The Hixson-Lied College of Fine and Performing Arts 9.19.17... · Web view2014-2015 academic year. Results will be used as a requirement for teacher certification at all levels

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Nebraska Department of Education Rule 24 ReportMUSIC

(Content Area)Educator Preparation Content Program Review

Name of institution University of Nebraska-Lincoln

Date Submitted 3.20.2017

Contact Person Thomas Wandzilak

Phone/Fax 402-472-8626

Email [email protected]

Folio type: X Regular Mini Advanced Program

Program(s) Covered by this FolioEndorsement(s) Type Grade Level Program Level

List Endorsements

Field PK-12 BaccalaureatePost-Baccalaureate

Music, Grades PK-12

Is the endorsement offered at more than one site? Yes X NoIf yes, list additional sites where endorsement is offered:

Institution Accreditation Status: X National X State

Is this a Nationally Accredited Program? X Yes NoIf Yes, list Accrediting Organization: CAEP Attach National Letter to

Cover Sheet

Report to the Nebraska Department of EducationUniversity of Nebraska—Lincoln

Folio Initial Level—June 2017

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

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

http://www.unl.edu/This is the University of Nebraska-Lincoln website.

https://bulletin.unl.edu/undergraduate/This is the link for the undergraduate bulletin.

https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+SciencesThis is the link for the College of Education and Human Sciences section in the Undergraduate Bulletin.

http://www.unl.edu/gradstudies/bulletinThis is the link for the Graduate Bulletin.

http://cehs.unl.edu/This is the link for the website for the College of Education and Human Sciences.

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http://cehs.unl.edu/

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

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

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

http://www.unl.edu/

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

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

SECTION 1: CONTEXTUAL INFORMATION NARRATIVE

SECTION 1A: ENDORSEMENT PROGRAM/CONTEXTUAL INFORMATION

The link to the Rule 20 Folio is:http://cehs.unl.edu/cehs/nde/Rule20.pdf

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

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

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

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

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

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

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

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

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

In fulfillment of its mission, the College:

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

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

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

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

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Fosters creative activity and scholarly research in the arts.

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

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

Develops supportive and knowledgeable audiences and patrons for the arts.

o Supports and contributes to collaborative multicultural and intercultural programs.

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

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

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

1B. STANDARDS OF ADMISSION, RETENTION, TRANSITION, AND COMPLETION

Admission to the University of Nebraska-LincolnAdmission to the University is based on a students demonstrated academic preparation for University-level work (see Appendix—Table 1). Admission standards to the University are established by the University of Nebraska Board of

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Regents and apply to all new, first time degree-seeking students. This includes freshman as well as transfer students. The admission standards apply to general admission to the University as well as admission to the College of Education and Human Sciences.

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

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

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

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

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

5. Faculty recommendations.6. Demonstration of attaining particular learning outcomes in the program.7. Completion of a personal and professional fitness self-disclosure form.

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

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

2. Admission to a teacher education program.3. Senior standing (89 hours or more) with a minimum cumulative GPA of 2.75.4. Application for and completion of a senior check.5. Minimum average of 2.5 in each endorsement area (in the case of Middle Grades Endorsement, a 2.5 in each

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

a C in pre-professional education courses and no grade below a C+ in professional education courses.7. Completion of a criminal history check that will be conducted by an independent party (lab fee required).

Retention1. Must maintain a minimum cumulative GPA of 2.75.2. Must maintain a minimum average of 2.5 in each endorsement area (in the case of Middle Grades Endorsement, a

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

no grade below a C in pre-professional education courses and no grade below a C+ in professional education courses.

4. Must meet student teaching application deadlines.5. Must meet criminal history requirements at all times.

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

Requirements to Complete the Teacher Education Program1. Successful completion of student teaching.2. Successful completion of all remaining courses as identified in the senior check with grades meeting the minimum

requirements as identified in the “Admission to Student Teaching” section as described above.3. Satisfy any additional requirements as described under teacher education in the undergraduate bulletin.4. Address all financial obligations tied to the University of Nebraska-Lincoln.5. Apply for the degree.

