College of Education and Human Sciences - The Hixson-Lied ... FOLIO... · Web viewCompletion of TEAC 331 or 430 or 431 or 434 or 437 or 496 (3 hrs.) or approved course, and EDPS 250

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1

COVER PAGE

Nebraska Department of Education Rule 24 Report

MUSIC

(Content Area)

Educator Preparation Content Program Review

Name of institution

University of Nebraska-Lincoln

Date Submitted

3.20.2017

Contact Person

Thomas Wandzilak

Phone/Fax

402-472-8626

Email

[email protected]

Folio type:

X

Regular

Mini

Advanced Program

Program(s) Covered by this Folio Press tab in last column to add rows

Endorsement(s)

Type

Grade Level

Program Level

List Endorsements

Field

PK-12

Baccalaureate

Post-Baccalaureate

Music, Grades PK-12

Is the endorsement offered at more than one site?

Yes

X

No

If yes, list additional sites where endorsement is offered:

Institution Accreditation Status:

X

National

X

State

Is this a Nationally Accredited Program?

X

Yes

No

If Yes, list Accrediting Organization:

CAEP

Attach National Letter to Cover Sheet

Report to the Nebraska Department of Education

University of Nebraska—Lincoln

Folio Initial Level—June 2017

INTRODUCTION AND WELCOME

The purpose of this section is to provide general background information on the University of Nebraska-Lincoln and the College of Education and Human Sciences. In addition, information is provided on the teacher education program, admission and retention standards, the field experiences in which studentS participate, and information on the key assessments used in Section 2 concerning data that have been collected in support of our programs.

Here is a list of websites that can provide some additional information on the university, the college, and our teacher education program:

http://www.unl.edu/

This is the University of Nebraska-Lincoln website.

https://bulletin.unl.edu/undergraduate/

This is the link for the undergraduate bulletin.

https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+Sciences

This is the link for the College of Education and Human Sciences section in the Undergraduate Bulletin.

http://www.unl.edu/gradstudies/bulletin

This is the link for the Graduate Bulletin.

http://cehs.unl.edu/

This is the link for the website for the College of Education and Human Sciences.

http://cehs.unl.edu/ssc/undergraduate-advising/

This is the link for our program sheets for all of the programs offered through the College of Education and Human Sciences. Program sheets will also be available for multiple years.

SECTION 1: CONTEXTUAL INFORMATION NARRATIVE

Section 1a: Endorsement Program/Contextual Information

The link to the Rule 20 Folio is:

http://cehs.unl.edu/cehs/nde/Rule20.pdf

Mission Statement ion Statement

The University of Nebraska-Lincoln (UNL), chartered by the Legislature in 1869, is the part of the University of Nebraska system that serves as both the land-grant and the comprehensive public University for the State of Nebraska.

Through its three primary missions of teaching, research, and service, UNL is the state's primary intellectual center providing leadership throughout the state through quality education and the generation of new knowledge. UNL's graduates and its faculty and staff are major contributors to the economic and cultural development of the state. UNL attracts a high percentage of the most academically talented Nebraskans, and the graduates of the University form a significant portion of the business, cultural, and professional resources of the state. The quality of primary, secondary, and other post-secondary educational programs in the state depends in part on the resources of UNL for curricular development, teacher training, professional advancement, and enrichment activities involving the University's faculty, museums, galleries, libraries, and other facilities. UNL provides for the people of the state unique opportunities to fulfill their highest ambitions and aspirations, thereby helping the state retain its most talented youth, attract talented young people from elsewhere, and address the educational needs of the nontraditional learner.

The University of Nebraska-Lincoln has been recognized by the Legislature as the primary research and doctoral degree granting institution in the state for fields outside the health professions. Through its service and outreach efforts the University extends its educational responsibilities directly to the people of Nebraska on a statewide basis.

The College of Education and Human Sciences

The College of Education and Human Sciences (CEHS) was founded on August 18, 2004, by Teachers College and The College of Human Resources and Family Sciences, with each founding college contributing extensive history and tradition. The College of Education and Human Sciences offers excellent educational advancement to both undergraduate and graduate students, serving approximately 2,800 undergraduates and 1,000 graduate students each year.

Education courses first became a part of the University curriculum in 1895 with the organization of a Department of Education designed to prepare students for teaching careers. On Valentine’s Day, 1908, the Board of Regents established a Teachers College. Since that time, the College has been highly respected for its programs preparing teachers, administrators, and specialists for the education of children, youth, and adults. The quality of these programs is reflected in outstanding educational leadership in communities across the state and in the nation in teaching, administration, communication disorders, special education, and educational psychology.

The Hixson-Lied College of Fine and Performing Arts

The Hixson-Lied College of Fine and Performing Arts nurtures creativity, artistic activity, and scholarship; educates students to a high level of accomplishment as artists, teachers, and scholars; and enriches the education of all students through the study and practice of the arts.

Mission Statement

The College provides the citizens of Nebraska with opportunities to enjoy, appreciate, and participate in the arts through outreach programs. Through its creative activity, research, and exhibitions it contributes to the arts nationally and internationally.

In fulfillment of its mission, the College:

· Offers comprehensive educational programs of study in the arts at the undergraduate and graduate levels.

· Provides professional preparation for artists, historians, theorists, and arts educators.

· Sustains a strong commitment to liberal education for all UNL students through its course offerings and special programs.

· Maintains a strong interdisciplinary and continuing education emphasis by creating comprehensive cultural and educational opportunities.

· Fosters creative activity and scholarly research in the arts.

· Provides opportunities for the performance, collection, preservation, publication, and exhibition of important works.

· Provides leadership for the understanding and development of the arts in the state and nation.

· Develops supportive and knowledgeable audiences and patrons for the arts.

· Supports and contributes to collaborative multicultural and intercultural programs.

· Serves the entire state and region as an important artistic and cultural resource through its exhibitions, performances, and educational outreach programs.

