Spreadsheet: 3db55337-8cb0-412a-8089-15221b59d69b
Sheet: Music

 | Candidate Learning Outcome Data - Music
 | Purpose - This spreadsheet contains data on teacher candidates Field Experience Evaluation | n=1 | n=10 | n=0 | n=7
 | Form completed by University Supervisor / Cooperating Teacher | Fall 2012 | Sp 2013 | Fall 2013 | Sp 2014
 |  | FEE III | FEE III | FEE III | FEE III
 | Domain 1: Planning and Preparation
 | Component 1.1: Setting Instructional Outcomes ([NAME], 1c)
1.1.1 | Outcomes are interdisciplinary and represent high expectations and rigor. | 4 | 3.3 |  | 3.5
1.2.1 | Outcomes are clear, measurable, sequenced/scaffolded as appropriate, and written in terms of what students will learn rather than do. | 4 | 3.4 |  | 3.6
1.3.1 | Outcomes reflect different types of learning for coordination and integration | 4 | 3.2 |  | 3.5
1.4.1 | Outcomes are based on a compreshensive assessment of student learning and take into account indvidual's needs | 4 | 3.3 |  | 3.4
 | Mean | 4
 | Domain 2: The Classroom Environment
 | Component 2.1: Managing Classroom Procedures ([NAME], 2c)
2.1.1 | Students take the initiative to collaborate with classmates and use instructional time productively. | 4 | 3.5 |  | 3.5
2.1.2 | Transitions are seamless, with students assuming responsibility to ensure their efficient operation | 4 | 3.4 |  | 3.6
2.1.3 | Routines for handling materials and supplies are seamless | 4 | 3.3 |  | 3.5
2.1.4 | Systems for performing non-instructional duties are well established | 4 | 3.4 |  | 3.6
 | Mean | 4 |  |  | 3.6
 | Domain 2: Managing Student Behavior
 | Component 2.2: Managing Student Behavior ([NAME], 2c)
2.2.1 | Standards of conduct are clear to all students and are developed with student participation | 4 | 3.5 |  | 3.5
2.2.2 | Monitoring student bevavior is subtle and preventive. Students monitor their own behavior | 4 | 3.4 |  | 3.3
2.2.3 | Teacher response to misbehavior is effective and sensative to students needs | 4 | 3.3 |  | 3.3
 | Mean | 4 |  |  | 3.4
 | Domain 3: Instruction
 | Component 3.1: Using Questioning and Discussion Techniques ([NAME], 3b)
3.1.1 | Students initiate and pose higher-order thinking questions. | 4 | 3.4 |  | 3.3
3.1.2 | Student interactions extend and enrich the discussion with little to no teacher intervention. | 4 | 3.3 |  | 3.5
3.1.3 | Students invite and respond to comments from peers during discussion. | 4 | 3.5 |  | 3.4
 | Mean | 4 |  |  | 3.4
 | Component 3.2: Engaging Students in Learning ([NAME], 3c)
3.2.1 | All students are engaged intellectually in the lesson. | 4 | 3.2 |  | 3.1
3.2.2 | Students take initiative to modify a learning task to make it more meaningful or relevant to their needs | 4 | 3.3 |  | 3.4
3.2.3 | Instruction materials are suitable and students initiate the choice and adaptation of the materials | 4 | 3.4 |  | 3.1
3.2.4 | [NAME]'s stucture is highly coherent, allowing for reflection and closure | 4 | 3.4 |  | 3.2
 | Mean | 4 | 3.3
 | Component 3.3: Using Assessment in Instruction ([NAME], 3d)
3.3.1 | Evidence exists that students contributed to establishing evaluation criteria. | 4 | 3.3 |  | 3.4
3.3.2 | Teacher's actively and systematically elicits diagnostic information from individual students | 4 | 3.2 |  | 3.2
3.3.3 | Teacher's feedback to students is timely and consistently high quality | 4 | 3.4 |  | 3.1
3.3.4 | Students monitor the quality of their own work against assessment criteria | 4 | 3.2 |  | 3.3
 | Mean | 4 | 3.3 |  | 3.3
 | Domain 4: Professionalism
 | Component 4.1: Modeling Professional KSD (partially from [NAME], 4)
4.1.1 | Teacher's system for maintaining assignments is effective and preseted on time | 4 | 3.2 |  | 3.3
