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Domain 1:

Planning and Preparation

1a: Demonstrating Knowledge of Content Pedagogy

The resources pictured below are some of the many methods that coalesce to create my teaching practice. They have shaped me as an educator and reflect my goals in the classroom of uplifting all learners through well-founded educational practices.

1b: Demonstrating Knowledge of Students

Demonstrating knowledge of my students is critical in developing effective teaching practices. Through the following Padlet resource I am able to pre-assess students on what they think, know and feel about the upcoming unit topic, ballet, in order to guide my instruction. Additionally, I've included a Linguistic Landscape of Elizabeth New Jersey where I completed the first phase of my clinical teaching experience. Through the Linguistic Landscape, I am able to better understand my students and adjust my instruction accordingly.


1c: Setting Instructional Outcomes

The instructional outcomes for my teaching are based on both the National Core Arts Standards (NCAS) and the New Jersey Student Learning Standards (NJSLS), both of which are linked below. Additionally, I've included a sample Cool Down lesson designed for 3rd grade students that examines Laban's energy, force, and weight.


1d: Demonstrating Knowledge of Resources

As a member of the National Dance Educational Organization, I have access to copious resources, including the Dance Education Literature and Research descriptive index,  and fellow dance educators in order to continue the development of my teaching practice through research and professional development webinars. I've included links to two webinars that were particularly helpful for equity based teaching.


Undoing White Supremacy and Responding to Trauma in Dance: How one Community Dance Program

is Adapting

Arnhold Institute Symposium: Pioneering Visions for Access & Equity in Dance Education

1e: Designing Coherent Instruction

Intentional and carefully curated instructional design is paramount in successful student learning. I've included a scaffolded unit plan that explores the concepts of choreography and social justice, specifically intersectionality. Students engage with collaboration through duets and provide each other with feedback, supporting the improvement of individual student choreographic processes. Students practice communicative dance making through the development of a solo to be finalized with a partner into a duet.

Lesson 1: Social Justice Topic Distillation Graphic Organizer
Concept to Solo Graphic Organizer
Lesson 2:Intersectionality Venn Diagram
Intersectionality Venn Diagram

1f: Designing Student Assessments

Designing assessments that contribute to student learning and improvement of skills is critical to my teaching practice. Below, I've included a sample rubric designed for High School students. Through the inclusion of the "Now, I'm working on..." statements, students are provided jumping off points to self-manage and regulate their progress as dance artists.

Day 3_ Rubric (edtpa).jpg
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