(http://arts.unl.edu/hlfpa/about-college)

Teacher Education Programs

Teacher education programs are found in five departments in CEHS as well as in two other colleges on campus. The College of Fine and Performing Arts (CFPA) oversees Music Education, whereas Agriculture Education, Horticulture Education, and Industrial Technology are located in the College of Agricultural Sciences and Natural Resources. Even though these programs are housed outside of CEHS, they must comply with state rules and regulations tied to teacher education. The majority of the teacher education programs are located in the Department of Teaching, Learning and Teacher Education (TLTE). There are currently 40 endorsement areas offered at the undergraduate and graduate levels through the University. Options exist for students to complete initial teacher certification and teaching endorsements at the undergraduate and graduate levels. All programs leading to an initial teaching certificate will also require the completion of an undergraduate or graduate degree. Individuals interested in adding one or more teaching endorsements may do so without pursuing a degree.

1b. Standards of Admission, RETENTION, TRANSITION, AND COMPLETION

Admission to the University of Nebraska-Lincoln

Admission to the University is based on a student’s demonstrated academic preparation for University-level work (see Appendix—Table 1). Admission standards to the University are established by the University of Nebraska Board of Regents and apply to all new, first time degree-seeking students. This includes freshman as well as transfer students. The admission standards apply to general admission to the University as well as admission to the College of Education and Human Sciences.

Admission to the Teacher Education Program (TEP)

Admission to the College of Education and Human Sciences does not guarantee admission to a teacher education program. Admission to the advanced phases of teacher education is selective and, in some endorsements, highly competitive. Selection to a TEP is based upon the following criteria:

1. Completion of at least 30 credit hours (Elementary Education) or 42 credit hours (Secondary Education) with a minimum 2.5 GPA.

2. Completion of TEAC 331 or 430 or 431 or 434 or 437 or 496 (3 hrs.) or approved course, and EDPS 250 or 251 with a 2.5 cumulative average in the two classes, no grade lower than a C.

3. Documentation of proficiency in reading, writing, and mathematics through successful completion of a basic skills examination that meets the Nebraska Department of Education competency requirement.

4. Completion of one course in communication studies selected from COMM 109, 205, 209, 210, or 341, or an approved substitute.

5. Faculty recommendations.

6. Demonstration of attaining particular learning outcomes in the program.

7. Completion of a personal and professional fitness self-disclosure form.

Admission to Student Teaching

All students who are candidates for an appropriately endorsed Nebraska Teacher’s certificate are required to student teach. Students who plan to student teach in the fall semester must complete the student teaching application form and submit it by the preceding March 1 to the Director of Field Experiences in 104 Henzlik Hall; students planning to student teach in the spring semester must apply by the preceding October 1. The basic program for student teaching provides for a full-day experience on a semester basis. Students enrolled in an elementary education dual major will complete requirements for student teaching in both majors. Admission to student teaching requires the following:

1. Matriculation in a teacher education program in the College of Education and Human Sciences, the Graduate College, or dual matriculation in the College of Education and Human Sciences and another college.

2. Admission to a teacher education program.

3. Senior standing (89 hours or more) with a minimum cumulative GPA of 2.75.

4. Application for and completion of a senior check.

5. Minimum average of 2.5 in each endorsement area (in the case of Middle Grades Endorsement, a 2.5 in each academic area) with no grade below C.

6. A minimum grade-point average of 2.5 in pre-professional and professional education courses with no grade below a C in pre-professional education courses and no grade below a C+ in professional education courses.

7. Completion of a criminal history check that will be conducted by an independent party (lab fee required).

Retention

1. Must maintain a minimum cumulative GPA of 2.75.

2. Must maintain a minimum average of 2.5 in each endorsement area (in the case of Middle Grades Endorsement, a 2.5 in each academic area) with no grade below C.

3. Must maintain a minimum grade point average of 2.5 in pre-professional and professional education courses with no grade below a C in pre-professional education courses and no grade below a C+ in professional education courses.

4. Must meet student teaching application deadlines.

5. Must meet criminal history requirements at all times.

Transition Points

A summary of the transition points can be found in the Appendix in Table 2.

Requirements to Complete the Teacher Education Program

1. Successful completion of student teaching.

2. Successful completion of all remaining courses as identified in the senior check with grades meeting the minimum requirements as identified in the “Admission to Student Teaching” section as described above.

3. Satisfy any additional requirements as described under teacher education in the undergraduate bulletin.

4. Address all financial obligations tied to the University of Nebraska-Lincoln.

5. Apply for the degree.

The Student Advising Sheet for the program(s) associated with this Folio can be found at:http://cehs.unl.edu/ssc/undergraduate-advising

1c. Field Experiences

The link to the Rule 20 Folio is:

http://cehs.unl.edu/cehs/nde/Rule20.pdf

Field experience “courses” can be divided into the following areas:

Early Childhood, Inclusive, Elementary Education, Elementary Education/Mild Moderate Disabilities, and Secondary Education. Practicum experiences at the 200 level are initial experiences in the schools for our students. They can be placed in a classroom with a teacher at the appropriate grade level for their respective content area. Secondary students are placed individually in middle grades or secondary classrooms, whereas elementary students are placed in pairs in elementary classrooms. In all instances, university students have opportunities to work with K-12 learners individually or in small groups. In some instances, they may be given full-class opportunities to work with learners. Students completing 397 level practica have expanded responsibilities where they will have greater classroom responsibilities that will include the teaching of multiple lessons as a requirement for the experience as well as teacher assistant roles during each day. The 497 experience is student teaching where the university student takes on more and more responsibilities that would be equivalent to those taken on by the classroom teacher. These responsibilities include, but are not limited to, the preparation of lesson plans and materials for teaching and assessment, the teaching of classes, grading formative and summative materials, working with students after class, attending staff/faculty meetings, and speaking with parents where necessary, all under the guidance of a cooperating teacher. Please see Table 3 in the Appendices for a summary of the Field Experience hour requirements associated with each practicum course and the related endorsements.

