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edTPA_PerfArts_V06.1

K–12 Performing Arts

Assessment Handbook

Version 06.1

edTPA stems from a twenty-five-year history of developing performance-based assessments of

teaching quality and effectiveness. The Teacher Performance Assessment Consortium (Stanford

and AACTE) acknowledges the National Board for Professional Teaching Standards, the

Interstate Teacher Assessment and Support Consortium, and the Performance Assessment for

California Teachers for their pioneering work using discipline-specific portfolio assessments to

evaluate teaching quality. This version of the handbook has been developed with thoughtful input

from over six hundred teachers and teacher educators representing various national design

teams, national subject matter organizations (ACEI, ACTFL, AMLE, CEC, IRA, NAEYC, NAGC,

NCSS, NCTE, NCTM, NSTA, SHAPE America), and content validation reviewers. All

contributions are recognized and appreciated.

This document was authored by the Stanford Center for Assessment, Learning, and Equity (SCALE)

with editorial and design assistance from Evaluation Systems.

The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University.

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

edTPA K–12 Performing Arts Assessment Handbook

Contents

Introduction to edTPA K–12 Performing Arts ................................................................................... 1

Purpose................................................................................................................................................................... 1

Overview of the Assessment ................................................................................................................................... 1

Structure of the Handbook ...................................................................................................................................... 3

edTPA K–12 Performing Arts Tasks Overview ....................................................................................................... 5

Planning Task 1: Planning for Instruction and Assessment .......................................................... 8

What Do I Need to Think About? ............................................................................................................................ 8

What Do I Need to Do? ........................................................................................................................................... 8

What Do I Need to Write? ..................................................................................................................................... 10

How Will the Evidence of My Teaching Practice Be Assessed? ........................................................................... 12

Planning Rubrics ................................................................................................................................................... 13

Instruction Task 2: Instructing and Engaging Students in Learning ........................................... 18

What Do I Need to Think About? .......................................................................................................................... 18

What Do I Need to Do? ......................................................................................................................................... 18

What Do I Need to Write? ..................................................................................................................................... 20

How Will the Evidence of My Teaching Practice Be Assessed? ........................................................................... 21

Instruction Rubrics ................................................................................................................................................ 22

Assessment Task 3: Assessing Student Learning ........................................................................ 27

What Do I Need to Think About? .......................................................................................................................... 27

What Do I Need to Do? ......................................................................................................................................... 27

What Do I Need to Write? ..................................................................................................................................... 29

How Will the Evidence of My Teaching Practice Be Assessed? ........................................................................... 31

Assessment Rubrics ............................................................................................................................................. 32

Professional Responsibilities ........................................................................................................... 37

K–12 Performing Arts Context for Learning Information .............................................................. 38

K–12 Performing Arts Evidence Chart ............................................................................................ 41

Planning Task 1: Artifacts and Commentary Specifications .................................................................................. 41

Instruction Task 2: Artifacts and Commentary Specifications ............................................................................... 42

Assessment Task 3: Artifacts and Commentary Specifications ............................................................................ 43

K–12 Performing Arts Glossary ....................................................................................................... 46

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Introduction to edTPA K–12 Performing

Arts

Purpose

The purpose of edTPA K–12 Performing Arts, a nationally available performance-based

assessment, is to measure novice teachers’ readiness to teach K–12 performing arts. The

assessment is designed with a focus on student learning and principles from research and

theory. It is based on findings that successful teachers

develop knowledge of subject matter, content standards, and subject-specific

pedagogy

devel

op and apply knowledge of varied students’ needs

consider research and theory about how students learn

reflect on and analyze evidence of the effects of instruction on student learning

As a performance-based assessment, edTPA is designed to engage candidates in

demonstrat

ing their understanding of teaching and student learning in authentic ways.

Overview of the Assessment

The edTPA K–12 Performing Arts assessment is composed of three tasks:

1. Planning for Instruction and Assessment

2. Instructing and Engaging Students in Learning

3. Assessing Student Learning

For this assessment, you will plan 3–5 consecutive performing arts lessons (or, if

teaching perf

orming arts within a large time block, 3–5 hours of connected instruction)

referred to as a learning segment. Consistent with the National Core Arts Standards (dance,

music,

and theatre),

a learning segment prepared for this assessment must reflect a

balanced approach to performing arts.

The National Core Arts Standards (2014) are available at http://www.nationalartsstandards.org/.

This means your segment should include learning tasks that support students to create,

perform, and/or respond to music/dance/theater. This should include opportunities to apply

knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

elements, organizational principles)

contextual understandings (e.g., social, cultural, historical, and personal reflection)

artistic expression (e.g., interpretation, creativity, exploration/improvisation, individual

choices)

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You will then teach the learning segment, making a videorecording of your interactions with

students during instruction. You will also assess, informally and formally, students’ learning

throughout the learning segment. Upon completion of the three tasks, you will submit

artifacts from the tasks (e.g., lesson plans, clips from your videorecording, assessment

materials, instructional materials, student work samples), as well as commentaries that you

have wr

itten to explain and reflect on the Planning, Instruction, and Assessment

components of the tasks. The artifacts and commentaries for each task will then be

evaluated using rubrics especially developed for each task.

The edTPA Tasks and the Cycle of Effective Teaching

The three edTPA tasks represent a cycle of effective teaching (i.e., teaching that is focused

on student learning). Planning Task 1 documents your intended teaching, Instruction Task

2 documents your enacted teaching, and Assessment Task 3 documents the impact of

your teaching on student learning.

The three tasks and the evidence you provide for each are framed by your understandings

of your students and their learning. As you develop, document, and teach your lessons, you

will reflect upon the cyclical relationship among planning, instruction, and assessment, with

a focus on your students’ learning needs.

Evidence of Teaching Practice: Artifacts and Commentaries

An essential part of edTPA is the evidence you will submit of how you planned, taught, and

assessed your lessons to deepen student learning in the performing arts. This evidence

includes both artifacts and commentaries:

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Artifacts represent authentic work completed by you and your students. These

include lesson plans, copies of instructional and assessment materials, video clips of

your teaching, and student work samples.

Commentaries are your opportuni

ty to describe your artifacts, explain the rationale

behind their choice, and analyze what you have learned about your teaching practice

and your students’ learning. Note that although your writing ability will not be scored

directly, commentaries must be clearly written and well focused.

When preparing your artifacts and commentaries, refer to t

he rubrics frequently to guide

your thinking, planning, and writing. Refer to the K–12 Performing Arts Evidence Chart

info

rmation about how your evidence should be formatted for electronic submission.

Evaluation Criteria

The rubrics used to score your performance on edTPA are included in this handbook,

following the sections describing the directions for each task. The descriptors in the five-

level rubrics address a wide range of performance, beginning with the knowledge and skills

of a novice not ready to teach (Level 1) and extending to the advanced practices of a highly

accomplished beginner (Level 5).

Structure of the Handbook

The following pages provide specific instructions on how to complete each of the three tasks

of the edTPA K–12 Performing Arts assessment. After an overview of the tasks, the

handbook provides instructions for each task organized into four sections:

1. What Do I Need to Think About?

This section provides focus questions for you to think about when completing the

task.

2. W

hat Do I Need to Do?

This section provides specific and detailed directions for completing the task.

3. What Do I Need to Write?

This section tells you what you need to write, and also provides specific and detailed

direct

ions for writing the commentary for the task.

4. How Will the Evidence of My Teaching Practi

ce Be Assessed?

This section includes the rubrics that will be used to assess the evidence you provide

for t

he task.

Additional requirements and resources are provided for you in this handbook:

Professional Responsibilities: guidelines for the development of your evidence

K–12

Performing Arts Context for Learning Information: prompts used to collect

info

rmation about your school/classroom context

K–12 Performing Arts Evidence Chart: specifications for

electronic submission of

evidence, including templates, supported file types, number of files, response length,

and other important evidence specifications

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Glossary: definitions of key terms can be accessed by rolling your cursor over each

glossary term marked with a dotted underline throughout the handbook or by

referring to the K–12 Performing Arts Glossary.

You should review the Making Good Choices document prior to beginning the planning of

the

learning segment. If you are in a preparation program, it will have additional resources

that provide guidance as you develop your evidence.

Review all instructions carefully before beginning to teach the learning segment to

ensure that you are well prepared for all tasks. Before you record your videos,

pay particular attention to the specific content focus of each video clip

submission; these foci are described in the What Do I Need to Do? sections in

Instruction Task 2 and Assessment Task 3. Refer to the Professional

Responsibilities section of this handbook for important information about

permissions, confidentiality, and other requirements.

If your program requires you to submit artifacts and commentaries for official

scoring, refer to www.edTPA.com for complete and current information before

beginning your work and to download templates for submitting materials. The

website contains information about the registration process, submission deadlines,

submission requirements, withdrawal/refund policies, and score reporting. It also

provides contact information should you have questions about your registration and

participation in edTPA.

Whether submitting directly to www.edTPA.com or via your program’s electronic

portfolio management system, follow the submission guidelines as documented in

the Evidence Chart and review edTPA Submission Requirements to ensure that

your materials conform to the required evidence specifications and requirements for

scoring.

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edTPA K–12 Performing Arts Tasks Overview

Planning Task 1: Planning for Instruction and Assessment

►



What to Do

Select one class as a focus for this

assessment.

Provide relevant context information.

Identify a learning segment to plan,

teach, and analyze student learning.

Your learning segment should include

3–5 consecutive lessons (or, if

teaching performing arts within a large

time block, about 3–5 hours of

connected instruction).

►

Determine a central focus for your

learning segment. The central focus

should support students to create,

perform, and/or respond to

music/dance/theater by applying

knowledge/skills, contextual

understandings (e.g., social, cultural,

historical, personal reflections), and

artistic expression (e.g., interpretation,

creativity, exploration/improvisation,

individual choices).

►

Write and submit a lesson plan for each

lesson in the learning segment.