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

1C. FIELD EXPERIENCES

The link to the Rule 20 Folio is:http://cehs.unl.edu/cehs/nde/Rule20.pdfField experience “courses” can be divided into the following areas:Early Childhood, Inclusive, Elementary Education, Elementary Education/Mild Moderate Disabilities, and Secondary Education. Practicum experiences at the 200 level are initial experiences in the schools for our students. They can be placed in a classroom with a teacher at the appropriate grade level for their respective content area. Secondary students are placed individually in middle grades or secondary classrooms, whereas elementary students are placed in pairs in elementary classrooms. In all instances, university students have opportunities to work with K-12 learners individually or in small groups. In some instances, they may be given full-class opportunities to work with learners. Students completing 397 level practica have expanded responsibilities where they will have greater classroom responsibilities that will include the teaching of multiple lessons as a requirement for the experience as well as teacher assistant roles during each day. The 497 experience is student teaching where the university student takes on more and more responsibilities that would be equivalent to those taken on by the classroom teacher. These responsibilities include, but are not limited to, the preparation of lesson plans and materials for teaching and assessment, the teaching of classes, grading formative and summative materials, working with students after class, attending staff/faculty meetings, and speaking with parents where necessary, all under the guidance of a cooperating teacher. Please see Table 3 in the Appendices for a summary of the Field Experience hour requirements associated with each practicum course and the related endorsements.

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

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

1D. PROGRAM COMPLETERS

Table 4 – Program Completers

Program Completers and Level – Content AreaAcademic Year Number of Endorsement Program Completers

Bac Post BacAlternate

Route MastersEd.

Specialist PhD20 14 to 20 15 21 2

20 15 to 20 16 24 2

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SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA

ARTIFACT 1Table 5

Summary Table of Endorsement Program Key AssessmentsREGULAR FOLIOS

Name of Assessmentused for the following areas:

Type or Form of Assessment

Brief Description of Assessment, including indicated information obtained from Assessment

When Assessment is Administered

Specific Items

1Content-Praxis II or GPA

Cumulative GPASummative

Numerical computation of grades based onquality points earned divided by credithours completed

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

Specific to content area

Praxis II Comparison to a Standard

For elementary students, this test has been used todocument one being highly qualified (minimumscore of 159) for No Child Left

Just before or during clinical practicum (student teaching)


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Behind.For secondary students, we piloted results for the2014-2015 academic year. Results will be used as a requirement for teacher certification at all levelsstarting September 1, 2015.

CEHS Student Teaching Instrument

Summative This instrument consists of 14 items that is completedby the student teacher supervisor and cooperatingteacher on the basis of one being proficient, basic orunsatisfactory on each item.

At the end of the Clinical Experience

Item 1

Administrator Survey

Summative This is a 21-item instrument that is completed byschool administrators at the end of a candidate’sfirst year of

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

Standards 4.1, 4.2, 4.3

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teaching. It is now administered bythe Nebraska Department of Education.

Candidate Teacher Survey

Summative This is a 23-item instrument that is completed byprogram completers at the end of the first year ofteaching. It is administered by the College ofEducation and Human Sciences at UNL.


Items 1 & 2

2 Content - Knowledge

Cumulative GPA Summative Numerical computation of grades based onquality points earned divided by credithours completed

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


Praxis II Comparison to a Standard

For elementary students, this test has been used todocument one being highly qualified (minimumscore of 159) for No Child Left

Just before or during clinical practicum (student teaching)


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Behind.For secondary students, we piloted results for the2014-2015 academic year. Results will be used as a requirement for teacher certification at all levelsstarting September 1, 2015.




Item 1


Summative This is a 21-item instrument that is completed byschool administrators at the end of a candidate’sfirst year of


Standards 4.1, 4.2, 4.3, 5.1, 5.2

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teaching. It is now administered bythe Nebraska Department of Education.




Item 14

3 Learner/Learning Environments




Items 2 & 3


Summative This is a 21-item instrument that is

In March/April at the end of the

Standards 1.1, 1.2, 1.3,

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completed byschool administrators at the end of a candidate’sfirst year of teaching. It is now administered bythe Nebraska Department of Education.

candidate’s first year of teaching

2.1, 2.2, 2.3, 3.1, 3.2, 3.3




Items 3 & 4

4 Instructional Practices - Knowledge


Summative This instrument consists of 14 items that is completedby the student teacher supervisor and cooperatingteacher on the basis of one being


Items 2, 3, & 6

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proficient, basic orunsatisfactory on each item.


Summative This is a 21-item instrument that is completed byschool administrators at the end of a candidate’sfirst year of teaching. It is now administered bythe Nebraska Department of Education.


