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.
[Bilingual (dual language program).]
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 layout of the classroom is in a traditional classroom, shared with one other general music
teacher as well as a heritage Spanish teacher. Desks are in rows, there is a projector on the
ceiling, and a white board in front.]
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.
[The only requirement that affects my planning is that every Wednesday classes are shortened
to 30 minutes.]
About the Class Featured in this Learning Segment
1. How much time is devoted each day to performing arts instruction in your classroom?
[44 minutes per class period and a total of 4 hours and 40 minutes a day is devoted to
performing arts instruction. Each music class stays for a total of 9 weeks and we meet every
day.]
2. Identify any textbook or instructional program you primarily use for instruction. If a textbook,
please provide the title, publisher, and date of publication.
[There are no textbooks or instructional program used, everything in the curriculum was created
by the music teacher.]
Copyright 2015 Board of Trustees of the Leland Stanford Junior University.
1 of 3 | 4 pages maximum
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
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online
resources) you use for instruction in this class.
[Whiteboard, Projector, Multimedia, Prezi, Nearpod, Jazz Packets, Ukuleles, Youtube Videos,
and each student is equipped with their own Google Chrome Book and Google Tablet.]
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):
[ 7th grade class ]
2. Number of
students in the class: __27__
males: __13__ females: __14__
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
Number of
Students
Diabetes
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Medication at the nurse.
Students with Specific Language Needs
Language Needs
Limited English Proficient
Number of
Students
5
Supports, Accommodations,
Modifications
Placed an English Language
Learning transition class, as well as
in a Heritage Spanish class. As well
as, provide oral explanations for
directions and information.
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
Students with Other Learning Needs
Other Learning Needs
Struggling readers
Number of
Students
8
Supports, Accommodations,
Modifications
Provide oral explanations for
directions and information.
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.