Select and submit key instructional

materials needed to understand what

you and the students will be doing.

Choose one language function and

other language demands important to

understanding K–12 performing arts in

your learning segment. Identify a

learning task where students are

supported to use this language.

►

Respond to commentary prompts prior

to teaching the learning segment.

Submit copies of all written

assessments and/or clear directions for

any oral or performance assessments

from the learning segment.

What to Submit

Part A: Context for Learning

Information

Part B: Lesson Plans for

Learning Segment

Part C: Instructional Materials

Part D: Assessments

Part E: Planning Commentary

Evaluation Rubrics

Planning Rubrics

Rubric 1: Planning for Developing

Student Knowledge and Skills in

the Performing Arts

Rubric 2: Planning to Support

Varied Student Learning Needs

Rubric 3: Using Knowledge of

Students to Inform Teaching and

Learning

Rubric 4: Identifying and

Supporting Language Demands

Rubric 5: Planning Assessments

to Monitor and Support Student

Learning

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Instruction Task 2: Instructing and Engaging Students in Learning

What to Do

Obtain required permissions for

videorecording from parents/guardians

of your students and other adults

appearing in the video.

Identify lessons f

rom the learning

segment you planned in Planning Task

1 to be videorecorded. You should

choose lessons that show you

interacting with students to create,

perform, or respond to

music/dance/theater by applying

knowledge/skills (e.g.,

tools/instruments, technical

proficiencies, processes, elements,

organizational principles), contextual

understandings (e.g., social, cultural,

historical, personal reflection), and

artistic expression (e.g., interpretation,

creativity, exploration/improvisation,

individual choices).

Videorecord your teaching and se

lect 2

video clips (no more than 10 minutes

each, but not less than 3 minutes

combined).

Analyze your teaching and your

stu

dents’ learning in the video clips by

responding to commentary prompts.

What to Submit

Part A: Video Clips

Part B: Instruction

Commen

tary

Evaluation Rubrics

►



Instruction Rubrics

Rubric 6: Learning Environment

Rubric 7: Engaging Students in

Learning

Rubric 8: Deepening Student

Learning

Rubric 9: Subject-Specific

Pedagogy

Rubric 10: Analyzing Teaching

Effectiveness

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►

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Assessment Task 3: Assessing Student Learning

What to Do

Select one assessment from the

learning segment that you will use to

evaluate your students’ developing

knowledge and skills. Attach the

assessment used to evaluate student

performance to the end of the

Assessment Commentary.

Submit the evaluation criteria you will

use to ana

lyze student learning.

Collect and analyze student work to

identi

fy quantitative and qualitative

patterns of learning within and across

learners in the class.

Select 3 student work samples to

ill

ustrate your analysis of the patterns of

learning within and across learners in

the class. At least 1 of the samples

must be from a student with specific

learning needs. These 3 students will

be your focus students.

Summarize the learning of the whole

class, r

eferring to work samples from

the 3 focus students to illustrate

patterns in student understanding

across the class.

Submit feedback for the work samples

for the 3

focus students in written,

audio, or video form.

Analyze evidence of students’

langu

age use from (1) the video clips

from Instruction Task 2, (2) an

additional video clip of one or more

students using language within the

learning segment, AND/OR (3) the

student work samples from

Assessment Task 3.

Analyze evidence of student learning

and plan

for next steps by responding

to commentary prompts.

What to Submit

Part A: Student Work

Samples

Part B: Evidence of Feedback

Part C: Assessment

Commentary

art D: Evaluation Criteria

Evaluation Rubrics

Assessment Rubrics

Rubric 11: Analysis of Student

Learning

Rubric 12: Providing Feedback to

Gui

de Learning

Rubric 13: Student

Understa

nding and Use of

Feedback

Rubric 14: Analyzing Students’

Language Use and Performing

Arts Learning

Rubric 15: Using Assessment to

Inform In

struction

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Planning Task 1: Planning for Instruction

and Assessment

What Do I Need to Think About?

In Planning Task 1, you will describe your plans for the learning segment and explain how

your instruction is appropriate for the students and the content you are teaching. As you

develop your plans, you need to think about the following:

What do your students know, what can they do, and what are they learning to do?

What do you want your students to learn? What are the important understandings

and core

concepts you want students to develop within the learning segment?

How will you use your knowledge of your students’ assets to inform your plans?

hat instructional strategies, learning tasks, and assessmen

ts will you design to

support

student learning and language use?

How will your learning segment support students to develop and use language that

deepens con

tent understanding?

How is the teaching you propose supported by research and theory about how

student

s learn?

What Do I Need to Do?

Select a class. If you teach more than one class, select one focus class for this

assessment. If your placement for performing arts has you responsible for a group rather

than a whole class, plans should describe instruction for that group (minimum of 4

students). That group will constitute “the whole class” for edTPA.

Provide context information. The K–12 Performing Arts Context for Learning

Information form is provided later in this handbook and

must be submitted in a template.

This form provides essential information about your students and your school/classroom.

The context information you submit should be no more than 4 pages, including the

prompts.

Identify a learning segment to plan, teach, and analyze. Review the curriculum with

your

cooperating teacher and select a learning segment of 3–5 consecutive lessons

(or, if teaching music/dance/theater within a large time block, select a learning segment

of about 3–5 hours of connected instruction).

Identify a central focus. Identify the central focus along with the content standards and

obj

ectives you will address in the learning segment. The central focus should support

students to create, perform, and/or respond to music/dance/theater by providing

opportunities to apply knowledge/skills, contextual understandings, and artistic

expres

sion.

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Identify and plan to support language demands. Select a key language function from

your learning objectives. Choose a learning task that provides

opportunities for students

to practice using that language function. Identify additional language demands

associated with that task. Plan targeted supports that address the identified language

demands, including the language function.

Write a lesson plan for each lesson i

n the learning segment. Your lesson plans should

be detailed enough that a substitute or other teacher could understand them well enough

to use them.

Lesson plans must include the foll

owing information, even if your teacher preparation

program requires you to use a specific lesson plan format:

State-adopted student academic content standards and/or national stand

ards that

are the target of student learning (Note: Please include the number and text of each

standard that is being addressed. If only a portion of a standard is being addressed,

then only list the part or parts that are relevant.)

Learning objectives associated wi

th the content standards

Informal and formal assessments used t

o monitor student learning, including type(s)

of assessment and what is being assessed

Instructional strategies and learning tasks (including what you and the students will

be doing) that suppor

t diverse student needs

Instructional resources and material

s used to engage students in learning

Each lesson plan must be no more than 4 pages in

length. You will need to

condense or excerpt lesson plans longer than 4 pages. Any explanations or rationale for

decisions should be included in your Planning Commentary and deleted from your plans.

Respond to the commentar

y prompts listed in the Planning Commentary section

prior to teaching the learning segment.

Submit your original lesson plans. If you make c

hanges while teaching the learning

segment, you may offer reflection on those changes in the Instruction Task 2 and

Assessment Task 3 Commentaries.

Select and submit key instructional materials needed to understand what

you and

the students will be doing (no more than 5 additional pages per lesson plan). The

instructional materials might include such items as class handouts, assignments, slides,

and interactive whiteboard images. If materials include an audio recording, cite the title

of the work and composer within the lesson plans or instructional materials.

Submit copies of all

written assessments and/or directions for any oral or

performance assessments. (Submit only the blank assessment given to students; do

not submit student work samples for this task.)

Provide citations for the source of all materials that you did not create (e.g.,

published text

s, websites, and material from other educators). List all citations by lesson

number at the end of the Planning Commentary. Note: Citations do not count toward the

commentary page limit.

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See the Planning Task 1: Artifacts and Commentary Specifications in the K–12

Performing Arts Evidence Chart for instructions on electronic submission of

evidence. This evidence chart identifies templates, supported file types, number of

files, response length, and other important evidence specifications. Your evidence

cannot contain hyperlinked content. Any web content you wish to include as part of

your evidence must be submitted as a document file, which must conform to the file

format and response length requirements.

What Do I Need to Write?

In Planning Task 1, you will write

a description of your Context for Learning (s

ee “What Do I Need to Do?” above for

direc

tions)

lesson plans (see “What Do I Need

to Do?” above for directions)

a commentary explaining your plans (see

“Planning Commentary” below for

directions)

Planning Commentary

In Planning Task 1, you will write a commentary, responding to the prompts below. Your

commentary should be no more than 9 single-spaced pages, including the prompts.

1. Central Focus

a. Describe the central focus and purpose of the content you will teach in the

learni

ng segment.

b. Given the central focus, describe how the standards and learning objectives

wit

hin your learning segment address creating, performing, and/or responding to

music/dance/theater by applying

knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

elements, organizational principles)

contextual understandings (e.g., social, cultural, historical, global, personal

ref

lection)

artistic expression (e.g., interpretation, creativity, exploration/improvisation,

indiv

idual choices)

c. Explain how your plans build on each other to help students to create, perform,

and/or r

espond to music/dance/theater and in making connections to

knowledge/skills, contextual understandings, and artistic expression.

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a–b), describe what you know about your students

wit

h respect to the central focus of the learning segment.

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Consider the variety of learners in your class who may require different

strategies/support (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).

a. Prior academic learning and prerequisite skills related to the central f

ocus—Cite

evidence of what students know, what they can do, and what they are still

learning to do.

b. Personal, cultural, and community

assets related to the central focus—What do

you know about your students’ everyday experiences, cultural and

language backgrounds and practices, and interests?

3. Supporting Students’ Performing Arts Learning

Respond to prompts below (3a–c). To support your justifications, refer to the

instructional materials and lesson plans you have included as part of Planning

Task 1. In addition, use principles from research and/or theory to support your

justifications.

a. Justify how your understanding of your students’ prior academic learning and

personal, cultural, and community assets (from prompts 2a–b above) guided your

choice or adaptation of learning tasks and materials. Be explicit about the

connections between the learning tasks and students’ prior academic learning,

their assets, and research/theory.

b. Describe and justify why your instructional strategies and planned supports are

appropriate for the whole class, individuals, and/or groups of students with

specific learning needs.

