1. education

PSC Report
Cover Sheet
Georgia Professional Standards Commission (PSC) Report
Program Name:
_____Music
Education___________________________________________________
Submitted by:
Kennesaw State University
Address:
1000 Chastain Road
Kennesaw, GA 30144-5591
Chief Compiler:
Barbara Hammond
Phone:
(770) 423-6553
Email
[email protected]______________________
Fax (770) 423-6368
Level offered for review:
X
Baccalaureate
Post-Bac (Alternative Certification)
Masters
Endorsement/Add-on
Checklist of Materials to be enclosed in this review document:
X
Table of Contents
X
Overview of the Program
X
Goals and Objectives of the Program
X
College or Department Responsible for Preparing Candidates
X
Description of Course(s) of Study
X
Descriptions of Field Experiences, Student Teaching and Internships
Explanation of How and Why The Program May Vary From the Published Georgia
X
Standards
X
List of Faculty Responsible for the Program
Number of Candidates in the Program
X
Post Baccalaureate Programs
X
Evidence for Meeting the Georgia 2000 Standards
X
Standard 1 – Candidate Skills, Knowledge, and Dispositions
X
Standard 2 – Program Assessment and Unit Capacity
X
Standard 3 – Field Experiences and Clinical Practice
X
Standard 7 – Georgia-Specific Requirements for Units and Programs
X
Standard 8 – Content Requirements for Educator Preparation Programs
X
Required Appendices
X
A. Assessment instruments referenced in response to Standard 2.
X_______B. Course syllabi for all courses referenced in responses to Standards 7 and 8.
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PSC PROGRAM REPORTS IN CONJUNCTION WITH ON-SITE
CONTINUING REVIEWS
MUSIC EDUCATION
Level of Program: Initial
Table of Contents
I.
Overview of the Program: Page 5
A. Goals and Objectives of the Program: Page 5
B. College or Department responsible for Preparing Candidate:
Page 16
C. Description of Courses(s) of Study: Page 17
D. Descriptions of Field Experiences, Student Teaching and
Internships: Page 27
E. Explanation of How and Why the Program May Vary From the
Published Georgia Standards: Page 28
F. List of Faculty Responsible for the Program: Page 28
G. Number of Candidates in the Program: Page 30
H. Post-Baccalaureate Programs: Page 30
II.
Evidence for Meeting the Georgia 2000 Standards: Page 30
A. Standard 1: Candidate Skills, Knowledge, and Dispositions:
Page 30
Element 1.1 Content Knowledge (Initial): Page 34
Element 1.3 Pedagogical Content Knowledge for Teacher Candidates
(Initial): Page 38
Element 1.4 Professional and Pedagogical Knowledge and Skills for
Teacher Candidates (Initial): Page 38
Element l.6 Dispositions for All Candidates (All): Page 38
Element 1.7 Student Learning for Teacher Candidates (Initial)
Page 38
B. Standard 2: Program assessment and Unit Capacity :
Page 40
Element 2.1 Assessment System: Page 41
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Element 2.2 Data collection, Analysis, and Evaluation: Page 42
Element 2.3 Use of Data for Program Improvement: Page 45
C. Standard 3: Field Experiences and Clinical Practice: Page 47
Element 3.1 Collaboration between Unit and School Partners
Page 47
Element 3.2 Design, Implementation, and Evaluation of Field
Experiences and Clinical Practice: Page 49
Element 3.3: Candidates’ Development and Demonstration of KSDs
To Help All Students Learn: Page 51
D. Standard 7: Georgia-Specific Requirements for Units and
Programs: Page 52
Element 1 Meets Minimum Admissions Requirements: Page 52
Element 3 Knowledge of the Identification and Education of Children
with Special Needs: Page 55
Element 4 Proficiency in the Use, Application, and Integration of
Instructional Technology: Page 55
Element 5 Knowledge of the Relevant Sections of the Georgia Quality
Core Curriculum: Page 60
Element 6 Knowledge of Professional Ethical Standards and
Requirements for Certification and Employment: Page60
Element 7 Field Experiences Appropriate to the Grade Level and Field
of Certification Sought: Page 62
E. Standard 8: Content Requirements for Educator Preparation
Programs: Page 62
SPA Report: National Association of Schools of Music (NASM)
Praxis II content Matrices: Page 62
III.
Required appendices: (Attached on Hard Copy, Separate folder on CD.)
A. Assessment instruments referenced in response to Standard 2.
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Course syllabi for all courses referenced in responses to Standards 7 & 8: :
(Attached on Hard Copy, Separate folder on CD.)
B. MUED 3301 General Methods and Materials
MUED 3305 Learning and Assessment in Music Education
MUED 3302 Choral Methods
MUED 3303 Instrumental Methods
MUED 3334 Foundations of Music Education
MUED 4470 Student Teaching/Seminar in Music Education
MUED 3351—3367 Instrumental/Vocal Techniques
FAED 3340 Music and Art for the Elementary School
EDUC 2201 Teaching and Schools in a Changing Society
EDUC 2204 Human Growth and Development
EXC 3304
Education of Exceptional Students
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Professional Teacher Education Unit & Bagwell College of
Education
I. Overview of the Program
A. Goals and Objectives of the Program
Conceptual Framework:
Collaborative Development Of Expertise In Teaching And Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high levels of
learning in all of their students through effective, research-based practices in classroom
instruction, and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth from novice to
proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as
a process of continued development, not an end-state. To be effective, teachers and educational
leaders must embrace the notion that teaching and learning are entwined and that only through
the implementation of validated practices can all students construct meaning and reach high
levels of learning. In that way, candidates are facilitators of the teaching and learning process.
Finally, the PTEU recognizes, values and demonstrates collaborative practices across the
college and university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents and
other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in
bringing all students to high levels of learning.
Collaborative Development of Expertise in Teaching and
Learning.
Unit Vision
At Kennesaw State University (KSU), the Professional Teacher Education
Unit (PTEU) envisions teacher education programs as pivotal in the preparation of a
workforce composed of subject matter experts. In a variety of professional roles, these
developing teachers and educational leaders work collaboratively, wholeheartedly, and
effectively to serve learners by facilitating learning and developing successful learners
across multicultural educational communities.
The PTEU embraces Dewey’s vision of education as a “…process in which the
immature members of the teaching profession are shaped, formed, and molded into the
profession’s own social form” (1916/1956). This vision presupposes “schools as
places where only such as would make a better future society is transmitted--and
where each individual gets an opportunity to escape from the limitations of the social
group in which he/she was born, and to come into living contact with a broader
environment” (Dewey, 1916/1956).
What unites the diverse work of the PTEU is the underlying aspiration to
guide educators who bring learners of diverse backgrounds to high levels of
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learning. As part of that work, we believe that collaborative teaching partnerships
have the potential to play a significant role in advancing education toward this
desired future (Dottin, 2001). As a result, the vision for the Professional Teacher
Education program at Kennesaw State University may be captured in the following
theme:
Collaborative Development Of Expertise In Teaching And Learning
This theme is directed by the following definitions as applied to the initial
and advanced Professional Teacher Education Programs:
Collaboration. Working together in an intellectual effort is the hallmark of
collaboration (Earle, Seehafer, & Ostlund, 2001; Friend & Cook, 2000; Galassi,
2000). The concept encompasses how professionals work together, and unfolds as a
developmental process that proceeds from networking to coordination to cooperation
until true collaboration is achieved. Effective educators who are capable of meeting
the needs of every learner must work collaboratively and in partnership with parents,
professional colleagues, and the community (Strieker, & Logan, 2001). In the
context of increased student diversity, teachers need to support one another in an
intellectual effort to serve multicultural communities. In the absence of
collaboration, it will be difficult to assure that each student is accepted and actively
supported in accessing the full array of education experiences (Lipsky & Gartner,
1989). Thus, at KSU one portion of our theme rests on collaboration.
Development of Expertise. Another aspect of our theme includes the development
of expertise. According to Odell, Huling and Sweeny (2000), each teacher
progresses through stages of development that advance from novice to proficient to
expert to teacher leader. This progression occurs in a continuum of growth from
pre-service to induction to in-service and finally renewal (Huling, 1997). To move
from one stage to the next, graduates must recognize and act upon the significance
of life-long professional development of subject matter knowledge and pedagogical
practice. Expertise is viewed as a process of continued development, not an end
state (Berlinger, 1988). In developing expertise, teachers work to achieve
intellectual proficiency or "know-how" in the teaching/learning process (Marshall,
Fittinghoff, & Cheney, 1990; Katz, 1972). Educators with expertise in both areas
hold high expectations for every learner, possess professional insight, use and
organize knowledge about teaching and learning effectively, and search for creative
solutions to problems and challenges. At KSU, we use the terms expertise and expert
in the same way as the National Board on Professional Teacher Standards (The
National Board, 1999) uses the term accomplished.
Teaching and Learning. Besides collaboration and development of expertise, our
theme also includes consideration for the teaching and learning process that is
demonstrated and facilitated by the PTEU faculty, to the teacher candidates, and
ultimately, to their students. To be effective, teachers and educational leaders must
meet the needs of diverse student populations by understanding individual students’
backgrounds, preferences and interests, and by using this information in the
instructional process (Salisbury & Strieker, 2004; Ross, Seaborn & Wilson, 2002).
KSU faculty embrace and model the intertwined processes of teaching and learning.
That is, expert teachers use validated practices to facilitate the learning process and
assist their students as they explore and investigate concepts so that learning
becomes the acquisition of personal meaning, knowledge, and skills rather than
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simply the acquisition of a measurable outcome (Dottin, 2001, p. 40). The
acquisition of meaning, knowledge, and skills is consonant with a constructivist
paradigm of teaching and learning in which candidates (as well as their students)
build their “…own knowledge and their own representations of knowledge from
their own experiences and thought…” (Martin, 2003, p.169). Thus, the learning and
development of candidates (and their future students) is assisted within an
environment where emphasis is placed on a recursive process for the construction of
knowledge (Elam & Duckinfield, 2000)
Unit Mission
The unit mission is built upon the PTEU vision and theme. KSU is
committed to providing a challenging and facilitative collegial environment that
fosters high-quality academic preparation, critical thinking, global and multicultural
perspectives, effective communication and interpersonal skills, leadership
development, social responsibility, and lifelong learning (KSU Catalog, 2002-03).
In concert with this institutional mission, the PTEU embraces the commitment of
developing educational professionals who, as collaborative partners, engaged in
local, national, and international endeavors in teaching, research, and service,
become subject matter experts capable of facilitating high levels of learning within
diverse student populations. Paramount to this activity is scholarly activity, which,
broadly defined, is multi-dimensional in nature, is methodologically based upon the
level and context of inquiry, and is combined with service activities that promote the
well being of the University and the community-at-large. The PTEU, therefore, is
committed to building a community of learners, who in turn will enfold, nurture, and
engender in the Pre-K through grade 12 students a “shared vision of intellectual and
social possibilities” (Boyer, 1995) as they prepare to live productively within a
global society.
Philosophy
“…education must be conceived as a continuing reconstruction of experience;
that the process and the goal of education are one and the same thing” (Dewey,
1910:1937).
Teacher as Nurturer, Facilitator (of Learning), Collaborator
Within the context of our general mission and vision, the PTEU
philosophy is based upon a shared view of teacher preparation. The
Professional Teacher Education Unit at Kennesaw State University views
teachers and other school personnel as nurturers, facilitators, and collaborators.
Since teachers and other school personnel in the PTEU care deeply about
candidate learners and are particularly responsive to learners’ needs, they act as
nurturers to assist candidates in the development of necessary basic learning
skills and dispositions (ERIC Digest, 1993). Professional educators in the
PTEU use validated practices to facilitate a learning process that acknowledges
and values prospective teachers’ constructions of knowledge and aid candidates
in reflecting about their content areas. Finally, these professional educators
embrace an ideology that speaks to the collective and collaborative nature of
shared work among effective professionals in the field.
Nurturer. “To see teaching and learning as the act of nurturing is to
understand the essence of the phrase, to educate.” As Dewey posits, learners
grow in concert with others. “Every experience lives on in further experiences.
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Hence, the central problem of…education…is to select the kind of present
experiences that develop fruitfully and creatively in subsequent experiences”
(Dewey, 1937, p.45).
Facilitator. “Real, genuine attention means mental movement, not
only on the part of the individual but also on the part of the class. It means that
ideas come into the class, various persons follow out those ideas, and new
points are brought out; and yet the teacher harmonizes it all, combining this
play of variety, this expression of different elements, so that it leads
consistently and consecutively in a definite direction” (Dewey, 1904).
To see teaching and learning as the act of facilitating is to see the teacher as
one who views students as curious, active, and capable learners who are able to
obtain complex understandings and skills through the guidance of a knowledgeable
instructor. There is a philosophical perspective that asserts that teachers cannot
“give” knowledge to their students. Rather, each individual constructs meaning
based on prior knowledge and experiences (Bruner, 1960). Teachers' making sense
of their classrooms is a constructivist process; understanding evolves and is
influenced by teachers' prior knowledge, values, and beliefs. Interpretation of
classroom events is viewed as a quest for order and intelligibility among the many
possible patterns of sense that a classroom scene affords the teacher. The sense that
a teacher makes of a particular scene is a product of ordered prior knowledge of
classroom scenes, awareness of particular features of the present scene, and
cognitive processes that connect knowledge with current awareness (Calderhead,
1987).
As teacher educators, our task is to assist our candidates in examining,
critiquing, and refining their meaning (constructions) as they search for greater
understanding. Moreover, while we understand that learners create their own
meanings, we also understand that not all constructions are of the same worth or
usefulness. One of the dangers of misunderstood and misapplied constructivism is
rampant relativism. Constructions that are justified solely on the basis of uniqueness
and “reality” for the particular individual are potentially biased and self-serving.
Thus, while we embrace constructivist teacher education programs, we do so with
the understanding and intent that the constructions must be subjected to standards, a
knowledge base, and processes by which they can be examined, reflected upon; and
evaluated on a basis more persuasive than one’s personal reality.
Collaborators. “…it behooves the school to make ceaseless and
intelligently organized effort to develop above all else the will for co-operation and
the spirit which sees in every other individual one who has an equal right to share in
the cultural and material fruits of collective human invention…” (Dewey, 1937)
Dewey’s ideology and his approach to education encompassed a view that
human beings had the natural tendency to connect with others, “to give out, to do,
and to serve” (Dewey, 1916, p. 55). This led him to take an approach to education
which stressed the importance of learning to get
along with others because cooperation actually satisfies a deep-seated human need
(Purkey & Siegel, 2003).
To see teaching and learning as the act of collaborating is to see the teacher
as one who values teaching and learning as more than just an end unto itself.
Teachers are charged to create a community of learners who construct meaning
within a socio-cultural context. As Vygotsky (1962) theorized, learning is enhanced
through social interaction. Later, Johnson & Johnson (1994) posited that learning is
socially-mediated and that interaction with more capable peers and/or more
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knowledgeable others, and under the guidance of accomplished, mentor teachers
produces higher levels of achievement.
Aim
Directed Purpose
The aim is the directed purpose for all unit activity that emerges from
its vision (theme), its mission, and its underlying beliefs (Dottin, 2001, p. 45).
The PTEU seeks to facilitate high levels of candidate learning and the
development of teaching expertise through extensive collaboration among
numerous departments across the university and with many partner schools and
practicing professionals in the field. Such collaborative efforts are designed to
aid in the candidate’s acquisition of critical understandings, knowledge, and
skills, as well as foster dispositions that reflect high regard for learner diversity,
professional reflection and growth, and student success. The unit’s
commitment to collaboration with the professional educational community
serves as a model, the purpose of which is to develop expertise among
candidates in their initial and advanced programs as teachers and leaders who
possess the capability, intent, and expertise to facilitate high levels of learning
in all students through effective classroom instruction, and who enhance
structures that support learning. Our aim is to produce teachers and school
leaders who are:
Subject Matter Experts who assist students in subject matter mastery, who accurately
represent content, and who use effective instructional strategies/techniques, including
the use of technology.
Facilitators of Learning who understand how individuals construct knowledge, who
help learners develop complex cognitive structures, who adapt instruction to
accommodate learners’ levels of understanding, and who use a wide array of teaching
strategies and methodologies.
Collaborative Professionals who work together to improve teaching and learning, who
are committed to life-long learning, who promote a climate of collaboration and trust,
and who have high ethical and professional values.
Institutional Standards
Institutional standards are used in unit evaluation to measure candidate
proficiencies in mastering the desired outcomes mentioned above. All of the
instruction provided on campus, as well as in field experiences, is designed to
meet the unit aim. Candidate assessment is divided into three succinct
categories of a) Subject Matter Experts; b) Facilitators of Learning; and c)
Collaborative Professionals.
Knowledge Base
The justification for the development of unit outcomes and proficiencies is
grounded in research and a knowledge base that emerges from the professional
literature on the preparation of teachers and other school personnel.
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CONCEPTUAL FRAMEWORK – DISCIPLINE SPECIFIC
TO MUSIC EDUCATION
Department of Music
The commitment of the Department of Music is to provide instruction in curricular
areas that include essential knowledge and specialization skills necessary for success in music
education. Faculty practice methods of effective teaching. They routinely vary their instructional methods (lecture, demonstration, large and small group cooperative and
collaborative activities, case studies, discussion, role playing, and extensive field experiences).
