Performing Arts Curriculum Aligned with California Standards

In California, the Teacher Performance Expectations (TPEs) guide educator assessment, established by the California Commission on Teacher Credentialing (CTC). These guidelines evaluate the knowledge, skills, and abilities necessary for effective teaching.

I have developed comprehensive performing arts lesson plans and units that align with the TPEs and the California Arts Standards for Public Schools. My expertise in classroom management, differentiated instruction, and my collaborative teaching style fosters an engaging environment where students excel academically, emotionally, and interpersonally.

Below are video and curriculum excerpts from my instruction at Santa Monica High School during the 2023-2024 academic year. These clips demonstrate alignment with California’s TPEs and my commitment to fostering an inclusive, creative, and student-centered learning environment.

– Chad Scheppner

“Ensemble-Based Physical Theatre”

This lesson demonstrates my ability to create a dynamic and inclusive learning environment, with key alignments to the Teaching Performance Expectations (TPEs):

  • TPE 1: I engage and support all students, tailoring the lesson to their diverse needs and ideas.

  • TPE 2: I foster an inclusive environment that promotes both emotional and artistic growth.

  • TPE 3: I organize the lesson to reinforce prior learning and key concepts.

  • TPE 4: I incorporate student input to guide the lesson toward clear learning objectives.

  • TPE 5: I use formative assessments to check understanding and guide future instruction.

  • TPE 6: I reflect on my practice to continuously improve as an educator.

“Using an Emotional Filter in Improvisation”

This lesson highlights my expertise in the TPEs through the use of effective teaching techniques and reflective practice:

  • TPE 1: I engage and support all students in their learning.

  • TPE 2: I create a safe and engaging classroom environment.

  • TPE 3: I demonstrate mastery of the subject matter, ensuring students grasp key artistic concepts.

  • TPE 4: I incorporate effective teaching techniques, ELD (English Language Development) scaffolds, and UDL (Universal Design for Learning) guidelines.

  • TPE 5: I reflect on prior knowledge and use performance assessments to gauge student understanding.

  • TPE 6: I revise lesson plans based on video reflections to improve future lessons.

“Interpreting Shakespeare”

Watch as I guide students through resources for creating their own Shakespeare adaptations:

  • Differentiated Instruction: I provide materials that make Shakespeare accessible and engaging, emphasizing the universality of his themes.

  • Collaborative Learning: I facilitate activities that promote creativity, discussion, and cultural connections, enhancing the overall learning experience.

“Shakespeare Performance Workshop”

This curriculum, part of the broader “Interpreting Shakespeare” framework, focuses on the development of essential 21st-century skills:

  • Creativity, Critical Thinking, Communication, Collaboration: Students engage in activities that build these essential skills.

  • Learning Objectives: Students explore directorial choices, integrate cultural contexts, and collaborate on creative adaptations.

  • TPE Alignment: Modifications ensure inclusivity, while peer collaboration supports diverse learner needs.