1d. Program Completers

Table 4 – Program Completers

Program Completers and Level – Content Area

Academic Year

Number of Endorsement Program Completers

Bac

Post Bac

Alternate Route

Masters

Ed. Specialist

PhD

20

14

to

20

15

21

2

20

15

to

20

16

24

2

SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA

Artifact 1

Table 5

Summary Table of Endorsement Program Key Assessments

REGULAR FOLIOS

Name of Assessmentused for the following areas:

Type or Form of Assessment

Brief Description of Assessment, including indicated information obtained from Assessment

When Assessment is Administered

Specific Items

1

Content-Praxis II or GPA

Cumulative GPA

Summative

Numerical computation of grades based on

quality points earned divided by credit

hours completed

Ongoing—throughout one’s college career. Cumulative GPA is what is reported.

Specific to content area

Praxis II

Comparison to a Standard

For elementary students, this test has been used to

document one being highly qualified (minimum

score of 159) for No Child Left Behind.

For secondary students, we piloted results for the

2014-2015 academic year. Results will be used as a requirement for teacher certification at all levels

starting September 1, 2015.

Just before or during clinical practicum (student teaching)


CEHS Student Teaching Instrument

Summative

This instrument consists of 14 items that is completed

by the student teacher supervisor and cooperating

teacher on the basis of one being proficient, basic or

unsatisfactory on each item.

At the end of the Clinical Experience

Item 1

Administrator Survey

Summative

This is a 21-item instrument that is completed by

school administrators at the end of a candidate’s

first year of teaching. It is now administered by

the Nebraska Department of Education.

In March/April at the end of the candidate’s first year of teaching

Standards 4.1, 4.2, 4.3

Candidate Teacher Survey

Summative


program completers at the end of the first year of

teaching. It is administered by the College of

Education and Human Sciences at UNL.


Items 1 & 2

2

Content - Knowledge

Cumulative GPA

Summative

Numerical computation of grades based on

quality points earned divided by credit

hours completed

Ongoing—throughout one’s college career. Cumulative GPA is what is reported.


Praxis II

Comparison to a Standard

For elementary students, this test has been used to

document one being highly qualified (minimum

score of 159) for No Child Left Behind.

For secondary students, we piloted results for the

2014-2015 academic year. Results will be used as a requirement for teacher certification at all levels

starting September 1, 2015.

Just before or during clinical practicum (student teaching)



Summative






Item 1


Summative






Standards 4.1, 4.2, 4.3, 5.1, 5.2


Summative






Item 14

3

Learner/Learning Environments


Summative





At the end of the Clinical ExperienceItems 2 & 3


Summative






Standards 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3


Summative






Items 3 & 4

4

Instructional Practices - Knowledge


Summative






Items 2, 3, & 6


Summative






Standards 7.1, 7.2, 7.3, 8.1, 8.2, 8.3


Summative






Items 7, 8, 9, 16, 17 & 20

5

Instructional Practices - Effectiveness


Summative






Items 2, 3, & 5


Summative






Standards 6.1, 6.2


Summative






Item 10

6

Professional Responsibility


Summative






Items 12 & 14


Summative






Standards 9.1, 9.2, 9.3, 9.4, 10.1, 10.2


Summative






Items 12 & 15

7

Overall Proficiency


Summative






Standard 11.1


Summative


program completers at the end of the first year of teaching. It is administered by the College of



Item 23

8

Optional Assessment

REQUIRED RULE 24 FOLIO APPENDICES

Table 1

UNL Admission Requirements

English

4 units of English

All units must include intensive reading and writing experience

Mathematics

4 units of mathematics

Must include Algebra I, II. Geometry and one additional unit that builds on a knowledge of algebra or geometry.

Natural Science

3 units of natural sciences

Including at least 2 units selected from biology, chemistry, physics, and earth sciences. One of the units must include laboratory instruction.

Social Studies

3 units of social studies

At least one unit of American and/or world history and one additional unit of history, American government and/or geography

Foreign Language

2 units of foreign language

Must include 2 units of the same foreign language. Students who are unable to take two years of foreign language in high school may still qualify for admission. Such students will be required to take two semesters of foreign language at the University of Nebraska. These students are required to complete 16 units of academic courses for admission.

Class Rank or ACT/SAT

For assured admission you must also graduate in the upper half of your class, or have an ACT composite score of 20 or higher, or an SAT combined score of 950. All freshman applicants under the age of 23 are required to submit an official ACT or SAT score.

Transfer

For assured admission, in addition to completion of core course requirements, you must also show a C average (2.0 on a 4.0 scale) for your cumulative grade point average and a C average on your most recent term of college enrollment

Table 2

Major Transition Points

Acceptance into University

(Prior to Freshman year)

Acceptance into Teacher Education program

(Sophomore year)

Acceptance into Student Teaching

(Semester before Student Teaching)

Program Completion/

Graduation

(After Student Teaching)

-- Completion of specific number of high school units.

-- Appropriate ACT /SAT score

--Credit hour minimum

--Minimum grades in specific courses

-- PPST

-- Faculty recommendations

-- Completion of Prof. & Personal Fitness Form

-- Criminal History check

-- Admission to TEP

-- Credit Hour /overall 2.75 GPA minimum

-- 2.5 GPA in content area

courses, no grade below a C

--2.5 GPA in Prof. ed – specific grade requirements for methods courses

-- Criminal History check

-- 120 + credit hours

-- successful completion of Student Teaching

-- Maintain GPA minimum requirements

-- Completion of a senior check

--Met all financial obligations

-- Apply for degree

Table 3

Summary Table of Practicum and Clinical Experiences

Course

Cr

Days/

Wk

Hrs

/Day

Weeks

Total Hrs

ELED

Sec. Ed.

ELED/

SPED

ECE Unif

ELED/

ECE

TEAC 297A

1

2

3

14

84

84

84

84

84

297B

2

2

7

14

140

140

140

140

EDPS 297

1

2

1

14

25

397A

3

2

7

14

196

196

196

196

497A

12

5

8

16

640

640

640

640

297

1

2

1

10

20

20

397

3

5

2

12

120

120

397D

3

2

8

15

240

240

497

12

5

8

16

640

640

497A

6

5

8

40

400

400

SPED 397

3

3

4

12

144

120

SPED 496Y

1

2

4

14

56

56

497M

9

5

8

10

400

400

CYAF 270L

2

1

4

14

52

52

52

271L

1

1

3

12

36

36

36

374L

1

1

3

15

45

45

45

497A

9

5

4

16

320

320

320

Total

--

-----

--------

---------

-------

1060

780

1340

1473

1513

Instruments Used in Key Assessments:

In order to view the instruments used for the different surveys the provided data for this report, go to the “Instruments” folder at the State Approval website and select each of the following:

Student Teaching Final Evaluation used in Fall 2014–Spring 2015—All Program Completers

Student Teaching Final Evaluation used in Fall 2015–Spring 2016—All Program Completers

NDE First-Year Administrator Survey

First-Year Teacher Survey

SECTION 2: KEY ASSESSMENTS AND FINDINGS — Artifact 2

1. Content Knowledge

Below are the measures used specifically for addressing the content knowledge for teacher candidates at the University of Nebraska–Lincoln.