In both basic and advanced (where applicable) programs, faculty are applying the same
standards and guidelines from various professional associations and societies which they expect
from their students. The modeling process facilitates assimilation of current trends to impact the
structure of the curriculum, and the content and process of instruction.
Mission Statement of the Department of Music
The Department of Music is organized within the School of the Arts and collaborates
with the Bagwell College of Education. The department is grounded in a strong liberal arts
tradition and is committed to undergraduate music education as the primary instructional
mission.
One objective of the instructional program is to prepare students for careers in music
and for study at the graduate level. A second objective is to provide a strong and appropriate
curriculum for degrees in music education, performance and liberal arts. This curriculum
includes courses in all areas of applied music (voice, piano, guitar, orchestral instrumental,
conducting instruments, conducting and composition) at the undergraduate and graduate levels.
Additionally, the department is responsive to the needs of the community. In areas of
service, the department invites to audition for and participate in university-sponsored ensembles
(brass, chorale, orchestra, jazz) as well as musical theater and opera productions in which they
gain meaningful performance experience.
The department takes an active role in the community by providing ongoing leadership
and support to members of the music profession. The department is also committed to serving
the community-at-large through outreach programs and projects in the arts.
The instructional mission of the department revolves around the preparation of students
for careers in music and for study at the graduate level by providing strong and appropriate
degree programs in music and music education. Co-curricular programs and activities which
stress collaborative endeavors, performance opportunities, and community involvement,
support the instructional mission and help create a rich, exciting artistic and educational
atmosphere for KSU students, faculty, and staff. In addition, the department contributes to the
general education of non-music majors through service courses in the arts and in elementary
music education.
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The Department of Music is a fully accredited institutional member of the National
Association of Schools of Music (NASM).
CONGRUENCY WITH NATIONAL NCATE/NASM, STATE, BAGWELL COLLEGE,
AND DISCIPLINE-SPECIFIC ACCREDITATION STANDARDS
Kennesaw State University maintains a Bachelor of Music degree program in Music
Education accredited by the National Association of Schools of Music, the discipline-specific
subsidiary of NCATE. The degree program reflects, and is fully congruent with, all
requirements, standards and characteristics of the four-year professional degree program in
music education, and as such, reflects national norms regarding ratios of degree components,
philosophy, course content, music experiences, professional education experiences, and field
experiences.
A four-year professional program in music requires declaration and acceptance in the
major at the outset. Prospective music education majors must apply for entry to the Department
of Music and be accepted by the department as music education majors in addition to general
entry to the university. Acceptance as a music education major by the Department of Music is
done by way of an audition/interview.
Once accepted, majors begin the four-year program and move cohesively through 1000
(freshman) level, 2000 (sophomore) level, 3000 (junior) level, and 4000 (senior) level course
work. Studies in music, music education, professional education, and the humanities must be
taken concurrently in an elegant, tightly controlled, and clearly advised study program
culminating in the practicum (student teaching experience).
The four-year discipline specific Music Education program additionally strives to
maintain consistency with the general CONCEPTUAL FRAMEWORK developed and
maintained by the Bagwell College of Education. Program assessment and program
matriculation issues are generally handled via discipline specific mechanisms and program
design as required by the NASM subsidiary of NCATE. The framework of the PTEU model
of the Bagwell College is a ‘local’ model which effectively provides for the pan-accreditation
of an inclusive array of education degree programs via NCATE. The PTEU model, however,
does not provide for the national level accreditation of the discipline-specific degree program of
music education. It is essential for the music education degree program to maintain national
discipline standards and requirements to remain congruent with national recognition of issues
such as: transfer credit, degree recognition at the national level, common standards for the
bachelor of music in music education at the national level, and entrance preparation for
graduate degree programs of study in music and music education.
This document , therefore, presents the music education degree program 1) in the
general framework of the university and Bagwell College, 2) in the discipline-specific
framework of the Department of Music regarding NCATE/NASM national standards, and 3)
the music education degree program-specific NCATE/NASM national standards and
congruency with State PSC standards and requirements.
Department of Music Goals
The following set of goals drive the Kennesaw State University Department of Music:
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Offer thorough and appropriate undergraduate curricula for degrees in music education
(B.M. in Music Education), music performance (B. M. in Performance), and liberal arts
(B. A. in Music).
Maintain strong records of excellence in teaching, learning, and performing.
Maintain high standards for faculty involvement in the music profession, arts and
organizations and service to the institution and the community.
Act as a respected leader in the arts and educational communities.
Be responsive to the changing needs of students in today's society, including a
commitment to the non-traditional music student.
Develop meaningful and productive professional relationships with students,
demonstrating genuine concern for all people and their diverse needs.
Meet the artistic needs of a thriving immediate community and provide service to the
entire region.
Department of Music Objectives
The following specific objectives serve as the foundation for instructional programs and
departmental activities.
The music department should:
1.
Achieve and exceed standards set forth by the National Association of Schools of
Music (NASM).
2.
Demonstrate high standards for teaching and learning.
3.
Demonstrate high standards for faculty and student musicianship and performance.
4.
Demonstrate high standards for faculty development and professionalism.
5.
Demonstrate leadership in the arts and education communities through collaborative
programs and innovative arts activities.
6.
Demonstrate campus-wide leadership in the arts through both curricular and
service activities.
7.
Serve the community as a leader in the arts.
The department's mission, goals, and objectives are the driving force behind all aspects
of the music unit. They are found in important publications from the department, in assessment
reports, alumni surveys, and even adorning the walls of the music building. The goals and
objectives are critical to educational and artistic decisions, long- and short-range planning, and
all operational decisions.
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The Departmental Basis for Making Educational and Artistic Decisions
The objectives provide the foundation for educational and operational decisions, and
are central to long-range planning for the department. Existing instructional programs and
performances are designed to fulfill departmental objectives. Courses and their instructors are
assessed each semester by student evaluations. Periodic review of course syllabi, course
content, and instructional materials enables the department to keep abreast of the quality of the
tangible classroom instruction and to assure that objectives are being met. In addition, student
and faculty performances, concert series, and arts lectures are programmed to further contribute
to the achievement of departmental goals and objectives.
The primary concern of the department is to maintain and continue building quality
degree programs that meet the changing needs of the students, the region, and the arts
community served. In the past years, the department has achieved several goals identified in
the 1997 NASM report. Student enrollment currently stands at 175. The curriculum has been
expanded to include performance majors in strings and harp. The Premiere and Musical Arts
Series program regularly features such renowned figures as James Galway, Marilyn Horne,
André Watts and Lorin Hollander. Activities such as an annual concerto competition, annual
arts festival, and collaborative performances of major works all enable the department to better
serve student and community goals and objectives.
In an effort to continue such expansion and further improve the quality of all aspects of
the music program, the department is pursuing the following specific goals:
Enrollment/College Growth
Increase of music majors to 200 by the year 2006
Occupancy of a new concert hall and rehearsal facility by the year 2006
The addition of possible graduate programs in music.
Co-curricular Expansion
Expansion of recruitment and alumni programs
Increase of music library staff and holdings
Further development of community outreach programs
Continued expansion of technological resources and training
Funding Projects
Increased scholarship funds
Establishment of financial basis for world-class concert series
In order to best serve departmental instructional goals, admission procedures vary from
program to program. Admission to the Bachelor of Arts in Music is granted by audition and
interview to students with previous musical experience. Admission to the Bachelor of Music in
Performance is granted by audition if the student shows exceptional performance talent and
displays an informed desire to pursue music performance as a career and/or in graduate school.
Admission to the Bachelor of Music degree in Music Education is granted by audition if
the student shows significant performance talent and exhibits an informed desire to gain
teaching certification and make a career in music education. Retention in all three degree
programs depends upon the student's ability to meet the requirements of the degree. Course
work is evaluated by examination and applied music is evaluated in annual juries for B.A.
students and semestral juries for B.M. students. Students pursuing teaching certification
must also demonstrate an aptitude for teaching.
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Departmental goals and objectives are also used as the basis for operational decisions
regarding hiring and maintaining well-trained personnel with records of success in the areas of
teaching, performing, and other creative activity. Staff appointments, allocation of funds, and
distribution of resources are all based upon needs mandated by departmental goals and
objectives. Curricular, co-curricular, and extra-curricular programs and activities are designed
and implemented to further objectives.
All policy is generated and evaluated in regular departmental staff meetings. Objectives
are formulated by the full-time faculty and are adopted after approval by the Dean of the School
of the Arts. The department has continued to assess its mission and its stated objectives with
regard to its degree programs. The faculty believes that the stated objectives of all three music
degree programs are consistent with departmental goals and objectives. Recent revision of the
B.A. in music and the addition of graduate-level applied music courses reflect ongoing review
of stated departmental objectives. Further review and evaluation took place resulting in
system-wide semester conversion effective in the fall of 1998.
Several external processes of evaluation also contribute to periodic assessment of
departmental mission, goals, and objectives. Initial accreditation of Kennesaw State University
as a four-year institution by the Southern Association of Colleges and Schools (SACS) took
place in 1980, with reaffirmation visits in 1985, 1990, and 1995. Re-accreditation for the
education programs, including music, was gained in 1999 from the National Council for
Accreditation of Teacher Education (NCATE). The National Association of Schools of Music
(NASM) granted institutional membership in 1984 and re-accredited that status in 1990 and
1997. Departmental goals and objectives are congruent with standards expected by NCATE,
SACS, NASM, and the state Professional Standards Commission (PSC). The present self-study
document reflects the most current evaluation of the music programs at Kennesaw State
University. The entire music faculty has been involved in the self-study process and has
generated all information contained herein.
In recent years, enrollment at Kennesaw State University has grown to nearly 18,000
students and the Department of Music to approximately 175 majors. Though such enormous
growth places limitations on facilities and staff, the department is able to carry out all
objectives under current conditions. The part-time availability over the last two years of a large
classroom in the Joe Mack Wilson Building allows for greater flexibility in scheduling. This
space enables music in general education classes to be larger, and is also used for other
departmental courses and special events. Additional spaces on campus have also been made
available to music classes and performances, such as a large lecture hall in the Humanities
Building, a stage and hall in the Burruss Building, and the Jolley Lodge. The recent purchase of
updated electronic keyboards and the development of a music computer lab aid in the
department's ability to serve students' educational needs in technology. Co-curricular and
extra-curricular assignments of the faculty continue to be demanding. Since the last NASM
evaluation, the department has grown from seven to eight full-time positions, several half-time
positions, and from 15 part-time faculty positions to over 25 in 2003-2004. Approximately 85
hours per week in student assistants and the addition of a full-time technical director/facilities
manager position since 1990 assist in the smooth and successful operation of the department. A
position for a full-time Administrative Coordinator for the Office of Events Information,
Audience Development and Ticketing has recently been initiated and filled. The need for a
dedicated music librarian is under discussion. Among the institution's highest priorities is the
construction of a state-of-the-art concert hall. This new facility will provide a 750-seat
performance space for large concerts as well as additional space for rehearsals and instrument
14
storage. Proposals from architects went under consideration during the fall of 2003 and are
now complete. In addition to alleviating stress on space in the department, the new concert hall
is expected to be a world-class facility attracting even greater attention to the performing arts at
Kennesaw State University.
The Department of Music believes that its objectives are precisely developed to serve
the institutional mission and the public. On-going assessment processes have assured that the
department's mission, goals, and objectives have evolved in congruence with the growth of
programs.
NASM Accreditation of Kennesaw State University’s Department of Music
Kennesaw State University is a fully accredited institutional member of the
National Association of Schools of Music (NASM). The NASM has been designated by the
Council of Postsecondary Accreditation as the agency responsible for the accreditation of
music curricula in higher education, and by the United States Department of Education as
the agency responsible for the accreditation of music curricula. The NASM is a
constituent member of the American Council on Education. In the field of teacher
education, the Association cooperates with the National Council for Accreditation of
Teacher Education (NCATE). The services of the Association are available to all types of
degree-granting institutions in higher education and to non-degree-granting institutions offering
pre-professional programs or general music training programs. Membership in the Association
is on a voluntary basis. The Department of Music at Kennesaw State University is currently on
a 10-year re-accreditation cycle. The last NASM re-accreditation review of the Department of
Music was conducted during the 1996-1997 academic year. The department was found in full
compliance with NASM standards.
The Department of Music at Kennesaw State University adheres to the professional
standards and procedures for the music education degree program as articulated by the NASM
in consort with NCATE. These standards and procedures indicate that music education students
must:
1. be taught in music education methods courses by faculty who have had successful
experience teaching music in elementary and secondary schools and who maintain close
contact with such schools,
2. have observation and teaching experiences prior to formal admission to the teacher
education program; ideally, such opportunities should be provided in actual school
situations. Qualified music personnel from the institution and the cooperating schools must
supervise these activities, as well as continuing laboratory experiences,
3. undergo evaluative procedures to assess student's progress and achievement. The program
of evaluation should include an initial assessment of student potential for admission to the
program, periodic assessment to determine progress throughout the program, and further
assessment after graduation,
4. have opportunities for advanced undergraduate study in areas such as conducting,
composition, and analysis,
15
The Department of Music developed the conceptual framework for the music education
degree program in consort with the conceptual frameworks for Kennesaw State University and
the Bagwell College of Education as a unit of the Professional Teacher Education Unit (PTEU).
Specific outcomes for graduates in the initial preparation program are based on NCATE
standards as well as NASM standards.
B. Department Responsible for Preparing Candidates
The Department of Music is located within the School of the Arts at Kennesaw State
University. As discussed in Section A, Music Education is a part of the Professional Teacher
Education Unit. The PTEU serves as the umbrella organization for all of the teacher education
faculty and teacher education programs. Collaboration with the Bagwell College of Education
is a crucial component of the program. There are three full-time faculty in the Department of
Music who advise, mentor, and monitor the programs of all Music Education Majors. These
faculty serve as the Admissions and Academic Standing Committee, along with the Department
Chair, Mr. Peter Witte. All methods courses, student teaching seminars and supervision, and
program monitoring is taught and facilitated by the three faculty. In addition, the Department
of Music has two Supervising Master Teachers who currently oversee the student teaching of
some students in elementary school settings. The Department of Music is presently in the
process of adding additional Master Teachers for middle and high school band, orchestra, and
choral settings. Responsibilities and qualifications of the faculty are as follows:
Teaching of Content courses:
Content courses in music education are taught EXCLUSIVELY by full-time music
education faculty. Instrumental music education course-work is taught by instrumental music
faculty, choral/vocal music education course-work is taught by choral/ vocal music education
faculty, and general classroom music education is taught by general classroom music education
faculty. All music education students are required to take seven hours of instrumental and vocal
techniques. They are advised into specific sections appropriate to their track and major
instrument. The instrumental and vocal techniques classes are taught in small groups, either by
full-time faculty or by adjunct faculty of the highest quality. Most of the adjunct faculty are
members of the Atlanta Symphony Orchestra, the Atlanta Ballet Orchestra, or the Atlanta
Opera Orchestra. Music education students are counseled and advised by music education full
time faculty only. Further discussion of Content is listed in section C and D.
Music Department Faculty Responsible for Advising Teacher Education
Courses, Teaching Methods Classes, and Supervising Student Teachers:
Ms. Barbara P. Hammond, Co-Program Director of Music Education (General Music)
Dr. Michael Walters, Co-Program Director of Music Education (Instrumental)
Dr. Leslie Blackwell, Choral Music Studies
(Faculty Qualifications are listed in Section F of this document.)
Faculty members in the music education program at KSU are actively involved in
professional organizations, service activities, and research commensurate with the mission of
the university as well as expectations of both the College of Education and the School of the
Arts. Professional activities demonstrate a commitment to applying new knowledge and tested
professional practices in the classroom. Various professional work is juried in local, state,
16
regional, national, and international forums. Members of the music education faculty present
papers, sessions, and performances at various professional functions and actively participate
on a variety of levels in such organizations as the Music Educators National Conference
(MENC), Georgia Music Education Association (GMEA), American Choral Directors
Association (ACDA), International Society for Music Education (ISME), College Music
Society (CMS), Music Teachers National Association (MTNA), and National Association of
Teachers of Singing (NATS). Earned terminal degrees are the rule for tenure-track professors,
and the part-time music education faculty member also holds a Ph.D. in Music Curriculum and
Instruction. Courses are developed and revised based on the latest knowledge and emerging
practices that reflect the current thinking in the profession and include the application of
current technology, the expansion of student-centered teaching and learning strategies, the
inclusion of issues surrounding varied ethnicities and exceptionalities in the classroom, and the
revitalization of research and creative components pertinent to high quality teaching and
learning.
C. Description of Courses of Study
Bachelor of Music in Music Education: Initial Preparation Program
Goals, Objectives, and Philosophy
The goal of this degree is to provide a broad-based curriculum for students seeking Georgia
Department of Education certification for music teaching careers in elementary, middle, and
secondary schools. The following instructional outcomes apply .to all music students at KSU,
including music education majors. The music major should:
1. Develop knowledge of the principal periods and styles of Western music history and
literature and acquaintance with non-Western literature.
2. Demonstrate competence in written expression and aural skills of theoretical and structural
analysis.
