annual candidate performance assessment report for initial

Radford University Professional Education Programs

Annual Candidate Performance Assessment Report for

Initial and Continuing Teacher Preparation Programs

MUSIC EDUCATION

June 2010 Fall 2009 and Spring 2010

Submitted by: R. Wayne Gallops, Ph.D.

Director of Music Education Radford University

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SECTION I – PROGRAM ASSESSMENT CHART

Decision Points Admission To Program Admission to Student Teaching Completion

Assessment Component

Evidence collected during general studies, major studies, or entering as a post-baccalaureate candidate

Evidence Collected during Early Field Experience Program (blocking), or Early professional courses or labs

Evidence collected during Student Teaching

Evidence collected during the first 3 years of practice

Criteria should be based upon professional standards, state standards, unit, and university standards.

Across Program Evidence

Program-Specific Evidence Across Program Evidence

Program-Specific Evidence





Content Knowledge INTASC #1

Overall GPA RU GPA Major GPA College Work

For Admission as Music Major: a. entrance audition with placement into Level I of Applied Music b. successful completion (‘C’ or higher) of 1st year Theory/ETSS For Admission to Teacher Education Program, successful Completion (‘C’ or higher) in: MUSC211,212,214,215,418,100,321,322,352,353,446,459, 127,354,462, Level 6 Applied, 6cr Large Ensemble INSTRUMENTAL: MUSC350,351,348,349,360,364,161,162,356 VOCAL/CHORAL: MUSC161,162,261,262,26,458,355,357

RU GPA Major GPA PRAXIS II

‘C’ GRADE OR HIGHER IN: Applied Music through Level 6 Instrumental: MUSC354,356,360,364 Vocal/Choral: Piano Level 2, MUSC262,216,458, 354,355

OVERALL GPA RU GPA Major GPA

Applied Music

Level 6

Graduate and

Employer Surveys

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Professional Knowledge and Skills INTASC #9, #10

‘C’ GRADE OR HIGHER IN: MUSC 352, MUSC 353 Lab Band Peer Teaching/Rehearsing Rubrics

2.5 Professional GPA

‘C’ GRADE OR HIGHER IN: MUSC 446, MUSC 459

Professional Studies GPA Successful completion of Student Teaching

Graduate and Employer Surveys

Pedagogical Knowledge and Skills INTASC #1, #2, #3, #4, #5, #6, #7, #8


2.5 Professional GPA




Dispositions INTASC #1-#10

College of Education Forms

Screening interviews during MUSC 352 and pre/post-MUSC459




Impact upon K-12 Student Learning

‘pre – post’ self assessment projects journal reflections video of teaching in public school settings Public performances during the Student Teaching phase


Successful completion of Student Teaching

Graduate and Employer Surveys Secondary Band/Choral Festival Evaluations of Graduates

Technology Knowledge & Skills

MUSC 127, 352, 353, 459 ‘C’ GRADE OR HIGHER IN: MUSC 446, MUSC 459


Diversity, Knowledge, Skills, Dispositions

College of Education Forms

Screening interviews during MUSC 352 and pre/post-MUSC459

‘C’ GRADE OR HIGHER IN: MUSC 352, 446, MUSC 459


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SECTION II – LIST OF ASSESSMENTS All programs must provide a minimum of seven assessments. In this section, we’ve listed 8 assessments that are submitted as evidence for meeting state and national standards. For each assessment, we’ve indicated the type or form of the assessment and when it is administered in the Music Education degree program. Samples of varied assessment tools are found in the Appendix. Name of Assessment Type or Form of Assessment When Assessment is Administered 1

Licensure Assessment • Praxis II

Standardized Junior / senior year

2 Content Knowledge: core music coursework • Music Theory • Orchestration & Arranging • Ear Training & Sight Singing • Music History and Literature

Instructor developed tests Instructor tests / screening

Throughout coursework for entrance into MUSC459/prior to student teaching

3 Musicianship • Applied Study • Piano • Music Performing Ensembles • Conducting

Jury exams Jury/proficiency exams/screenings Public performances Teacher evaluations/rubrics

each semester (seven semesters) First two years / prior to student teaching each semester (seven semesters) during courses / Lab Band / concerts

