Standard four of Appalachian State University's Middle Grades Education standards states that, "middle grades teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields and create meaningful learning experiences that develop young adolescents’ competence in subject matter and skills." By producing each artifact provided and described above, I have successfully demonstrated my ability to meet the expectations set out in standard four. 

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The Expert Study project was designed to deconstruct and analyze an assignment I had completed during a concentration area course. I chose a multi-genre writing assignment that was completed during a writing course that was required for my English language arts concentration. The project prompted for at least four separate writing techniques that centered around a topic that was chosen at random by the writer. This project pushed me to think creatively to both conjure up a topic to center the piece around as well as hone in on four or more techniques of writing. The assignment's requirements were meaningful in the way I was writing about a topic that I was passionate about, my family, and engaging in choosing writing techniques that I was interested in advancing my skill. The Expert Study helped me to reflect upon the multi-genre writing assignment as a means of using central concepts, tools of inquiry, standards, and structures of content in English language arts. Through reflection, I was able to analyze my expertise surrounding the content and standards presented in the assignment, which included areas of strength and areas for growth. This project reinforced the importance of continually seeking tools of inquiry to grow as an educator to ensure that students are being provided with meaningful and engaging content. 

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The second artifact is a lesson I created and taught during my time student teaching. This lesson followed a unit on themes presented in complex texts. Students had previously analyzed three complex texts to deconstruct to create themes aligning with elements presented by authors. In order to successfully meet the challenges set out by the lesson, students had to have been provided effective instruction and application of the foundations of theme. Structuring content in order for unit plans to build upon each other is essential, especially when it comes to creating meaningful content. By structuring content to challenge students with each new task, on whatever scale they may be performing, students were able to gain deeper competence in subject matter and skills. From this unit, students understand the foundational elements of theme, how to identify theme in complex texts, how to compare themes in similar texts, and how to use similar strategies in complex texts to identify themes in film, which extends far beyond merely understanding the definition of the literary term, theme. 

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The Practitioner Resource List was completed as an inquiry tool for educators. In order to meet the various expectations highlighted in standard four, it is essential to recognize the importance of being a life long learner as an educator. Everyday, new resources and materials are created and assessed by professionals both nationally and internationally. It is easy to get stuck in a routine due to the natural attraction to comfortability. However, it is essential to integrate innovative strategies into the classroom to ensure that students are provided with an environment that is relevant to their lives outside of the classroom. Structuring my classroom to ensure a meaningful learning experience for all students is essential to meet the needs of adolescents. This list has the ability to be amended, for resources will not fit every classroom scenario. Additionally, the list may be added to as I continue my education through research, collaboration with mentor or peer educators, and professional development opportunities. 

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The fourth and final artifact I provided was a lesson plan that was completed during an undergraduate middle grades focused course. This lesson was created alongside a partner, and it was presented to my fellow middle grades cohort members. We were provided with areas of strengths and areas for growth after we presented the lesson. This lesson holds factors that gives students the opportunity to explore an historical events through diverse mediums. In this scenario, students were to have been working through a unit on the Civil Rights Movement (1950s-1960s), and with this lesson, the class was structured to focus on the Selma March of 1965. While students were focusing on a specific event, they were analyzing the event through the song lyrics of Glory by John Legend and Common. Additionally, this lesson provided interdisciplinary connections between social studies and English language arts standards. These various strategies utilized in this lesson are what would help students deepen their understanding of content rather than the mere memorization of content, which practically depletes the true meaning of learning. 

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The four artifacts above demonstrate the extensive work I have and will put into creating meaningful and engaging instructional content for my students. By analyzing my own work in the Expert Study project, I better understand the importance of modeling my work for students and giving myself personal feedback to push for best instructional practices. Through both lesson plans, I present standards and content for students that is innovative to new and exciting strategies which push for meaningful and engaging classroom experiences. Lastly, the practitioner resource list demonstrates my drive to continuously learn and implement new teaching strategies into my classroom. Instruction has to provide choice in order to engage young adolescent learners, and by focusing on being a life long learner, I am pushing for my students to be met where they are academically to deepen their competence in subject matter and skills.