Visual Arts

Context for Learning Information

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.

NAME:
1. In what type of school do you teach?
Elementary school: [ X ]
Middle school: [ ]
High school: [ ]
Other (please describe): [ ]
Urban: [ ]
Suburban: [ ]
Rural: [ X ]
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.
[ Some days 2 students are pulled out for direct instruction with a special education teacher.
Lessons plans will need to be shared with her for these students.]
3. Describe the physical facilities (e.g., regular classroom, specially equipped art room,
portable, storage space), materials, and equipment (e.g., easels, potters wheel, kiln)
available to you for the learning segment.
[ Regular classroom, white board, desks, u shaped table, smart board with projector ]
4. Describe any district, school, or cooperating teacher requirements, expectations, or
scheduling that might affect your planning or delivery of instruction, such as required
curricula, pacing plan, use of specific instructional strategies, or standardized tests.
[The plans presented are designed for a grade level that does not create and share team plans.
This unit would not fit in with a traditional paced unit on explorers. It takes a more in depth look
at Columbus while simultaneously expanding students civic mindfulness. It involves more
discussions than traditional social studies lessons. Due to the content of the lessons and
learning objectives put forth, standardized testing of knowledge would not allow students to fully
demonstrate their understanding of the material presented.]
About the Class Featured in This Assessment

1. How much time is devoted each day to visual art instruction in your classroom?
[N/A ]
2. Identify any textbook or instructional program you primarily use for visual art instruction. If a
textbook, please provide the title, publisher, and date of publication.
[N/A ]
3. List other resources (e.g., electronic whiteboard, hands-on materials, online resources, art
posters, slides of artwork, and/or materials for art production) you use for visual art
instruction in this class.
[ ]
Copyright 2013 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.

Visual Arts
Context for Learning Information
About the Students in the Class Featured in This Assessment

1. Grade level(s): [ 4 ]
2. Number of

students in the class [ 19 ]

males [13 ] females [ 6 ]
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. The first two 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:
Classifications/Needs
Comprehension Disability

Number of
Students
2

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Extra time/supplemental information

Other Learning Needs

Number of
Students
10

Supports, Accommodations,
Modifications
Verbal supports, extra time, vocabulary
definitions, oral explanation instead of
written

English Language Learners

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
permitted only pursuant to the terms of a written license agreement.