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K12 Performing Arts

Context for Learning Information


Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 1 of 2 | 3 pages maximum
All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
Context for Learni ng I nformati on Di recti ons: Respond to the prompts below (no more than 3
single-spaced pages, including prompts) by typing your responses within the brackets following each
prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total
page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies
with all format specifications. Pages exceeding the maximum will not be scored.
About the School Where You Are Teachi ng
1. In what type of school do you teach?
Elementary school: [ X ]
Middle school: [ X ]
High school: [ ]
Other (please describe): [ ]

Urban: [ ]
Suburban: [ X ]
Rural: [ ]
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[ My elementary School is a K-8 School. It has a decent percentage of ELL students as well as
low-income students, however it is not incredibly diverse. The building as a whole has about
16,5% English Language Learners (ELL), and 17.7% of the students are low income. We serve
a population of 1.6% black students, 29.9% Asian, 11.4% Hispanic, .2% Pacific Islanders, and
52.9% white. 11.9% of students here have IEPs. The band program here consists of a 4
th
grade
band, 5
th
grade band, and a concert band made up of 6
th
, 7
th
, and 8
th
grade. They only rehearse
in the morning before school and have pull-out group lessons once a week. ]
3. Describe any facilities considerations that might impact your instruction (e.g., equipment
needs, room layout/design, access to performance/practice space, instruments,
accompanist, storage).
[ Due to school issues with administration we had to use a different venue during the day to
accommodate. We are in the schools multi-purpose room and had to set up folding chairs and
stands. There is no board to write on and it had to broken down after each rehearsal. ]
4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, performance schedules, or standardized tests.
[My cooperating teacher and I decided on what concepts we wanted to teach during the week. I
had the freedom to teach the concept we had agreed on in whatever way I chose, but I needed
to stay within the boundaries of the concept we discussed. The song was just introduced to the
students, so although I was teaching a certain concept, the students were sight-reading. This
week was also MAP testing at the school which resulted in a lot of stressed out students. ]
About the Cl ass Featured i n Thi s Assessment
1. How much time is devoted each day to performing arts instruction in your classroom?
[ 45 minutes per class, 2 days a week ]
2. Identify any textbook or instructional program you primarily use for instruction. If a textbook,
please provide the title, publisher, and date of publication.
K12 Performing Arts
Context for Learning Information
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 3 pages maximum
All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
[ N/A ]
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online
resources) you use for instruction in this class.
[ I used a large piece of paper that I taped up to discuss the concept. ]
About the Students i n the Cl ass Featured i n Thi s Assessment
1. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[ All fifth grade ]
2. Number of
! students in the class [ 20 ]
! males [ 9 ] females [ 11 ]
3. Complete the chart below to summarize required or needed supports, accommodations or
modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the chart. Some rows have been
completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504
plans, English language learners, struggling readers, underperforming students or those with
gaps in academic knowledge, and/or gifted students needing greater support or challenge).
Students with Specific Learning Needs

IEP/504 Plans:
Classifications/Needs
Number of
Students
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Learning Disability 2 Frequent Monitoring when completing
individual assignments