3. Demonstrate competence in composing, arranging and improvising music in a variety of
styles and techniques.
4. Demonstrate a level of solo vocal or instrumental skill to warrant public performance and a
suitable musical repertoire.
5. Demonstrate a level of ensemble skill to warrant public performance.
6. Demonstrate keyboard proficiency to the level prescribed in writing by the Department of
Music.
7. Experience exposure to a variety of serious musical styles and genres.
8. Demonstrate the ability to conduct a vocal or instrumental ensemble at a level appropriate
for public performance.
9. Demonstrate knowledge of and ability to apply a variety of pedagogical methods and
strategies.
10. Experience exposure to the latest trends in music technology and develop the necessary
practical skills associated with music instruction and music performance.
Standards for solo performances by music education majors exceed those required of B.A.
students but are not held to the same level as those for the performance major. The piano
proficiency given to music education majors addresses needs specific to future music teachers.
Conducting skills, pedagogical methods, and teaching strategies are stressed.
17
An additional outcome for music education majors addresses educational competencies and
skills and is derived from the Professional Learning Facilitator model in which all education
programs in KSU's College of Education are grounded.
11. The music education major should demonstrate the knowledge, skills and commitment
necessary to become a quality Professional Learning Facilitator.
Further objectives of all students in the PTEU are specified in the areas of:
Knowledge of the learner
Knowledge of the content
Integration of knowledge of content and pedagogy into skills
Commitment to professionalism
The Music Education degree plan at Kennesaw State University complies with all
NASM standards for this degree. The courses and experiences required for basic musicianship,
performance, general studies, and professional education include appropriate training for
students to develop the NASM recommended competencies for music teachers. In addition, the
stringent educational standards required by NCATE are also met. The music department was a
full participant in this process and received excellent evaluation.
Philosophy:
In general, the Music Education degree program at KSU prepares appropriate
candidates for careers in music education based upon State-wide and nationally recognized
models of excellence. Students take course-work from a NASM accredited department and an
accredited degree program (music education). This degree program provides all academic,
musical, music education, and professional education course-work.
KSU music education student teachers are consistently recognized by practicing
professionals as “the finest student teacher we have ever hosted in the student teaching
experience.” KSU music education graduates continue to be recognized in their first years of
professional employment by school-based awards such as “teacher of the year.”
The program at KSU strives to prepare excellent teachers of music for both regional
and national employment. Many KSU music education graduates teach music in other states
and regions due to family movement, relocation, et al. The program also strives to prepare
music education students for graduate studies in music education and in music in general. Many
KSU music education graduates continue their studies at the nations finest graduate schools.
The philosophy then is to create the momentum in the music education student body for
ultimate leadership in the field, regionally and nationally.
KSU music education majors articulate a strong philosophy, a strong commitment to
teaching, a thorough knowledge of music, a thorough and insightful knowledge of the role of
the music educator in the schools, the personal qualities to assure success in the field and in
teaching in general.
Finally, KSU strives to produce candidates for the teaching profession who are
employed with enthusiasm and confidence by local and regional school systems. Of the KSU
music education graduates over the past 15 years who have chosen to teach immediately upon
graduation, the record shows a 100 per-cent success rate regarding full-time employment.
18
Knowledge Base:
The knowledge base for music education course-work is as follows:
1. Current texts specific to the various areas and needs of music education.
2. Teaching experience by the music education faculty. (The music education faculty in
the KSU Music Department has over 80 years of experience in the specific area of
teaching music education)
3. Feedback from practicing teachers in the field in the various roles of music education.
4. Seminars, master classes, and music education specific workshops presented at KSU by
the Department of Music.
Musical competencies:
The general competencies of conducting, composing and arranging, and performing are
being met through course work. The specific competencies for vocal/choral and general music
teaching, including ability on keyboard and fretted instruments, ability to transpose and
improvise, vocal skill, experience in solo vocal performance, experience with wind, string, and
percussion instruments, and laboratory experiences in accompanying are being met through:
required techniques courses; continuous registration in ensemble as well as the major applied
area; formidable proficiency examinations in keyboard and ear training; and, directed teaching
experiences. The specific competencies for the instrumental music teacher include:
performance ability on wind, string and percussion instruments; experiences in solo
instrumental performance; experiences with small and large instrumental ensembles;
experience with the use of the singing voice; and laboratory experience in teaching. These
competencies are met through required techniques courses; continuous registration in ensemble
as well as the major applied area; formidable proficiency examinations in keyboard and ear
training; and, directed teaching experiences.
Teaching competencies:
The program addresses all of the essential teaching competencies through a rigorous
sequence of education and music education courses, including significant field experiences
beginning at the sophomore level and spanning all age levels and diversified settings.
Professional procedures:
Methods courses are being taught by faculty who have had successful elementary and
secondary teaching experience and who maintain close contact with schools. Collaborative field
experiences and course work primarily offered through the Department of' Music, with three
classes offered by the College of Education, guarantee appropriate experiences and faculty
intervention.
The department provides opportunities for advanced undergraduate study in
conducting, composition, and arranging for music education majors seeking greater experience
in those areas.
The degree program has been highly successful in terms of the number of students who
have selected and completed the program. Approximately half of KSU's music majors are
enrolled in the program.
19
The local schools readily seek KSU Music Education graduates for music teaching
positions. Many are employed before graduation as para-professionals in local schools,
particularly in the instrumental programs where many serve as section coaches, etc. In general,
evaluation of the program is based upon faculty observation of student teachers and graduates
in the classroom and rehearsal, the results of Praxis I and II, the success of our students in
gaining employment, and feedback from our students and graduates. Periodic NCATE and
SACS self-study reports and re-accreditation visits as well as those of NASM and the annual
HEADS Report provide additional opportunities for evaluation.
Data are reviewed at music faculty meetings. Simple adjustments to course syllabi or to
departmental procedures may be made at that time, and when substantial adjustments are
deemed appropriate, the institutional curriculum revision process is initiated at the appropriate
level. For instance, as a response to student requests, techniques courses which had been
offered only every two years were converted to small group experiences which are now offered
virtually every semester. Recent SACS initiatives have led to an improved assessment plan.
Also, music education faculty, as a result of individual observation of student teaching and
pre-student-teaching activities, felt that the students would benefit from input from the entire
music education faculty. As a result, students enrolled in these experiences now routinely meet
weekly in a seminar with all three music education faculty participating.
The strength of the music education program can be seen in the results above. Areas for
improvement include the absence of required laboratory ensemble conducting experiences
beyond those associated with the conducting courses.
While all of the music education course work is taught in the Department of Music,
which is housed in the School of the Arts, the degrees are officially granted by the College of
Education. Three courses required in the music education program are taught in the College of
Education: EDUC 2201, Teaching and Schools in a Changing Society; EDUC 2204, Human
Growth, Development and Learning; and EXC 3304, Education of Exceptional Students. Also
the music education faculty and the chair of the department (along with all other faculty
directly involved with the training of teachers, regardless of college affiliation) are members of
the Professional Teacher Education Unit (PTEU) chaired by the dean of the College of
Education, and all three of the music education faculty members serve as voting representatives
of P -12 sub-group of the PTEU. This relationship promotes communication between the
department and the other units of the institution involved in teacher training.
DEGREES IN MUSIC:
Bachelor of Music in Performance: The Bachelor of Music in Performance degree is offered
with applied concentrations in piano, flute, oboe, clarinet, bassoon, saxophone, trumpet, horn,
trombone, tuba, percussion and classical guitar.
Bachelor of Arts in Music: The Bachelor of Arts in Music degree is offered with applied
concentrations in piano, voice, flute, oboe, clarinet, bassoon, saxophone, trumpet, horn,
trombone, tuba, percussion, guitar, violin, viola, cello, string contrabass and jazz instruments.
Bachelor of Music in Music Education: the Bachelor of Music of Music Education
degree is offered with applied concentration in piano, voice, flute, oboe, clarinet, bassoon,
saxophone, trumpet, horn, trombone, euphonium, tuba, percussion, guitar, violin, viola, cello,
20
string contrabass and jazz instruments. The Bachelor of Music in Music Education degree is
listed as major in Music Education under Education/P-12 Programs.
Implementation of the Music Education Degree Program:
All new freshmen and transfer candidates planning to major in music education
audition and interview before the music faculty. The audition portion evaluates the candidate's
status on their principal performing instrument or voice (the applied concentration). Candidates
are also evaluated to assess their sight singing ability and their rhythm reading ability. Music
education candidates are additionally interviewed to determine their suitability for, and
commitment to, a career in music education. The audition and interview results in the
conditions of their acceptance (or rejection) to the music education degree program and
establishes the beginning of the departmental advisement process. In addition, music
scholarships that are available to qualified candidates may be determined through the
audition/interview.
During the first two years of study in the music education degree program, majors
enroll in a designed sequence of core music courses including music theory, aural skills, the
principal applied concentration, the required large ensemble, class piano, an introduction to
world music, and a course in technology in music. These courses are taken as a plan in
conjunction with the university general studies component of 45 semester hours. The skills
developed in this initial sequence of lower division course work provide the basis of individual
competency for assuring success in upper division courses and experiences in music. Upper
division music courses include sequential studies in music performance (applied concentration),
music history, instrumentation, music composition, foundations course work in music
education, instrument techniques studies (taken individually by planned tracks), methods and
materials courses in music education, and conducting. Methods courses include General Music
Methods - Materials and Curriculum, Choral/Vocal Methods - Materials and Curriculum; and,
Instrumental Methods - Materials and Curriculum. Additional professional course work
includes: Learning and Assessment in Music; Foundations of Music Education; Human
Growth, Development and Learning; Teaching and Schools in a Changing Society; Education
of Exceptional Students; and, Student Teaching with its accompanying seminar. Candidates
demonstrate competency in peer teaching components and in field based teaching/observation
components in music education and education courses.
To meet keyboard proficiency all candidates must successfully complete the two-year
theory sequence, the class piano courses as required, and the instrument techniques courses as
required by track plan. Keyboard proficiency standards are outlined in the departmental student
handbook.
Music education majors register for required large and small ensemble experiences.
Large ensembles include wind ensemble, orchestra, and chorale. Small ensembles include
chamber singers, jazz band, guitar ensemble, flute ensemble, percussion ensemble, trombone
ensemble, brass ensemble, brass quintet, and woodwind quintet.
Principal applied concentrations are offered in the form of private studio lessons. KSU
offers applied concentrations in piano, voice, guitar, flute, oboe, clarinet, bassoon, saxophone,
trumpet, horn, trombone, euphonium, tuba, percussion, violin, viola, cello, and string
contrabass to majors in the music education degree program. Music majors at KSU must
register for applied study and ensemble study concurrently as prescribed by the specific degree
program. Applied concentration studio lessons receive one semester hour credit in the music
21
education degree program. Students receive 14 1-hour lessons per semester and are required to
perform a jury examination at the end of each semester of study. An applied concentration
audio/visual record is maintained for each candidate that documents each semester’s progress
on juries as well as all required semestral student recital performances given by the candidate.
Candidates must perform a public senior recital as a requirement of the degree program.
Applied music study is aimed at providing the necessary highly specialized training in music
performance to enable music majors to develop musicianship and music performing skills to
the highest possible level. KSU music majors develop these skills in a very demanding yet
supportive environment.
Applied jury examinations are held at the end of each semester. In the jury
examination, each student registered for applied music studies courses performs before a
committee of the music faculty. Growth expectations, both general and specific, and as
indicated on the jury sheet by the student and the applied instructor, must be met at each level
of applied study in order to advance to the next level (semester). Prior to the jury examination,
students update their repertoire lists on the jury sheets. The faculty committee at the jury
provides comprehensive written evaluation of the jury performance and determines a result.
Students receive all written comments by jury committee faculty. Jury examinations typically
include several music compositions representative of the major repertoire, excerpts, and
technical exercises, all studied during that semester.
All music majors are also required to present a minimum number of solo recital
performances during each semester. These performances take place on the weekly schedule of
student recitals and are attended by the music major enrollment in the department. Faculty are
present and provide a grade for each individual student performance. These performances are a
logical outgrowth of the applied studio study and provide department music majors with
exposure to extensive repertory of all the applied concentrations. These performances must be
scheduled on official departmental recital programs. These recitals are scheduled as formal
1-hour events on Tuesdays and Thursdays throughout each semester.
All aspects of applied music study including departmental expectations, departmental
requirements, program requirements, performance standards, repertory requirements,
advisement materials, sight-singing and keyboard proficiency requirements, permission forms
and scholarship application forms, for all music majors, including music education majors, are
thoroughly and comprehensively addressed in the departmental 'Handbook for Music Majors.'
This handbook is updated yearly and is distributed annually to each individual music major in
the department. It provides students with accurate, current and complete information.
Music degree programs at KSU are four-year degree programs and are structured to
provide several multiple-year course sequences such as the two-year theory sequence and the
four-year applied music sequence. Music majors declare their degree program at the outset of
study. Music education majors declare their program majors as 'music education' at the outset
but must fulfill additional conditions in order to continue in the degree program. After
approximately two years of study in the music education major, candidates must additionally
apply to, meet all conditions of, and be ultimately additionally accepted by the Bagwell College
of Education. In this manner the Department of Music and the Bagwell College of Education
with its Professional Teacher Education Unit (PTEU) assure that the music education degree
program operates in complete compliance with all program standards of the State PSC, the
NCATE, and the NASM. The Bagwell College of Education and its Office of Admissions
provides a comprehensive structure for this procedure. The College of Education provides
additional advisement to music education candidates. In addition, music education candidates
22
must also pass a comprehensive oral examination taken before the entire music education
faculty in order to continue in the degree program. This oral exam is typically taken at the end
of approximately two years of study in the music education major and prior to field
experiences, upper division methods courses, and professional education courses taken in the
College of Education. The oral examination provides a mid-point comprehensive assessment of
individual student progress and establishes his/her readiness for all required field-based studies
ultimately leading to the student teaching experience.
To reflect departmental exit standards in the principal concentration of applied music
study, music education majors are required to perform a public recital in the senior year. Prior
to the presentation of a degree recital, the candidate must perform the recital before a
three-member faculty committee. The recital must be performed in its entirety with all
personnel present at this 'pre-recital' performance. The departmental 'Handbook for Music
Majors' provides all stipulations and time-lines for student degree recitals. Approval requires
that a majority of the faculty committee concur that the recital is ready for public performance
at the time of the 'pre-recital' hearing. 'Pre-recital' performances that are not approved may be
heard again after a determined appropriate period of time and the fulfilling of all faculty
stipulations.
Music education majors meet departmental concert attendance requirements. Music
majors must attend 60 approved concerts as a requirement for graduation. Concert attendance
requirements are stipulated in the University Catalog and in the Department 'Handbook for
Music Majors.' The concert attendance requirement provides that candidates are exposed to a
large and varied music repertoire.
The Department of Music sponsors several professional organizations that offer
students opportunities to further develop in areas of interest and expertise. These organizations
include a collegiate chapter of the Music Educators National Conference, the Music Teachers
National Association, and Pi Kappa Lambda National Honor Music Society. These
organizations sponsor activities which contribute to professional development in music and
music education.
Desirable attributes (dispositions) of prospective music education students:
Characteristics of prospective music teachers are closely monitored by the advisor, the
applied teacher, the music education faculty, the applied jury panel, and the appropriate faculty
of the College of Education. When a student's personal attributes or behavior are in question,
any concerned faculty member(s) may call conferences to discuss the issues, and faculty are
expected to ask the chair to call a conference when the student's attitude, attendance, or
professionalism is in question. A remediation plan including further coursework, or
recommendations for career or personal counseling may be designed to assist the student
determine a professional and artistic path. Close contact with students throughout the program
guarantees that music education students exhibit the desirable attributes, essential
competencies, and professional procedures outlined by NASM, NCATE, and the PTEU.
Courses of Study in the Music Education Degree Program:
All courses of study in the Music Education Degree Program ARE REQUIRED. THERE
IS NO ELECTIVE COURSE WORK IN THE MUSIC EDUCATION DEGREE
PROGRAM.
23
BACHELOR OF MUSIC IN MUSIC EDUCATION
SEMESTER I
Y
E
A
R
1
Y
E
A
R
2
Y
E
A
R
3
Y
E
A
R
4
SEMESTER II
MUSI 1121 Music Theory I
MUSI 1111 Aural Skills I
MUAP 1111 Applied
MUSI 11__ Ensemble
MUSI 1165 Class Piano I
MUED ( ) Instrument Techniques*
(MUSI 3334 for voice only)***
ENGL 1101 Composition I
ART
1107 OR
THTR 1107
MATH 1101 OR
MATH 1113
TOTAL
3
1
1
1
1
(1)
MUSI
MUSI
MUAP
MUSI
MUED
EDUC
HIST
MUSI
POLS
2221
2111
2211
11__
( )
2201
1110
2100
1101
Music Theory III
Aural Skills III
Applied
Ensemble
Instrument Techniques*
Teaching/Society
World Civilizations
Technology in Music
American Government
TOTAL
MUSI
MUAP
MUSI
MUSI
MUSI
MUSI
MUED
MUED
MUED
ANTH
GEOG
PSYC
SOCI
3311
3311
33__
3324
3331
3332
( )
3301
3334
2105
2105
2105
2105
History of Music I
Applied
Ensemble
Instrumentation
Choral Conducting OR
Instrumental Conduct.