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




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

5 Instructional Practices - Effectiveness


Summative This instrument consists of 14 items that is completedby the student


Items 2, 3, & 5

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teacher supervisor and cooperatingteacher on the basis of one being proficient, basic orunsatisfactory on each item.




Standards 6.1, 6.2




Item 10

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6 Professional Responsibility




Items 12 & 14




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


Summative This is a 23-item instrument that is completed byprogram completers at the end of the first year ofteaching. It is


Items 12 & 15

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administered by the College ofEducation and Human Sciences at UNL.

7 Overall Proficiency




Standard 11.1


Summative This is a 23-item instrument that is completed byprogram completers at the end of the first year of teaching. It is administered by the College ofEducation and Human Sciences at UNL.


Item 23

8 Optional Assessment

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REQUIRED RULE 24 FOLIO APPENDICES

Table 1UNL Admission Requirements

English 4 units of EnglishAll units must include intensive reading and writing experience

Mathematics 4 units of mathematicsMust include Algebra I, II. Geometry and one additional unit that builds on a knowledge of algebra or geometry.

Natural Science 3 units of natural sciencesIncluding at least 2 units selected from biology, chemistry, physics, and earth sciences. One of the units must include laboratory instruction.

Social Studies 3 units of social studiesAt least one unit of American and/or world history and one additional unit of history, American government and/or geography

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

Class Rank or ACT/SAT

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

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

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Table 2Major Transition Points

Acceptance into University(Prior to Freshman year)

Acceptance into Teacher Education program(Sophomore year)

Acceptance into Student Teaching(Semester before Student Teaching)

Program Completion/Graduation(After Student Teaching)

-- Completion of specific number of high school units.-- Appropriate ACT /SAT score

--Credit hour minimum--Minimum grades in specific courses-- CORE Academic Tests-- Faculty recommendations-- Completion of Prof. & Personal Fitness Form-- Criminal History check

-- Admission to TEP-- Credit Hour /overall 2.75 GPA minimum-- 2.5 GPA in content areacourses, no grade below a C--2.5 GPA in Prof. ed – specific grade requirements for methods courses-- Criminal History check

-- 120 + credit hours-- successful completion of Student Teaching-- Maintain GPA minimum requirements-- Completion of a senior check--Met all financial obligations-- Apply for degree

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Table 3Summary Table of Practicum and Clinical Experiences

Course Cr Days/Wk

Hrs/Day

Weeks Total Hrs

ELED Sec. Ed.

ELED/SPED

ECE Unif

ELED/ECE

TEAC 297A

1 2 3 14 84 84 84 84 84

297B 2 2 7 14 140 140 140 140EDPS 297

1 2 1 14 25

397A 3 2 7 14 196 196 196 196497A 12 5 8 16 640 640 640 640297 1 2 1 10 20 20397 3 5 2 12 120 120397D 3 2 8 15 240 240497 12 5 8 16 640 640497A 6 5 8 40 400 400SPED 397

3 3 4 12 144 120

SPED 496Y

1 2 4 14 56 56

497M 9 5 8 10 400 400CYAF 270L

2 1 4 14 52 52 52

271L 1 1 3 12 36 36 36374L 1 1 3 15 45 45 45497A 9 5 4 16 320 320 320Total -- ----- -------- --------- ------- 1060 780 1340 1473 1513

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Instruments Used in Key Assessments:

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

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

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

NDE First-Year Administrator Survey

First-Year Teacher Survey

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SECTION 2: KEY ASSESSMENTS AND FINDINGS — Artifact 2

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

Table 1AGrade Point Average in the Content Area and Cumulative GPA

Year Endorsement Subject Area/Content GPA Cumulative GPA Total Students2014-2015 Secondary

Education3.49 3.56 95

Elementary Education

3.43 3.57 125

2015-2016 Secondary Education 3.54250 3.55747 108Elementary Education 3.36632 3.56379 153

Table 1BGrade Point Average in the Content Area and Cumulative GPA

Year Code Subject Area/Content GPA

Cumulative GPA

Total Students

Notes

2015-16 MUED 3.57743 3.54290 21 Music Education

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Table 2APraxis II—September 2014—August 2015

Pass Rate Based on Nebraska Cut Score

Praxis II – September 2014 – August 2015Pass Rate Based on Nebraska Cut Score

Endrsmnt Test # Cut Score

UNL N

UNL # Passing

UNL # Failing

UNL %age Pass

UNL Mean

State N

State %age Pass

StateMean

National N National %age National

MeanMusic 5114 152 20 20 0 100 173.90 61 88.52 164.28 1178 85.48 164.50TOTAL 403 373 30 92.56%

