TPA Task 1: Planning Instruction and Assessment

Context for Learning

completed by Maggie Gleason
Directions: Provide the requested context information for your placement. Please
bring a paper copy to class.
Grading: While you will not receive formal grade for this assignment it is expected
you will complete it to the best of your ability. You will receive written feedback
to help you in preparation for this section of the TPA when you student teach.
This assignment serves as a for learning assessment.

About the school where you are teaching:

1. In what type of school do you teach? Elementary School:
__Public________________________________
Circle one:

Urban

Suburban

Rural

2. List any specialized features of your school or classroom setting (e.g., themed magnet,
students are tracked into the class, classroom aide, bilingual, team taught with a special
education teacher) that will affect your teaching (in this learning segment).
Taught by a specialist (Ronnie Maas)

3. Describe any district, school, or cooperating teacher (CT) requirements or expectations

that might impact your planning or delivery of instruction, such as required curricula,
pacing plan, use of specific instructional strategies, or standardized tests.
District/School (e.g. curriculum):

CT Requirements (e.g. strategies):

About the subject area you are teaching:

4. How much time is devoted each day to social studies instruction in your classroom?
Social Studies is rotated with music and PE so it is once every three days for 50
minutes.

5. Identify any textbook or instructional program you primarily use for social studies
instruction. If a textbook, please provide the name, publisher, and date of publication.

Social Studies Alive! Americas Past, Teachers Curriculum Institute, 2010

6. List other resources (e.g., SmartBoard, online technology resources, maps) used for
social studies instruction in this class. *include print, non-print, artifacts, etc.
Maps (world, U.S., native american), flags, projector, teachtci.com (teacher
subscription to textbook), artifact shelf (wagon, native american objects, pyramid,
canoe), historical posters (i.e. MLK Jr), Childrens books

About the students in this class:

7. Grade level(s) ________5________
8. Number of:
a. Students in the class ____29____
b. Males __17______ Females __12_____
c. English language learners ___1_______
d. Students identified as gifted and talented __________
e. Students with Individualized Education Plans (IEPs) or 504 plans _____5____
9. Complete the chart below to summarize the required accommodations or
modifications for special education students or gifted and talented students that will
affect your social studies instruction (in this learning segment). As needed, consult with
your cooperating teacher to complete the chart. The first row has been completed as an
example. Use as many rows as you need.
Special Education
Category

Number of
Students

Accommodations/Pertinent IEP Objectives

Example:
Learning
Disability

Example:
4

Example:
Close monitoring, follow up, and Resource Room

Speech or
Language
Impairment

Adapted from: http://www.mnteachered.org/files/TPA%20Prototype%20August

%202010.pdf