4 Ability to Plan Instruction • Methods Courses (peer teaching/field observation & teaching) • 400 level Methods & Practica in Elementary and Secondary schools

Rubrics / Evaluation Forms /Lesson Plans / Video

Sophomore-Senior level Weekly by instructors/university supervisors/cooperating professionals

5 Student Teaching Rubrics/ Observation Notes / Evaluation Forms/ Video

Observations: throughout the student teaching phase. Formal Evaluations: mid-term & final

6 Effect on Student Learning Class Assessment Projects Self Reflections Video

Junior & Senior year / Lab Band / Student Conductor Concerts / Student Teaching and throughout Methods Courses

7 Dispositional Screenings Teacher Candidate Dispositions 1st Screening: as part of MUSC353 2nd Screening: for entrance into MUSC459 3rd Screening: prior to Student Teaching phase

8 Follow-Up Surveys of graduates and employers

Survey After graduation

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SECTION III – RELATIONSHIP OF ASSEMENTS TO STANDARDS Enter the national or state standard on the chart below; identify the assessments(s) in Section II that address the standard. One assessment may apply to multiple standards.

Title of Standards (NCTM or VIRGINIA standards for Music Education) APPLICABLE ASSESSMENT(s) FROM

SECTION II Virginia Licensure Regulations for School Personnel

1. Understanding of the common elements of music – rhythm, melody, harmony, timbre, texture, dynamics, form – and their relationship with each other and to employ this understanding in the analysis of music.

#1, #2, #3

2. Effective musicianship through the development of: a. basic skills in conducting, score reading, teaching musical courses, rehearsals techniques for choral and/or instrumental music. b. skills in composing, arranging, and adapting music to meet the classroom needs and ability levels of school performing groups. c. skills in providing and directing creative experiences and improvisation. d. proficiency (sufficient for classroom instruction) on keyboard and/or other accompanying instrument. e. ability to perform in ensembles.

#1, #2, #3

3. Knowledge of music history ad literature with emphasis on the relationship of music to culture with an ability to place compositions in historical and stylistic perspective.

#1, #2, #3

4. Knowledge of a comprehensive program of music education based upon sound philosophy, content, and methodology for teaching in elementary, middle, and secondary schools.

#4, #5, #6

5. Instrumental: Observation and professional laboratory experiences with pupils in elementary, middle, and secondary schools, including the instruction of instrumental groups. 5. Vocal/Choral: Observation and professional laboratory experiences with pupils in elementary, middle, and secondary schools, including the instruction of choral groups.

#4, #5,

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6. Instrumental: Specialization on a musical instrument and functional teaching knowledge on String, Brass, Woodwind, and Percussion instruments. 6. Vocal/Choral: Specialization in methods, materials, and media appropriate to K-12 vocal/choral and general music education.

#1, #4, #5

7. Instrumental: Competency in rehearsing and conducting combined instrumental and vocal group. In addition, the program shall provide instruction in business procedures, organization, and management of large and small instrumental ensembles, with a working knowledge of vocal techniques in rehearsing and conducting combined instrumental and vocal groups. 7. Vocal/Choral: Competency in rehearsing and conducting choral ensemble and combined vocal and instrumental school groups. In addition, the program shall provide instruction in business procedures, organization, and management of large and small choral ensembles, with knowledge of instrumental techniques in rehearsing and conducting combined vocal and instrumental school groups.