Consider the variety of learners i

n your class who may require different

strategies/support (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).

c. Describe common student errors, weaknesses, or misunderstandings within your

content focus and how you w

ill address them.

4. Supporting Performing Arts Development Through Language

As you respond to prompts 4a–d, consider t

he range of students’ language assets

and needs—what do students already know, what are they struggling with, and/or

what is new to them?

a. Language Function. Using informat

ion about your students’ language assets

and needs, identify one language function essential for students to learn the

performing arts knowledge within your central focus. Listed below are some

sample language functions. You may choose one of these or another more

appropriate for your learning segment.

Analyze Compare/contrast Create Describe Eval

uate

Explain Identify Improvise Perform Respond

Summarize

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b. Identify a key learning task from your plans that provides students with

opportunities to practice using the language function. Identify the lesson in which

the learning task occurs. (Give lesson/day number.)

c. Additional Language Demands. G

iven the language function and learning task

identified above, describe the following associated language demands (written or

oral) students need to understand and/or use:

Vocabulary and/or symbols

Plus at least one of the following:

Syntax

Discourse

d. Language S

upports.

Refer to your lesson plans and instructional materials as

needed i

n your response to the prompt below.

Identify and describe the instructional supports (during and/or prior to the

learni

ng task) to help students understand, develop, and use the identified

language demands (vocabulary/symbols, function, syntax, discourse).

5. Monitoring Student Learning

In response to the prompts below, refe

r to the assessments you will submit as part of

the materials for Planning Task 1.

a. Describe how your planned formal and informal assessments will provide direct

evidenc

e of students creating, performing, and/or responding to

music/dance/theater by applying knowledge/skills, contextual understandings,

and artistic expression throughout the learning segment.

b. Explain how the design or adaptation of your planned assessments allows

students with specific needs to demonstrate their learning.

Consider the variety of learners in your class who may require different

strategies/support (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).

How Will the Evidence of My Teaching Practice Be

Assessed?

For Planning Task 1, your evidence will be assessed using rubrics 1–5, which appear on the

following pages. When preparing your artifacts and commentaries, refer to the rubrics

frequently to guide your thinking, planning, and writing.

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Planning Rubrics

Rubric 1: Planning for Developing Student Knowledge and Skills in the Performing Arts

How do plans build to help students to create, perform, and/or respond to music/dance/theater and make

connections to knowledge/ skills, contextual understandings, and artistic expression?

Level 1

Level 2 Level 3 Level 4 Level 5

Candidate’s plans for

instruction focus solely on

factual knowledge or

technical skill with no

connections to

• contextual

understandings OR

• artistic expression.

There are significant content

inaccuracies that

will lead to

student misunderstandings.

Standards, objectives, and

learn

ing tasks and materials

are not aligned with each

other.

Candidate’s plans for

instructi

on support students

to create, perform, and/or

respond to

music/dance/theater with

vague connections to

• knowledge/skills AND

• contextual

understandings or

artistic expression.

Candidate’s plans for

instructi

on build on each

other to support students to

create, perform, and/or

respond to

music/dance/theater with

connections to

• knowledge/skills AND

• contextual understandings

or artistic expression.

Candidate’s plans for

instructi

on build on each other

to support students to create,

perform, and/or respond to

music/dance/theater with clear

and consistent connections to

• knowledge/skills,

• contextual understandings,

AND

• artistic expression.

Level 4 plus:

Candidate explains how s/he

will use learning tasks and

materials to guide one or

more individual students in

their personal development

in music/dance/theater.

Text representing key differences between adjacent score levels is shown in bold. Evidence that does not meet Level 1 criteria is scored at Level 1.

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Planning Rubrics continued

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Rubric 2: Planning to Support Varied Student Learning Needs

How does the candidate use knowledge of his/her students to target support for them to create, perform, and/or

respond to music/dance/theater and apply knowledge/skills, contextual understandings, and artistic

expression?

Level 1 Level 2 Level 3 Level 4 Level 5

There is no evidence of

planned supports.

Candidate does not atte

nd to

ANY INSTRUCTIONAL

requirements in IEPs and 504

plans.

Planned supports are loosely

tied t

o learning objectives or

the central focus of the

learning segment.

Planned supports are tied

to learning objectives and

the central focus with

attention to the

characteristics of the

class as a whole.

Planned supports are tied to

learning objectives and the

central focus. Supports

address the needs of specific

individuals or groups with

similar needs.

Level 4 plus:

Supports include specific

strategies to identify and

respond to common errors,

weaknesses, and

misunderstandings.

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Planning Rubrics continued

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Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

How does the candidate use knowledge of his/her students to justify instructional plans?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate’s justification of

learning tasks is either

missing OR represents a

deficit view of students and

their backgrounds.

Candidate justifies learning

tasks with

limited attention to

students’

• prior academic learning

• personal, cultural, or

community assets.

Candidate just

ifies why

learning tasks (or their

adaptations) are appropriate

using examples of students’

• prior academic learning OR

• personal, cultural, or

community assets.

Candidate makes superficial

conne

ctions to research

and/or theory.

Candidate justifies why learning

tasks (or

their adaptations) are

appropriate using examples of

students’

• prior academic learning

AND

• personal, cultural, or

community assets.

Candidate makes connect

ions

to research and/or theory.

Level 4 plus:

Candidate’s justification is

supported b

y principles

from research and/or theory.

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Rubric 4: Identifying and Supporting Language Demands

How does the candidate identify and support language demands associated with a key performing arts learning

task?

Level 1 Level 2 Level 3 Level 4 Level 5

Language demands

identified

by the candidate are not

consistent with the selected

language function

OR task.

Language supports are

missing or are not aligned

with the language demand(s)

for the learning task.

Language supports primarily

addre

ss one language

demand

(vocabulary/symbols,

function, syntax, discourse).

General language supports

address use of two or more

language demands

(vocabulary/symbols, function,

syntax, discourse).

Targeted language supports

address use of

• vocabulary/symbols,

• language function, AND

• one or more additional

language demands

(syntax, discourse).

Level 4 plus:

Langua

ge supports are

designed t

o meet the needs

of students with different

levels of language learning.

Language demands include: language function, vocabulary/symbols, syntax and grammar, and discourse (organizational structures, text structure, etc.).

Language function refers to the learning outcome (verb) selected in prompt 4a (e.g., analyze, interpret).

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Rubric 5: Planning Assessments to Monitor and Support Student Learning

How are the informal and formal assessments selected or designed to monitor students’ development of

knowledge/skills, contextual understandings, and artistic expression through creating, performing, or

responding to music/dance/theater?

Level 1 Level 2 Level 3 Level 4 Level 5

The assessments provide no

evidence to monitor the

development of

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression

in music/dance/theater during

the learning segment.

Candidate does not attend to

ANY ASSESSMENT

requirements in IEPs and

504 plans.

The assessments provide

limite

d evidence to monitor

students’ development of

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression

in music/dance/theater during

the l

earning segment.

The assessments provide

evidence

to monitor students’

development of

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression

in music/dance/theater during

the l

earning segment.

The assessments provide

multiple

forms of evidence to

monitor students’ development

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression

in music/dance/theater

throughout the learning

segment.

Level 4 plus:

The assessments are

stra

tegically designed to

allow individuals or groups

with specific needs to

demonstrate their learning.

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Instruction Task 2: Instructing and

Engaging Students in Learning

What Do I Need to Think About?

In Instruction Task 2, you will demonstrate how you support and engage students in

learning. Before you begin your instruction, you need to think about the following:

What kind of l

earning environment do you want to develop in order to establish

respec

t and rapport, and to support students’ engagement in learning?

hat kinds of learning tas

ks actively engage students in the central focus of the

learni

ng segment?

How will you elicit and build on student responses in w

ays that develop and deepen

content understanding?

In what ways will you connect new content to your students’ prior academic learning

and personal, cultural, or community assets during your instruction?

ow will you use evidence from your instruction to examine and change your

eaching practices to more effectively meet a variety of student learning needs?

What Do I Need to Do?

Obtain required permissions for videorecording. Before you record your video,

ensure that you have the appropriate permission from the parents/guardians of your

students and from adults who appear on the video. Adjust the camera angle to exclude

individuals for whom you do not have permission to film.

Examine your lesson plans for the learning segment and identify challenging

learning tasks in which you and students are actively engaged. The video clips you

select for submission should provide a sample of how you interact with students to

develop performing arts understandings.

Identify lessons to videorecord.

Provide 2 v

ideo clips (each no more than 10 minutes in length, but not less than 3

minutes combined) that demonstrate how you interact with students in a positive

learning environment to support them to create, perform, or respond to

music/dance/theater by developing and applying knowledge/skills (e.g.,

tools

/instruments, technical proficiencies, processes, elements, organizational

principles), contextual understandings (e.g., social, cultural, historical, global, personal

ref

lection), and artistic expression (e.g., interpretation, creativity,

explor

ation/improvisation, individual choices).

The first clip should illustr

ate how you engage students in developing and applying

knowledge/skills, contextual understandings, and/or artistic expression.

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The second clip should illustrate how you support students in the application of

knowledge/skills, contextual understandings, and/or artistic expression through

creating, performing, and/or responding to music/dance/theater.

(Optional) Provide evidence of students’ language use. You may provide evidence

of students’ langua

ge use with your video clips from Instruction Task 2, an additional

video clip of one or more students using language within the learning segment (no more

than 5 minutes in length), AND/OR through the student work samples analyzed in

Assessment Task 3.

Determine whether you will feature the w

hole class or a targeted group of students

(minimum of 4 students) within the class.

Videorecord your classroom teaching. Tips for v

ideorecording your class are

available from your teacher preparation program.

