DOMAIN 1:

PLANNING &
PREPARATION
1a. Demonstrating Knowledge of Content and Pedagogy
 Knowledge of content and the structure of the discipline
 Knowledge of prerequisite relationships
 Knowledge of content-related pedagogy

HOW THE ARTIFACT/EVIDENCE SATISFIES THE

ARTIFACT/EVIDENCE COMPONENT

Membership to Drama Seeking out content-related professional development and

Teacher Academy curriculum

Documentation reflects my extensive knowledge and experiences

Professional Performance in the performing arts that contribute to the understanding of
Resume the discipline and the teaching of content.
Teachers plans reflect solid understanding of the content, the
Extended Lesson Plan students, and assessments

REFLECTION
HIGH
DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY
PROFICIENT

I feel all of these artifacts represent a Highly Proficient with room to move into Distinguished
platform in planning and preparation. Not only from my years of professional work in the
performing arts industry, but also the continuous certifications and trainings that help reflect
knowledge and growth in the discipline of theatre, performance, and classroom structure. All
artifacts have helped me gain the ability to identify the important concepts of the discipline, as
well as a better understanding of the content I’m teaching. My years of professional work and
continued growth also provide an accurate amount of information when giving feedback to
students, in regard to “real world” applications in the performing arts.
 DOMAIN 1:
PLANNING &
PREPARATION
1b. Demonstrating Knowledge of Students
 Knowledge of child and adolescent development
 Knowledge of the learning process
 Knowledge of students’ skills, knowledge & language proficiency
Knowledge of student’s special needs

HOW THE ARTIFACT/EVIDENCE SATISFIES THE

ARTIFACT/EVIDENCE COMPONENT
Teacher displays understanding of individual student’s learning
Reflection Conversation and is able to recognize strategies used to assess

Documentation that allows the students to self-reflect and serves

Student Questionnaire as a tool to assess student diversity and individual needs.

Method that helps assess student abilities and background

Stage Crew Application knowledge in their theatrical area of interest

REFLECTION
HIGH
DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY
PROFICIENT
All of these artifacts reflect Highly Proficient in demonstrating knowledge of students. I have a
solid understanding of who my students are as well as interests, background, and special needs if
applicable. I continually use this information to assess my curriculum, lesson plans, classroom
environment, student needs, and extra-curricular involvements throughout the school year.
 DOMAIN 1:
PLANNING &
PREPARATION
1c. Setting Instructional Outcomes
 Value, sequence and alignment
 Clarity
 Balance
 Suitability for diverse learners

HOW THE ARTIFACT/EVIDENCE SATISFIES THE

ARTIFACT/EVIDENCE COMPONENT

Extended Lesson Plan
Unit: William Shakespeare &
A Midsummer Night’s Dream
Teachers plans reflect solid understanding of the content, the
students, assessments, and outcomes.
Outcomes represent important learning in the discipline. The
outcomes are clear, written in the form of student learning, anad
reflect several different types of learning

Video of “Fairy Speech” Teacher connects outcomes with previous and future learning.

REFLECTION
HIGH
DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY
PROFICIENT

The artifacts support highly proficient/Distinguished categories. I provide curriculum such as the
Shakespeare Unit that connects outcomes from the previous lessons and also prepares students
for future learning. I work on differentiating the outcomes, so students have the opportunity to
show growth depending on their individual needs and strengths. For example, this would include
lessons that contain components of visual observations, written work, verbal responses, group
work, partner work, individual work, and performance-based assessments.
 DOMAIN 1:
PLANNING &
PREPARATION
1d. Demonstrating Knowledge of Resources
 Resources for classroom use
 Resources to extend content knowledge and pedagogy
 Resources for students

HOW THE ARTIFACT/EVIDENCE SATISFIES THE

ARTIFACT/EVIDENCE COMPONENT
Pebble Night at “Legends In Teacher has ongoing relationship with colleges and production
Concert” companies that support student learning

Theatre II Masterclass on Helps facilitate student contact with local resources in the
Sound classroom

Contract of Professional work Teacher pursues apprenticeships to increase discipline

outside the classroom knowledge and pedagogy

REFLECTION
HIGH
DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY
PROFICIENT

Artifacts display Distinguished growth. I maintain close relationships with colleges and companies
in the professional sector as a way to help maintain and expand resources accessible to students
and myself. These opportunities go beyond the classroom and allow for “real world” applications
to student learning, performances, and growth.
 DOMAIN 1:
PLANNING &
PREPARATION
1e. Designing Coherent Instruction
 Learning activities
 Instructional materials and resources
 Instructional groups
 Lesson & unit structure

HOW THE ARTIFACT/EVIDENCE SATISFIES THE

ARTIFACT/EVIDENCE COMPONENT
Student Written Choral Ode Learning activities are matched to instructional outcomes and
Scripts provide opportunities for higher-level thinking

Choral Ode Performances Plans represent coordination of in-depth content knowledge and
understanding of different students’ needs. Results are a series of
learning activities designed to engage students in high-level
cognitive activity and are appropriate for individual learners.

REFLECTION
HIGH
DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY
PROFICIENT
The Ancient Greek Unit reflects High Proficiency with room to move into Distinguished. Upper
school students are introduced to Ancient Greek theatre first through the civilization, followed by
the progression from storytelling, into the transformation of the first theatrical experiences of
mankind. They are were introduced to the types of plays performed during this time period and
explored details that surround the first amphitheater. Students were given many opportunities
throughout the unit to discuss, practice, and reflect on the connections between the past and
present through written, verbal, and performance assessments. The unit concluded with students’
working in groups to develop and perform an original Choral Ode. Groups were pre-determined
by instructor based off of individual needs, but the process during the assignment was based
mostly off of student choice. They delegated “jobs” which included script writers, mask/costume
designers, and choreographers. Each group worked together to cast, write, and memorize their
scripts. They also staged their own performances, designed and created masks and costumes, and
performed to an audience outside. Along with the performance assessment, a final written unit
test was provided followed by whole group verbal discussions/ reflections on the experience.
 DOMAIN 1:
PLANNING &
PREPARATION
1f. Designing Student Assessments
 Congruence w/ instructional outcomes
 Criteria and standards
 Design of formative assessments
 Use for planning

HOW THE ARTIFACT/EVIDENCE SATISFIES THE

ARTIFACT/EVIDENCE COMPONENT
Musical Theatre Mock Teacher-designed assessments are authentic with real-world
Auditions applications, as appropriate

Students participate in designing assessments for their own work

Student Designed Rubric

Students are actively involved in collecting information from

Student Self-Evaluations formative assessments and provide input.

REFLECTION
HIGH
DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY
PROFICIENT
These artifacts support an area of distinguished critical attributes and assessments. I have been able
to use my musical theatre class as a platform to engage the students in productive involvement as it
pertains to creating the curriculum, rubrics, and assessments. I excel at taking my professional
experiences/ knowledge and applying it to the lessons as a way to then guide students into
developing their own assessments and maximizing their understanding and skill sets.