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 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 of acting and directing students at Santa Monica High School during the 2023-2024 academic year.  These clips demonstrate my 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. Key TPE alignments include:

  • TPE 1: Engaging and Supporting All Students in Learning: I accommodate diverse student needs, drawing on their ideas to shape the lesson.

  • TPE 2: Creating and Maintaining Effective Environments for Student Learning: An inclusive environment promotes social-emotional and artistic growth.

  • TPE 3: Understanding and Organizing Subject Matter for Student Learning: The lesson structure reinforces prior instruction and key concepts.

  • TPE 4: Planning Instruction and Designing Learning Experiences for All Students: Student input is incorporated, guiding the class toward learning objectives.

  • TPE 5: Assessing Student Learning: Formative assessments are used to gauge understanding and guide further instruction.

  • TPE 6: Developing as a Professional Educator: Ongoing reflection and adaptation showcase my commitment to continuous improvement.

“Using an Emotional Filter in Improvisation”

This lesson emphasizes my command of TPEs through expert use of teaching techniques and reflective practice:

  • TPE 1: Engaging and supporting all students in learning.

  • TPE 2: Creating a safe and engaging classroom environment.

  • TPE 3: Demonstrating mastery of the subject matter and ensuring students understand artistic criteria.

  • TPE 4: Incorporating teaching techniques, ELD scaffolds, and UDL guidelines.

  • TPE 5: Reflecting on prior knowledge and using performance assessments to showcase understanding.

  • TPE 6: Revising lesson plans based on video reflections to enhance future classes.

“Interpreting Shakespeare”

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

  • Differentiated Instruction: Materials make Shakespeare accessible and engaging, highlighting the universality of his themes.

  • Collaborative Learning: Activities foster creativity, discussion, and cultural connections, enhancing the learning experience.

“Shakespeare Performance Workshop”

This curriculum focuses on developing 21st-century skills:

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

  • Learning Objectives: Understanding directorial choices, integrating cultural contexts, and collaborating on creative adaptations.

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