Table 2BPraxis II – September 2015 – August 2016

Pass Rate Based on Nebraska Cut ScoreEndrsmnt Test # Cut

ScoreUNL N

UNL # Passing

UNL # Failing

UNL %age Pass

UNL Mean

State N

State %age Pass

StateMean

National N National %age National

MeanMusic 5114 152 27 26 1 96.30 175.41 92 92.39 167.29 1191 85.14 164.58TOTAL 503 478 25 95.03%

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

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

Table 4Standards 4.1, 4.2, and 4.3—Content Knowledge

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total

4.1 --Theteacher understands thecentral concepts, tools of inquiry, and structuresof the discipline(s) s/he teaches.

2014-2015Instrumental Music 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1Music 0 0.00% 0 0.00% 2 40.00% 3 60.00% 5 Total 1 0.67% 7 4.70% 48 32.21% 93 62.42% 149

2015-2016 Rare Occasional Frequent Consistent TotalMusic 0 0.00% 0 0.00% 2 50.00% 2 50.00% 4

Total 1 0.68% 3 2.04% 65 44.22% 78 53.06% 147

4.2 Theteacher creates learningexperiences that make these aspects of thediscipline accessible and meaningful for studentsto assure mastery of content.

2014-2015 Rare Occasional Frequent Consistent TotalInstrumental Music 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1Music 0 0.00% 1 20.00% 1 20.00% 3 60.00% 5

Total 0.00% 11 7.38% 55 36.91% 83 55.70% 149


Total

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4.3 Theteacher integrates NebraskaContent Standards and/or professional standardswithin instruction.


Total 1 0.68% 1 14.29% 52 35.14% 83 56.08% 148


Total 1 0.69% 3 2.07% 50 34.48% 91 62.76% 145

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

Table 5Item 1: Prepared to Teach Content Area

Year # Item Endorsement Strongly Disagree

Disagree Neither Agree nor Disagree

Agree Strongly Agree

Grand Total

2014 - 2015

1 I am well prepared to teach in my content area.

Music (EMUS) 0 0.00%

0

0.00%

0 0.00% 1 50.00% 1 50.00% 2

2015 - 2016

1 I am well prepared to teach in my content area.

MUED 0 0.00% 0 0.00% 0 0.00% 2 100.00%

0 0.00% 2

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Grand Total

2014 - 2015

2 I am confident in my level of subject matter knowledge.

Music (EMUS)

0 0.00% 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2

2015-2016

2 I am confident in my subject matter knowledge.

MUED 0 0.00% 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2

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Table 6.5“Teachers know the subject and effectively teach the subject to students” – Student Teaching Instrument

2010-2016N=126

Year N Cooperating Teacher University Supervisor2010-2016

126 4.30 4.44

2010 3 3.67 3.672011 18 4.48 4.322012 16 4.21 4.712013 22 4.33 4.282014 19 4.27 4.142015 22 4.40 4.272016 26 4.19 4.98

5 = Demonstrates exemplary methods/skills; need for 1st-year supervision will be minimal4 = Demonstrates methods/skills at a level better than most student teachers

3 = Demonstrates the level of skill expected of a first-time student teacher2 = Sometimes demonstrates the competency (supervision required)

1 = Does not demonstrate the competency (unsatisfactory)

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Table 6.6Comparative Means for Music Major Field Test (ETS)

Fall 2013 – Spring 2016N=172

National Means by Individual Students(N=1982)

UNL Means by Individual Students(N=172)

150.3 (Range 200 to 0)Percentile = 50%

155 (Range 200 to 0)Percentile = 64%

National Means by Institution(N=83)

UNL Means by Institution(N=1)

149.2 (Range 200 to 0)Percentile = 50%

155 (Range 200 to 0)Percentile = 75%

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

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

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

Tables 4-6 present the assessments from administrators and our own students in their first year of employment. Given

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such a small return rate, we view the data from previous metrics as more reliable.

With regard to results from the Educational Testing Service (ETS) Field Test in Music presented in Table 6.6, our music students are in the 64th percentile when compared to all music majors taking the test between 2013 and 2016.When compared institution to institution, the Glenn Korff School of Music is in the 75th percentile. Because these data reflect three degrees (Bachelor of Arts, Bachelor of Music, and Bachelor of Music Education) this assessment does not provide specific metrics on music education. As mentioned earlier, Tables 2A & 2B, which present data from the Praxis II exam in music, show our students outperforming the national average by 10 points.

