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 permit-
ted only pursuant to the terms of a written license agreement.
Context for Learning Information Directions: 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 Teaching
1. In what type of school do you teach?
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.

[80% of students from Jefferson Middle School come from low-income familes. 12% are
English language learners and 14% have IEPs. 65% of the students are Hispanic and 16%
African American. . In the class which I will be teaching for my edTPA, there are no students
with IEPs.]
3. Describe any facilities considerations that might impact your instruction (e.g., equipment
needs, room layout/design, access to performance/practice space, instruments, accompa-
nist, storage).
I have a medium sized band room at Jefferson Middle School, with two sectional rooms that
are connected to it. I will be teaching my lessons in one of these rooms. Each student has
an instrument, the tuba and baritones are school owned, and the trombones are owned by
the student playing them. I have access to a white board and a piano in this room which is
very helpful for my lesson. There are ample chairs and stands to be used.
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 discussed the concepts I would teach together. The district
curriculum led us to our decision for me to teach with the ultimate goal of the students un-
derstanding ledger lines. They will receive a post-test following my lessons to see their
growth from the pretest they took earlier.
About the Class Featured in This Assessment
1. How much time is devoted each day to performing arts instruction in your classroom?
43 minutes per class, 2-3 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 permit-
ted only pursuant to the terms of a written license agreement.
Standard of Excellence Book 2 Neil A. Kjos Music Company
Elledge, Chuck, Jane Yarbrough, and Bruce Pearson. Standard of Excellence. San Diego:
Neil A. Kjos Music, 1993. Print.
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online re-
sources) you use for instruction in this class.
Computer, projector, sound system, recordings, whiteboard
About the Students in the Class Featured in This Assessment
1. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
6
th
grade
2. Number of
students in the class [9]
males [5] females [4]
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: Classifica-
tions/Needs
Number of
Students
Supports, Accommodations, Modifica-
tions, Pertinent IEP Goals
Example: Physical limitations 0 PE for social outcomes only
Other Learning Needs Number of
Students
Supports, Accommodations, Modifica-
tions
English Language Learners 0