Select video clips to submit and verif

y that the clips meet the following requirements:

Check the video and sound quality to ensure that you and your students can be seen

and heard on the vi

deo clips you submit. If most of the audio in a clip cannot be

understood by a scorer, submit another clip. If there are occasional audio portions

of a clip that cannot be understood that are relevant to your commentary responses,

do one of the following: 1) provide a transcript with time stamps of the inaudible

portion and refer to the transcript in your response; 2) embed quotes with time-stamp

references in the commentary response; or 3) insert captions in the video (captions

for this purpose will be considered permissible editing).

A video clip should be continuous and unedited, with no interruption in the events.

If you have inadvertently included individuals for whom you do not have permission

to film i

n the video clips you plan to submit, you may use software to blur the faces of

these individuals. This is not considered editing. Other portions of the submitted

video clips, including the classroom, your face, and the faces of individuals for whom

you have obtained permission to film, should remain unblurred.

Do not include the name of the state, school, or district in your video. Use first names

only for indiv

iduals appearing in the video.

Respond to the comment

ary prompts listed in the Instruction Commentary section

below after viewing the video clips.

Determine if additional information is needed to understand what you and the

students are doing

in the video clips. For example, if there are graphics, texts, or

images that are not clearly visible in the video, or comments that are not clearly heard,

you may insert digital copies or transcriptions at the end of the Instruction Commentary

(no more than 2 pages in addition to the responses to commentary prompts).

See the Instruction Task 2: Artifacts and Commentary Specifications in the K–12

Performing Arts Evidence Chart for instructions on electronic submission of

evidence. This evidence chart identifies templates, supported file types, number of

files, response length, and other important evidence specifications. Your evidence

cannot contain hyperlinked content. Any web content you wish to include as part of

your evidence must be submitted as a document file, which must conform to the file

format and response length requirements.

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What Do I Need to Write?

Instruction Commentary

In Instruction Task 2, you will write a commentary, responding to the prompts below. Your

commentary should be no more than 6 single-spaced pages, including the prompts. If

needed, insert no more than 2 additional pages of supporting documentation for the

videorecordings at the end of the commentary (e.g., digital copies of indiscernible materials

or transcriptions of inaudible comments). These additional pages do not count toward the

commentary page limit noted above.

1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by

less

on plan number.

2. Promoting a Positive Learning Environment

Refer to scenes in the video clips where you provided a positive learning

envir

onment.

a. How did you demonstrate mutual respect for, rapport with, and responsiveness to

students with varied needs and backgrounds, and challenge students to engage

in learning?

3. Engaging Students in Learning

Refer to examples from the video clips in your responses to the prompts.

a. Explain how your instruction engaged students in developing and applying

knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

elements, organizational principles),

contextual understandings (e.g., social, cultural, historical, global, personal

ref

lection), AND/OR

artistic expression (e.g., interpretation, creativity, exploration/improvisation,

indiv

idual choices).

b. Describe how your instru

ction linked students’ prior academic learning and

personal, cultural, and community assets with new learning.

4. Deepening Student Learning during Instruction

Ref

er to examples from the video clips in your explanations.

a. Explain how you evoked and built on student performances and/or

responses t

o support students’ development and application of knowledge/skills,

contex

tual understandings, and/or artistic expression.

b. Explain how you used modeling, demonstrations,

and/or content examples to

develop s

tudents’ knowledge/skills, contextual understandings, and/or artistic

expression for creating, performing, or responding to music/dance/theater.

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5. Analyzing Teaching

Refer to examples from the vi

deo clips in your responses to the prompts.

a. What changes would you make to your instruction—for the whole class and/or for

student

s who need greater support or challenge—to better support student

learning of the central focus (e.g., missed opportunities)?

Consider the variety of learners in your class who may require different

strategies/support (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).

b. Why do you think these changes would improve student learning? Support your

explanat

ion with evidence of student learning AND principles from theory and/or

research.

How Will the Evidence of My Teaching Practice Be

Assessed?

For Instruction Task 2, your evidence will be assessed using rubrics 6–10, which appear on

the following pages. When preparing your artifacts and commentaries, refer to the rubrics

frequently to guide your thinking, instruction,

and writing.

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Instruction Rubrics

Rubric 6: Learning Environment

How does the candidate demonstrate a positive learning environment that supports students’ engagement in

learning?

Level 1 Level 2 Level 3 Level 4 Level 5

The clips reveal evidence of

disrespectful interactions

between teacher and

students or between

students.

The clips reveal evidence that

student c

reativity or self-

expression is discouraged.

Candidate allows disruptive

behavior to interfere with

student learning.

The candidate demonstrates

respect

for students.

AND

Candidate provides a

learning environm

ent that

serves primarily to control

student behavior, and

minimally supports the

learning goals.

The candidate demonstrates

rapport w

ith and respect for

students.

AND

Candidate provides a

positive,

low-risk learning

environment that reveals

mutual respect among

students and allows for

creativity.

The candidate demonstrates

rapport with and respect for

students.

AND

Candidate provides a

challe

nging learning

environment that promotes

creativity and mutual respect

among students.

The candidate demonstrates

rappor

t with and respect for

students.

AND

Candidate provides a

chall

enging learning

environment that provides

opportunities to express

varied perspectives and

promotes creativity and mutual

respect among students.

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Rubric 7: Engaging Students in Learning

How does the candidate actively engage students in creating, performing, or responding to music/dance/theater

to develop knowledge/skills, contextual understandings, and/or artistic expression?

Level 1 Level 2 Level 3 Level 4 Level 5

Students are participating in

tasks that are superficially

related to the central focus.

Students are participating in

learning tasks that are

unrelated to central

focus/learning objectives.

Students are participating in

music/dance/theater tasks

focusing primarily on

formulaic application of

• knowledge/skills,

• contextual

understandings,

• artistic expression.

Students are engaged in

music/d

ance/theater tasks that

address

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression.

Students are engaged in

music/dance/theater tasks that

develop exploration of

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression.

Students are engaged in

lea

rning tasks that deepen and

expand their individual

application of

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression.

There is little or no ev

idence

that the candidate links

students’ prior academic

learning or personal, cultural,

or community assets with new

learning.

Candidate makes vague or

superficial links between

prior academic learning and

new learning.

Candidate links prior

academic learning to new

learning.

Candidate links prior academic

learning AND personal,

cultural, or community

assets to new learning.

Candidate prompts students

to link prior academic learning

AND personal, cultural, or

community assets to new

learning.

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Rubric 8: Deepening Student Learning

How does the candidate evoke student performances and/or responses to support students’ application of

knowledge/skills, contextual understandings, and/or artistic expression?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate does most of the

talking and students provide

few responses.

Candidate responses include

significant content

inaccuracies that will lead to

student misunderstandings.

Candidate primarily evokes

participatory level student

performances and/or

surface-level responses and

evaluates responses or

performance techniques as

simply correct or incorrect.

Candidate evokes student

performances and/or

responses related to the

application of

• knowledge/skills,

• contextual

understandings,

AND/OR

• artistic expression.

Candidate evokes and builds

on stude

nt performances

and/or responses to promote

the application of

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression.

Level 4 plus:

Candidate facilitates

interactions among

students to evaluate their

own performances,

compositions, or ideas.

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Rubric 9: Subject-Specific Pedagogy

How does the candidate use modeling, demonstrations, and content examples to develop students’

knowledge/skills, contextual understandings, and/or artistic expression for creating, performing, or responding

to music/dance/theater?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate uses primarily

facts or procedures with

little or no attention to

• knowledge/skills,

•

contextual

understandings, OR

• artistic expression.

Materials used in the clips

include s

ignificant content

inaccuracies that will lead to

student misunderstandings.

Candidate uses modeling,

demonst

rations, or content

examples in superficial ways

to address

• knowledge/skills,

• contextual understandings,

• artistic expression.

Candidate uses modeling,

demon

strations, or content

examples in ways that

develop students’

• knowledge/skills,

• contextual understandings,

• artistic expression.

Candidate uses focused

model

ing, demonstrations, or

specific content examples in

ways that deepen students’

• knowledge/skills,

• contextual understandings,

• artistic expression.

Level 4 plus:

Candi

date uses multiple and

target

ed strategies to

support student mastery of

• knowledge/skills,

• contextual understandings,

• artistic expression.

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Rubric 10: Analyzing Teaching Effectiveness

How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied

learning needs?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate suggests changes

unrelated to evidence of

student learning.

Candidate proposes changes

to teacher practice that are

superficially related to

student learning needs (e.g.,

task management, pacing,

improving directions).

Candidate proposes changes

that address students’

collective learning needs

related to the central focus.

Candidate makes superficial

connections t

o research

and/or theory.

Candidate proposes changes

that add

ress individual and

collective learning needs

related to the central focus.

Candidate makes

connect

ions to research

and/or theory.

Level 4 plus:

Candidate justifies changes

using principles

from

research and/or theory.

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Assessment Task 3: Assessing Student

Learning

What Do I Need to Think About?

In Assessment Task 3, you will analyze both student learning and student use of language.

Before you begin the analysis, you need to think about the following:

How will you gather evidence and make sense of what students have learned?

How will you provide meaningful feedback to your students?

How will you use evidence of what students know and are able to do to plan next

steps

in instruction?

How will you identify evidence of and explain students’ use of language that

demonst

rates the development of content understanding?

What Do I Need to Do?

Select one assessment from your learning segment you will use to evaluate your

students’ developing knowledge and skills. It should be an assessment that is completed

by the whole class featured in the learning segment. (If you are teaching only a group

within the class for the learning segment, that group will be “the whole class.”)

The

assessment should reflect the work of individuals, not groups, but may be individual

work from a group task.

The assessment should provide opportunities for students to create, perform, and/or

respond t

o music/dance/theater by applying

knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

element

s, organizational principles),

contextual understandings (e.g., social, cultural, historical, personal reflection),

and/or

art

istic expression (e.g., interpretation, creativity, exploration/improvisation, individual

choic

es).