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

Table 7Responses from First Year Administrator Survey: Application of Content


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5.1 The teacher candidate understands how to connect concepts across disciplines

2014-15Instrumental Music 0 0.00% 1 100.00% 0 0.00% 0 0.00% 1Music 0 0.00% 2 40.00% 1 20.00% 2 40.00% 5

Total 1 0.67% 22 14.77% 58 38.93% 68 45.64% 149

2015-2016 Rare Occasional Frequent Consistent TotalMusic 0 0.00% 0 0.00% 2 50.00% 2 50.00% 4 Total 2 1.37% 14 9.59% 71 48.63% 59 40.41% 146

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

2014-2015 Rare Occasional Frequent Consistent TotalInstrumental Music 0 0.00% 1 100.00% 0 0.00% 0 0.00% 1Music 0 0.00% 2 40.00% 1 20.00% 2 40.00% 5 Total 1 0.67% 18 12.00% 57 38.00% 74 49.33% 150


Total 1 0.68% 15 10.20% 64 43.54% 67 45.58% 147

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


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Year # Item Endorsement Strongly

DisagreeDisagree Neither Agree

nor DisagreeAgree Strongly

AgreeGrand Total

2014 - 2015

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

Music (EMUS)

0 0.00% 0 0.00% 0 0.00% 2 100.00%

0 0.00% 2

2015-2016

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

MUED 0 0.00% 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2

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

3. Learner/Learning Environments

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

Table 11Standards 1.1, 1.2, and 1.3: Student Development


1.1 The teacher understands how students grow and develop.


Total 0.00% 7 4.67% 60 40.00% 83 55.33% 150


Total 1 0.68% 7 4.76% 62 42.18% 77 52.38% 147

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


Total 0.00% 10 6.67% 57 38.00% 83 55.33% 150


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Total 2 1.37% 8 5.48% 60 41.10% 76 52.05% 146

1.3 The teacher implements developmentally appropriate and challenging learning experiences.


Total 1 0.67% 12 8.05% 53 35.57% 83 55.70% 149


Total 1 0.68% 12 8.16% 54 36.73% 80 54.42% 147

Table 12Standards 2.1 and 2.2: Learning Differences

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total2.1 The teacher understands

2014-2015Instrumental Music 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

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individual differences and diverse cultures and communities

Music 0 0.00% 1 20.00% 3 60.00% 1 20.00% 5

Total 0.00% 10 6.71% 57 38.26% 10 55.03% 149


Total 1 0.68% 13 8.84% 49 33.33% 84 57.14% 147

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


Total 1 0.67% 10 6.71% 52 34.90% 86 57.72% 149


Total 1 0.68% 12 8.16% 53 36.05% 81 55.10% 147

Table 13Standards 3.1 and 3.2: Learning Environments

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total3.1 The teacher works with others to create


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environments that support individual and collaborative learning.

Total 0.00% 11 7.48% 41 27.89% 95 64.63% 147


Total 1 0.68% 14 9.59% 46 31.51% 85 58.22% 146

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


Total 1 0.68% 7 4.73% 45 30.41% 95 64.19% 148


Total 1 0.68% 16 10.96% 39 26.71% 90 61.64% 146

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


Total 81 54.73% 54 36.49% 13 8.78% 0.00% 148


Total 2 1.37% 24 16.44% 51 34.93% 69 47.26% 146

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

Table 14Item 3: Understands How Learners Learn




Grand Total

2014 - 2015

3 I positively impact the learning and development of all students.

Music (EMUS)

0 0.00%

00.00%

0

0.00%

1

50.00%

1

50.00%

2

Table 15Item 4: Adapts to Developmental Strategies of Learners




Grand Total

2014 - 2015

4 I adapt to different developmental stages of learners.

Music (EMUS)

0 0.00% 00.00%

0

0.00%

150.00%

1

50.00%

2

39

2015-2016

4 I adapt to different developmental stages of learners

MUED 0 0.00% 0 0.00%

0 0.00% 2 100.00%

0 0.00% 2

Table 15.5“Teachers are committed to all students and their learning” – Student Teaching Instrument