#1, #4, #5, #6

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SECTION IV – EVIDENCE FOR MEETING STANDARDS 1. Praxis II: Music Content Knowledge Test In according with licensure regulations of the Virginia Department of Education, all teacher education candidates must pass the Praxis II exam in their subject field. The Music Content Knowledge exam (Praxis II) is comprehensive and includes five subsets: history and literature: theory: performance: music learning, K-12: and professional practices. All of the standards in Section III except for laboratory/clinical experiences are addressed by the Praxis II Music Content Knowledge test. Students must earn a passing score on Praxis II in order to proceed to student teaching. During the 2009-2010 academic year, all music education students earned adequate Praxis II scores. These results indicate students are attaining the musical skills and knowledge outlined in the standards as they progress through our program (Appendix A). 2. Content Knowledge: Core Music Coursework Music Education students are required to earn a grade of ‘C’ or higher on all core music coursework. Licensure regulations #1 (understanding the elements and analysis of music), and #3 (music history and literature) are specifically targeted in core music coursework: Music Theory, Ear Training and Sight Singing, Music History, and Music Literature. Coursework in Orchestration and Arranging targets skills required in licensure regulation #2 (basic score reading, composing, arranging, and adapting music for the classroom). Student grades in core music courses are reported in Appendix C. Most of our music education students earn grades of ‘A’ or ‘B’ in their core music courses (3.0+ Music GPA), all area above a Music GPA of 2.5. If a Music Education student to fail a core course, that student must repeat the course before proceeding in the program. Students are also encouraged to retake core music courses for which a ‘C’ grade is earned. 3. Musicianship Studies in applied music, piano, music ensembles, and conducting also contribute to student’s essential knowledge of musical elements (Standard #1 and Standard #7). In addition, these studies address skills required for licensure regulation #2 (effective musicianship) and #7 (rehearsing and conducting instrumental and vocal groups). Instrumental track candidates participate and conduct a ‘Lab Band’ embedded as part of all Instrumental Methods courses, enhancing preparation in licensure regulation #7.

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Proficiencies in the Applied area of musicianship are assessed through juried and public performances evaluated by the music faculty. As a student progresses through applied levels, he/she must demonstrate a progression of advanced musical performance skills. Special screening juries are performed at applied levels 3 and 6, at which time faculty recommends progression to the next level or change of major. Appendix C reports grade averages in Applied music. Appendix D is a sample Applied jury form. 4 Ability to plan instruction The following attachments outline details and provide sample assessment tools related to this topic: Appendix E displays coursework and attached field experience requirements (hours). Appendix F displays coursework in which experiences in planning instruction are provided. Appendix G displays a sample student lesson plan. Appendix H displays a sample lesson plan evaluation. Appendix I displays a sample of University Supervisor observation/feedback for a student lesson plan (peer teaching). Appendix J displays a sample of University Supervisor observation/feedback for a student lesson plan (field experience). Appendix K displays a sample Cooperating Teacher evaluation for a student teacher. Appendix L is a sample self-reflection from a student. Appendix M is a sample Lab Band Lesson/Rehearsal Rubric Music Education majors accumulate 53 hours of pre-student teaching experiences including observation and guided exercises in instruction (Appendix E). Throughout the music education program, students are assessed on multiple exercises in planning and execution of instruction in peer and public school settings (Appendices H, I, J, L). During the Student Teaching phase (14 week full-time internship), University Music Education faculty and the Cooperating Music Teacher provide continuous feedback (Appendices J, K). 5. Student Teaching Students are regularly assessed during the student teaching semester. Weekly conferences with the cooperating teacher provide strategies for improvement and University Supervisors provide 6-8 observational/clinical visits during the semester, at which time strengths, weaknesses, and strategies are communicated in written and oral format. At mid-semester and end-semester, student teachers receive a formal evaluation from the University Supervisor and Cooperating Teacher (Appendices I, J).

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6. Effect on student learning Students conduct pre and post-test assessments measuring their effect on student learning during methods courses. Impact on student learning is informally assessed during methods courses and the student teaching semester through weekly journal reflections and public performances of ensembles under their tutelage (Appendix L: sample ‘Pre-Post Survey’). 7. Follow-up surveys of graduate and employers The College of Education and Human Development maintains surveys of graduates and employers of RU students.