Table 1A

Grade Point Average in the Content Area and Cumulative GPA

Year

Endorsement

Subject Area/Content GPA

Cumulative GPA

Total Students

2014-2015

Secondary Education

3.49

3.56

95

Elementary Education

3.43

3.57

125

Content area

2015-2016

Secondary Education

3.54250

3.55747

108

Elementary Education

3.36632

3.56379

153

Content area

Table 1B

Grade Point Average in the Content Area and Cumulative GPA

Year

Code

Subject Area/Content GPA

Cumulative GPA

Total Students

Notes

2015-16

MUED

3.57743

3.54290

21

Music Education

Table 2A

Praxis II—September 2014—August 2015

Pass Rate Based on Nebraska Cut Score

Praxis II – September 2014 – August 2015


Endrsmnt

Test #

Cut Score

UN-L N

UN-L # Passing

UN-L # Failing

UN-L %age Pass

UN-L Mean

State N

State %age Pass

State

Mean

National N

National %age

National Mean

Music

5114

152

20

20

0

100

173.90

61

88.52

164.28

1178

85.48

164.50

TOTAL

403

373

30

92.56%

Table 2B

Praxis II – September 2015 – August 2016


Endrsmnt

Test #

Cut Score

UN-L N

UN-L # Passing

UN-L # Failing

UN-L %age Pass

UN-L Mean

State N

State %age Pass

State

Mean

National N

National %age

National Mean

Music

5114

152

27

26

1

96.30

175.41

92

92.39

167.29

1191

85.14

164.58

TOTAL

503

478

25

95.03%

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Subject Matter Knowledge for the 2014-2015 Academic Year for Teaching in General (Item 1).

Responses From First Year Administrator Survey: Preparation of Candidate to Teach Content Area.

Table 4

Standards 4.1, 4.2, and 4.3—Content Knowledge

Indicator Endorsement Rare Occasional Frequent Consistent Grand

Information Total

4.1 --The

teacher understands the

central concepts, tools of inquiry, and structures

of the discipline(s) s/he teaches.

2014-2015

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

0

0.00%

2

40.00%

3

60.00%

5

Total

1

0.67%

7

4.70%

48

32.21%

93

62.42%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

2

50.00%

2

50.00%

4

Total

1

0.68%

3

2.04%

65

44.22%

78

53.06%

147

4.2 The

teacher creates learning

experiences that make these aspects of the

discipline accessible and meaningful for students

to assure mastery of content.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

1

20.00%

3

60.00%

5

Total

0.00%

11

7.38%

55

36.91%

83

55.70%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

1

25.00%

2

50.00%

4

Total

4.3 The

teacher integrates Nebraska

Content Standards and/or professional standards

within instruction.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

2

40.00%

2

40.00%

5

Total

1

0.68%

1

14.29%

52

35.14%

83

56.08%

148

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

1

25.00%

2

50.00%

4

Total

1

0.69%

3

2.07%

50

34.48%

91

62.76%

145

Responses From First Year Candidate Survey: Items Related to Preparation to Teach Content Knowledge (Item 1) and Prepared to Teach Content Area (Item 2).

Table 5

Item 1: Prepared to Teach Content Area

Year

#

Item

Endorsement

Strongly Disagree

Disagree

Neither Agree nor Disagree

Agree

Strongly Agree

Grand Total

2014 - 2015

1

I am well prepared to teach in my content area.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015 - 2016

1

I am well prepared to teach in my content area.

MUED

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

Table 6


Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

2

I am confident in my level of subject matter knowledge.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

0

0.00%

2

100.00%

2

2015-2016

2

I am confident in my subject matter knowledge.

MUED

0

0.00%

0

0.00%

0

0.00%

0

0.00%

2

100.00%

2

Table 6.5

“Teachers know the subject and effectively teach the subject to students” – Student Teaching Instrument

2010-2016

N=126

Year

N

Cooperating Teacher

University Supervisor

2010-2016

126

4.30

4.44

2010

3

3.67

3.67

2011

18

4.48

4.32

2012

16

4.21

4.71

2013

22

4.33

4.28

2014

19

4.27

4.14

2015

22

4.40

4.27

2016

26

4.19

4.98

5 = Demonstrates exemplary methods/skills; need for 1st-year supervision will be minimal

4 = Demonstrates methods/skills at a level better than most student teachers

3 = Demonstrates the level of skill expected of a first-time student teacher

2 = Sometimes demonstrates the competency (supervision required)

1 = Does not demonstrate the competency (unsatisfactory)

Table 6.6

Comparative Means for Music Major Field Test (ETS)

Fall 2013 – Spring 2016

N=172

National Means by Individual Students

(N=1982)

UNL Means by Individual Students

(N=172)

150.3 (Range 200 to 0)

Percentile = 50%

155 (Range 200 to 0)

Percentile = 64%

National Means by Institution

(N=83)

UNL Means by Institution

(N=1)

149.2 (Range 200 to 0)

Percentile = 50%

155 (Range 200 to 0)

Percentile = 75%

Narrative:

Summary Statement: Content Knowledge: Expertise in content knowledge is essential for teacher effectiveness. In the Bachelor of Music Education program, approximately 55% of the overall credit load of a teacher music education candidate is in content-area coursework and experiences. With music as the area of concentration, this content includes courses in musicianship (theory), aural skills, keyboard skills, music history, applied music, conducting, and ensemble participation.