2010-2016N=126

Year N Cooperating Teacher University Supervisor2010-2016 126 4.23 4.21

2010 3 3.50 4.002011 18 4.43 4.192012 16 4.16 4.882013 22 4.32 4.272014 19 4.24 4.002015 22 4.28 4.142016 26 4.06 3.99




Narrative: Summary Statement: Instructional Planning That Considers Learner Needs and Variability

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Music education students demonstrate excellent teaching skills as evidenced by their high GPAs within courses devoted toward pedagogy, excellent results on the Praxis II exam in music, and student teaching evaluations.(Tables 1B, 2A, 2B).The self-analyses from alumni (Table 14, Table 15) garnering only an N=4 are too small to be the basis of any meaningful conclusions.In reviewing data from our student teaching assessment instrument over the time frame of 2010-2016 (126 students), cooperating music teachers consistently rated this aspect of our students “at a level better than most student teachers” (4.23 on a 5.0 scale). The coupling of practica with music methods coursework would appear to contribute to this level of performance. The Music Education area and the Glenn Korff School of Music expends FTE towards this aspect of the program as every music education practicum is supervised by music education faculty or graduate students.

4. Instructional Practices–Candidate Knowledge and Skills

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

Table 19Standards 7.1, 7.2, and 7.3: Planning for Instruction

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total7.1 The teacher plans instruction that supports


41

every student in meeting rigorous learning goals.

Total 1 0.67% 14 9.40% 55 36.91% 79 53.02% 149


Total 1 0.68% 10 6.80% 69 46.94% 67 45.58% 147

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


Total 1 0.67% 14 9.40% 54 36.24% 80 53.69% 149


Total 2 1.36% 10 6.80% 70 47.62% 65 44.22% 147

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


Total 2 1.34% 13 8.72% 55 36.91% 79 53.02% 149


Total 1 0.68% 15 10.20% 61 41.50% 70 47.62% 147

42

43

Table 20Standard 8.1, 8.2, and 8.3: Instructional Strategies

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total8.1 The teacher understands a variety of instructional strategies.


Total 1 0.67% 16 10.67% 45 30.00% 88 58.67% 150


Total 2 1.38% 7 4.83% 58 40.00% 78 53.79% 145

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


Total 1 0.67% 18 12.00% 54 36.00% 77 51.33% 150


Total 1 0.69% 12 8.28% 58 40.00% 74 51.03% 145

8.3 The teacher 2014-2015 Rare Occasional Frequent Consistent Total

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utilizes available technology for instruction and assessment.

Instrumental Music 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1Music 0 0.00% 2 40.00% 1 20.00% 2 40.00% 5

Total 1 0.67% 12 8.00% 54 36.00% 83 55.33% 150


Total 1 0.69% 14 9.72% 54 37.50% 75 52.08% 144

Responses from First Year Candidate Survey: Items Related to Creating Effective Instructional Plans (Item 7), Working Effectively as Part of an Instructional Planning Team (Item 8), Classroom Management (Item 9),

45

Instruction Requires Problem Solving or Critical Thinking Skills (Item 16), Instruction is Adapted to the Needs of Learners With Special Needs (Item 17), and Use of Multiple Methods to Teach (Item 20).

Table 21Item 7: Create Effective Instructional Plans

Year # Item Endorsement Strongly

DisagreeDisagree Neither Agree nor

DisagreeAgree Strongly

AgreeGrand Total

2014 - 2015

7 I create effective instructional plans.

Music (EMUS)

0 0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

7 I create effective new lesson plans

MUED 0 0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2

Table 22Item 8: Work Effectively as a Part of an Instructional Team

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Grand Total

2014 - 2015

8 I work effectively as part of an instructional planning team.

Music (EMUS)

0 0.00%

0

0.00%

1

50.00%

1

50.00%

0

0.00%

2

2015-2016

8 I work effectively as part of an instructional team

MUED 0 0.00% 0 0.00% 1 50.00% 1 50.00% 0 0.00% 2

Table 23Item 9: Manages Classroom Management



Agree Strongly Agree Grand Total

2014 - 2015

9 I apply effective methods to manage the classroom environment.

Music (EMUS)

0 0.00% 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2

2015-2016

9 I apply effective methods to manage the classroom environment

MUED 0 0.00% 0 0.00% 0 0.00% 2 100.00%

0 0.00% 2

Table 24

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




Grand Total

2014 - 2015

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

Music (EMUS)