Instrument Techniques*
General Methods
Foundations of MUED
OR
OR
OR
MUSI
MUAP
EXC
MUSI
MUED
ECON
ECON
COM
FL
PHIL
SCI
33__
4411
3304
3380
( )
1100
2100
1109
2001
2200
1102
MUSI 1122 Music Theory II
MUSI 1112 Aural Skills II
MUAP 1112 Applied
MUSI 11__ Ensemble
MUSI 1166 Class Piano II
MUSI 1110 Intro. to World Music
MUED ( ) Instrument Techniques*
(MUSI 3335 for voice only)***
ENGL 1102 Composition II
MATH 1106 OR
MATH 1107 OR
MATH 1190
TOTAL
3
1
1
1
1
2
(1)
3
1
1
1
(1)
3
3
1
3
16-17
MUSI
MUSI
MUAP
MUSI
MUED
EDUC
EDUC
HIST
ENGL
2222
2112
2212
11__
( )
2204
2202
2112
2110
Music Theory IV
Aural Skills IV
Applied
Ensemble
Instrument Techniques*
Human Growth OR
Focus on Adolescence
America Since 1890
World Literature
TOTAL
3
1
1
1
(1)
3
3
1
1
2
MUSI
MUAP
MUSI
MUSI
MUED
MUED
MUED
SCI
HPS
MUED
3312
3312
33__
3326
( )
3302
3303
1101
1000
3305
History of Music II
Applied
Ensemble
Composition
Instrument Techniques*
Choral Methods OR
Instrumental Methods
Principles/Processes I
Fitness for Living
Learning/Assessment
3
3
3
16-17
2
(1)
3
2
2
TOTAL 16-17
Ensemble
Applied**
Exceptional Students
Small Ensemble
Instrument Techniques*
OR
1
1
3
1
(1)
3
3
15-16
3
3
15-16
3
1
1
2
(1)
3
4
3
2
TOTAL 19-20
MUED 4470 Student Teaching
12
3
OR
OR
3
Principles/Processes II 3
TOTAL 15-16
Students are strongly recommended to continue with
Class Piano III (3165) and IV (3166) to aid in their proficiency
TOTAL 12
PROGRAM TOTAL 131
* or other required courses per your chosen track (see reverse)
** recital component along with MUSI 4480 Research for Sr. Recital
*** see vocal concentration tracks (see reverse)
24
Choose one of the following ten (10) tracks for a total of seven (7) credit hours
I. Instrument Track - Brass Concentration
MUED 3361
OR MUED 3362
MUSI 3363
OR MUED 3351
MUED 3365
MUED 3366
MUED 3357
MUED 3355
MUED 3370
Brass Techniques Class I
Brass Techniques Class II
Brass Techniques Class III
String Techniques I
Woodwind Techniques Class I
Woodwind Techniques Class II
Percussion Techniques
Voice Techniques
Marching Band Techniques
1
1
1
1
1
1
1
II. Instrument Track - Woodwind Concentration
MUED 3361
MUED 3362
MUED 3365
OR MUED 3366
MUED 3355
MUED 3357
MUED 3370
MUED 3367
OR MUED 3351
Brass Techniques Class I
Brass Techniques Class II
Woodwind Techniques Class I
Woodwind Techniques Class II
Voice Techniques
Percussion Techniques
Marching Band Techniques
Woodwind Techniques Class III
String Techniques I
1
1
1
1
1
1
1
III. Instrument Track - Percussion Concentration
MUED 3361
MUED 3362
MUED 3365
MUED 3366
MUED 3355
MUED 3370
MUED 3363
OR MUED 3367
OR MUED 3351
Brass Techniques Class I
Brass Techniques Class II
Woodwind Techniques Class I
Woodwind Techniques Class II
Voice Techniques
Marching Band Techniques
Brass Techniques Class III
Woodwind Techniques Class III
String Techniques I
1
1
1
1
1
1
1
IV. Instrumental Track - String Concentration
MUED 3361
MUED 3362
MUED 3365
MUED 3366
MUED 3351
OR MUED 3352
MUED 3357
MUED 3355
Brass Techniques Class I
Brass Techniques Class II
Woodwind Techniques Class I
Woodwind Techniques Class II
String Techniques I
String Techniques II
Percussion Techniques
Voice Techniques
1
1
1
1
1
1
1
V. Vocal/Choral Track - Voice Concentration
MUED 3357
MUED 3353
MUSI 3334
MUSI 3335
MUED 3351
MUED 3361
OR MUED 3365
Percussion Techniques
Guitar Techniques
Italian and English Diction
German and French Diction
String Techniques
Brass Techniques Class I
Woodwind Techniques Class I
1
1
1
2
1
1
25
Choose one of the following ten (10) tracks for a total of seven (7) credit hours
VI. Vocal/Choral Track - Piano or Guitar Concentration
MUED 3357
MUED 3355
MUED 3351
MUSI 3334
MUSI 3335
MUED 3361
OR MUED 3365
Percussion Techniques
Voice Techniques
String Techniques
Italian and English Diction
German and French Diction
Brass Techniques Class I
Woodwind Techniques Class I
1
1
1
1
2
1
VII. General Classroom Track - Voice Concentration
MUED 3357
MUED 3353
MUSI 3334
MUSI 3335
MUED 3351
MUED 3361
OR MUED 3365
Percussion Techniques
Guitar Techniques
Italian and English Diction
German and French Diction
String Techniques
Brass Techniques Class I
Woodwind Techniques Class I
1
1
1
2
1
1
VIII. General Classroom Track - Piano Concentration
MUED 3357
MUSI 3355
MUSI 3334
MUED 3351
MUED 3353
MUED 3361
MUED 3365
Percussion Techniques
Voice Techniques
Italian and English Diction
String Techniques
Guitar Techniques
Brass Techniques Class I
Woodwind Techniques Class I
1
1
1
1
1
1
1
XI. General Classroom Track - Guitar Concentration
MUED 3357
MUSI 3355
MUSI 3334
MUED 3351
MUED 3361
MUED 3365
MUED 3362
OR MUED 3366
Percussion Techniques
Voice Techniques
Italian and English Diction
String Techniques
Brass Techniques Class I
Woodwind Techniques Class I
Brass Techniques Class II
Woodwind Techniques Class II
1
1
1
1
1
1
1
X. General Classroom Track - Other Concentration
MUED 3357
MUSI 3355
MUED 3353
MUSI 3334
MUED 3361
MUED 3365
MUED 3362
OR MUED 3366
Percussion Techniques
Voice Techniques
Guitar Techniques
Italian and English Diction
Brass Techniques Class I
Woodwind Techniques Class I
Brass Techniques Class II
Woodwind Techniques Class II
1
1
1
1
1
1
1
26
D. Descriptions of Field Experiences, Student Teaching and Internships
In addition to field experiences through the Bagwell College of Education (EDCU
2201, 2204, and EXC 3304) candidates for a degree in Music Education engage in field
experiences within these program-specific courses:
MUED 3301: General Methods, Materials and Curriculum
MUED 3370: Marching Band Techniques
MUED 3302: Choral Methods
MUED 3303: Instrumental Methods
The above field experiences are designed to give the students a well-rounded and
appropriate experience in all areas of P-12 before the Student Teaching experience. Within the
course work, the students design lessons, units, rehearsal and conducting plans, musical score
analysis, methodologies, and strategies. These plans, lessons, and units of study are then
implemented under close supervision of the full time music education faculty and the
cooperating teacher in the classroom. The students conduct self and peer evaluations of their
conducting, rehearsal, and classroom processes. This variety of experiences allows the student
to be prepared to enter the more in-depth semester of student teaching.
MUED 4470: Student Teaching and Seminar Students earn 12 Semester credit hours for
student teaching. While student teaching, students move from observation to full teaching
responsibilities under the careful mentoring of the Cooperating or Master Teacher. Students
attend weekly seminars with the music education faculty who assist in advising the progression
of full times teaching responsibilities. Within the settings of student teaching, students often
work with a “feeder” school in order to fully explore the dimension and sequencing of
learning. For example, student teachers in a high school band setting spend time in the feeder
middle school band. Student teachers are required to assist, rehearse, and/or fully conduct
elementary school performances or band, orchestra, or choral concerts and festival
performances. In the case of high school band student teachers, an expectation is made for
assisting in the design, practice, and performance of half-time shows. In large school programs,
the Cooperating Teacher may have one or more assistants. In this case the student teacher has
the added benefit of feedback from a number of professional music educators. High school and
middle school choral student teachers often plan, rehearse, and conduct all or parts of a musical
production. Choral music education students are required to participate in musical productions
during their program of study. Often the music education students will take a drama course to
prepare them for this important aspect of teaching.
Music students are unique in their vast teaching experience prior to student teaching.
Most, if not all students have been giving private music lessons, working in summer music
camps, performing in shows, recitals, and musicals. Most KSU band and orchestra students
have worked in the past, or during their college years as assistants or section coaches for area
high school band programs. High school directors frequently request KSU students for these
part-time employment positions. Though undocumented, these teaching opportunities
undeniably contribute to the expertise and readiness demonstrated by the music majors at
Kennesaw State.
Field Experience Hours: 2003-2004
EDU
EXC
2201
3304
30 Hours
16
27
MUED 3301
MUED 3302
MUED 3303
MUED 3305
MUED 3370
MUED 4470
Totals:
15
15
15
5
30
750
(Choral Majors)
(Instrumental Majors)
(Instrumental Majors)
(Student Teaching)
Choral Music Education
831 Hours
Instrumental Music Education 861 Hours
Quality and variety of cooperating schools:
Cobb County Schools, where most of our students are placed for intern teaching are
among the finest schools in the state. A large number of new residents relocating to the
metro-Atlanta area make their decision to reside in Cobb County based on the reputation of the
local schools. Cherokee, Paulding, Douglas, Gwinett, North Fulton, and Bartow Counties also
have above average school systems as well. All field experiences are monitored to guarantee
that music students experience all grade levels (elementary, middle school, and secondary) and
a range of diverse settings.
Process for selecting cooperating teachers:
Cooperating teachers for full-time student teachers in the various school systems are
requested by the Director of Field Experiences of Kennesaw State. The Director consults and
collaborates with the Program Coordinators of Music Education for choices of schools and
Cooperating Teachers or Supervising Master Teachrers in order to assure that the students are
placed in appropriate settings with exemplary music educators in the field. The students spend
the majority of their student teaching time in the setting aligned with their respective track
(orchestra, band, choral, and general music,) but are also given additional grade level
experiences.
E. Explanation of how and why the Program may vary from the published
Georgia Standards:
The Program does not vary from Georgia Standards.
F. List of Faculty responsible for the Program:
Dr. Michael Walters, Director of Instrumental Music Education
Dr. Leslie Blackwell, Director of Choral Studies
Ms. Barbara P. Hammond, Program Coordinator for Music Education and
Director of General Music Education
28
FACULTY QUALIFICATIONS
MUSIC EDUCATION
Spring 2004
FACULTY QUALIFICATIONS
Program
Responsibilities
Status**
5
12
T
34
4
Blackwell, Leslie
DMA
Walters, Michael
DMA
ASP
Hammond,
Barbara
EdS
L
FT
L
Thomasson,
Donna
MME
SMT
PT
4
24
McKee, Angela
MME
SMT
PT
4
26
**Key 2:
Other
Qualifications
Secondary Choral
Music Education
Advising Students
Supervising Student
Teachers
Co-Program
Coordinator
Instrumental
Methods
Marching Band
Methods
Foundations of
Music Education
Advising Students
Supervising Student
Teachers
Choral Methods,
Literature,
Conducting
Theory
Aural Skills
Instrumental
Music
Education
Composition
Instrumentation
Clinician
Guest Conductor
Adjuticator
Co-Program
Coordinator
General Music Ed.
Supervision of
Student Teachers
Learning & Assess.
Coordinator
FAED 3340
Supervision of
Student Teachers
Instructor of
FAED 3340
Early Childhood
Music
Music and
Gerontology
Learning Theory
General Methods
Gerontology
Certificate
Orff Certif.
Faculty FellowCharacter
Education
Elementary
Music
Specialist
Elementary
Chorus
Supervision of
Student Teachers
Instructor of
FAED 3340
Elementary
Music
Specialist
Elementary
Chorus
ACDA Repertoire
& Standards
Chair for
Children’s
Choirs,
President for
Assoc. for Choral
Music Education
MENC
Elementary
Choral
Clinician
SST Endorsement
Yrs
Experience
in Higher
Ed
Yrs
Experience
in P-12 Ed
Rank*
TT
Highest
Degree
AP
Name
*Key 1:
Areas of
Specialization
20
9
L - Lecturer
I = Instructor
AP = Assistant Professor
PT = Part-time
FT = Full-time, temp
Published Author
Composer
Past Chair,
Music Educ.
ASP = Associate Professor
P = Professor
SMT = Supervising Master Teach
TT = Tenure Track
T=T
29
G. Number of Candidates in the Program :
During Fall of 2003, there were 57 Music Education Majors enrolled.
H. Post Baccalaureate Programs:
The Department of Music has no specific and separate post-baccalaureate program of
study. However a number of students with a performance degree in music request admission
into the department to complete the requirements for a Music Education degree in order to be
eligible for state certification. The students have to pass the audition requirement for entry.
They meet with an advisor to assess their transcript to plan for the additional courses. Credit is
given by the University for past courses both in the core and in the major area. A plan is
designed for the taking of the required coursework, applied music, ensemble participation, etc.,
required for the additional degree. Sometimes the post bac student is encouraged to retake a
theory, music history or a technology course in order to be fully prepared for teaching and for
passing the Praxis II exam. After fulfilling all the College of Education and Department of
Music requirements for the teacher preparation program, the student graduates with a degree in
Music Education.
Evidence for Meeting the Georgia 2000 Standards
Standard 1: Candidate Skills, Knowledge, and Dispositions
Candidate proficiencies represent a common core of essential knowledge, skills, and
dispositions of effective classroom instruction. Candidate proficiencies are organized into three
outcomes that are linked to the institutional standards and unit aim. They are: a) Subject Matter
Experts, b) Facilitators of Learning, and c) Collaborative Professionals. Candidates’
performance of specific teaching or professional decisions and actions will occur in numerous
and varied contexts, which means that the evidence of candidates’ performance vis-à-vis the
institutional standards will be numerous and varied. Candidates in the initial programs develop
beginning levels of expertise, facilitate learning in all students, and recognize the significance
of life-long professional development and collaboration. Proficiencies in each area reflect a
continuum of development and expectation as candidates proceed through their programs from
initial field experiences through student teaching. Table 1 depicts the PTEU outcomes and
proficiencies at the initial level as well as their designations to categories of “Knowledge, Skills
and/or Dispositions” and their alignment with NCATE standards.
Table 1:PTEU Outcomes and Proficiencies for Initial Programs
OUTCOMES & PROFICIENCIES
Outcome 1: Subject Matter Expert
1.1 Candidate possesses knowledge of discipline content, methods of inquiry, and
connections to other disciplines and applications to common life experiences.
1.2 Candidate knows and represents content accurately in multiple explanations,
technology integration, and the application of various instructional strategies.
1.3 Candidate uses content and pedagogical knowledge to assist students in the
KSD
NCATE Standard
K
Content
S
Pedagogical
Content
Pedagogical
S
30
mastery of subject matter knowledge.
Content
Outcome 2: Facilitator of Learning
2.1 Candidate demonstrates knowledge of how learners develop, learn and think
about subject content, as well as successful strategies to motivate students to
learn.
2.2 Candidate uses knowledge of the influences of society, culture, community,
and family on schools and learning to create and implement instruction that
embodies multiple cultures and a rich, diverse curriculum.
2.3 Candidate creates effective, well-managed and active learning environments
that reflect high expectations for student achievement.
2.4 Candidate designs and implements instruction that makes effective use of a
variety of methods, materials, and technologies to positively impact learning
of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning and
uses the results to improve the quality of instruction that is differentiated to
accommodate students’ diversities.
Outcome 3: Collaborative Professional
3.1 Candidate reflects upon and improves professional performance based on
professional standards, feedback, best practices and effective communication.
3.2 Candidate builds collaborative and respectful relationships with colleagues,
supervisors, students, parents and community members.
3.3 Candidate displays professional and ethical behavior consistent with
recognized educational standards and codes of ethics.
K
Pedagogical &
Professional
K
Pedagogical &
Professional
S
Pedagogical &
Professional
S
Pedagogical &
Professional
Student Learning
Pedagogical &
Professional Student
Learning
S
D
Disposition
D
Disposition
D
Disposition
Standards Alignment
At KSU, the institutional standards for the unit are derived from the expected outcomes and
proficiencies for candidate learning and are aligned with the knowledge, skills, or dispositions
identified in professional and state standards. Table 2 depicts the alignment of initial outcomes and
proficiencies with the Georgia Board of Regents’ (BOR) Principles, Interstate New Teacher
Assessment and Support Consortium (INTASC) standards, the Interstate School Leaders Licensure
Consortium (ISLLC) standards [advanced program in educational leadership only], and the National
Board for Professional Teaching Standards (NBPTS).