4.1.2 | Teacher seeks feedback and maintains an open mind. Accepts responsibility for actions and maintains a positive attitude | 4 | 3.3 |  | 3.3
4.1.3 | Teacher is honest and shows high integrity | 4 | 3.4 |  | 3.4
 | Mean | 4 |  |  | 3.3
 | Content
 | Instrumentation
1 | Aural Skills - Demonstrates the ability of advanced aural skills which suggest the ability of being able to "hear" a musical score in mind; can make the leap from the printed score to identify musical problems in rehearsal | 4 | 3.3 |  | 3.2
2 | Fundamentals of Literacy - Demonstrates the ability to address issues of rhythm, articulation, tempo, dynamics, intonation and tone quality. | 4 | 3.4 |  | 3.3
3 | [NAME] the ability to sing or play any musical part. | 4 | 3.5 |  | 3.5
4 | Technical Skills - Demonstrates technical skills on own instrument on a level sufficient to provide instrument modeling to the most sophisticated students | 4 | 3.3 |  | 3.5
5 | Score Reading Skills - Demonstrates knowledge of transposition | 4 | 3.5 |  | 3.3
6 | Conducting Skills - Communicates clearly from the podium through effective and musically inspired conducting. | 4 | 3.2 |  | 3.5
7 | Knowledge of Woodwind Instruments - Demonstrates sufficient knowledge of all instruments and can apply this information to the teaching of the various individual instruments. | 4 | 3.2 |  | 3.1
8 | Knowledge of Brass Instruments- Demonstrates sufficient knowledge of all instruments and can apply this information to the teaching of the various individual instruments | 4 | 3.3 |  | 3.3
9 | Knowledge of String Instruments - Demonstrates sufficient knowledge of all instruments and can apply this information to the teaching of the various individual instruments. | 4 | 3.4 |  | 3.5
10 | Knowledge of Percussion Instruments - Demonstrates sufficient knowledge of all instruments and can apply this information to the teaching of the various individual instruments | 4 | 3.3 |  | 3.4
11 | Musicality Skills - Demonstrates and is able to model advanced musical skills of phrasing and expression | 4 | 3.3 |  | 3.3
 | Mean | 4 | 3.3 |  | 3.4
 | Vocal
1 | Aural Skills - Demonstrates the ability of advanced aural skills which suggest the ability of being able to "hear" a musical score in mind; can make the leap from the printed score to identify musical problems in rehearsal. | 4 | 3.3 |  | 3.4
2 | Fundamentals of Literacy - Demonstrates the ability to address issues of rhythm, melody, harmony, tempo, dynamics, and terminology/vocabulary. | 4 | 3.2 |  | 3.5
3 | [NAME] – Demonstrates advanced aural skills, which suggest a keen concept of pitch and intonation | 4 | 3.3 |  | 3.3
4 | Technical Skills - Demonstrates technical skills on a level sufficient to provide vocal modeling to the most sophisticated students. | 4 | 3.4 |  | 3.4
5 | Score Reading skills – Demonstrates the ability to sing (within their range) or play with ease any part on the  score. | 4 | 3.3 |  | 3.2
6 | Conducting Skills – Communicates clearly from the podium through effective and musically inspired conducting. | 4 | 3.5 |  | 3.1
7 | Choral/Vocal Pedagogy – Demonstrates a basic understanding of choral elements such as breathing, diction, articulation, composition. | 4 | 3.3 |  | 3.3
8 | voice production, and style characteristics and can apply these concepts to the teaching of a musical | 4 | 3.5 |  | 3.5
9 | Musicality Skills – Demonstrates and is able to model advanced musical skills of phrasing and expression. | 4 | 3.4 |  | 3.4
10 | Communication—Demonstrates the ability to speak comfortably and clearly to a large classroom of students | 4 | 3.6 |  | 3.5
11 | Collaboration – Works effectively with cooperating teacher, peers, parents, and supervisor. | 4 | 3.5 |  | 3.4
 | Mean | 4 | 3.4 |  | 3.4