Standard 1: Learner Development
DESCRIPTION
These two slideshows highlight my students' exceptional achievements in the 2024 and 2025 Hawaiʻi Regional Scholastic Art Competition. This competition is the nation’s longest running, most prestigious recognition program for creative teens.
In 2024, Leilehua High School photo students received 10 Gold Keys –– the second-highest amount for individual photography entries. Seven of these awards went to my students in Photo 1, showing that after just 3-4 months of learning photography basics, students were able to begin developing award-winning work.
In 2025, Leilehua photography students received 3 of the 17 photography Gold Key awards, the only photography portfolio Gold Key medal, and had the only photography student nominated for the prestigious American Visions award.
STANDARDS
HTSB Hawaiʻi Teacher Performance Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Performances 1(b): The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
Essential Knowledge 1(e): The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
Critical Dispositions 1(i): The teacher takes responsibility for promoting learners’ growth and development.
JUSTIFICATION & REFLECTION
These artifacts demonstrate my ability to design developmentally appropriate learning experiences that nurture students’ artistic growth and confidence. I chose them because they highlight how my students –– many who are brand new to photography –– are able to achieve recognition for their work through supportive, skill-building instruction.
This success reflects my commitment to understanding each learner’s strengths, interests, and needs while fostering a classroom culture where creativity and self-expression thrive. Through this experience, I learned that when students feel seen and supported, they often exceed expectations and discover their own potential. It also reinforces my belief in the transformative power of art education and its ability to uplift youth.
Moving forward, I will continue to refine my practice by incorporating more differentiated instruction, encouraging reflection, and seeking professional development to better meet the evolving needs of my students.