Music education students demonstrate a high level of content knowledge. This is indicated by their high GPAs, percentile comparisons via standardized tests in music, and assessments of university supervisors and cooperating teachers.

Table 1B presents that most recent GPA data for the subject area of music = 3.577 (N=21), which we deem as very strong (4.0 scale). A second metric, presented in Tables 2A & 2B, are the results of the Praxis II content area exam in music for which, since September 2014, UNL has a 100% passing rate (based on Nebraska Cut Scores) and a full 10 points above the national mean.

Tables 4-6 present the assessments from administrators and our own students in their first year of employment. Given such a small return rate, we view the data from previous metrics as more reliable.

With regard to results from the Educational Testing Service (ETS) Field Test in Music presented in Table 6.6, our music students are in the 64th percentile when compared to all music majors taking the test between 2013 and 2016.

When compared institution to institution, the Glenn Korff School of Music is in the 75th percentile. Because these data reflect three degrees (Bachelor of Arts, Bachelor of Music, and Bachelor of Music Education) this assessment does not provide specific metrics on music education. As mentioned earlier, Tables 2A & 2B, which present data from the Praxis II exam in music, show our students outperforming the national average by 10 points.

2. Content Area

See Tables 1-6 from Content Area #1 above (first 8 tables in that section)

Table 7

Responses from First Year Administrator Survey: Application of Content


Information Total

5.1 The teacher candidate understands how to connect concepts across disciplines

2014-15

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

2

40.00%

1

20.00%

2

40.00%

5

Total

1

0.67%

22

14.77%

58

38.93%

68

45.64%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

2

50.00%

2

50.00%

4

Total

2

1.37%

14

9.59%

71

48.63%

59

40.41%

146

5.2 The teacher candidate uses differing perspectives to engage students in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

2

40.00%

1

20.00%

2

40.00%

5

Total

1

0.67%

18

12.00%

57

38.00%

74

49.33%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

1

25.00%

2

50.00%

4

Total

1

0.68%

15

10.20%

64

43.54%

67

45.58%

147

Responses From First Year Candidate Survey: Items Related to Teaching Subject Matter Materials in Ways Meaningful to Learners (Item 14).

Table 8


Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

14

I teach subject matter in ways that are meaningful to learners.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

2015-2016

14

I teach subject matter in ways that are meaningful to learners.

MUED

0

0.00%

0

0.00%

0

0.00%

0

0.00%

2

100.00%

2

Narrative:

Summary Statement: Application of Content Area to Meaningful Learning

Table 7 shows that administrators generally indicate that the first-year music teachers do connect concepts across discipline (Indicator 5.1). The frequency with which the teachers do so are judged to range from occasional to consistent (in 2015-2016, the range was limited to either frequent or consistent); no administrator responded that a teacher does so rarely. Similar results were found in the data related to first year’s teachers’ ability to use differing perspectives to engage students in critical thinking, creativity, and collaborative problem solving (Indicator 5.2); all responses indicated occasional to consistent implementation by the teachers, and no administrator indicate it being done only rarely. Responses from first year candidates indicate an overall confidence in their ability to teach subject matter in ways that are meaningful to learners (Table 8). All respondents indicated that they either agree or strongly agree that they teach subject matter in ways that are meaningful to learners; none indicated disagreement or a neutral response.

3. Learner/Learning Environments

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2014-2015 Academic Year (Item 2—Table 9A).

Table 9A—Item 2: Subject Planning for Learning—2014-2015

Subject Area Scoring

Table 9B—Item 4: Planning for Learning—2015-2016


Table 10A—Item 3: Instructional Enactment—2014-2015


Table 10B—Item 5: Responsive Teaching—2015-2016


Responses From First Year Administrator Survey: Items Related to Student Development, Learning Differences, and Learning Environments: Student Development (Standards 1.1, 1.2, and 1.3); Learning Differences (Standards 2.1 and 2.2); Learning Environments (Standards 3.1 and 3.2).

Table 11

Standards 1.1, 1.2, and 1.3: Student Development


Information Total

1.1 The teacher understands how students grow and develop.

2014-2015

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

0

0.00%

3

60.00%

2

40.00%

5

Total

0.00%

7

4.67%

60

40.00%

83

55.33%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

1

25.00%

3

75.00%

4

Total

1

0.68%

7

4.76%

62

42.18%

77

52.38%

147

1.2 The teacher recognizes that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

0

0.00%

4

80.00%

1

20.00%

5

Total

0.00%

10

6.67%

57

38.00%

83

55.33%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

1

25.00%

3

75.00%

4

Total

2

1.37%

8

5.48%

60

41.10%

76

52.05%

146

1.3 The teacher implements developmentally appropriate and challenging learning experiences.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

2

40.00%

2

40.00%

5

Total

1

0.67%

12

8.05%

53

35.57%

83

55.70%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

1

25.00%

3

75.00%

4

Total

1

0.68%

12

8.16%

54

36.73%

80

54.42%

147

Table 12

Standards 2.1 and 2.2: Learning Differences


Information Total

2.1 The teacher understands individual differences and diverse cultures and communities

2014-2015

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

3

60.00%

1

20.00%

5

Total

0.00%

10

6.71%

57

38.26%

10

55.03%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

2

50.00%

2

50.00%

4

Total

1

0.68%

13

8.84%

49

33.33%

84

57.14%

147

2.2 The teacher ensures inclusive learning environments that enable each student to meet high demands

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

0

0.00%

2

40.00%

3

60.00%

5

Total

1

0.67%

10

6.71%

52

34.90%

86

57.72%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

1

25.00%

2

50.00%

4

Total

1

0.68%

12

8.16%

53

36.05%

81

55.10%

147

Table 13

Standards 3.1 and 3.2: Learning Environments


Information Total

3.1 The teacher works with others to create environments that support individual and collaborative learning.

2014-2015

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

1

20.00%

3

60.00%

5

Total

0.00%

11

7.48%

41

27.89%

95

64.63%

147

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

1

25.00%

3

75.00%

4

Total

1

0.68%

14

9.59%

46

31.51%

85

58.22%

146

3.2 The teacher creates environments that encourage positive social interaction, active engagement in learning, and self-motivation.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

1

20.00%

3

60.00%

5

Total

1

0.68%

7

4.73%

45

30.41%

95

64.19%

148

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

0

0.00%

3

75.00%

4

Total

1

0.68%

16

10.96%

39

26.71%

90

61.64%

146

3.3 The teacher manages student behavior to promote a positive learning environment.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

2

40.00%

1

20.00%

2

40.00%

5

Total

81

54.73%

54

36.49%

13

8.78%

0.00%

148

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

0

0.00%

3

75.00%

4

Total

2

1.37%

24

16.44%

51

34.93%

69

47.26%

146

Responses From First Year Candidate Survey: Items Related to Student Learning: Understands How Learners Learn (Item 3), and Adapts to Developmental Strategies of Learners (Item 4).

