K-12 Performing Arts

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: _____
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.
[There are no special features of my school that affect my teaching in this learning segment.]
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).
[The band room is connected to the student commons, with a door separating the two. This
impacts my teaching segment because my students are easily distracted when there are
students occupying the commons. There are also no practice spaces inside the school that are
designated practice rooms. This impacts my learning segment because I am not able to ensure
or monitor individual practice time inside the school; instead I rely on students honesty that they
consistently practice at home. My cooperating teacher also uses half of the board for the
rehearsal that is after my teaching segment. This impacts my instruction because there is an
agenda and announcements that do not pertain to my instruction on white board during my
teaching segment.]
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.
[In our district there is an annual solo and ensemble festival that is required for students to
participate in. This requirement affected my overall planning of my instruction by shaping the
material I chose for the group and the central focus of my EdTPA.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to performing arts instruction in your classroom?
[35-40 minutes is devoted each day to performing arts instruction in my classroom.]
2. Identify any textbook or instructional program you primarily use for instruction. If a textbook,
please provide the title, publisher, and date of publication.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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All rights reserved.
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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.

K-12 Performing Arts

Task 1: Context for Learning Information

[I am using the book Ensemble Classics for Clarinet, Book I by H. Voxman, published by
Rubank Inc. Music Publisher in 1942.]
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online
resources) you use for instruction in this class.
[Resources I use for instruction in this class included videos found online and audio clips for
listening examples and a power-point presentation that I composed to introduce the topic to my
students. I also utilized the whiteboard, and a projection screen to instruct this class.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[The grade composition of my students is 1 seventh grader and 3 eighth graders.]
2. Number of

students in the class: 4

males: 4 females: _____
3. Complete the charts 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 charts. 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
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For Assessment Task 3, you will choose work samples from 3 focus students. At least one of
these students must have a specified learning need. Note: California candidates must
include one focus student who is an English language learner.1
Students with IEPs/504 Plans
IEPs/504 Plans:
Classifications/Needs
Example: Physical limitations

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Classroom aide or extra time

504 Plan: Attention Deficit

Disorder

Visual and verbal reminders to stay on

task. Allow the student extra time on
written assessments.

Students with Specific Language Needs

Language Needs

Number of
Students

Supports, Accommodations,
Modifications

California candidatesIf you do not have any English language learners, select a student who is challenged by academic

English.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

2 of 3 | 4 pages maximum
All rights reserved.
V4_0915
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.

K-12 Performing Arts

Task 1: Context for Learning Information

Example: English language

learners with only a few
words of English

Example: Students who

speak a variety of English
other than that used in
textbooks
Student where English is their
second language

Pre-teach key words and phrases

through examples and graphic
organizers (e.g., word cluster,
manipulatives, visuals)
Have students use pre-taught key words
and graphic organizers to complete
sentence starters
Make connections between the
language students bring and the
language used in the textbook
Have student frequently repeat
directions to ensure that they understand
what is expected and asked of them.

Students with Other Learning Needs

Other Learning Needs
Example: Struggling readers
Gifted (Extended Learning
Program)

Number of
Students
5
1

Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for resource materials
Additional work outside of class to keep
the student engaged. Encourage the
student to apply interdisciplinary
knowledge to the lesson.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 4 pages maximum
All rights reserved.
V4_0915
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.