Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Music 401 Music Education Key Assessment Rubric

Novice Effective Emerging Effective Proficient Highly Effective

Music Teaching Demonstrations and Reflections

Teacher candidate demonstrates awareness of the standards of music education and provides limited understanding of teaching and reflection.

Teacher candidate demonstrates awareness of the standards of music education, integrates literacy, and provides some understanding of teaching and reflection.

Teacher candidate demonstrates awareness of the standards of music education, integrates literacy, provides understanding of teaching and reflection, and develops researchbased strategies provided by the state and national standards of music education.

Teacher candidate demonstrates awareness of the standards of music education, integrates literacy, provides understanding of teaching and reflection, develops research-based strategies provided by the state and national standards of music education, and assists colleagues in implementing effective teaching strategies.

Field Experience Observation(s)

Teacher candidates recognize the need to improve student achievement in the classroom.

Teacher candidates recognize the need to improve student achievement in the classroom and provide ideas about what can be done to improve student learning in the classroom.

Teacher candidates recognize the need to improve student achievement in the classroom, provide ideas about what can be done to improve student learning in the classroom, and think systematically about learning in the classroom. Asking questions concerning why certain things are happening.

Teacher candidates recognize the need to improve student achievement in the classroom, provide ideas about what can be done to improve student learning in the classroom, think systematically about learning in the classroom, and provide a detailed analysis to adapt instructional practices and materials.

Music Teaching Lesson(s) and Unit Plan(s)

Teacher candidates demonstrate a limited understanding of planning and practice, make content errors or do not correct errors made by students. The teacher candidate displays little understanding of prerequisite knowledge important to student learning of the content. The teacher candidate displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.

Teacher candidates are familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher candidate indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

Teacher candidates displays solid knowledge of the important concepts in the discipline and how these relate to one another. Teacher candidate demonstrates accurate understanding of prerequisite relationships among Topics. Teacher candidate plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.

Teacher candidates demonstrate how s/he meets the needs of all students, including students with exceptionalities. Teacher candidates construct lesson plans that appropriately detail objectives, standards, procedures, materials, and etc.

Teacher candidates displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The teacher demonstrates understanding of