Table 14

Item 3: Understands How Learners Learn

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

3

I positively impact the learning and development of all students.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

Table 15

Item 4: Adapts to Developmental Strategies of Learners

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

4

I adapt to different developmental stages of learners.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

4

I adapt to different developmental stages of learners

MUED

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

Table 15.5

“Teachers are committed to all students and their learning” – Student Teaching Instrument

2010-2016

N=126

Year

N

Cooperating Teacher


2010-2016

126

4.23

4.21

2010

3

3.50

4.00

2011

18

4.43

4.19

2012

16

4.16

4.88

2013

22

4.32

4.27

2014

19

4.24

4.00

2015

22

4.28

4.14

2016

26

4.06

3.99






Narrative:

Summary Statement: Instructional Planning That Considers Learner Needs and Variability

Music education students demonstrate excellent teaching skills as evidenced by their high GPAs within courses devoted toward pedagogy, excellent results on the Praxis II exam in music, and student teaching evaluations.(Tables 1B, 2A, 2B).

The self-analyses from alumni (Table 14, Table 15) garnering only an N=4 are too small to be the basis of any meaningful conclusions.

In reviewing data from our student teaching assessment instrument over the time frame of 2010-2016 (126 students), cooperating music teachers consistently rated this aspect of our students “at a level better than most student teachers” (4.23 on a 5.0 scale). The coupling of practica with music methods coursework would appear to contribute to this level of performance. The Music Education area and the Glenn Korff School of Music expends FTE towards this aspect of the program as every music education practicum is supervised by music education faculty or graduate students.

4. Instructional Practices–Candidate Knowledge and Skills

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Planning for Learning, Instructional Enactment (Item 2— Table 16A)

Table 16A—Item 2: Subject Planning for Learning—2014-2015


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Planning for Learning (Item 4—Table 16B)—LIVETEXT version.

Table 16B—Item 4: Planning for Learning—2015-2016


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on the Learning Environment (Item 3)

Table 17A—Item 3: Instructional Enactment—2014-2015


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2015-2016 Academic Year on Responsive Teaching (Item 5—Table 17B)—LIVETEXT version.

Table 17B

Item 5: Responsive Teaching

2015-2016


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on the Learning Environment (Item 6—Table 18A).

Table 18A

Item 6: Learning Environment

2014-2015


Response Drom College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2015-2016 Academic Year on Learning Culture (Item 10—Table 18B)—LIVETEXT version.

Table 18B—Item 10: Learning Culture

2015-2016


Responses Drom First Year Administrator Survey: Items related to Planning for Instruction (Standards 7.1, 7.2, and 7.3) and Instructional Strategies (Standards 8.1, 8.2, and 8.3)

Table 19

Standards 7.1, 7.2, and 7.3: Planning for Instruction


Information Total

7.1 The teacher plans instruction that supports every student in meeting rigorous learning goals.

2014-2015

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

2

40.00%

1

20.00%

2

40.00%

5

Total

1

0.67%

14

9.40%

55

36.91%

79

53.02%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

0

0.00%

3

75.00%

4

Total

1

0.68%

10

6.80%

69

46.94%

67

45.58%

147

7.2 The teacher candidate draws upon knowledge of content areas, curriculum, cross-disciplinary skills, technology, and pedagogy.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

1

20.00%

3

60.00%

5

Total

1

0.67%

14

9.40%

54

36.24%

80

53.69%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

2

50.00%

2

50.00%

4

Total

2

1.36%

10

6.80%

70

47.62%

65

44.22%

147

7.3 The teacher draws upon knowledge of students and the community context.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

2

40.00%

2

40.00%

5

Total

2

1.34%

13

8.72%

55

36.91%

79

53.02%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

2

50.00%

2

50.00%

4

Total

1

0.68%

15

10.20%

61

41.50%

70

47.62%

147

Table 20

Standard 8.1, 8.2, and 8.3: Instructional Strategies


Information Total

8.1 The teacher understands a variety of instructional strategies.

2014-2015

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

2

40.00%

2

40.00%

5

Total

1

0.67%

16

10.67%

45

30.00%

88

58.67%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

2

50.00%

2

50.00%

4

Total

2

1.38%

7

4.83%

58

40.00%

78

53.79%

145

8.2 The teacher uses a variety of instructional strategies to encourage students to develop deep understanding of content areas and their connection and to build skills to apply knowledge in meaningful ways.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

2

40.00%

2

40.00%

5

Total

1

0.67%

18

12.00%

54

36.00%

77

51.33%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

1

25.00%

2

50.00%

4

Total

1

0.69%

12

8.28%

58

40.00%

74

51.03%

145

8.3 The teacher utilizes available technology for instruction and assessment.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

2

40.00%

1

20.00%

2

40.00%

5

Total

1

0.67%

12

8.00%

54

36.00%

83

55.33%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

2

50.00%

2

50.00%

4

Total

1

0.69%

14

9.72%

54

37.50%

75

52.08%

144

Responses From First Year Candidate Survey: Items Related to Creating Effective Instructional Plans (Item 7), Working Effectively as Part of an Instructional Planning Team (Item 8), Classroom Management (Item 9), Instruction Requires Problem Solving or Critical Thinking Skills (Item 16), Instruction is Adapted to the Needs of Learners With Special Needs (Item 17), and Use of Multiple Methods to Teach (Item 20).

