time I step into a classroom. Henry Adams'
quote rings so true to me as a teacher and artist; he defined the very
reason I chose teaching
as my life. I say life because teaching is a life
encompassing profession. Inside and outside the classroom the potential
to positively impact
a student forever is heightened with every belief,
value, and idea that I hold tight.
The major components of my teaching
philosophy are
mentoring relationships, high expectations of myself
and my students, and respect. The reward of being
a secondary art teacher is that I work with diverse
learners and effectively inspire critical thinking
about art. However, to fully meet
my own philosophy of education means that I must do more than just teach art,
I must model and mentor.
Reading the inspirational book "The Freedom Writers,"
about a young first year teacher, Erin Gruwell, and a group of struggling
students from diverse backgrounds inspired me to
take my teaching up a notch. Students
need to know that there are caring adults in their lives that honestly care
about them and want to have an authentic and mentoring relationship with
them. I strive to achieve such a relationship with
all my students.
The keys are
a strong teacher/student relationships and building a safe, comfortable,
classroom community (not just environment) in which
students can be authentic about their
current educational position learning to want more. Leading 8th grade day,
Summer Freshman Orientation, The Warrior Way, Student Council, Art Club,
and many of the staff committees I sponsor all
encompass my vision of building
a more cohesive Williams Community in which students feel they have a place
to do more than just exist.
In order to hold such, high expectations I
have to remember my own story and then relate to
theirs. As a kindergartener I was very lucky to have
mother who is the most outstanding teacher I will ever know. She was able
to recognize
very early on my dyslexia and fought for testing. I was diagnosed with
dyslexia in the first grade and attended all my own individual education
plan meetings
with my parents until I was a senior.
My experiences as a struggling student,
as well as my parents’ constant aid showed me that with education
there is no limit to what can be accomplished. Students are all individuals
and their
culture, race, socio-economic background and prior educational experiences
play into their personal reality. That reality will determine their feelings
and priorities related to education. It is vitally important to be aware
of my students' reality in order to help my students exceed their own
expectations. With the combination of training in two educational frameworks,
The 40
Developmental
Assets and Ruby Payne's "Framework of Poverty," I have learned to be
very extroverted and accessible to my students.
In order to understand their
unique assets, as well as their personal reality it is essential to
be respectful and honest. This leads to individual
conversations
about their lives and beliefs about themselves, their education and
their future, in which I am able to give a different perspective and
act as
a mentor. An
individual understanding of my students opens the door too more than
just teaching art. Respect leads into the overall concept that every
day, in
every school,
and with every student there are differences. Every time I step into
a classroom I have the ability to redefine my teaching style to meet
the
needs of my
students. My philosophy is ever changing with the basic principle that
I believe in the
students and my ability to teach them.
Educational
/ Professional Background
Education
- 1995-1999 Western State College of Colorado, Gunnison,
Colorado
Bachelor of Arts: Art with a Colorado Education
Licensure
W.I.S.E. Honors Program Graduate *3.62 Cum Laude
- 1991-1995
Edmond Memorial High School, Edmond, Oklahoma
Graduated with Honors
- Credentials - Texas K-12 Art
Experience
- Plano Independent School District, Plano, TX
Williams High School
9th and 10th Grade Art One and Pre-AP Art One Teacher
Working within the Plano Art Curriculum Guide to
create unique and interesting lessons. Teaching to
a diverse group of students with a wide range of
learning styles. Participating in various district
and community art shows.
Other Responsibilities include: 8th to 9th Grade
Transition Coordinator, SBIC Citizenship Committee
Chairman, 40 Developmental Asset Trainer, Student
Council Sponsor, Art Club Sponsor, and Cooperative
Art One teacher for AP Strategies Grant
- Clovis Unified
School District, Clovis, CA
Reyburn Intermediate School
7th and 8th Grade Art Teacher
Developed and introduced art program for a new
intermediate school. Wrote curriculum that incorporated
school
wide instructional focus as a Title One school, instructed
introductory art classes to combined groups of 7th
and 8th grade students, worked to fundraise total
budget, and ordered supplies.