Define and submit the evaluation criteria you will use to analyze student learning

related to the performing arts understandings described above.

Collect and analyze student work from the selected assessment to identify

quantit

ative and qualitative patterns of learning within and across learners in the class.

You may

submit text files with scanned student work, a video or audio file of a student’s

oral work, OR a student-created video or multimedia file. For each focus student, a video

or audio work sample must be no more than 5 minutes in total running time.

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Select 3 student work samples that represent the patterns of learning (i.e., what

individuals or groups generally understood and what a number of students were still

struggling to understand) you identified in your assessment analysis. These students will

be your focus students for this task. At least one of the focus students must have

specific learning needs, for example, a student with an IEP (Individualized Education

Program) or 504 plan, an English language learner, a struggling reader, an

underperforming student, a student with gaps in academic knowledge, and/or a gifted

student. Note: California candidates must include one focus student who is an English

language learner.

Document the feedback you gave to each of t

he 3 focus students on the work sample

itself, as an audio clip, or as a video clip. You must submit evidence of the actual

feedback provided to each focus student, and not a description of the feedback.

If you submit a student work sample or feedback as a video or audio c

lip and comments

made by you or your focus student(s) cannot be clearly heard, do one of the following: 1)

attach a transcription of the inaudible comments (no more than 2 additional pages) to

the end of the Assessment Commentary; 2) embed quotes with time-stamp references in

the commentary response; 3) insert captions in the video (captions for this purpose will

be considered permissible editing).

If you submit a student work s

ample or feedback as a video or audio clip and additional

students are present, clearly identify which students are your focus students in the

relevant prompts (1d and 2a) of the Assessment Commentary (in no more than 2

sentences).

Respond to the prompts list

ed in the Assessment Commentary section below after

analyzing student work from the selected assessment.

Include and submit the assessment, i

ncluding the directions/prompts provided to

students. Attach the assessment (no more than 5 additional pages) to the end of the

Assessment Commentary.

Provide evidence of students' understanding and use of the targeted academic

language function and other l

anguage demands. You may choose evidence from the

video clips submitted in Instruction Task 2, an additional video clip of one or more

students using language within the learning segment (no more than 5 minutes in

length), AND/OR student work samples submitted in Assessment Task 3.

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

English.

See the Assessment Task 3: Artifacts and Commentary Specifications in the K–12

Performing Arts Evidence Chart for instructions on electronic submission of

evidence. This evidence chart identifies templates, supported file types, number of

files, response length, and other important evidence specifications. Your evidence

cannot contain hyperlinked content. Any web content you wish to include as part of

your evidence must be submitted as a document file, which must conform to the file

format and response length requirements.

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What Do I Need to Write?

Assessment Commentary

In Assessment Task 3, you will write a commentary, responding to the prompts below. Your

commentary should be no more than 10 single-spaced pages, including the prompts.

Attach the assessment used to evaluate student performance (no more than 5 additional

pages) and, if necessary, a transcription of inaudible portions of a video or audio clip of

feedback or a student work sample (no more than 2 additional pages) to the end of the

Assessment Commentary. These additional pages do not count toward the commentary

page limit noted above.

1. Analyzing Student Learning

a. Identify the specif

ic learning objectives measured by the assessment you chose

for anal

ysis.

b. Provide a graphic (table or chart) or narrative that summarizes student learning

for y

our whole class. Be sure to summarize student learning for all evaluation

criteria submitted in Assessment Task 3, Part D.

c. Use evidence found in the 3 student work samples and the whole class

summar

y to analyze the patterns of learning for the whole class and

differences for groups or individual learners relative to applying the following

within music/dance/theater:

knowledge/skills (e.g., tools/ins

truments, technical proficiencies, processes,

elements, organizational principles)

contextual understandings (e.g., social, cultural, historical, personal

ref

lection)

artistic expression (e.g., interpretation, creativity, exploration/improvisation,

indiv

idual choices)

Consider what students understand and do well, and where they continue to

str

uggle (e.g., common errors, weaknesses, confusions, need for greater

challenge).

d. If a video or audio work sample oc

curs in a group context (e.g., discussion),

provide the name of the clip and clearly describe how the scorer can identify the

focus student(s) (e.g., position, physical description) whose work is portrayed.

2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support your explanations.

a. Identify the format in which you submitted your evidence of feedback for the

3 foc

us students. Choose one of the following:

Written directly on work samples or in separate docum

ents that were

provided to the focus students

In audio files

In video clips from Instruction Task 2 (provide a time-stamp reference) or in

separat

e video clips

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If a video or audio clip of feedback occurs in a group context (e.g., discussion),

clearly describe how the scorer can identify the focus student (e.g., position,

physical description) who is being given feedback.

b. Explain how feedback provided to the 3 focus students addresses their individual

strengths and needs relative to the learning objectives measured.

c. Describe how you will support each focus student to understand and use this

feedback to further their learning related to learning objectives, either within the

learning segment or at a later time.

3. Evidence of Language Understanding and Use

When responding to the prompt below, use concrete examples from the clip(s)

and/or student work samples as evidence. Evidence from the clip(s) may focus on

one or more students.

You may provide evidence of students’ language use from ONE, TWO, OR ALL

THREE of the following sources:

1. Use video clips from Instruction Task 2 and provide time-stamp

references for evidence of language use.

2. Submit an additional video file named “Language Use” of no more than

5 minutes in length and cite language use (this can be footage of one or

more students’ language use). Submit the clip in Assessment Task 3,

Part B.

3. Use the student work samples analyzed in Assessment Task 3 and cite

language use.

a. Explain and provide concrete examples for the extent to which your students

were able to use the

selected language function,

vocabulary/symbols, AND

synt

ax or discourse

to develop content

understandings.

4. Using Assessment to Inform Instruction

a. Based on your analysis of student learning presented in prompts 1b–c, describe

next steps for instruction to impact student learning:

For the whole class

For the 3 focus students and other individuals/groups with specific needs

Consider the v

ariety of learners in your class who may require different

strategies/support (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).

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b. Explain how these next steps follow from your analysis of students’ learning.

Support your explanation with principles from research and/or theory.

How Will the Evidence of My Teaching Practice Be

Assessed?

For Assessment Task 3, your evidence will be assessed using rubrics 11–15, which appear

on the following pages. When preparing your artifacts and commentaries, refer to the rubrics

frequently to guide your thinking, planning, instruction, assessment, and writing.

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Assessment Rubrics

Rubric 11: Analysis of Student Learning

How does the candidate analyze evidence of student learning relative to applying knowledge/skills, contextual

understandings, and/or artistic expression within music/dance/theater?

Level 1 Level 2 Level 3 Level 4 Level 5

The analysis is superficial or

not supported by either

student work samples or the

summary of student

learning.

The evaluation criteria,

learning objective

s, and/or

analysis are not aligned with

each other.

The analysis focuses on how

students we

re successful

OR unsuccessful.

The analysis focuses on how

students were successful

AND unsuccessful.

AND

Analysis includes some

differenc

es in whole class

learning.

Analysis uses specific

exam

ples from work

samples to demonstrate

patterns of learning

consistent with the

summary.

AND

Patterns of learning

are

described for whole class.

Analysis uses specific

evidenc

e from work samples

to demonstrate the

connections between

quantitative and qualitative

patterns of learning for

individuals or groups.

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Rubric 12: Providing Feedback to Guide Learning

What type of feedback does the candidate provide to focus students?

Level 1 Level 2 Level 3 Level 4 Level 5

Feedback is unrelated to the

learning objectives OR is

developmentally

inappropriate.

Feedback contains

significant

content

inaccuracies.

No feedback is provided to

one or more focus

students.

Feedback is genera

l and

addresses needs AND/OR

strengths related to the

learning objectives.

Feedback is specific and

addresses either needs OR

strengths related to the

learning objectives.

Feedback is specific and

addresses both strengths

AND needs related to the

learning objectives.

Level 4 plus:

Feedback for one or more

focus students

• provides a strategy to

address an individual

learning need OR

• makes connections to

prior learning or

experience to improve

learning.

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Rubric 13: Student Understanding and Use of Feedback

How does the candidate support focus students to understand and use the feedback to guide their further

learning?

Level 1 Level 2 Level 3 Level 4 Level 5

Opportunities for

understanding or using

feedback are not described.

Candidate provides limit

ed or

no feedback to inform

student learning.

Candidate provi

des vague

description of how focus

students will understand or

use feedback.

Candidate describes how

focus students will understand

or use feedback related to the

learning objectives.

Candidate describes how s/he

will support focus students to

understand and use feedback

on their strengths OR

weaknesses related to the

learning objectives.

Candidate describes how s/he

will support focus students to

understand and use feedback

on their strengths AND

weaknesses related to the

learning objectives.

edTPA K–12 Performing Arts Assessment Handbook

Assessment Rubrics continued

35 of 51

Rubric 14: Analyzing Students’ Language Use and Performing Arts Learning

How does the candidate analyze students’ use of language to develop content understanding?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate identifies student

language use that is

superficially related or

unrelated to the language

demands (function,

vocabulary/symbols, and

additional demands).

Candidate’s description or

explanation of la

nguage use

is not consistent with the

evidence submitted.

Candidate describes how

udents use only one

language demand

(vocabulary/symbols,

function, syntax, discourse).

Candidate explains and

provides evidence of

udents’ use of

• the language function

AND

• one or more additional

language demands

(vocabulary/symbols,

syntax, discourse).

Candidate explains and

provides evidence of students’

use of

• the language function,

• vocabulary/symbols, AND

• additional language

demand(s) (syntax,

discourse)

in ways that develop content

understandings.

Lev

el 4 plus:

Candidate explains and

provides evi

dence of

language use and content

learning for students with

varied needs.