Table 2: Alignment of Initial Program Outcomes & Proficiencies With
State and National Standards
INITIAL PROGRAM
OUTCOMES and
PROFICIENCIES
GEORGIA BOARD
OF REGENTS’
PRINCIPLES
INTASC
STANDARDS
NBPTS
STANDARDS
Outcome 1: Subject Matter Experts
1.1
Discipline Content
Knowledge
II B (1) - Depth in
Content
II B (2) – High Lrning
Stds
1 - Concepts, Inquiry, and
Structures of Discipline
2 - Know & Tch Subjects
3 - Manage & Monitor
Learning
31
INITIAL PROGRAM
OUTCOMES and
PROFICIENCIES
GEORGIA BOARD
OF REGENTS’
PRINCIPLES
INTASC
STANDARDS
1.2
Multiple Explanations
II B (3) - Customize Inst 1 - Concepts, Inquiry, and
Structures of Discipline
4 - Instructional Strategies
7 - Plans Instruction
1.3
II B (3) - Customize Inst 1 - Concepts, Inquiry, and
Use of Content &
Structures of Discipline
Pedagogical Knowledge
4 - Instructional Strategies
7 - Plans Instruction
Outcome 2: Facilitators of Learning
2.1
Learner Characteristics &
Motivation
2.2
Influences of Society
2.3
Management of Learning
Environments
NBPTS
STANDARDS
2 – Know & Tch Subjects
2 – Know & Tch Subjects
2 - Learning & Development 1 - Commitment to
5 – Motivation
Students
II B (3) - Customize Inst 3 - Diverse Learners
10 - Collaboration
II B (2) - High Lrning
4 - Instructional Strategies
Stds
1 - Concepts, Inquiry, and
II B (7) - Manage
Structures of Discipline
Classrooms
5 – Motivation
2.4
II B (6) - Telecommun & 4 - Instructional Strategies
Design & Implementation of Info Tech
5 - Motivation
Instruction
6 - Communication
7 - Plans Instruction
2.5
II B (5) - Use Stu Data
8 – Assessment
Assess, Evaluate, Improve
III A - Inst Results in St 4 - Instructional Strategies
Learning - Init
III B - Inst Results in St
Learning - Induction
Outcome 3: Collaborative Professionals
1 - Commitment to
Students
3 - Manage & Monitor
Learning
3.1
Reflect, Improve Professional
Performance
3.2
Collaborative, Respectful
Relationships
3.3
Professional & Ethical
Behavior
9 – Reflection
6 - Communication
4 – Think About Practice
10 – Collaboration
6 Communication
9 – Reflection
9 – Reflection
5 - Learning Communities
4 – Think About Practice
2 – Know & Tch Subjects
3 - Manage & Monitor
Learning
4 – Think About Practice
Alignment of Undergraduate Proficiencies
With State and National Standards
KSU CONCEPTUAL FRAMEWORK
OUTCOMES & PROFICIENCIES
UNDERGRADUATE
Content
Pedagogical
Content
Professional &
Pedagogical K, S
Dispositio
ns
Student
Learning
Knowledge, Skill,
or Disposition
32
KSU CONCEPTUAL FRAMEWORK
OUTCOMES & PROFICIENCIES
Outcome 1:
Subject Matter Experts
1.1
Discipline Content Knowledge
Content
1.2
Multiple Explanations
1.3
Use of Content & Pedagogical Knowledge
Outcome 2:
Facilitators of Learning
2.1
Learner Characteristics & Motivation
2.2
Influences of Society
2.3
Management of Learning Environments
2.4
Design & Implementation of Instruction
2.5
Assess, Evaluate, Improve
Outcome 3:
Collaborative Professionals
3.1
Reflect, Improve Professional Performance
3.2
Collaborative, Respectful Relationships
3.3
Professional & Ethical Behavior
Pedagogical
Content
Professional &
Pedagogical K, S
Dispositio
ns
Student
Learning
Knowledge, Skill,
or Disposition
√
K
√
S
√
S
√
K
√
K
√
S
√
(√)
S
√
(√)
S
√
D
√
D
√
D
Alignment of Undergraduate Expectations
Program Outcomes and State, National Standards
KSU CONCEPTUAL FRAMEWORK
OUTCOMES
Undergraduate
Outcome 1:
Subject Matter Experts
1.1
Discipline Content Knowledge
1.2
Multiple Explanations
1.3
Use of Content & Pedagogical Knowledge
Outcome 2:
Facilitators of Learning
2.1
Learner Characteristics & Motivation
2.2
Influences of Society
2.3
Management of Learning Environments
2.4
Design & Implementation of Instruction
GEORGIA REGENTS
PRINCIPLES
II B (1) - Depth in Content
II B (2) - High Lrning Stds
II B (3) - Customize Inst
II B (3) - Customize Inst
II B (3) - Customize Inst
II B (2) - High Lrning Stds
II B (7) - Manage Classrooms
II B (6) - Telecommun & Info Tech
INTASC
STANDARDS
1 - Concepts, Inquiry, and Structures of Discipline
1 - Concepts, Inquiry, and Structures of Discipline
4 - Instructional Strategies
7 - Plans Instruction
1 - Concepts, Inquiry, and Structures of Discipline
4 - Instructional Strategies
7 - Plans Instruction
2 - Learning & Development
5 - Motivation
3 - Diverse Learners
10 - Collaboration
4 - Instructional Strategies
1 - Concepts, Inquiry, and Structures of Discipline
5 - Motivation
4 - Instructional Strategies
5 - Motivation
6 - Communication
7 - Plans Instruction
33
Alignment of Undergraduate Expectations
Program Outcomes and State, National Standards
KSU CONCEPTUAL FRAMEWORK
OUTCOMES
2.5
Assess, Evaluate, Improve
GEORGIA REGENTS
PRINCIPLES
INTASC
STANDARDS
II B (5) - Use Stu Data
III A - Inst Results in St Learning - Init
III B - Inst Results in St Learning - Induction
Outcome 3:
Collaborative Professionals
3.1
Reflect, Improve Professional Performance
3.2
Collaborative, Respectful Relationships
8 – Assessment
4 - Instructional Strategies
9 – Reflection
6 - Communication
10 – Collaboration
6 Communication
9 - Reflection
9 - Reflection
3.3
Professional & Ethical Behavior
Alignment of Program: Music Education (Element 1.1)
Specialty
Program
Area
Standards
(NASM)
KSU
Conceptual
Framework
Proficiencies
NCATE
Standard
#1
Candidate
Skills,
Knowledge
Disposition
1.Subject
Matter Experts
KSU/PTEU A1, A2, A3,
(Knowledge and
Skills)
1.1
Candidate
possesses
knowledge of
discipline
content, methods
of inquiry, and
connections to
other disciplines,
and applications
to common life
experiences
1.2
Candidate
knows and
represents
content
accurately in
multiple
Conceptual
Framework,
based on
NCATE/PSC
Standards
A4, A5, A6,
A7, B1, B2,
B3, B4, B5,
B6, C1, C2,
C3, C4. C5,
C6
A1, A2, A3,
A6, A7, B1,
B2, B3, B4,
B5, B6,
C1, C2, C3,
C4, C5, C6
(Potential)
Portfolio
Entry
(Developmental)
Unit-Wide
Assessment
System:
Evidence
Course(s) in
which
Standards
Are
Addressed/Assessed
Types of
Evidence
That
Document
Proficiencies
MUAP, MUSI 1110,
1111-2222, 1165/66,
3165/66, 2100,
3311/12, 3324, 3326,
3331/32, 3334/35,
3352, 1146/47/48/49,
3346/47/48/49, MUED
3301, 3302, 3303,
3305, 3334, 3370,
4470, 3351-3370
(Techniques)2204,
EXC 3304
Micro Teaching,
Lesson Planning,
Projects,
Presentations,
Papers, Field
Experiences,
Individual/
Chamber and
Large Group
Performances,
Conducting,
Juries, Capstone,
Proficiencies
Video Tapes
Jury Sheets
CPI
Lesson Plans
Papers
Projects
Performances
MUAP, MUSI 1110,
1111-2222, 1165/66,
3165/66, 2100, 3311/12,
3324, 3326, 3331/32,
3334/35, 3352,
1146/47/48/49,
3346/47/48/49, MUED
Lesson Planning,
Projects,
Presentations,
Papers, Field
Experiences,
Individual/
Chamber/
Video Tapes
Jury Sheets
CPI
Lesson Plans
Papers
Projects
Performances
34
explanations,
technology
integration, and
application of
various
instructional
strategies
1.3
Candidate uses
content and
pedagogical
knowledge to
assist students in
the mastery of
subject matter
knowledge
2. Facilitators
of Learning
(Knowledge
and Skills)
2.1
Candidate
demonstrates
knowledge of
how learners
develop, learn
and think about
subject content,
as well as
successful
strategies to
motivate
students to learn
2.2
Candidate uses
knowledge of the
influences of
society, culture,
community, and
family on schools
and learning to
create and
implement
instruction that
embodies
multiple cultures
and a rich,
diverse
curriculum
3301, 3302, 3303, 3305,
3334, 3370, 4470, 33513370 (Techniques)
EDU 2201, 2204, EXC
3304
Large Group
Performances,
Conducting,
Juries, Capstone,
Proficiencies
A1, A2, A3,
A6, A7, B1,
B2, B3, B4,
B5, B6,
C1, C2, C3,
C4, C5, C6
MUAP, MUSI 3331/32
MUED 3301, 3302,
3303, 3304 3334, 3305,
3334, 4470, 3351-3370
(Techniques)
EDU 2201,
2204,
EXC 3304
Micro Teaching,
Lesson Planning,
Projects,
Presentations,
Papers, Field
Experiences,
Performances
Video Tapes
CPI
A2, A3, A6,
A7, B1, B3,
B4, B5, B6,
C1, C.2,
C.3, C5, C6
MUAP,
MUSI 3332/32
MUED 3351-3370
(Techniques)
3301, 3302, 3303, 3305,
4470
EDU 2201,
2204, EXC 3304
Micro Teaching,
Lesson Planning,
Projects,
Presentations,
Papers, Field
Experiences,
Performances
Conducting
Video Tapes
Jury Sheets
CPI
Lesson Plans
Papers
Projects
Performances
Conducting
Tests
A1, A2, A3,
A4, A5, A6,
A7, B1, B4,
C1, C2, C3
MUAP,
MUSI 1110,
3331/21
1146/47/48/49
3346/47/48/49
MUED 3301, 3302,
3303, 3304 3334, 3305,
3334, 4470,
3351-3370 (Techniques)
EDU 2201,
2204, EXC 3304
Micro Teaching,
Lesson Planning,
Projects,
Presentations,
Papers, Field
Experiences,
Performances
Lesson Plans
Units of
Study
Concert
attendance
35
2.3
Candidate
creates
effective, wellmanaged and
active learning
environments
that reflect
high
expectations
for student
achievement
2.4
Candidate
designs and
implements
instruction that
makes effective
use of a variety
of methods,
materials, and
technologies to
positively
impact
learning of all
students
2.5
Candidate
utilizes a
variety of
assessments to
evaluate
student
learning and
uses the results
to improve the
quality of
instruction that
is
differentiated
to
accommodate
students’
diversities
3.
Collaborative
Professionals
(Dispositions)
A1, A2, A3,
A5, A6, A7,
B1, B5, B6,
C1, C2, C3,
C4, C5
A2, A3, A5,
A6, B5, B6,
C1,C2, C3,
C4, C5, C6
A1, A2, A3,
A4, A5, A6,
A7, B1, B2,
B3, B5, B6,
C1, C2, C3,
C4, C5, C6
A1, A2, A3,
A4, A5, A6,
A7, B1, B2,
B3, B4, B5,
MUAP, MUSI 3331/32
3311/12, 1146-49, 334649, 1165/66, 3334/35,
2100, 3324, 3326
MUED 3301, 3302,
3303, 3304 3334, 3305,
3334, 4470, 3351-3370
(Techniques)
EDU 2201,
2204,
EXC 3304
Micro Teaching,
Lesson Planning,
Projects,
Presentations,
Papers, Field
Experiences,
Performances,
Conducting,
Applied
Pedagogy
Projects
Video Tapes
Lesson Plans
Units of
Study
CPI
MUAP, MUSI 3311/12,
3331/2, 1146/47/48/49,
3346/47/48/49
1165/66, 3334/35, 2100,
3324, 3326, MUED
3301, 3302, 3303, 3305,
3334,
3355, 4470,
3351-3370
(Techniques)
EDU 2201, 2204, EXC
3304
MicroTeaching,
Lesson Planning,
Video Tapes
Lesson Plans
Units of
Study
CPI
MUAP, MUSI 3311/12,
3331/2, 1146/47/48/49,
3346/47/48/49
1165/66, 3334/35, 2100,
3324, 3326, MUED
3301, 3302, 3303, 3305,
3334,
3355, 4470,
3351-3370
(Techniques)
EDU 2201, 2204, EXC
3304
Micro Teaching,
Lesson Planning,
MUAP, MUSI 1110,
1111/12/2111/12, 11212222, 1165/66, 3165/66,
2100, 3311/12, 3324,
Micro Teaching,
Lesson Planning,
Projects,
Presentations,
Papers, Field
Experiences,
Performances,
Conducting,
Applied
Pedagogy
Projects
CPI
Projects,
Presentations,
Papers, Field
Experiences,
Performances,
Conducting,
Applied
Pedagogy
Projects
Papers
Journals
Conducting
Tests
Projects,
Presentations,
36
3.1
Candidate
reflects upon and
improves
professional
performance
based on
professional
standards,
feedback, best
practices and
effective
communication
B6, C1, C2,
C3, C4, C5,
C6
3.2
Candidate builds
collaborative
and respectful
relationships
with colleagues,
supervisors,
students, parents
and community
members
A1, A2, A3,
A4, A5, A7,
C1
3326, 3331/32, 3334/35,
3352, 1146/47/48/49,
3346/47/48/49, 3367/68,
MUED 3301, 3302,
3303, 3305, 3334, 4470,
3370, 3351-3370
(Techniques), EDU 2201,
EXC 3304
Papers, Field
Experiences,
Individual/
Chamber/
Large Group
Performances,
MUAP, MUSI 1110,
2100, 3311/12, 3331/32,
3352, 1146/47/48/49,
3346/47/48/49, 33513370 (Techniques)
MUED 3301, 3302,
3303, 3305, 3334, 3370,
4470,
EDU 2201,
EXC 3304
Micro Teaching,
Lesson Planning,
Video Tapes
Conducting,
Applied
Pedagogy
Projects, Group
Projects
CPI
Projects,
Presentations,
Papers, Field
Experiences,
Individual/
Chamber/Large
Group
Performances,
Conducting,
Applied
Pedagogy
Projects, Group
Projects
3.3
Candidate
displays
professional and
ethical behavior
consistent with
recognized
educational
standards and
codes of ethics
A5, A6, A7,
C1, C3, C6
MUAP,
MUSI 1110, 2100,
3311/12, 3331/32, 3352,
1146/47/48/49,
3346/47/48/49, MUED
3301, 3302, 3303, 3305,
3334, 3370, 4470,
EDU 2201, 2204,
EXC 3304
Micro Teaching,
Lesson Planning,
CPI
Projects,
Presentations,
Papers, Field
Experiences,
Individual/
Chamber/
Large Group
Performances,
Conducting,
Applied
Pedagogy
Projects,
Group Projects
37
Element 1.3, 1.4, 1.6, 1.7
National Association for Schools of Music
(NASM) Standards for Music Education
(As referenced in above matrix)
A.
B.
Desirable Attributes. The prospective music teacher should have:
1. Personal commitment to the art of music, to teaching music as an element of
civilization, and to encouraging the artistic and intellectual development of
students, plus the ability to fulfill these commitments as an independent
professional.
2. The ability to lead students to an understanding of music as an art form, as a
means of communication, and as a part of their intellectual and cultural
heritage.
3. The capability to inspire others and to excite the imagination of students,
engendering a respect for music and a desire for musical knowledge and
experiences.
4. The ability to articulate logical rationales for music as a basic component of
general education, and to present the goals and objectives of a music program
effectively to parents, professional colleagues, and administrators.
5. The ability to work productively within specific education systems, maintain
positive relationships with individuals of various social and ethnic groups, and
be empathetic with students and colleagues of differing backgrounds.
6. The ability to evaluate ideas, methods, and policies in the arts, the humanities,
and in arts education for their impact on the musical and cultural development
of students.
7. The ability and desire to remain current with developments in the art of music
and in teaching, to make independent, in-depth evaluations of their relevance,
and to use the results to improve musicianship and teaching skills.
Music Competencies. In addition to those basic competencies outlined in Sections
V and VII (General Standards for Graduation from Curricula Leading To
Baccalaureate Degrees In Music; Competencies Common To All Professional
Baccalaureate Degrees In Music,) the following apply to the preparation of music
teachers:
1. Conducting. The prospective music teacher must be a competent conductor,
able to create accurate and musically expressive performances with various
types of performing groups and in general classroom situations. Instruction in
conducting includes score reading and the integration of analysis, style,
performance practices, instrumentation, and baton techniques. Laboratory
experiences that give the student opportunities to apply rehearsal techniques
and procedures are essential.