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SECTION V – USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

1. Content Knowledge A high percentage of Music Education students are passing PRAXIS II (Music Content). In prior years, adjustments were made to the curriculum to address perceived weaknesses. No adjustments appear to be necessary at this time. 2. Professional and Pedagogical Knowledge, Skill, and Dispositions

All assessments in this area indicate satisfactory progress. 3. Student Learning Music Education students design and execute assessment of student learning in peer teaching exercises and field experiences throughout all phases of the degree program. Some of these assessments are formed as ‘pre’ and ‘post’ tests on specific skills and knowledge sets. Other assessments are embedded as part of coursework including: video documentation, concert performances during the student teaching semester, Lab Band rehearsal evaluations (Appendix M), Student Conductor concert performances.

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APPENDICES

APPENDIX A - CANDIDATE INFORMATION

APPENDIX B - FACULTY INFORMATION

APPENDIX C – GRADE AVERAGES IN CORE MUSIC COURSEWORK

APPENDIX D – SAMPLE APPLIED JURY FORM

APPENDIX E – FIELD EXPERIENCE REQUIREMENTS (LOG)

APPENDIX F – FIELD EXPERIENCE LOG

APPENDIX G – SAMPLE STUDENT LESSON PLAN

APPENDIX H – SAMPLE LESSON PLAN EVALUATION

APPENDIX I – SAMPLE LESSON PLAN FEEDBACK

APPENDIX J – UNIVERSITY SUPERVISOR LESSON FEEDBACK

APPENDIX K – COOPERATING TEACHER/UNIVERSITY SUPERVISOR STUDENT TEACHER EVALUATION

APPENDIX L – SAMPLE STUDENT SELF-REFLECTION

APPENDIX M –SAMPLE LAB BAND REHEARSAL RUBRIC

APPENDIX N – SAMPLE DISPOSITIONAL SCREENING EVALUATION

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APPENDIX A CANDIDATE INFORMATION

Program: Music Education

Academic Year Number of Candidates Enrolled Number of Program Completers Reasons for non-completion 2009-2010 10 (9 undergrad/ 1 grad) 9 dispositional dismissal ( 1 undergrad) 2008-2009 6 6 2007-2008 5 5

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APPENDIX B FACULTY INFORMATION

Background information regarding faculty responsible for professional coursework, clinical supervision, or administration of the program.

Faculty Name Highest Degree – Field – University

Assignment(s) Rank Tenure Track

Credentials-Scholarship-Leadership-Affiliations-Contributions to the Profession

Public School K-12 professional experience

David Castonguay M.A. Vocal Performance Univ. Connecticut

Choral Methods Courses Choral Conducting

Associate Professor

yes Adjudicator: Yekaterinburg, Russia (2006) & Festa Musicale Martineau, Czech Republic (2007)

high school clinics and honor choirs

Lois Castonguay B.A Music Education Univ. Connecticut

Choral Methods Courses adjunct no 20 years of Superior ratings at VCDA Choral Festivals – Teacher of the Year – President: Virginia Choral Directors Association – President: Virginia Music Educators Association – Peer Teacher Radford City Schools

Elementary/middle/high school choral clinics and honor choir conducting – 25 years of successful K-12 teaching experience – leadership in a number of capacities at local, regional, and state level. Highly successful 6-12 choral program director.

Tim Channel Ed.D. Marshall University

Intern Supervision Assistant yes Director of Music Business Degree Program 10 years of successful public school band teaching experience (WV)

Wayne Gallops Ph.D. Music Education Univ. South Florida

MUSC459: Sec Methods Internship Coordinator and Supervisor Instrumental Methods Conducting Courses Music Education Degree Program Director Director of Bands

Associate Professor

yes Numerous state, regional, national clinic/speaking/performing/recording engagements – numerous publications in peer review journals and music trade magazines – international performance/educational leadership (Japan) - President: College Section VMEA - Chair: VMEA Music Performance Assessment Committee – Citations of Excellence: National Band Association -

Numerous middle/high school band clinics and honor band conducting engagements - 18 years of award winning (MS/HS) ensembles at the state (FL) and national level – Educational Leadership certification in FL – Peer Teacher for FPMS (FL) - National and International performances with High School Bands - Adjudicator for USSBA/VBODA/FBA

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Angela Hagwood BME Music Education Radford Univ.