Other Responsibilities included: Principal’s
Advisory Council, 8th Grade Girl’s Varsity
Volleyball Coach, and
Assistant Yearbook Advisor
- Western State College,
Gunnison, CO
Student Teacher: Gunnison Elementary and Gunnison
High School
Taught 600 children a week while at the K-5 level
creating lesson plans, rubrics, and interdisciplinary
units. While at the secondary level worked primarily
with art one classes creating lessons and rubrics
that targeted the
elements of art.
Teaching Assistant: Freshman Focus
Program
Taught lessons that directly related to the freshman
college experience.
Resident Advisor: Department
of Residence Life
Created a safe and comfortable living environment
through education programming. Advised student
through the transition to college from home life.
Summer
Orientation Leader: Student Services
Oriented students and parents to the campus through
the use of teaching, advising, and leadership skills.
Awards
- Williams High School Experienced Teacher
of the Year 2004-2005
- Student Placed 3rd in 2004
Plano I.S.D.. MLK Visual Art Contest
- Students Placing
1st and 3rd in the 2003 MLK Plano I.S.D. Visual
Art Contest
- Students Placing in the 2002 Clovis
Unified Disability Awareness Poster Contest
- Students
Placing 1st, 2nd, and 3rd as well as several honorable
mentions in the 2002 Fresno County Blossom
Trail Contest
- Coached the Central Valley Athletic
League 8th Grade Girls Championship Volleyball
Team - Fall 2001
- A Student Piece “Best in
Show” for
the 2001 Clovis Unified District Art Show
School
Principal's Recommendation
Laura Grundler was unanimously selected as Teacher
of the Year because of her commitment to the students,
the campus, and the District. I have had the privilege
of working with Laura for two years and have been
impressed with her dedication and commitment to education.
Over the past year, Laura has taken on a critical
leadership role on campus. In addition to her teaching
responsibilities, Laura coordinates the transition
programs for 8th to 9th grade students. These important
activities include: 8th Grade Day the Warrior Way
and Freshman Parent and Student Orientation.
Laura
participated in District-Level planning for transition
activities and came back and turned that into a successful
campus initiative. In addition, after several years
with no student leadership organization on campus,
Laura volunteered to take on the resurrection of
Student Council at Williams. The Williams Student
Council organization, under Laura’s leadership
is thriving and providing a positive outlet for our
student government. Laura has also served on the
East Cluster 40 Developmental Assets Training Committee.
After receiving training on the Assets, Laura came
back and trained East Cluster principals and Williams
teachers on how to see the best in all students and
develop assets in the Williams youth.
Laura Grundler is an exceptional teacher and person.
In addition to the variety of activities listed above,
Laura serves as chairperson of the Citizenship Committee
on the School Based Improvement Committee. As you
can see, Laura’s activities all revolve around
maximizing student potential and creating a positive
atmosphere and relationship with students. In the
classroom, Laura is a teacher who challenges her
students. She uses her talents in art to stimulate
the kids interest in art and in school. Her primary
goal in the classroom is to encourage students to
achieve to their greatest potential as individuals
not just as art students. She sees the students how
they could be, not how circumstances might seem.
Laura is the ultimate student advocate.
Laura is also interested in her own personal, professional
growth. On several occasions, Laura has utilized
her skills outside of the classroom as a substitute “dean
of students.” Laura has stepped into this support
role voluntarily and helps students work on their
behaviors so that they can be successful at school.
In addition, Laura is part of the Emergency Response
Team. This team of teachers assists the administrative
staff as needed during a crisis through supervision.
Laura has an interest in pursuing a degree in administration
and I believe with her skills and talents in the
classroom and out of the classroom, she is a person
who can teach students or adults. Laura is an excellent
communicator and is very respected by her peers.
It is with great pleasure that I recommend Laura
as William High School’s Teacher of the Year.
Sincerely,
Sara M. Bonser, Principal
|
|