2. Arranging. The prospective music teacher should be able to arrange and adapt
music from a variety of sources to meet the needs and ability levels of school
performing groups and classroom situations.
3. Performance. In addition to the skills required for all musicians, functional
ability in keyboard appropriate to the student’s future teaching needs is
essential. Whatever the specialization, functional knowledge of wind, string,
fretted, and percussion instruments and the voice is essential.
4. Analysis/History/Literature. The prospective music teacher should be able to
apply analytical ad historical knowledge to curriculum development, lesson
planning, and daily classroom and performance activities. Teachers should be
38
prepared to relate their understanding of musical styles, the literature of diverse
cultural sources, and the music of various historical periods.
5. Essential competencies and experiences for the vocal/choral or general
music teaching specialization are:
a. sufficient vocal and pedagogical skill to teach effective use of the
voice;
b. experience in solo vocal performance and choral ensemble;
c. performance ability sufficient to use at least one instrument as a
teaching tool and to provide, transpose, and improvise
accompaniments;
d. laboratory experience in teaching beginning vocal techniques
individually, in small groups, and in larger classes.
6. Essential competencies and experiences for the instrumental music
teaching specialization are:
a. knowledge of and performance ability on wind, string, and
percussion instruments sufficient to teach beginning students
effectively in groups;
b. Experiences in solo instrumental performance, as well as in both
small and large instrumental ensembles;
c. Laboratory experience in teaching beginning instrumental students
individually, in small groups, and in larger classes.
C.
Teaching Competencies. The musician-teacher should understand the total
contemporary educational program-including relationships among the arts-in order
to apply music competencies in teaching situations, and to integrate music
instruction into the total process of education. Essential competencies are:
1. Ability to teach music at various levels to different age groups and in a variety
of classroom and ensemble settings in ways that develop knowledge of how
music works syntactically as a communication medium and developmentally as
an agent of civilization.
2. An understanding of child growth and development and an understanding of
principles of learning as they relate to music.
3. The ability to assess aptitudes, experiential backgrounds, orientations of
individuals and groups of students, and the nature of subject matter, and to plan
educational programs to meet assessed needs.
4. Knowledge of current methods and materials available in all fields and levels
of music education.
5. The ability to accept, amend, or reject methods and materials based on personal
assessment of specific teaching situations.
6. An understanding of evaluative techniques and ability to apply them in
assessing both the musical progress of students and the objectives and
procedures of the curriculum.
39
Standard 2: Program Assessment and Unit Capacity:
Unit Assessment System
Goal
The goal of the unit and program evaluation system at KSU is to
determine whether candidates acquire the unit’s outcomes and as a result
whether the unit is achieving its aim to develop expertise among candidates in
their initial and advanced programs as teachers and leaders who possess the
capability, intent, and expertise to facilitate high levels of learning in all
students through effective classroom instruction, and who enhance structures
that support learning. To achieve this aim, the unit has developed internal and
external assessments of candidate performance to be used in combination with
unit and program operational assessments to determine overall effectiveness in
meeting the unit goal and institutional standards.
Two-Tiered Assessment System
The unit assessment system in the PTEU and Bagwell College of
Education is designed to inform all stakeholders of overall unit effectiveness
and to guide the unit’s efforts in making improvements in programs and
services that help produce highly qualified beginning and experienced teachers
and school leaders. Initial and advanced candidate proficiencies listed in Tables
1 and 2 of the conceptual framework serve as the primary focus of internal and
external assessments to determine candidate qualifications. The unit ensures
common collection and reporting of information pertaining to all programs and
services, but some assessments originate at the program level and become the
basis for analysis and application to the unit. A similar structure provides the
unit with information regarding field experiences, diversity, faculty and
resources. Table 5 PTEU Assessment System summarizes the two-tiered
conceptual structure to show how various sources of data interrelate and
compliment the unit’s ability to maintain or improve its effectiveness.
Although the unit is the level most accountable for the delivery of teacher
education programs and services, it recognizes and depends upon the unique
contributions of programs in supplementing its major assessments (e.g.
program specific requirements at points of admission, state licensure exams in
the content field, technology competencies).
40
Element 2.1
Table 5
PTEU Assessment System
TIER
DATA
Program Assessment
Unit Assessment
SOURCE
Internal
External
Candidate Performance:
‰ Program specific requirements at
admission points and exit
‰ Key assessments of professional
content standards (SPA & PSC)
‰ Candidate Performance Assessment
Instrument (CPI)
‰ Portfolio Narrative Rubric
‰ Impact on Student Learning Rubric
‰ Infusion of technology
Field Experiences:
‰
Placements in content area
courses
‰
Placements in TOSS/practicum
‰
Observations
‰
‰
‰
Candidate Performance:
Praxis I
Praxis II
Cooperating teachers
Candidate Performance:
‰
Common requirements at each
decision point of admission/exit
‰
Candidate Performance Assessment
Instrument (CPI) at Exit
‰
Portfolio Narrative Rubric
‰
Impact on Student Learning Rubric
Field Experiences:
‰
Placements in core courses (EDUC
2201, 2204, EXC 3304, & student
teaching)
‰
Observations
Diversity:
‰ Candidates
‰ Field Experiences
‰ Faculty
‰ Recruitment & Retention
Faculty:
‰
Characteristics
‰
Vita and supporting documentation
‰
Performance reviews
Resources:
‰ Budget
‰ Facilities
‰ Technology
End of Program
‰
Candidate survey
‰
Cooperating teachers survey
‰
Principal survey
Graduates:
‰ First Year Induction Survey
‰ Second Year Induction Survey
Employers:
‰ Surveys
41
General Description (Element 2.2)
Candidate performance assessment and the evaluation of learning in field
and clinical experiences is the crux of unit evaluation. However, to assure that the unit
meets its overall aim, faculty vitality and unit accountability are also continuously
assessed. At the unit level, candidate assessments are related to requirements agreed
upon by all programs and are consistent with the unit’s beliefs about the qualifications
its candidates should have; however, each program retains the right and responsibility
for keeping records on additional requirements. At the initial certification level,
quantitative data (e.g. GPAs and Praxis scores) are collected and summarized at each
of four phases in a candidate’s initial program:
1. Admission to Teacher Education,
2. Admission to TOSS or Practicum,
3. Admission to Student Teaching, and
4. Graduation or completion of program.
The capability of aggregating data by program, semester, and
demographics enables the unit and programs to observe change over time. Unit data
on candidates enrolled in Advanced Programs (M.Ed.), endorsement, and add-on
certificate programs are kept at the time of 1) initial admission and 2) exit/graduation.
Unit data, like those kept at the initial level, are summarized on quantitative measures
such as GPAs and SAT scores; however, the uniqueness of each discipline’s specific
criteria for admission, including qualitative measures, requires some data be kept at
the program level.
Candidate assessment reflects the unit’s commitment to the development of
expertise. Within each phase of preparation, initial and advanced candidates are
assessed on competencies derived from the institutional standards by integrating
components of the unit’s principle instrument called the Candidate Performance
Instrument (CPI) into various program-created assessments. At the program level, the
CPI is also aligned with the professional standards of each program area. In this
manner, our programs ensure that each candidate has mastered the outcomes and
proficiencies identified by the unit as well as those articulated by their professional
organizations. The integrated program assessments are used routinely in designated
courses and field observations.
As a unit instrument, the CPI is used for exit evaluation to assess and
document candidate performance at the end of each initial and advanced program; but
its comprehensiveness and adaptable rubric also make it easy to extend use to other
unit assessments, such as the portfolio narrative and impact on student learning. As
previously noted, the two-tiered assessment system ensures common collection and
reporting of information pertaining to all programs because critical assessments
originate at the program level and become the basis for analysis and application to the
unit. For example, the Impact on Student Learning rubric is administered throughout
the initial and advanced candidate preparation programs to ensure that each candidate
is able to bring all students to high levels of learning. Similarly, all programs use the
Portfolio Narrative rubric is used to assess candidate mastery of desired outcomes and
proficiencies as they exit their programs of study. The aggregate scores on both rubrics
are reported regularly to the unit for interpretation and analysis college-wide. In this
42
manner, the inherent alignment between the criteria/rubrics of related assessments and
the CPI preserves the connection with our conceptual framework.
The assessment system also includes external measures to assess candidates
in field and clinical experiences as well as the quality of the experience as perceived
by the cooperating school personnel. Surveys by cooperating teachers and principals
evaluate the adequacy of preparation, logistical arrangements for placements, and
awareness/application of the conceptual framework. Following graduation, the unit
monitors all of its graduates for two years following completion of the degree
program in accordance with the Georgia Board of Regent’s policy, Principles for the
Preparation of Educators for the Schools (1998). The unit honors the commitment to
the specific Regents’ principle that guarantees the quality of any teacher it [system
institution] prepares by providing any graduate deemed less than effective in helping
students make satisfactory progress additional preparation at no cost to the teacher or
school district. Furthermore, by offering first and second year induction programs
throughout the service area to all teachers, the unit recognizes the benefit of early
mentoring and support to inexperienced teachers in offsetting a national trend of
significant attrition among highly qualified teachers in their first years of teaching.
Surveys completed by graduates and employers of graduates constitute the unit’s
primary source of feedback used to determine the following: a.) quality of the
induction program, b.) the extent to which the induction program influences teaching
and students’ learning, and c.) quality of the KSU teacher education program in
preparing teachers and school leaders for their roles.
Assessments of unit capacity related to field experiences and diversity
utilize a variety of paper and electronic surveys and electronic tracking systems to
ensure balance in initial and advanced field and clinical placements with diverse
teachers and students. The unit uses a combination of electronic vita templates and
surveys completed by candidates as well as professional participation/contribution
records to show the quality of its faculty, and instruction and supervision of
candidates. Evidence to show the adequacy of available resources, including
technology, and the effectiveness of unit governance comes from unit, departmental
and university sources. This evidence represents a different level of data reporting
and access because of the complexities associated with shared resources.
Because of generous financial and personnel support from key university
administrative levels, the unit is able to develop and maintain a state-of-the-art,
electronic data management system (DMS). The purpose of the DMS is to improve
the accuracy and lessen the burden of record keeping through advanced electronic
and technologic means. As the DMS develops in sophistication, it will expand from
its current focus on candidate tracking to support the electronic entry, storage, and
reporting of data related to faculty qualifications, field experience and diversity
placements, and unit/program resources. In addition, the system will monitor and
electronically notify programs about candidates whose records are ready for review
for admission or graduation. The capability for examining cross-sectional and
longitudinal slices of data will be possible through live and archival components.
Integrating this system with the BANNER system that supports university student
records provides an almost limitless potential for managing data electronically.
The unit is committed to the delivery of quality experiences in all phases of
candidate preparation, including the essential services that provide advisement and
43
technology support. As the assessment system develops and broadens its scope, the
unit will utilize more comprehensive feedback to make positive changes.
Glossary
Advanced Preparation. Programs at the postbaccalaureate levels for (1)
the continuing education of teachers who have previously completed initial
preparation or (2) the preparation of other professional school personnel. Advanced
preparation programs commonly award graduate credit and include master’s,
specialist, and doctoral degree programs as well as nondegree licensure programs
offered at the graduate level. (NCATE, 2001, p. 54)
ALL students. “All students includes students with exceptionalities and of
different ethnic, racial, gender, language, religious, socioeconomic, [sexual
orientation], and regional/geographic origins.” (NCATE, 2001, p.10).
Best Practice. This term is borrowed from the field of medicine and law
where the phrase is used to describe solid, reputable, state-of-the-art work in a field.
If a practitioner is following best practice standards, he or she is aware of current
research and consistently offers clients the full benefits of the latest knowledge,
technology, and procedures….the term Best Practice—“as a shorthand emblem of
serious, thoughtful, informed, responsible, state-of-the-art teaching.” Best practice
reflects teaching that is “student-centered, active experiential, democratic,
collaborative, and yet rigorous and challenging.” (Zemelman, Daniels, Hyde, Best
Practice, p. viii, 1998)
Candidates. "Individuals admitted to, or enrolled in, programs for the
initial or advanced preparation of teachers, teachers continuing their professional
development, or other professional school personnel. Candidates are distinguished
from "students" in P-12 schools" (NCATE, 2001, p. 53).
Collaborative. Working together especially in an intellectual effort is the
hallmark of collaboration. “The developmental nature of collaboration includes:
Networking – exchanging information for mutual benefit
Coordination – exchanging information and altering strategies for mutual benefit
Cooperation – exchanging information, altering strategies, and integrating
resources for mutual benefit
Collaboration – exchanging information, altering activities, integrating
resources, and initiating new synergistic approaches for mutual benefit.” (School &
Main Institute, Inc, Boston, MA, 2000)
Cultural Background. "The context of one's life experience as shaped by
membership in groups based on ethnicity, race, socioeconomic status, gender,
exceptionalities, language, religion, sexual orientation, and geographical area"
(NCATE, 2001, p. 53).
Dispositions. "The values, commitments, and professional ethics that influence
behaviors toward students, families, colleagues, and communities and affect student
learning, motivation, and development as well as the educator's own professional
growth. Dispositions are guided by beliefs and attitudes related to values such as
caring, fairness, honesty, responsibility, and social justice. For example, they might
44
include a belief that all students can learn, a vision of high and challenging
standards, or a commitment to a safe and supportive learning environment"
(NCATE, 2001, p. 53).
Diversity. "Differences among groups of people and individuals based on
ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion,
sexual orientation, and geographical area" (NCATE, 2001, p. 53).
Expert Learner. Expert learners when compared to novice learners are those
who are able to use their learning in appropriate situations, use a range of
"learning-to-learn" skills, utilize a variety of resources (info and people) in problem
solving, and reflect on and improve their learning performance (Sternberg, 1996, pp
179-80)
Expert Teacher. According to Sternberg (1996) expert teachers as compared to
novices can be characterized as using more knowledge more effectively in
professional problem solving, organizing their knowledge differently, and
possessing more tacit situational knowledge. Expert teachers are able to solve
problems more efficiently than novices by showing more automatization of
functioning, using smoothly functioning metacognitive processes, and using new
problems as opportunities to expand their knowledge and competence. Expert
teachers possess insight and are more likely to search for nonobvious solutions to
novel problems (Sternberg, 1996, pp 179-80)
Expertise. To develop expertise in an area is to achieve a state of proficiency or
"know-how." “Expertise is not an endstate but a process of continued
development.” (Sternberg, 1996, pp 179-80)
Facilitate learning. To facilitate learning is to assist or help learning occur.
Teachers provide new and varied experiences, which learners can use to build upon
their own foundation of existing knowledge. Teachers must understand that students
construct their own knowledge, how they construct that knowledge, and how each
student recognizes and understands his or her own learning experiences. To support
this process of learning, teachers must work at creating environments, implementing
strategies, and selecting teaching and learning resources that will maximize learning
for each student’s unique learning abilities. Teacher-centered instruction shifts to
learner-centered instruction.
Initial Teacher Preparation. Programs at the baccalaureate or
postbaccalaureate levels that prepare candidates for the first license to teach
(NCATE, 2001, p. 54).
Music Education Program Assessment (Element 2.3)
Student assessment begins with the audition to the department, where level of
musicianship and performance skill are evaluated by a team of music faculty members and, in
the case of students declaring music education as their program, an interview is conducted to
determine the student’s aspirations, talents, and understandings of music education as a
profession.
45
Students in music education are observed and evaluated for potential teaching
qualities at several points throughout their college careers. Potential music education majors
are interviewed prior to admission to the music education program at the time of their
audition for the Department of Music. Students are again observed when applying for
application to the Teacher Education program (at the end of the sophomore year) and must
meet stringent requirements to be accepted. At this point, students enter the professional
music education sequence of courses, and are in close contact with music education faculty
for the remainder of their programs. Upper-level professional education music courses
involve continued field experiences on a limited basis in addition to those experiences
received in upper-and lower-level course work in the College of Education. A final point for
review of the future music teacher's personal, musical, and professional qualities is at the
time of application for MUED 4470. Students meet with the entire music education faculty
in an individual interview in which a student's readiness to benefit from extended field
experiences is judged. Prior to receiving full certification by the Georgia Department of
Education, students must pass both Praxis I and Praxis II.
Monitoring of student progress in the Bachelor of Music in Music Education degree
program is comprehensive, systematic, and follows two distinct paths. On the one hand,
students are routinely assessed in the area of musicianship, and on the other, in the area of
education. Monitoring of musical growth includes individual jury evaluations that are
conducted each semester, as well as documented participation in student recitals and a strict
concert attendance requirement. Advancement to upper division music courses is approved
only after successful completion of lower division music core, successful jury performances,
the appropriate proficiency examinations, and the completion of certain co-curricular
requirements. Solo performances are presented in public forums and a senior recital must be
performed before student teaching is completed.