MUSC446: Elem Methods

adjunct no 8 years of successful elementary/general music teaching experience. Orff and Kodaly certified

Leadership role among elementary music educators in Montgomery County Public Schools - 8 years of successful elementary/general music teaching experience - Orff and Kodaly certified

Robert Sanderl DMA Percussion Performance Eastman School of Music

Intern Supervision Percussion Methods

Instructor no Numerous professional performances at the regional-national level: Woodstock Chamber Orch, MadisonScouts,Orch of Northern NY – Numerous and varied Compositions published – 4 years of successful full-time MS/HS school band teaching experience.

4 years of successful full-time MS/HS school band teaching experience – numerous HS Band and percussion clinics - published articles in trade magazines

Christopher White Ph.D. Curriculum Instruction Kansas State Univ.

WW/Brass Methods MUSC 352: GrowthDevelop Jazz Tech

Instructor yes Numerous professional performances at regional & national level. Numerous clinic/speaking engagements at the state level.

4 years of successful full-time MS/HS school band teaching experience (ME) – numerous HS Band clinics – 2 years as Director of Music Programs Chelsea PSD.

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APPENDIX C Grade Averages in Core Music Classes: Fall2009 - Spring2010 Candidates

StudentID GPA:Overall GPA:Music GPA:Theory GPA:EarT GPA:MHist GPA:Applied 759629 3.41 2.97 3.0 2.5 2.8 3.6 737120 3.94 3.82 4.0 3.5 4.0 3.8 800699 3.87 3.82 4.0 3.8 3.5 4.0 739961 3.23 2.67 2.3 2.3 3.0 3.2 780611 3.99 4.0 4.0 4.0 4.0 4.0 561361 3,40 3.15 3.0 2.8 3.0 3.8 741789 2.72 2.65 2.5 2.0 3.3 2.8 762003 3.07 3.03 3.0 2.8 2.7 3.7 711178 2.69 3.27 2.6 3.5 3.0 4.0 686518 3.13 2.93 2.25 3.5 3.0 2.98

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APPENDIX D – SAMPLE APPLIED JURY FORM

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APPENDIX E – FIELD EXPERIENCE REQUIREMENTS (LOG)

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APPENDIX F COURSEWORK EXPERIENCES IN PLANNING AND INSTRUCTION

K-12 / INSTRUMENTAL K-12 / VOCAL-CHORAL MUSC 352 Growth & Development of Music Learner (3) MUSC 352 Growth & Development of Music Learner (3) MUSC 353 Classroom Instruments (1) MUSC 353 Classroom Instruments (1) MUSC 446 General Music Practicum (3) MUSC 446 General Music Practicum (3) MUSC 459 (Secondary Ensemble Practicum (3) MUSC 459 (Secondary Ensemble Practicum (3) MUSC 462 Internship in Music Edu (12) MUSC 462 Internship in Music Edu (12) MUSC 356 Instrumental Conducting-Lab Band (3) MUSC 355 Choral Conducting (3) MUSC 350 Percussion Techniques-Lab Band (2) MUSC 357 Vocal Pedagogy (3) MUSC 351 String Techniques (1) MUSC 348 Woodwind Techniques-Lab Band (2) MUSC 349 Brass Techniques-Lab Band (2) MUSC 360 Marching Band Techniques-Lab Band (1) MUSC 364 Jazz Ensemble Techniques (1)

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APPENDIX G – SAMPLE STUDENT LESSON PLAN

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APPENDIX H – SAMPLE LESSON PLAN EVALUATION

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APPENDIX I – SAMPLE LESSON PLAN FEEDBACK

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APPENDIX J – UNIVERSITY SUPERVISOR LESSON FEEDBACK

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APPENDIX K – COOPERATING TEACHER/UNIVERSITY SUPERVISOR STUDENT TEACHER EVALUATION

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APPENDIX L – SAMPLE STUDENT LESSON SELF-REFLECTION

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APPENDIX M –SAMPLE LAB BAND REHEARSAL RUBRIC

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APPENDIX N – SAMPLE DISPOSITIONAL SCREENING EVALUATION

annual candidate performance assessment report for initial

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