Previous footnote is now obsolete and has been deleted.

edTPA K–12 Performing Arts Assessment Handbook

Assessment Rubrics continued

36 of 51

Rubric 15: Using Assessment to Inform Instruction

How does the candidate use the analysis of what students know and are able to do to plan next steps in

instruction?

Level 1 Level 2 Level 3 Level 4 Level 5

Next steps do not follow from

the analysis.

Next steps are not relevant to

the le

arning objectives

assessed.

Next steps are not described

in sufficient detail to

understand them.

Next steps primarily f

ocus on

changes to teaching practice

that are superficially related

to student learning needs,

for example, repeating

instruction, pacing, or

classroom management

issues.

Next steps propose general

support that improves

student learning related to

assessed learning

objectives.

Next steps are loosely

connect

ed with research

and/or theory.

Next steps provide target

support to individuals or

groups to improve their

learning relative to

• knowledge/skills OR

• contextual

understandings OR

• artistic expression.

Next steps are connected with

resear

ch and/or theory.

Next steps provide targeted

suppor

t to individuals AND

groups to improve their

learning relative to

• knowledge/skills,

• contextual understandings,

AND/OR

• artistic expression.

Next steps are justified with

principles

from research

and/or theory.

edTPA K–12 Performing Arts Assessment Handbook

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Professional Responsibilities

Refer to the following table for an overview of your professional responsibilities in

developing evidence for edTPA. If you are submitting artifacts and commentaries for official

scoring, refer to www.edTPA.com for complete and current information before beginning

your wor

k. Included here are important information and policies such as submission

requirements and deadlines, registration agreements, attestations, permissions, and

confidentiality. Whether or not you are submitting for official scoring, you should fulfill the

professional responsibilities described below.

Responsibility Description

Protect

confidentiality

To protect confidentiality, please remove your name and use pseudonyms or general

references (e.g., “the district”) for your state, school, district, and cooperating teacher. Mask

or remove all names on any typed or written material (e.g., commentaries, lesson plans,

student work samples) that could identify individuals or institutions. During videorecording,

use students’ first names only.

To ensure confidentiality of your students and yourself, do not share your video on any

publicl

y accessible platforms or websites (YouTube, Facebook, etc.).

Acquire

permissions

Before you record your classroom instruction, ensure that you have the appropriate

permission from the parents/guardians of your students and from adults who appear in the

videorecording.

Your program will provide you with procedures and necessary forms to obtain these

permis

sions, according to agreements with the school or district in which you are student

teaching or completing your internship.

If your program does not provide the necessary forms, you may refer to the sample forms

found on ww

w.edTPA.com

The release forms are not to be submitted with your materials, but you should follow your

campus policy for retaining them.

Cite sources

Provide citations for the source of all materials that you did not create (e.g., published texts,

websites, material from other educators). List all citations by lesson number at the end of

the Planning Commentary. Note: Citations do not count toward the commentary page limit.

Align instruction to

national/state

standards

As part of the assessment, you will document the alignment of your lesson plans with state-

adopted academic content standards or national standards that are the target of student

learning.

Follow the

guidelines for

candidate support

at www.edTPA.com

Follow the guidelines for candidate support found at www.edTPA.com as you develop your

evidence for edTPA. Although you may seek and receive appropriate support from your

university supervisors, cooperating/master teachers, university instructors, or peers during

this process, the ultimate responsibility for completing this assessment lies with you.

Therefore, when you submit your completed work, you must be able to confirm your

adherence with certain statements, such as the following:

I have primary responsibility for teaching the students/class during the learning

segment pr

ofiled in this assessment.

I have not previously taught this learning segment to the students/class.

The video clips submitted are unedited (continuous) and show me teaching the

students

/class profiled in the evidence submitted.

The student work included in the documentation is that of my students, completed

during t

he learning segment documented in this assessment.

I am author of the commentaries and other written responses to prompts in this

assessme

nt.

Appropriate citations have been made for all materials in the assessment whose

sources

are from published text, the Internet, or other educators.

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K–12 Performing Arts Context for Learning

Information

Use the Context for Learning Information to supply information about your school/classroom

context.

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:

High school:

Othe

r (please describe):

2. Where is the school where you are teaching located? (Type an “X” next to the

appropriat

e description.)

City:

Suburb:

Town:

Rural:

3. 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.

4. Describe any facilities considerations that might impact your instruction (e.g.,

equipmen

t needs, room layout/design, access to performance/practice space,

instruments, accompanist, storage).

5. Describe any district, school, or cooperating teacher requirements or expectations

that mi

ght affect your planning or delivery of instruction, such as required curricula,

pacing plan, use of specific instructional strategies, performance schedules, or

standardized tests.

If you need guidance when making a selection, reference the NCES locale category definitions

(https://nces.ed.gov/surveys/ruraled/definitions.asp) or

consult with your placement school administrator.

About the Class Featured in this Learning Segment

1. How much time is devoted each day to performing arts instruction in your

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.

3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia,

online res

ources) you use for instruction in this class.

edTPA K–12 Performing Arts Assessment Handbook

______________________________________________________

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 ______ _____

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39 of 51

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):

2. Number of

students in the class:

mal

es: 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

str

ategies/supports or accommodations/modifications to instruction or

assessment. For example, students

With Individualized Education Programs (IEPs) or 504 plans

With specific language needs

Needing greater challenge or support

Who struggle with reading

Who are underperforming students or have gaps in academic

knowledge

For Assessment Task 3, you will choose work samples from 3 focus

student

s. 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.

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

English.

edTPA K–12 Performing Arts Assessment Handbook

40 of 51

Students with IEPs/504 Plans

IEPs/504 Plans:

Classif

ications/Needs

Number of

Students

Supports,

Accommodations,

Modifications, Pertinent IEP Goals

Example: Physical limitations 2 Classroom aide or extra time

Students with Specific Language Needs

Language Needs Number of

Students

Support

s, Accommodations,

Modifications

Example: English language

learners with only a few

words of English

2 Pre-teach key words and phrases

through examples and graphic

organizers (e.g., word cluster,

manipulatives, visuals)

Have students use pre-taught key w

ords

and graphic organizers to complete

sentence starters

Example: Students who

speak a variety of English

other than that used in

textbooks

5 Make connections between the language

students bring and the language used in

the textbook

Students with O

ther Learning Needs

her Learning Needs Number of

Students

Supports,

Accommodations,

Modifications

Example: Struggling readers 5 Provide oral explanations for directions

and simplified text for resource materials



edTPA K–12 Performing Arts Assessment Handbook

41 of 51

K–12 Performing Arts Evidence Chart

Your evidence must be submitted to the electronic portfolio management system used by your teacher preparation program. Your

submission must conform to the artifact and commentary specifications for each task. This section provides instructions for all

evidence types as well as a description of supported file types for evidence submission, number of files, response lengths, and

other information regarding format specifications. Note that your evidence cannot contain hyperlinked content. Any web content

you wish to include as part of your evidence must be submitted as a document file, which must conform to the file format and

response length requirements. If you have materials that must be translated into English as per the

edTPA Submission

Requir

ements, those translations should be added to the original materials as part of the same file or, if applicable, to the end of

the co

mmentary template. There is no page limit for required translations into English.

Planning Task 1: Artifacts and Commentary Specifications

What to

Submit

Supported File

Types

Number of Files

Response

Length

Additional Information

Min Max

Part A: Context for

Learning

Information

(template provided)

.doc; .docx; .odt; .pdf

1 1

No more than

4 pages, including

prompts

Use Arial 11-point type.

Single space with 1" margins on all sides.

Part B: Lesson

Plans for

Learning

Segment

.doc; .docx; .odt; .pdf

1 1

No more than 4

page

s per lesson

Submit 3–5 lesson plans in 1 file.

Within the file, label each lesson plan (Lesson 1, Lesson 2, etc.).

All rationale or explanation for plans should be written in the

anning Commentary and removed from lesson plans.

Part C:

Instru

ctional

Materials

.doc; .docx; .odt; .pdf

1 1

No more than

5 pages of KEY

instructional materials

per lesson plan

Submit all materials in 1 file.

Within the file, label materials by corresponding lesson (Lesson 1

Instru

ctional Materials, Lesson 2 Instructional Materials, etc.).

Order materials as they are used in the learning segment.

Part D:

Assessments

.doc; .docx; .odt; .pdf

1 1

No limit

Submit assessments in 1 file.

Within the file, label assessments by corresponding lesson

(Lesson

1 Assessments, Lesson 2 Assessments, etc.).

Order assessments as they are used in the learning segment.

Part E: Planning

Commentar

(template

provided)

.doc; .docx; .odt; .pdf

1 1

No more than 9

pages of

commentary,

including prompts

Use Arial 11-point type.

Single space with 1" margins on all sides.

Respond to prompts before teaching the learning segment.



edTPA K–12 Performing Arts Assessment Handbook

42 of 51

Instruction Task 2: Artifacts and Commentary Specifications

What to

Submit

Supported File

Types

Number of Files

Response

Length

Additional Information

Min Max

Part A: Video

Clips

flv, asf, qt, mov, mpg,

mpeg, avi, wmv, mp4,

m4v

2 2 Running time no

more than

10 minutes each

(but not less than 3

minutes combined)

Before you record your video,

obtain permission from the

parents/guardians of your students and from adults who appear on

the video.

Refer to Instruction Task 2, What Do I Need to Do? for video clip

ntent and requirements.

When naming each clip file, include the number of the lesson

shown in the video clip.

Part B: Instruction

Commentary

(templ

ate

provided)

.doc; .docx; .odt; .pdf

1 1 No more than

6 pages of

commentary,

including prompts

If needed, no more

than 2 additional

pages of supporting

documentation

Use Arial 11-poi

nt type.

Single space with 1" margins on all sides.

IMPORTANT:

Insert documentation at the end of the commentary file if

you or the students are using graphics, texts, or images that

are no

t clearly visible in the video

you chose to submit a transcript for occasionally inaudible

portio

ns of the video

If submitting documentation, include the video clip number, lesson

number, an

d explanatory text (e.g., “Clip 1, lesson 2, text from a

whiteboard that is not visible in the video,” “Clip 2, lesson 4,

transcription of a student response that is inaudible”).

