Taylor Rhedey • Teacher Profile
Belief Statements for Teaching
My profile is organized around one core idea: students learn best when classrooms are safe, structured, inclusive, and reflective. These statements guide how I plan, teach, and evaluate student growth.
“Meet students where they are, then help them move forward with confidence.”
Core Teaching Beliefs
Simple, clear principles that shape my practice.
Each belief statement describes what I value and how that value appears in the classroom.
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Safety and Belonging Come First
Students learn best when they feel respected, emotionally safe, and confident enough to take academic risks.
In practice: I use warm check-ins, predictable routines, and language that protects dignity.
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Compassion and Structure Work Together
Care and accountability are not opposites. Students thrive when support is paired with clear expectations.
In practice: I teach routines explicitly and provide consistent follow-through with empathy.
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Instruction Must Be Responsive and Inclusive
I adapt literacy and technology-supported instruction so diverse learners can access the same high goals.
In practice: I scaffold tasks, model thinking, and adjust supports based on student response.
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Reflection Should Drive Improvement
Teaching choices should be revisited through evidence, then refined to better serve learners.
In practice: I connect planning decisions to student outcomes and use reflection cycles to improve.
Beliefs in Action
Where to review supporting evidence
Use these sections to see how the belief statements translate into planning, instruction, and reflection.
- Professional Learning Workshops and learning that shaped instructional choices. Open professional learning
- Practicum Artifacts Classroom evidence showing beliefs in day-to-day practice. Open practicum artifacts
- Course Work + Resources Planning work and curated tools that support future teaching. Review course work
- Resource Library Reference material aligned with teaching beliefs and growth goals. Open resources