Monitoring of progress through the education components of the music education
degree accompanies the ongoing assessment of musical skills. As mentioned above,
students in music education complete interviews with music faculty members at the time of
their initial audition and again at each jury performance. In addition, several “screens” are
in place to help determine the student’s readiness and appropriateness for certain aspects of
the professional education sequence. Admission to the Teacher Education Program must be
granted at the end of the sophomore year and determines students’ eligibility to enroll in
300-level course work in the professional education sequence. Admission to the program is
handled through the College of Education and is based upon faculty recommendations,
GPA, completion of specific courses including EDUC 2201 (Teaching and Schools in a
Changing Society) and EDUC 2210 (Nature and Needs of the Learner), completion of
appropriate co-curricular responsibilities, passing of the Regents’ exam, and performance as
a music education student thus far in the program. The methods courses, which involve
much individual instruction and some practicum experience, provide the next important
screen, as they present a significant occasion for specific music education faculty members
to view progress and abilities in both peer-teaching and practicum settings. A further
important screen is the 'Interview', which is conducted the semester prior to enrollment in
the extended field experience. At this interview, which is conducted with each individual
student by the entire music education faculty, the progress of the student through juniorlevel requirements is examined. Areas considered in order to determine the readiness for
individual students to enter extended field experiences include: GPA, jury performances,
success in methods courses, portfolio materials, faculty interviews, self-evaluation, and
understanding of the role of music teaching in today’s society.
46
Methods of Assessment in Music
(Selected examples given in Appendix A and additional student examples in Exhibit Room)
Video Tapes:
Juries (for every student each semester)
Student Recitals (each semester)
Performances: large group, ensemble, solo, and staged (Opera
Workshop, Musicals, etc.)
Teaching Videos viewed during Student Teaching Seminars
(CPI Observation Form used to assess)
Rubrics:
Audition
Conducting
Field Experiences
Rehearsal Plans
Lesson Plans, Units of Study, Assessment Projects
Position Papers, Research Papers
Written Exams, Presentations
Musical Compositions, Instrumentations, Arrangements
Technology Projects
Proficiency exams (Keyboard, Vocal, and Instrumental Techniques)
The strength of the assessment instruments and the collaboration by the faculty members of
the Department of Music lead to constant and on-going program review, and improvement.
Monthly faculty meetings are used to analyze date and work for more efficient use of time,
space and faculty and staff energy. As the quality of the students improve, thus improves
the standards of the department and the music teacher program.
Standard 3: Field Experiences and Clinical Practice:
Collaboration between Unit and School Partners: (Element 3.1)
Three-Tiered Developmental Partnership Plan
Professional Teacher Education Unit
Kennesaw State University
The Professional Teacher Education Unit (PTEU) at Kennesaw State University (KSU)
recognizes the importance of working with school systems and schools to develop collaborative
partnerships that focus on the teaching and learning of P-12 students. These relationships help
to guarantee quality field experience placements for candidates in the teacher education
programs. As a unit, we are committed to working collaboratively with school systems,
schools, and the university to:
1. Support the field placement sites and provide field placements for teacher
candidates to demonstrate outcomes of the Board of Regents’ guarantee.
2. Facilitate and support optimum learning and development of all P-12 students and
KSU candidates.
47
3. Provide structures and resources necessary to fulfill identified roles and
responsibilities.
4. Implement identified best practices in a coherent, skillful manner.
5. Prepare pre-service and in-service teachers for the challenges of P-12 teaching.
6. Promote the development and synthesis of the knowledge, skills, and dispositions
that characterize professional educators.
7. Provide a supportive context that encourages school-based research and reflection.
8. Provide mentoring to ensure that beginning teachers demonstrate the knowledge,
skills, dispositions, and ethics reflected in appropriate professional, state, and
institutional standards of practice.
9. Ensure qualifications of professional development partnership faculty
10. Use processes, resources, and time to systematize the continuous improvement of
teaching, learning, and service learning.
While the ultimate goal is to have partner schools and professional development
schools, the PTEU realizes that this is a developmental process that takes time and resources.
As a result, we have identified three developmental levels for working with systems and
schools to facilitate the effective implementation of signed agreements. The three
developmental levels are field experience placement schools, collaborative partnerships, and
professional development partnerships. These levels are in addition to the standard school
system agreement (STUDENT PLACEMENT AGREEMENT) attained by the Center for Field
Experiences and Partnerships (CFEP) every three years to ensure the partnership arrangements
for all field experiences.
All levels of the unique partnerships are in elementary, middle, or high schools that are
identified collaboratively between program areas and school partners. Most partnerships are
identified as diverse based on the PTEU Diversity Statement (see Diversity Statement for Field
Placements). The others are identified for specific qualities such as demonstrating “best
practices” or superior mentoring by collaborating teachers. For example, the Early Childhood
Department has identified clusters of schools within school systems called Center Complexes
while the Secondary and Middle Grades Department and the P-12 program areas have
identified specific schools within school systems.
The first tier of the partnership triad is titled the “field experiences agreement” level.
This category entails an agreement signed by both the school and the KSU entity that includes
CFEP, a program area, or an individual faculty member. The agreement ensures that the school
will provide a quality field placement for a specific course and may include input from faculty
or the placement coordinator at Kennesaw State University.
The second tier is titled “collaborative partnerships” and is characterized by joint work
between and among school and university faculty with an emphasis on building learning
communities. As collaborating partners, the school system and/or school and university:
1. Share responsibility for preparation of new teachers.
2. Share resources, knowledge, experiences, ideas, and training.
3. Share decision making in some areas which directly/indirectly affect the mission of
the teacher education preparation program and the collaborative partnership
schools.
4. Provide opportunities for candidates to develop knowledge, skills, and dispositions
related to working with diverse students with a focus on increasing P-12 student
learning and achievement.
48
The third tier builds upon the second tier by including the same four characteristics
listed above as well as numerous additional criteria. These “professional development
partnerships” represent an educational climate that facilitates the learning and achievement of
all: P-12 students, pre-service and in-service teachers, university and school system faculty,
administrators, and staff. Collaboration and commitment are the core elements that shape the
operating principles of professional development sites. As professional development
partnerships, the school system and university:
1. Share responsibility for preparation of new teachers.
2. Share resources, knowledge, experiences, ideas, and training.
3. Share decision-making in some areas that directly/indirectly affect the mission of
the teacher education preparation program and the collaborative partnership
schools.
4. Provide opportunities for candidates to develop knowledge, skills, and dispositions
related to working with diverse students with a focus on increasing P-12 student
learning and achievement.
5. Share expertise in the theory and practice of teaching and learning.
6. Engage in joint efforts to improve/inform practice.
7. Integrate pre-service and in-service teachers learning into school programs and
teaching practice.
8. Conduct and promote both action research and formal research producing changes
that foster student learning, enhance teaching, and that improve the organizational
environment.
The administration, faculty, and staff of the professional development partnership
school system and the university make a tangible commitment to partnership support, to
collaboration, to the development of organization, roles, and structures that support the site(s),
and to accountability and quality assurance.
While these operating principles guide the Professional Teacher Education Unit as they
develop field experience agreements and collaborative partnerships with school systems and
schools, each program is in a different phase in its development of partnerships. This variation
suggests a continuum of development that begins with the basic field experience placement
school to collaborative partnerships to the more complex and sustainable professional
development partnerships.
Design, Implementation, and Evaluation of Music Education Field Experiences:
(Element 3.2)
The student teaching experience at KSU is fifteen weeks of full-time teaching in a given
setting. The weekly field-experience seminar and Performance File accompany this
experience. When placed with a Cooperating Teacher, music education faculty member
conducts an on-site observation a minimum of six times during the semester. Informal
assessment from the university supervisor is completed regularly during the student teaching
experience, and formal mid-term and final assessment utilizing the College of Education
assessment tool (specifically aligned with the conceptual framework) is completed by the
cooperating teacher and university supervisor. In addition, feedback of peers is solicited
through weekly seminars and viewing of each student teacher’s videotape, and the
49
Performance File encourages student teachers to seek feedback from other public school
teachers and administrators.
When possible, student teachers are placed with Supervising Master Teachers who are
TSS trained and exemplary music educators. With these placements, assurance can be made
that the candidate is receiving appropriate, consistent and effective feedback each day.
One key aspect to the structure of field experiences in music education is attention to
both the levels of students taught and the type of school setting experienced. Throughout the
field experience process, from sophomore through senior, the music student teacher is required
to show experience at all three levels: Elementary, Middle, and High School in order to
prepare him or her for Georgia music certification in grades PreK-12. In addition, the Center
for Field Experience works in collaboration to assure that students are placed in diverse
settings.
Remediation
A number of options exist for students who have difficulty making satisfactory
progress through the degree program. At the most basic level, most music course work can
be repeated if the student does not receive a grade of at least C (in music education) or D
(in music and/or core). Students must maintain a 2.75 GPA or above to be admitted to the
Teacher Education program at the end of the sophomore year. In applied studies, a student
may enroll in one additional term of applied music at each level (freshman, sophomore,
junior, senior) if he or she fails to pass a jury and be promoted to the next level for any
reason. However, if a student fails to pass a jury after the additional term of applied study,
then he or she will be advised out of the music education program. In instances where
there exist potential deficits in the characteristics or skills necessary to quality teaching,
intervention from one of the methods professors may be sufficient to rectify the situation.
Facing the problems immediately, providing constructive feedback, and modeling
appropriate behavior are all useful methods in tackling problems. Immediate, open, and
honest communication about any suspected problems is essential.
Uncommonly, a teacher candidate may encounter problems after reaching the stage of
extended field experiences. In this instance, all attempts are made to rectify the situation
through the feedback and guidance of the university supervisor and the cooperating teacher.
If the problem is severe enough that the candidate’s ability or motivation to complete the
program is brought into question, the university supervisor consults with other music
education faculty members and the Department Chair. A remediation plan is devised
appropriate to the weaknesses involved. In rare instances, and in consult with the
cooperating teacher and school administrator, the music education faculty, the Department
Chair, a representative from the College of Education, and the student teacher, a
recommendation for the student teacher to be removed from the setting may be presented.
Occasions such as that described above are indeed rare, primarily because astute,
ongoing evaluation begins in the freshman year and continues throughout the program.
The Department of Music prides itself upon meaningful and continuous advisement and a
good relationship between students and faculty advisors.
50
Candidate Performance Evaluation (Element 3.3)
The Candidate Performance Evaluation is the collaborative instrument designed by the
PTEU members to assess students in field experiences during their programs. The
Department of Music is in full support and implementation of the indicators.
(See Candidate Performance Instrument
Included in Separate Folder on Disk)
51
Standard 7: Georgia-Specific requirements for Units and Programs
Admission to Teacher Education (Element 1)
Kennesaw State University is committed through its admission and monitoring
processes to recruit and prepare diverse, highly qualified and capable prospective teachers.
Before a candidate may enroll in professional level education courses at the upper division level (the
required 3000- and 4000-level professional education courses), he or she must be formally admitted to
teacher education at Kennesaw State University.
Admission to teacher education is separate from admission to Kennesaw State
University. Candidates typically apply for admission to teacher education as sophomores after
having completed most of their general education requirements. Applications for admission to
teacher education are available in the William D. Impey Teacher Education Advisement Center.
A criminal history background check will be performed prior to admission to teacher
education and may preclude admission to teacher preparation programs. In order to meet the
minimum requirements for admission to teacher education programs, candidates must also
have:
1. Completed at least 45 semester hours of accredited college coursework.
2. Achieved a cumulative GPA of 2.75 for all attempted hours in the system core
curriculum and lower division courses as required for teacher preparation programs.
3. Achieved an adjusted or cumulative GPA of 2.75 for all completed coursework at
Kennesaw State University.
4. Completed English 1101 and English 1102 with grades of C or higher.
5. Passed the Regents’ Examination.
6. Passed or exempted the Praxis I Examination.
7. Completed EDUC 2201* and EDUC 2202 or EDUC 2204 with grades of C or higher.
In addition to the preceding, the Department of Elementary and Early Childhood
Education requires that all additional coursework completed in Lower Division Major
and Teaching Field at the time of application for admission must earned a grade of C
or higher.
8. Received two positive faculty recommendations, one of which must be from their
instructor for either EDUC 2201 or EDUC 2202 or EDUC 2204.
9. Received positive evaluations in field experiences.
10. Exhibited responsible, professional behavior in all classes, field experiences, and
interactions with peers and faculty.
11. Exhibited potential for success in the program.
12. Been approved for admission by the Admission and Academic Standing
Committee of the applicant’s proposed degree program.
Note: Some degree programs in teacher education have additional admissions
requirements. Consult those departments and program coordinators.
* or approved Teacher Cadet or Teacher Apprenticeship Program
52
To be considered for admission, applications and all supporting documents must be submitted
to the William D. Impey Teacher Education Advisement Center on or before the following
deadlines:
Admission to Teacher
Education Program For:
Application
Deadline:
Fall Semester
Spring Semester
Summer Term
April 15th
September 15th
February 15th
Candidates will be informed of their admission status by letter.
Candidates who have been denied admission must remove deficiencies within three semesters
of the initial application for admission in order to be eligible for reconsideration for entry into a
teacher education program.
Retention in Teacher Education
Once admitted to teacher education, a candidate will not be eligible to continue in teacher
education if:
1.
Responsible, professional behavior is not exhibited in all classes, field
experiences and interactions with peers and faculty, as judged by
the program faculty and/or collaborating teachers and school personnel.
2.
The candidate is found guilty of a major violation of the student code of
conduct or civil law.
3.
Two or more D or F grades are earned in required lower and upper division
courses in the candidate’s teacher education program. A review may be
triggered if the candidate’s adjusted or cumulative GPA falls below 2.75 at
KSU.
4.
The individual fails to observe or meet the required course and program
prerequisites, especially for field-based teaching methods courses and student
teaching.
5.
Teaching skills and effectiveness are judged by two or more faculty instructors
and/or collaborating teachers to be unsatisfactory.
6.
Student teaching is not completed satisfactorily.
One or more of these deficiencies will trigger a review by the admissions and academic
standing committee of the appropriate program area, which will determine whether the
candidate will be permitted to continue in the teacher education program. Decisions to remove
a candidate from the teacher education program will be recommended by that committee and
approved by the program coordinator, department chair, assistant dean of the Bagwell College
of Education and the director of the Center for Field Experiences and Partnerships.
A Student Teacher may be removed from a field experience when any of the following occurs:
1.
The appropriate school authority states that the teacher preparation candidate’s
presence in the classroom is not in the best interest of the public school’s students
and/or requests that the teacher preparation candidate be removed;
2.
The joint decision of the appropriate teacher education program coordinator and
department chair in consultation with the director of the Center for Field Experiences
and Partnerships, student teacher coordinator, supervising master teacher, and/or
53
3.
4.
university supervisor states that the circumstances are such as to prevent either the
development and/or maintenance of a satisfactory learning environment;
Unprofessional/unethical behavior has been exhibited by the teacher preparation
candidate;
A decision has been reached that the teacher preparation candidate cannot receive a
satisfactory grade.
Major Field Experiences
The purpose of educational field experiences is to provide each teacher education
candidate with multiple opportunities to engage in the practical aspects of teaching in real
classroom settings. The teacher education faculty, the director of the Center for Field
Experiences and Partnerships and appropriate school personnel collaborate to plan and
implement the selection of school sites, classrooms and teaching/learning environments
appropriate to the needs of the candidates and the goals of the Professional Teacher Education
Program. Emphasis shall be given to balancing each candidate’s experiences between urban,
suburban and rural as well as among the multicultural and diverse populations of learners served
within the Kennesaw State University service area. Each candidate is expected to be engaged in the
full range of the respective program’s teacher certification requirements as prescribed by the Georgia
Professional Standards Commission.
Student Teaching
Student teaching normally is the last requirement completed in teacher education
programs. Student teaching requires a full-time academic and professional commitment;
therefore, no other courses should be taken during the semester of student teaching. Since
student teaching is based in the field, the typical school-day hours for teachers at the placement
site will be observed by the candidate teacher. The candidate teacher is expected to follow the
direction of the collaborating teacher, the school principal, the KSU university supervisor, and the
KSU director of the Center for Field Experiences and Partnerships.
Formal application to student teach must be completed and submitted to the Center for
Field Experiences and Partnerships. Candidates become eligible to student teach by meeting the
following requirements:
1.
Grades of C or higher in all Lower Division Major Requirements (Area F) teaching field and
professional education coursework.
2.
A 2.75 adjusted or cumulative G.P.A. in all coursework at Kennesaw State University.
3.
Positive evaluations in field experiences.
4.
Responsible professional behavior in all classes, field experiences, and interactions
with peers and faculty.
5.
Positive recommendation from the instructor(s) of the Teaching of Specific Subject
(TOSS) course(s). (When appropriate.)
6.
Approval by the Center for Field Experiences and Partnerships and the admissions and
academic standing committee of the appropriate program area.
Individual programs/ departments may have additional criteria for admission to student teaching.
Applications for student teaching must be submitted to the Center for Field Experiences and
Partnerships on or before the deadline dates specified below:
54
Admission to
Student Teaching for:
Application
Deadline:
Fall Semester
Spring Semester
January 30 (previous Spring)
August 30 (previous Fall)
Applications are due a semester in advance. For example, candidates wishing to student teach in
Spring, 2006 must submit completed applications by August 30, 2005. Candidates wishing to student
teach in Fall, 2006 must submit completed applications by January 30, 2006.
Applications will not be accepted after the deadline.