Video file size requirements: The target file size is 200–300 MB or less. The Pearson ePortfolio System file size limit is 500 MB. Please note that each integrated platform

provider portfolio system may have additional constraints or requirements regarding video formats and file sizes. You may need to use video tools to compress or transcode your

video into smaller file sizes to facilitate uploading of the video. Refer to Recommended Video Formats and Settings on www.edtpa.com

for the current requirements.



edTPA K–12 Performing Arts Assessment Handbook

(Continued on next page)

43 of 51

Assessment Task 3: Artifacts and Commentary Specifications

What to

Submit

Supported File

Types

Number of Files

Response

Length

Additional Information

Min Max

Part A: Student

Work Samples

For written work

samples or

photographs of

student work: .doc;

.docx; .odt; .pdf

For audio work

sample

s: flv, asf,

wmv, qt, mov, mpg,

avi, mp3, wav, mp4,

wma

For video work

sample

s: flv, asf, qt,

mov, mpg, mpeg, avi,

wmv, mp4, m4v

3 3 No page limit for

written

work samples

No more than 5

minutes per focus

student for video or

audio student work

samples

If submitting image files or PowerPoint



presentation work

samples, insert into a text file or save as a PDF file for submission.

Use correction fluid, tape, or a felt-tip marker to mask or remove

students’ names, your name, and the name of the school

before copying/scanning any work samples. If your students’

writing is illegible, write a transcription directly on the work sample.

On each work sample, indicate the student number (Student 1

Work S

ample, Student 2 Work Sample, or Student 3 Work

Sample). If more than one focus student appears in a video or

audio work sample, upload the same work sample separately for

each focus student who is seen/heard and label appropriately.

Describe how to recognize each of the focus students in the clip

and provide the label associated with the clip in prompt 1d of the

Assessment Commentary.

When naming each work sample file, include the student number.

If you submit a student work sample or feedback as a video or

audio

clip and comments made by you or your focus student(s)

cannot be clearly heard, do one of the following: 1) attach a

transcription of the inaudible comments (no more than 2

additional pages) to the end of the Assessment Commentary; 2)

embed quotes with time-stamp references in the commentary

response; or 3) insert captions in the video (captions for this

purpose will be considered permissible editing).

Video file size requirements: The target file size is 200–300 MB or less. The Pearson ePortfolio System file size limit is 500 MB. Please note that each integrated platform

provider portfolio system may have additional constraints or requirements regarding video formats and file sizes. You may need to use video tools to compress or transcode your

video into smaller file sizes to facilitate uploading of the video. Refer to Recommended Video Formats and Settings on www.edtpa.com

for the current requirements.



edTPA K–12 Performing Arts Assessment Handbook

Assessment Task 3: Artifacts and Commentary Specifications (continued)

What to

Submit

Supported File

Types

Number of Files

Response

Length

Additional Information

Min Max

(Continued on next page)

44 of 51

Part B: Evidence

of Feedback

And, if included,

video evidence of

academic

language use

For written feedback

not written on the

work samples: .doc;

.docx; .odt; .pdf

For audio feedback:

flv, asf, wmv, qt, mov,

mpg, avi, mp3, wav,

mp4, wma

For video clips

feedback and/or

language use: flv,

asf, qt, mov, mpg,

mpeg, avi, wmv, mp4,

m4v

0 4 No page limit for

written feedback

No more than 3

minutes per focus

student for video or

audio feedback

No more than 5

minutes for video

evidence of student

language use

Document the location of your evidence of feedback in the

Assessment Commentary.

If feedback is not included as part of the student work samples or

recorded on the video clip(s) from Instruction Task 2, submit only 1

file for each focus student—a document, video file, OR audio file—

and label the file with the corresponding student number (Student 1

Feedback, Student 2 Feedback, or Student 3 Feedback).

If more than one focus student appears in a video or audio clip of

feedback, upload the same clip separately for each focus student

who is seen/heard and label appropriately.

When naming each feedback file, include the student number.

If you submit a student work sample or feedback as a video or

audio clip and comments made by you or your focus student(s)

cannot be clearly heard, do one of the following: 1) attach a

transcription of the inaudible comments (no more than 2

additional pages) to the end of the Assessment Commentary; 2)

embed quotes with time-stamp references in the commentary

response; or 3) insert captions in the video (captions for this

purpose will be considered permissible editing).

For Academic Language: If you choose to submit a video clip of

student language use, it should be no more than 5 minutes. You

may identify a portion of a clip provided for Instruction Task 2 or

submit an entirely new clip.

Video file size requirements: The target file size is 200–300 MB or less. The Pearson ePortfolio System file size limit is 500 MB. Please note that each integrated platform

provider portfolio system may have additional constraints or requirements regarding video formats and file sizes. You may need to use video tools to compress or transcode your

video into smaller file sizes to facilitate uploading of the video. Refer to Recommended Video Formats and Settings on www.edtpa.com

for the current requirements.



edTPA K–12 Performing Arts Assessment Handbook

Assessment Task 3: Artifacts and Commentary Specifications (continued)

What to

Submit

Supported File

Types

Number of Files

Response

Length

Additional Information

Min Max

45 of 51

Part C:

Assessment

Commentary

(template

provided)

.doc; .docx; .odt; .pdf 1 1 No more than 10

pages of commentary,

including prompts

Plus

no more than 5

additional pages

for the chosen

assessment

if necessary, no

more than 2

additional total

pages of

transcription of

video/audio

evidence for a

work sample and

feedback, and/or

video evidence of

language use

Use Arial 11-point type.

Single space with 1" margins on all sides.

IMPORTANT: Insert a copy of the chosen assessment, including

directions/prompts provided to students.

Part D: Evaluation

Criteria

.doc; .docx; .odt; .pdf 1 1 No limit

edTPA K–12 Performing Arts Assessment Handbook

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46 of 51

K–12 Performing Arts Glossary

Source citations for glossary entries are provided as footnotes in this section.

academic language: Oral and written language used for academic purposes. Academic

language is the means by which students develop and express content understandings.

Academic language represents the language of the discipline that students need to learn

and use to participate and engage in the content area in meaningful ways. There are

language demands that teachers need to consider as they plan to support student learning

of content. These language demands include language functions, vocabulary,

discourse, and syntax.

language demands:

Specific ways that academic language (vocabulary/symbols,

functions, syntax, discourse) is used by students to participate in learning tasks

through reading, writing, listening, and/or speaking to demonstrate their disciplinary

understanding.

language functions: The content and language focus of the learning task

represented by the active verbs within the learning outcomes. Common language

functions in the performing arts include describing techniques or methods used in a

given period or style of performance, using analysis to reproduce or reinvent

performances, making comparisons based on common attributes, summarizing

information, justifying conclusions, evaluating performances, classifying based on

attributes, explaining processes, drawing conclusions, and so on.

vocabulary: Includes words and phrases that are used within disciplines including:

(1) words and phrases with subject-specific meanings that differ from meanings used

in everyday life (e.g., table); (2) general academic vocabulary used across disciplines

(e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in

the discipline.

discourse: Discourse includes the structures of written and oral language, as well as

how members of the discipline talk, write, and participate in knowledge construction.

Discipline-specific discourse has distinctive features or ways of structuring oral or

written language (text structures) that provide useful ways for the content to be

communicated.

In performing arts, language forms include symbolic

representations such as notation, dynamics (which can be translated into words),

stage and section diagrams, choreography, and narrative (analytical and evaluative

critique). If the function is to compare, then appropriate language forms could include

Venn diagrams or pattern sentences such as “The is similar to/different from

O'Hara, S., Pritchard, R., & Zwiers, J. (2012). Identifying academic language demands in support of the common core

standards. ASCD Express, 7(17). Retrieved from http://www.ascd.org/ascd-express/vol7/717-ohara.aspx

Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation science

standards for English language learners: What teachers need to know. Retrieved from

http://ell.stanford.edu/sites/default/files/pdf/academic-papers/03-

Quinn%20Lee%

20Valdes%20Language%20and%20Opportunities%20in%20Science%20FINAL.pdf

Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation science

standards for English language learners: What teachers need to know. Retrieved from

http://ell.stanford.edu/sites/default/files/pdf/academic-papers/03-

Quinn%20Lee%

20Valdes%20Language%20and%20Opportunities%20in%20Science%20FINAL.pdf

edTPA K–12 Performing Arts Assessment Handbook

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47 of 51

the ” If the function is to explain a procedure or technique, then students

might use sentence starters like “First I…” and “Then I…” to structure the

explanation, and use “Finally I…” to signal the conclusion. Students respond verbally

and/or physically to symbolic and gestural language in music and dance to

demonstrate understanding of these forms of language in a performing arts

classroom.

syntax: The set of conventions for organizing symbols, words, and phrases together

into structures

(e.g., sentences, graphs, tables).

In music, syntax refers to the

principles for organizing structural elements into sequences. There are multiple

levels of organization including: scale structure, chord structure, and key structure. In

tonal music, an example of syntax is the expected order of harmonic progressions or

melodic pitches and rhythms.

language supports: The scaffolds, representations, and pedagogical strategies

teachers provide to help learners understand, use, and practice the concepts and

language they need to learn within disciplines (Santos, Darling-Hammond, Cheuk,

2012).

The language supports planned within the lessons in edTPA should directly

support learners to understand and use identified language demands

(vocabulary/symbols, language function, and syntax or discourse) to deepen content

understandings.

aligned: Consistently addressing the same/similar learning outcomes for students.

artifacts: Authentic work completed by you and your students including lesson plans,

copies of instructional and assessment materials, video clips of your teaching, and student

work samples. Artifacts are submitted as part of your evidence.

artistic expression: Creative talents that include self- and/or personal expression,

imaginative choices, interpretation, creativity, improvisation, and the ability to explore and

create freely without formal boundaries within the specific discipline of the arts. These may

be realized through physical movement/dance, musical performance, the spoken word,

composition, choreography, and/or the written word.

assessment (formal and informal): “[R]efer[s] to all those activities undertaken by

teachers and by their students . . . that provide information to be used as feedback to modify

teaching and learning activities.”