Table 21

Item 7: Create Effective Instructional Plans

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

7

I create effective instructional plans.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

7

I create effective new lesson plans

MUED

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

Table 22

Item 8: Work Effectively as a Part of an Instructional Team

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

8

I work effectively as part of an instructional planning team.

Music (EMUS)

0

0.00%

0

0.00%

1

50.00%

1

50.00%

0

0.00%

2

2015-2016

8

I work effectively as part of an instructional team

MUED

0

0.00%

0

0.00%

1

50.00%

1

50.00%

0

0.00%

2

Table 23

Item 9: Manages Classroom Management

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

9

I apply effective methods to manage the classroom environment.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

0

0.00%

2

100.00%

2

2015-2016

9

I apply effective methods to manage the classroom environment

MUED

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

Table 24

Item 16: Instruction Requires Student Problem Solving and/or Critical Thinking Skills

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

16

My instruction requires student problem solving and/or critical thinking skills.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

0

0.00%

2

100.00%

2

2015-2016

16

My instruction requires student problem solving and/or critical thinking skills

MUED

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

Table 25

Item 17: Adapt Instruction to Meet Needs of Learners With Special Needs

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

17

I adapt my instruction to the needs of learners with special needs.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

2015-2016

17

I adapt my instruction to the needs of learners with special needs.

MUED

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

Table 26

Item 20: Use Multiple Methods to Teach

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

20

I use multiple methods to teach.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

20

I use multiple methods to teach

MUED

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

Narrative:

Summary Statement: Planning and Delivering Instruction

Tables 19 and 20 show that administrators generally indicate that the first-year music teachers understand a variety of instructional strategies (Indicator 8.1) and use these strategies for students to grow in the content area (Indicator 8.2). The frequency with which the teachers do so are judged to range from occasional to consistent (in 2015-2016, the range was limited to either frequent or consistent); no administrator responded that a teacher does so rarely. The same response pattern was found with respect to teachers’ utilization of technology for instruction and assessment (Indicator 8.3); again, responses ranged from occasional to consistent (in 2015-2016, the range was limited to either frequent or consistent); no administrator responded that a teacher does so rarely. Tables 21 through 23 show that first year candidates generally believe in their ability to effectively plan, work as a team, and manage their classroom. Almost all respondents indicated that they either agree or strongly agree that they can do these things; across those three tables, there were no responses indicating disagreement and there was only one instance of a neutral response (i.e., “Neither Agree nor Disagree”). Regarding Tables 24-26, responses were similarly limited to Agree or Strongly Agree for questions about providing instruction toward student problem solving and critical thinking, and adapting instruction for learners with special needs. Additionally, they indicated the same levels of agreement regarding their use of multiple teaching methods.

5. Instructional Practices—Assessment That Demonstrates Effects or Impact on P-12 Student Learning

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Planning for Learning (Item 2—Table 27A).

Table 27A

Item 5: Planning for Learning

2014-2015


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Planning for Learning (Item 4—Table 27B). LIVETEXT version.

Table 27B

Item 4: Planning for Learning

2015-2016


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Instructional Enactment (Item 3—Table 28A).

Table 28A

Item 3: Instructional Enactment

2014-2015


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Responsive Teaching (Item 5—Table 28B)—LIVETEXT version.

Table 28B

Item 5: Responsive Teaching

2015-2016


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Classroom Interaction with Students (Item 5—Table 29A).

Table 29A

Item 5: Classroom Interaction With Students

2014-2015


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2015-2016 Academic Year on Relationships with Students (Item 7—Table 29B)—LIVETEXT version.

Table 29B

Item 7: Relationships With Students

2015-2016


Responses From First Year Administrator Survey on Assessment (Items 6.1 and 6.2)

Table 30

Standard 6.1 and 6.2: Assessment


Information Total

6.1 The teacher understands multiple methods of assessment

2014-2015

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

2

40.00%

1

20.00%

2

40.00%

5

Total

2

1.33%

16

10.67%

59

39.33%

73

48.67%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

2

50.00%

1

25.00%

4

Total

1

0.68%

16

10.96%

63

43.15%

66

45.21%

146

6.2 The teacher uses multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the teacher candidate’s and student’s decision making.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

2

40.00%

1

20.00%

2

40.00%

5

Total

2

1.33%

16

10.67%

67

44.67%

65

43.33%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

1

0.00%

2

50.00%

1

25.00%

4

Total

1

0.68%

19

13.01%

62

42.47%

64

43.84%

146

Responses From First Year Candidate Survey: Items Related to Assessment: Create Effective Assessments to Measure Learning (Item 10).

Table 31

Standard 10: Creates Effective Assessments to Measure Learning

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

10

I create effective assessments to measure learning.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

2015-2016

10

I create effective assessments to measure learning

MUED

0

0.00%

0

0.00%

1

50.00%

1

50.00%

0

0.00%

2

Table 31.5

“Teachers foster and monitor student learning” – Student Teaching Instrument

2010-2016

N=126

Year

N

Cooperating Teacher


2010-2016

126

4.11

3.89

2010

3

4.00

3.83

2011

18

4.24

3.94

2012

16

3.93

3.88

2013

22

4.12

4.07

2014

19

4.18

3.74

2015

22

4.28

3.91

2016

26

3.96

3.83






Narrative:

Summary Statement: P-12 Assessment of Student Learning: Music education students demonstrate appropriate abilities in the assessment of P-12 student learning as supported by analysis of practicum and student teaching evaluations (Table 31.5), with the trend represented in the small number of responses from alumni (Table 30, Table 31).

6. Professional Responsibility

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014 -2015 Academic Year on Collaborative Relationships (Item 12—Table 32A).

Table 32A

Item 12: Collaborative Relationships and Professional Conduct

2014-2015


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Collaborative Relations and Professional Conduct (Item 13—Table 32B). LIVETEXT version.

Table 32B

Item 13: Collaborative Relations and Professional Conduct

2015-2016


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation Relationships for the 2014-2015 Academic Year on Reflection and Professional Growth (Item 14—Table 33A).

Table 33A

Item 14: Reflection and Professional Growth

2014-2015


Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2015-2016 Academic Year—Reflective Practices and Professional Growth (Item 14—Table 33B)—LIVETEXT version.