Element 3: Knowledge of the Identification and Education of children with
Special Needs
EXC 3304 Education of Exceptional Students (3 semester hours) prepared students to work
collaboratively with families and school personnel to have a positive impact on the educational,
social and behavioral development of all students, including those with a full range of
disabilities, in a diverse society. The course focuses on knowledge of legislative mandates for
serving exceptional students, best practice in facilitating teaching and learning, and
accountability through assessment of outcomes. This course required an observational
experience in an assigned school placement. Verification of professional liability insurance is
required prior to placement in the field experience. Fulfills Georgia HB 671 requirement.
Element 4: Proficiency in Use, Application, and Integration of Instructional
Technology
Kennesaw State University
Music Education Program Area
Achievement of the
Georgia Technology Standards for Educators
The ISTE Technology Standards address three areas (Basic Operations and Concepts, Personal
and Professional Use of Technology, and Application of Technology in Instruction) and are
divided into six categories listed in Table 1.
55
Table 1: ISTE NETS Technology Standards
I.
TECHNOLOGY OPERATIONS AND CONCEPTS – Teachers
demonstrate a sound understanding of technology operations and concepts.
Teachers:
A. Demonstrate introductory knowledge, skills, and understanding of concepts
related to technology.
B. Demonstrate continual growth in technology knowledge and skills to stay
abreast of current and emerging technologies.
II.
PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND
EXPERIENCES – Teachers plan and design effective learning
environments and experiences supported by technology. Teachers:
A. Design developmentally appropriate learning opportunities that apply
technology-enhanced instructional strategies to support the diverse needs of
learners.
B. Apply current research on teaching and learning with technology when
planning learning environments and experiences.
C. Identify and locate technology resources and evaluate them for accuracy and
suitability.
D. Plan for the management of technology resources within the context of
learning activities.
E. Plan strategies to manage student learning in a technology-enhanced
environment.
TEACHING, LEARNING, AND THE CURRICULUM – Teachers
implement curriculum plans that include methods and strategies for
applying technology to maximize student learning. Teachers:
A. Facilitate technology-enhanced experiences that address content standards
and student technology standards.
B. Use technology to support learner-centered strategies that address the
diverse needs of students.
C. Apply technology to develop students’ higher order skills and creativity.
D. Manage student learning activities in a technology-enhanced environment.
ASSESSMENT AND EVALUATION – Teachers apply technology to
facilitate a variety of effective assessment and evaluation strategies.
Teachers:
A. Apply technology in assessing student learning of subject matter using a
variety of assessment techniques.
B. Use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.
C. Apply multiple methods of evaluation to determine students’ appropriate use
of technology resources for learning, communication, and productivity.
III.
IV.
56
V.
VI.
PRODUCTIVITY AND PROFESSIONAL PRACTICE – Teachers use
technology to enhance their productivity and professional practice.
Teachers:
A. Use technology resources to engage in ongoing professional development
and lifelong learning.
B. Continually evaluate and reflect on professional practice to make informed
decisions regarding the use of technology in support of student learning.
C. Apply technology to increase productivity.
D. Use technology to communicate and collaborate with peers, parents, and the
larger community in order to nurture student learning.
SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES – Teachers
understand the social, ethical, legal, and human issues surrounding the use
of technology in PK-12 schools and apply that understanding in practice.
Teachers:
A. Model and teach legal and ethical practice related to technology use.
B. Apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
C. Identify and use technology resources that affirm diversity.
D. Promote safe and healthy use of technology resources.
E. Facilitate equitable access to technology resources for all students.
Table 2 lists the performance objectives identified in the ISTE NETS and correlates these
objectives with the required courses, activities and assignments of middle grades teacher
education candidates that provide evidence of achievement of the objectives.
Table 2: Correlation of [insert name of program here] Candidate Technology Skills and
ISTE NETS/NCATE/Georgia Technology Standards
Professional
Profile
GENERAL
PREPARATION
Performance Objective
(and ISTE Standard)
1.
Demonstrate a sound understanding of
the nature and operation of technology
systems. (I)
2. Demonstrate proficiency in the use of
common input and output devices; solve
routine hardware and software problems;
and make informed choices about
technology systems, resources, and services.
(I)
3. Use technology tools and information
resources increase productivity, promote
creativity, and facilitate academic learning.
(I, III, IV, V)
Course (and assignment)
-
-
-
ENGL 1101 (word processing and
PowerPoint)
EDUC 2201 (word processing,
PowerPoint, email, Internet, web
page construction)
ENGL 1101 (word processing
and PowerPoint)
EDUC 2201 (word processing,
PowerPoint, email, Internet, web
page construction)
ENGL 1101 (word processing
and PowerPoint)
EDUC 2201 (word processing,
PowerPoint, email, Internet, web
57
Evid
to Sh
Cand
Achie
en
Professional
Profile
Performance Objective
(and ISTE Standard)
5. Use technology resources to facilitate higher
order and complex thinking skills,
including problem solving, critical thinking,
informed decision making, knowledge
construction, and creativity. (I, III, V)
6. Collaborate in constructing technologyenhanced models, preparing publications,
and producing other creative works using
productivity tools. (I, V)
PROFESSIONA
1. Identify the benefits of technology to
L
maximize student learning and facilitate
PREPARATION
higher order thinking skills. (I, II)
Course (and assignment)
page construction)
ENGL 1101/1102 (word
processing, PowerPoint)
EDUC 2201 (word processing,
PowerPoint, Internet activities, web
page construction)
-
EDUC 2201 (Group work on Power
Point presentations)
EDUC 3308 (class discussion of
learning theory)
2. Differentiate between appropriate and
EDUC 3308 (class discussion of
inappropriate uses of technology for
learning theory)
teaching and learning while using electronic
resources to design and implement learning
activities. (II, III, V, VI)
3. Identify technology resources available in
- EDUC 2201 (field experience
schools and analyze how accessibility to
worksheet)
those resources affects planning for
instruction. (I, II)
4. Identify, select, and use hardware and
software technology resources specially
designed for use by PK-12 students to meet
specific teaching and learning objectives. (I,
II)
5. Plan for the management of electronic
instructional resources within a lesson
design by identifying potential problems
and planning for solutions. (II)
6. Identify specific technology applications and
resources that maximize student learning,
address learner needs, and affirm diversity.
(III, VI)
7. Design and teach technology –enriched
learning activities that connect content
standards with student technology
standards and meet the diverse needs of
students. (II, III, IV, VI)
8. Design and peer teach a lesson that meets
content area standards and reflects the
current best practices in teaching and
MUSI 2100
MUED 3370
MUSI 3324, 3326
-
EXC 3304 (assistive and adaptive
technology unit)
MUSI 3324, 3326
MUED 3370
58
Evid
to Sh
Cand
Achie
en
Professional
Profile
STUDENT
TEACHING
Performance Objective
(and ISTE Standard)
learning with technology. (II, III)
1. Apply troubleshooting strategies for solving
routine hardware and software problems
that occur in the classroom. (I)
2. Identify, evaluate, and select specific
technology resources available at the school
site and district level to support a coherent
lesson sequence. (II, III)
3. Design, manage, and facilitate learning
experiences using technology that affirm
diversity and provide equitable access to
resources. (II, VI)
4. Create and implement a well-organized plan
to manage available technology resources,
provide equitable access for all students,
and enhance learning outcomes. (II, III)
5. Design and facilitate learning experiences
that use assistive technologies to meet the
special physical needs of students. (II, III)
6. Design and teach a coherent sequence of
learning activities that integrates
appropriate use of technology resources to
enhance student academic achievement and
technology proficiency by connecting
district, state, and national curriculum
standards with student technology
standards (as defined in the ISTE National
Educational Technology Standards for
Students). (II, III)
Course (and assignment)
MUED 4470
MUED 4470
MUED 4470
MUED 4470
-
EXC 3304 (assistive and adaptive
technology unit)
MUED 4470
*NA – The assignment does not involve the direct teaching of learners. The impact on student learning is not
applicable.
Additional Technology in Music Education:
In addition to assumed proficiency and those skills shown on the above table, Music
Education students are required to take a specialized course in Music Technology, where the
use and facility of MIDI and musical soft wear such as FINALE are achieved. Students must
reach a required level of competency in this class in order to continue as a Music Major.
This technology is further utilized in courses of musical composition, arranging,
orchestration, and marching band techniques (for instrumental majors.)
In addition, during the student teaching experience, computerized keyboard labs are
standard equipment in today’s classrooms. Student teachers are expected to utilize softwear for
record keeping, music library cataloging, lesson plan design, and instructional material
construction.
59
Evid
to Sh
Cand
Achie
en
Element 5: Knowledge of Relevant Sections of the Georgia Quality Core
Curriculum
Georgia QCC Content Topics
Music Education
PROGRAM: Music Education (P-12)
Georgia QCC Content Topics
Courses in Curriculum Where QCC Content is
Covered
General Music
Artistic Skills and Knowledge: Creating,
Performing, Producing
Historical and Cultural Context
Connections
Critical Analysis and Aesthetic
Understanding
Choral Music
Artistic Skills and Knowledge: Creating,
Performing, Producing
Historical and Cultural Context
Critical Analysis and Aesthetic
Understanding
Band
Artistic Skills and Knowledge: Creating,
Performing, Producing
Historical and Cultural Context
Critical Analysis and Aesthetic
Understanding
MUSI 1121, 1122, 2221, 2222, 2100, 3315, 3317, 1146, 1147,
1148, 1149, 3346, 3347, 3348, 3349, 3324, 3326, 3331. 3332.
3352. 1165. 1166. 3165. 3166, MUAP 1111-4326, MUED 3301,
3351-3367, 3370, 4470
MUSI 1110, 3311, 3212, 3352, 1146, 47, 48, 49, 3331, 3332, 3334,
3335, MUAP 1111-4326, MUED 3301, 3334, 4470
MUSI 1110, 33311, 3212, 3352, 1146, 47, 48, 49, 3331, 3332,
3334, 3335, MUAP 1111-4326, MUED 3301, 3334, 4470
MUSI 1110, 1111, 1112, 2111, 2112, 3321, 1121, 1122, 2221,
2222, 2100, 3311, 3312, 1146, 47, 48, 49, 3324, 3332, 3352,
MUAP 1111-4326, MUED 3334, 3301, 3305, 4470
MUSI 1110, 3311, 3312, 1146, 1149, 2100, 3346, 3326, 3331,
3352, MUED 3302, 4470
MUSI 1110, 3311, 3312, 1146, 1149, 3346, 3326, 3331, 3352,
MUED 3302, 4470
MUSI 1110, 3311, 3312, 1146, 1149, 3346, 3326, 3331, 3352,
MUED 3302, 4470
MUSI 1110, 3311, 3312, 1147, 1148, 3324, 2100, 3346, 3326,
3332, MUAP 1111-4326, MUED 3303, 3370, 4470
MUSI 1110, 3311, 3312, 1147, 1148, 3346, 3326, 3324, 3332,
MUED 3303, 3370, 4470
MUSI 1110, 3311, 3312, 1121, 1122, 2221, 2222, 1147, 1148,
3324, 2100, 3346, 3326, 3332, MUAP 1111-4326, MUED 3303,
3370, 4470
Element 6: Knowledge of Professional Ethical standards and Requirements for
Certification and Employment
60
Prior to admission to teacher education, all students enrolled in EDUC 2201
Teaching and Schools in a Changing Society or those who apply for teacher
education having already completed EDUC 2201 at another institution must
successfully pass a criminal history background check. A second criminal
history background check is run prior to TOSS (Teaching of Specific Subjects)
or Practicum. All partnership school systems run a third criminal history
background check on candidates prior to student teaching.
Candidates are provided with a copy of the Professional Standards
Commission’s Code of Ethics in EDUC 2201 Teaching and Schools in a
Changing Society where they view a video published by the Professional
Standards Commission on the topic “Ethics and Law.” Instructors in EDUC
2201 discuss the video and Code of Ethics as part of their course instruction.
Candidates are provided with a second copy of the Professional Standards
Commission’s Code of Ethics prior to student teaching.
During the beginning student teaching seminar, which is mandatory for all
candidates, an outside “expert” speaker is hired to address the topic “Ethics and
Law” with all student teachers at the beginning student teaching seminar. At this
seminar, the certification officer presents information about the process that
Kennesaw State University candidates follow to receive their teaching
certificate. At this time candidates are required to complete their section of the
Georgia Professional Standards Commission Application for Certification.
Candidates are given written instructions of all items the certification officer
requires before their certification application will be completed and forwarded
to the Professional Standards Commission. Those items include proof of passing
Praxis I or exemption, proof of passing Praxis II and a copy of the student’s
score report showing the score breakdown, an official Kennesaw State
University transcript showing appropriate grade point average, completion of
EXC 3304 Education of Exceptional Students, completion of a reading course
for appropriate majors, successful completion of student teaching, and showing
the degree posted on the transcript.
Candidates are told that when all items are received by the certification officer
their paperwork will be sent directly to the Georgia Professional Standards
Commission (PSC) for consideration for certification and that it should be
posted in the PSC system within 2-3 days after receipt, barring Education Ethics
Section investigation.
As candidates begin the process of seeking employment, the Career Services
Center at Kennesaw State University provides support. The Center assists
candidates with resume writing and interviewing skills. Every candidate is
welcomed to schedule an appointment to have his or her skills reviewed before
graduation. During spring semester, a Teacher Career Fair is held for all
61
candidates to meet employers from schools districts throughout the state of
Georgia.
Element 7: Field Experiences Appropriate to the Grade Level and
Field of Certification Sought
Candidates for a degree in Music Education are prepared to apply for full certification
in P-12 Music Education. Care is given that Field Experiences are designed to cover all
areas of certification in music.
Standard 8: Content Requirements for Educator Preparation Programs:
SPA Report: See National Association of Schools of Music (NASM)
Music Department Fully Accredited
Praxis II Content Outline
Music Education
PROGRAM: Music
Praxis II Content Outline
1.
Music History and Literature
2.
Music Theory
3.
Performance
4.
5.
Music Learning, K-12
Professional Practices
Courses in Curriculum where Praxis II Content
is covered
MUSI 3311, 3312, MUSI 1110, MUSI 3331,
MUSI 3324, MUED 3301, MUED 3302, MUED
3303, MUSI 3324, 3371, MUSI 3315
MUSI 1121, 1122, 2221, 2222, MUSI 1111, 1112,
2111, 2112, 3324, 3326
MUSI 1146, 47, 48, 49, MUSI 3165, 3166,
MUSIC APPLIED LESSONS, MUSI 3352, MUSI
3331, 3332, 3334, 3335, MUSI 3380, MUSI 4480,
4495, MUED 3301, 3302, 3303, 3351-3367, 3370
MUED 3301, 3302, 3303, 3305, 3334
MUSI 3331, 3332, MUSI 2100, MUED 3301,
3302, 3303, 3305, 3334
Praxis Data
MUED
20022003
62
Praxis I
Asian
Black
Hispanic
Indian
Multi
White
Total
Program
Complet
ers
Number
taking
Praxis I
Number
Exempt
Program
Complet
ers
Pass
Female
0
Male
Total
0
Female
1
Male
Total
1
Female
Male
Total
0
Female
Male
Total
0
Female
Male
Total
0
Female
2
Male
1
Total
3
Fail
4
Total
0
0
1
1
1
0
1
1
0
1
0
0
0
0
0
0
0
0
0
2
2
4
% Pass
0.0%
0.0%
0.0%
100.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
50.0%
75.0%
2
6
66.7%
1
1
0
0
0
0
11
6
3
Music: Concepts and Processes (0111)
I. Instrumental/Vocal Performance Techniques
II. Planning a Demonstration of a Music Concept
Term
Number Taking
Sp 00
1
Sp 01
1
F 01
1
KSU Avg
Points Available
% earned
KSU Avg
Points Available
% earned
5
10
50.0%
4
10
40.0%
7
10
70.0%
6
10
60.0%
10
10
100.0%
10
10
100.0%
5
4
7
6
Music: Content Knowledge (0113)
63
10
10
I. Music History and Literature
II. Music Theory
III. Performance
IV. Music Learning, K-12
V. Professional Practices
# of
questio
ns
28-32
25-27
25-29
43
8
Term
Number Taking
Sp 00
1
Sp 01
0
F 01
1
% correct
% correct
% correct
% correct
% correct
92.9%
77.8%
88.0%
81.4%
25.0%
0.0%
0.0%
0.0%
0.0%
0.0%
56.3%
70.4%
68.0%
62.8%
87.5%
0.929
0.778
0.88
0.814
0.25
MUED
Asian
Black
Hispanic
Indian
Multi
White
Total
Program
Complet
ers
Number
taking
Praxis II
20022003
Program
Complet
ers
Pass
Female
1
Male
Total
1
Female
Male
Total
0
Female
Male
Total
0
Female
Male
Total
0
Female
Male
Total
0
Female
4
Male
2
Total
6
7
Fail
Total
0
0
0
0
1
0
1
0
0
0
0
0
0
0
0
0
0
0
0
4
2
6
% Pass
100.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
100.0%
100.0%
0
7
100.0%
0
0
0
0
0
0
0
0
0
0
11
7
64
0.563
0.704
0.68
0.628
0.875
V.
Required Appendices:
1. Assessment Instruments (Included in separate folder on CD. Additional
assessments and examples in Evidence Room.)
2. MUED Syllabi (Included in separate folder on CD.)
65
Selected Assessment
Instruments
66
Music Education Syllabi
67