Assessments provide evidence of students’ prior

knowledge, thinking, or learning in order to evaluate what students understand and how they

are thinking. Informal assessments may include, for example, student questions and

responses during instruction and teacher observations of students as they work or perform.

Formal assessments may include, for example, quizzes, homework assignments, journals,

projects, and performance tasks.

assets (knowledge of students):

personal: Refers to specific background information that students bring to the

learning environment. Students may bring interests, knowledge, everyday

Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-Bass.

Santos, M., Darling-Hammond, L., & Cheuk, T. (2012). Teacher development to support English language learners in the

context of common core state standards. Stanford University Understanding Language. Available at

http://ell.stanford.edu/sites/default/files/pdf/academic-papers/10-Santos%20LDH%20Teacher%20Development%20FINAL.pdf

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan,

80(2), 139–148.

edTPA K–12 Performing Arts Assessment Handbook

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experiences, family backgrounds, and so on, which a teacher can draw upon to

support learning.

cultural: Refers to the cultural backgrounds and practices that students bring to the

learning environm

ent, such as traditions, languages and dialects, worldviews,

literature, art, and so on, that a teacher can draw upon to support learning.

community: Refers to com

mon backgrounds and experiences that students bring

from the community where they live, such as resources, local landmarks, community

events and practices, and so on, that a teacher can draw upon to support learning.

central focus: A description of the important understandings and core concepts that you

want students to develop within the learning segment. The central focus should go beyond a

list of facts and skills, align with content standards and learning objectives, and address the

subject-specific components in the learning segment. For example, the subject-specific

components for K–12 Performing Arts include using knowledge/skills, artistic expression,

and contextual understandings to create, perform, or respond to music/dance/theater. A

central focus for a music or dance learning segment might be recognizing rhythmic patterns.

The learning segment would focus on conceptual understanding of rhythm and recognizing

the different beats through clapping or counting. In theater performance, an example might

be a focus on character motivation. The learning segment could include working with

students in dialogue analysis to determine the clues offered through language into the

character’s motives.

commentary: Submitted as part of each task and, along with artifacts, make up your

evidence. The commentaries should be written to explain the rationale behind your teaching

decisions and to analyze and reflect on what you have learned about your teaching practice

and your students’ learning.

content examples: A visual or aural representation (e.g., sample, illustration, video

performances, audio recordings) that carries traits or characteristics of the performing arts

idea, task, or concept being studied. A content example provides students with more

information to allow further understanding of the concepts and techniques and which can

add depth to student knowledge.

contextual understandings: The notion of learning about and reflecting on the skills and

techniques of an art form as it is influenced by all the elements of the world, including

historical, cultural, social, global, and personal, and the impact those elements have made

upon the evolution of the art form. These are the principals that allow for a deeper

understanding and experience of performing arts knowledge and artistic expression. For

example, it is important to contextualize dance as technically challenging, culturally diverse,

and a unique contemporary performing art form with historical roots.

creativity: “Artistic or intellectual inventiveness.”

The act of transforming original and

imagined ideas into tangible reality. Creativity is defined by the ability “to produce through

imaginative skill, [and] to make or bring into existence something new.”

Creativity usually

requires a sense of personal self-expression, passion, and freedom to explore any and all

methods, techniques, and styles. The process allows for choosing, editing, and compiling a

variety of ideas into one work of art. This could include the act of expressing individual or

Creativity. (2005). In Webster’s New World College Dictionary (4

ed.). Cleveland, OH: Wiley.

Create. (n.d.). In Merriam-Webster’s online dictionary. Retrieved from http://www.merriam-webster.com/dictionary/create

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group ideas through physical movement/dance, musical performance, the spoken word,

composition, choreography, and/or the written word.

demonstration: The act

of clearly showing, sharing, or explaining a process or set of skills,

exercises, or tasks, illustrated by examples. In dance, it is the action of executing the

movement phrases, exercises, and studies by physically showing the combination with the

body.

engaging students in learning: Usin

g instructional and motivational strategies that

promote students’ active involvement in learning tasks that increase their knowledge, skills,

and abilities related to specific learning objectives. Engagement in learning contrasts with

student participation in learning tasks that are not well-designed and/or implemented and do

not increase student learning.

evaluation criteria: Performance indicators or dimensions that are used to assess evidence

of student learning. They indicate the qualities by which levels of performance can be

differentiated and that anchor judgments about the learner’s degree of success on an

assessment. Evaluation criteria can be represented in various ways, such as a rubric, a

point system for different levels of performance, or rules for awarding full versus partial

credit. Evaluation criteria may examine correctness/accuracy, cognitive complexity,

originality, sophistication or elaboration of performances, responses, or quality of

explanations.

evidence: Consists of artifacts that document how you planned and implemented

instruction AND commentaries that explain your plans and what is seen in the

videorecording(s) or examine what you learned about your teaching practice and your

students’ learning. Evidence should demonstrate your ability to design lesson plans with

instructional supports that deepen student learning, use knowledge of your students to

inform instruction, foster a positive learning environment that promotes student learning,

monitor and assess student progress toward learning objectives, and analyze your teaching

effectiveness. Your evidence must be submitted electronically using the electronic portfolio

management system used by your teacher preparation program.

knowledge/skills: The individual techniques, tools/instruments, processes, elements, and

organizational principles learned as a part of the discipline and training in an art form. These

are the fundamentals, which will allow students to learn and understand performing arts

concepts that will then lead to artistic expression. In dance, knowledge may refer to the

actual technique, such as Graham, Limon, or Cunningham, and the elements, such as

chance, retrograde, or canon.

learning environment: The designed physical and emotional context, established and

maintained throughout the learning segment to support a positive and productive learning

experience for students.

learning objectives: Student learning outcomes to be achieved by the end of the lesson or

learning segment.

learning segment: A set of 3–5 lessons that build one upon another toward a central focus,

with a clearly defined beginning and end.

learning task: Includes activities, discussions, or other modes of participation that engage

students to develop, practice, and apply skills and knowledge related to a specific learning

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goal. Learning tasks may be scaffolded to connect prior knowledge to new knowledge and

often include formative assessment.

modeling: The act of repres

enting something (sometimes on a smaller scale) or

demonstrating techniques and methods to express ideas. This can be accomplished through

physical movement/dance, musical performance, the spoken word, composition,

choreography, and/or the written word.

patterns of learning: Includes both quant

itative and qualitative patterns (or consistencies)

for different groups of students or individuals. Quantitative patterns indicate in a numerical

way the information understood from the assessment (e.g., 10 out of 15 students or 20% of

the students). Qualitative patterns include descriptions of understandings,

misunderstandings, and/or partial understandings that could explain the quantitative

patterns (e.g., “given that most students were able to . . . it seems that they understand”).

performance: Refers to the performance of an existing or original work. Students utilize

technical, interpretation, and re-creation skills. In music, students might sing, play, or read or

write notation. In dance, students might create or imitate movements coordinated with music

or design choreography. In theater, students might act, direct, or design elements of a

theatrical production, such as lighting or the set.

planned supports: Instructional strategies, learning tasks and materials, and other

resources deliberately designed to facilitate student learning of the central focus.

prior academic learning and prerequisite skills: Includes students’ content knowledge

and skills as well as academic experiences developed prior to the learning segment.

rapport: A close and harmonious relationship in which the people or groups understand

each other’s feelings or ideas and communicate well with each other.

respect: A positive feeling of esteem or deference for a person and specific actions and

conduct representative of that esteem. Respect can be a specific feeling of regard for the

actual qualities of the one respected. It can also be conduct in accord with a specific ethic of

respect. Rude conduct is usually considered to indicate a lack of respect, disrespect,

whereas actions that honor somebody or something indicate respect. Note that respectful

actions and conduct are culturally defined and may be context dependent.

response(s): A category of competencies, including describing, interpreting, evaluating, and

responding to work in the arts at developmentally appropriate levels of sophistication.

For

example, a student can respond to art produced by him/herself, peers, or others to develop

personal interpretations of performing arts, analyze the effectiveness of different elements of

the art in accomplishing a purpose, or create meaning. “The response is usually a

combination of affective, cognitive, and physical behavior. Responding involves a level of

perceptual or observational skill; a description, analysis, or interpretation on the part of the

respondent; and sometimes a judgment or evaluation based on criteria that may be self-

constructed or commonly held by a group or culture. Responding calls on higher-order

thinking and is central to the creative process. Although a response is usually thought of as

verbal (oral or written), responses can and should also be conveyed nonverbally or in the art

Consortium of National Arts Education Associations. (1994). National Standards for Arts Education. Retrieved from

http://artsedge.kennedy-center.org/educators/standards.aspx

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forms themselves. Major works of art in all traditions engage artists in a dialogue that

crosses generations.”

rubrics: Subject-specific evaluation criteria used to score your performance on edTPA.

These rubrics are included in the handbook following the directions for each task. The

descriptors in the five-level rubrics address a wide range of performance representing the

knowledge and skills of a novice not ready to teach (Level 1) to the advanced practices of a

highly accomplished beginner (Level 5).

solfège: A method of training for sight reading and relative pitch in which notes are sung

using syllables representing pitches, for example, do, re, mi.

variety of learners: Students in your class who may require different strategies or support.

These students include but are not limited to students with IEPs or 504 plans, English

language learners, struggling readers, underperforming students or those with gaps in

academic knowledge, and/or gifted students.

National Assessment of Educational Progress (NAEP). (2008). Arts Education Assessment Framework. Retrieved from

http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/arts-framework08.pdf

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