Table 33B

Item 14: Reflective Practices and Professional Growth

2015-2016


Responses From First Year Administrator Survey: Items Related to Professional Learning and Ethical Practice (Standards 9.1, 9.2, 9.3, and 9.4) and Leadership and Collaboration (Standards 10.1 and 10.2)

Table 34

Standards 9.1, 9.2, 9.3, and 9.4: Professional Learning and Ethical Practice


Information Total

9.1 The teacher engages in ongoing professional learning.

2014-2015

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

0

0.00%

2

40.00%

3

60.00%

5

Total

1

0.67%

14

9.33%

36

24.00%

99

66.00%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

1

25.00%

3

75.00%

4

Total

1

0.68%

10

6.80%

44

29.93%

92

62.59%

147

9.2 The teacher models ethical professional practice.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

2

40.00%

2

40.00%

5

Total

0.00%

7

4.67%

31

20.67%

112

74.67%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

0

0.00%

4

100.00%

4

Total

1

0.68%

2

1.36%

28

19.05%

116

78.91%

147

9.3 The teacher uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, other professionals, and the community), and adapts practice to meet the needs of each student.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

2

40.00%

2

40.00%

5

Total

1

0.67%

5

3.33%

62

41.33%

82

54.67%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

0

0.00%

4

100.00%

4

Total

1

0.68%

9

6.16%

55

37.67%

81

55.48%

146

9.4 The teacher models professional dispositions for teaching.

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

1

100.00%

0

0.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

1

20.00%

3

60.00%

5

Total

1

0.67%

8

5.37%

38

25.50%

102

68.46%

149

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

0

0.00%

4

100.00%

4

Total

1

0.68%

4

2.72%

40

27.21%

102

69.39%

147

Table 35

Standards 10.1 and 10.2: Leadership and Collaboration


Information Total

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

1

20.00%

3

60.00%

5

Total

0.00%

13

8.78%

44

29.73%

91

61.49%

148

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

0

0.00%

4

100.00%

4

Total

1

0.68%

9

6.12%

49

33.33%

88

59.86%

147

10.2 The teacher seeks opportunities, including appropriate technology, to collaborate with students, families, colleagues, and other school professionals, and community members to ensure student growth

2014-2015

Rare

Occasional

Frequent

Consistent

Total

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

2

40.00%

2

40.00%

5

Total

1

0.68%

9

6.16%

58

39.73%

78

53.42%

146

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

0

0.00%

4

100.00%

4

Total

1

0.68%

14

9.52%

46

31.29%

86

58.50%

147

Responses From First Year Candidate Survey: Items Related to Professional Responsibility: Works Effectively With Parents (Item 12) and Takes Advantage of Opportunities to Grow Professionally (Item 15).

Table 36

Item 12: Works Effectively With Parents

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

12

I work effectively with parents

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

12

I work effectively with parents

MUED

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

Table 37

Item 15: Takes Advantage of Opportunities to Grow Professionally

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

15

I take advantage of opportunities to grow professionally.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

0

0.00%

2

100.00%

2

2015-2016

15

I take advantage of opportunities to grow professionally

MUED

0

0.00%

0

0.00%

1

50.00%

1

50.00%

0

0.00%

2

Table 37.5

“Teachers reflect their practice, learn from experience and adapt accordingly… Teachers are part of a professional learning community” – Student Teaching Instrument

2010-2016

N=126

Year

N

Cooperating Teacher


2010-2016

126

4.60

4.59

2010

3

3.90

3.93

2011

18

4.80

4.73

2012

16

4.41

4.67

2013

22

4.52

4.66

2014

19

4.66

4.51

2015

22

4.74

4.52

2016

26

4.55

4.56






Narrative:

Summary Statement: Professional Practice

The development of professionalism is an on-going and critical aspect of our program. Every music education methods course includes a statement and requirement regarding Professionalism (see Appendix X). Our student teaching seminar (MUED 403) includes a component regarding professional communication as well as asking students to be reflective educators. This area receives the highest ratings from both University Supervisors and Cooperating Teachers from our student teaching assessment instrument (Table 37.5).

7. Overall Proficiency

Response to Administrative Survey: Items on Impact of Student Learning and Development (Standard 11.1)

Table 38

Standard 11.1: Impact of Student Learning and Development


Information Total

11.1 The teacher positively impacts the learning and development for all students

2014-2015

Instrumental Music

0

0.00%

0

0.00%

1

100.00%

0

0.00%

1

Music

0

0.00%

1

20.00%

1

20.00%

3

60.00%

5

Total

0.00%

8

5.33%

41

27.33%

101

67.33%

150

2015-2016

Rare

Occasional

Frequent

Consistent

Total

Music

0

0.00%

0

0.00%

0

0.00%

4

100.00%

4

Total

1

0.68%

7

4.76%

42

28.57%

97

65.99%

147

Responses From First Year Candidate Survey: Items Related to Overall Proficiency: I Am an Excellent Teacher (Item 23).

Table 39

Item 23: I Am an Excellent Teacher

Year

#

Item

Endorsement

Strongly Disagree

Disagree


Agree

Strongly Agree

Grand Total

2014 - 2015

23

I am an excellent teacher.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

2015-2016

23

I am an excellent teacher

MUED

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

Narrative:

Overall Summary—see Artifact 3 below

Artifact 3 is also required for Advanced Program and for Mini-Folios.

Summary Narrative:

The Bachelor of Music Education degree is one of the three degrees offered by the Glenn Korff School of Music under the auspices of the Hixson-Lied College of Fine and Performing Arts. As a 120-credit degree it has the following components:

General Education: (33 hours)

ACE: Achievement-Centered Education

ACE 1. Written Texts Incorporating Research and Knowledge Skills (3 crs)

ACE 2. Communication Skills (3 crs)

ACE 3. Mathematical, Computational, Statistical or Formal Reasoning Skills (3 cr

Documents

College of Education and Human Sciences - The Hixson-Lied ... FOLIO... · Web viewCompletion of TEAC 331 or 430 or 431 or 434 or 437 or 496 (3 hrs.) or approved course, and EDPS 250