Students will launch the inquiry by analyzing authentic teacher artifacts, naming early patterns about values and self-perception, and creating first-round identity evidence they will later investigate, revise, and use in their portfolio.

Students will refine an investigable question about how values, self-perception, and community experiences shape choices in education, complete and interpret self-assessment evidence, and build a peer-reviewed method plan that will guide later portfolio analysis and teaching philosophy development.

Students will collect, verify, and organize evidence from self-assessments, journals, and mentor feedback so they can make credible claims about how values, self-perception, and community experiences shape an emerging teaching philosophy.

Students will analyze patterns across their self-assessments, journals, and mentor evidence; test their interpretations through critique; revise their teaching philosophy artifacts; and present an evidence-based conference to elementary mentor teachers that includes clear claims, limits, and next questions.

Students will present their visual teaching philosophy boards and portfolio evidence to an authentic audience, respond to questions from elementary mentor teachers and other visitors, and complete a concise final reflection that captures how their thinking changed across the investigation.