0

0.00% 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2

2015-2016

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

MUED 0 0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2

Table 25Item 17: Adapt Instruction to Meet Needs of Learners With Special Needs




Grand Total

2014 - 2015

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

Music (EMUS)

0

0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2

2015-2016

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

MUED 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

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Table 26Item 20: Use Multiple Methods to Teach




Grand Total

2014 - 2015

20 I use multiple methods to teach.

Music (EMUS)

0 0.00% 0 0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

20 I use multiple methods to teach

MUED 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Narrative:Summary Statement: Planning and Delivering Instruction

49

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

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

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

Table 30Standard 6.1 and 6.2: Assessment

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total6.1 The teacher understands multiple


50

methods of assessment

Total 2 1.33% 16 10.67% 59 39.33% 73 48.67% 150


Total 1 0.68% 16 10.96% 63 43.15% 66 45.21% 146

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


Total 2 1.33% 16 10.67% 67 44.67% 65 43.33% 150


Total 1 0.68% 19 13.01% 62 42.47% 64 43.84% 146

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

Table 31Standard 10: Creates Effective Assessments to Measure Learning




Grand Total

2014 - 2015

10

I create effective assessments to measure learning.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

52

2015-2016

10

I create effective assessments to measure learning

MUED 0 0.00% 0 0.00% 1 50.00% 1 50.00% 0 0.00% 2

Table 31.5“Teachers foster and monitor student learning” – Student Teaching Instrument

2010-2016N=126

Year N Cooperating Teacher University Supervisor2010-2016 126 4.11 3.89

2010 3 4.00 3.832011 18 4.24 3.942012 16 3.93 3.882013 22 4.12 4.072014 19 4.18 3.742015 22 4.28 3.912016 26 3.96 3.83


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

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2 = Sometimes demonstrates the competency (supervision required)1 = Does not demonstrate the competency (unsatisfactory)

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

6. Professional Responsibility

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

Table 34Standards 9.1, 9.2, 9.3, and 9.4: Professional Learning and Ethical Practice

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total9.1 The teacher engages in ongoing professional learning.


Total 1 0.67% 14 9.33% 36 24.00% 99 66.00% 150


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Total 1 0.68% 10 6.80% 44 29.93% 92 62.59% 147

9.2 The teacher models ethical professional practice.


Total 0.00% 7 4.67% 31 20.67% 112 74.67% 150


Total 1 0.68% 2 1.36% 28 19.05% 116 78.91% 147

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


Total 1 0.67% 5 3.33% 62 41.33% 82 54.67% 150


Total 1 0.68% 9 6.16% 55 37.67% 81 55.48% 146

9.4 The teacher models professional dispositions for teaching.


Total 1 0.67% 8 5.37% 38 25.50% 102 68.46% 149

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Total 1 0.68% 4 2.72% 40 27.21% 102 69.39% 147

Table 35Standards 10.1 and 10.2: Leadership and Collaboration


Instrumental Music 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1Music 0 0.00% 1 20.00% 1 20.00% 3 60.00% 5

Total 0.00% 13 8.78% 44 29.73% 91 61.49% 148


Total 1 0.68% 9 6.12% 49 33.33% 88 59.86% 147

10.2 The teacher seeks opportunities, including


56

appropriate technology, to collaborate with students, families, colleagues, and other school professionals, and community members to ensure student growth

Total 1 0.68% 9 6.16% 58 39.73% 78 53.42% 146


Total 1 0.68% 14 9.52% 46 31.29% 86 58.50% 147

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

Table 36Item 12: Works Effectively with Parents




Grand Total

2014 - 2015

12 I work effectively with parents

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

57

2015-2016

12 I work effectively with parents

MUED 0 0.00% 0 0.00% 0 0.00% 2 100.00%

0 0.00% 2

Table 37Item 15: Takes Advantage of Opportunities to Grow Professionally




Grand Total

2014 - 2015

15 I take advantage of opportunities to grow professionally.

Music (EMUS)

0 0.00% 0 0.00%

0

0.00%

0

0.00%

2

100.00%

2

2015-2016

15 I take advantage of opportunities to grow professionally

MUED 0 0.00% 0 0.00% 1 50.00% 1 50.00% 0 0.00% 2

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Table 37.5“Teachers reflect their practice, learn from experience and adapt accordingly… Teachers are part of a

professional learning community” – Student Teaching Instrument2010-2016

N=126Year N Cooperating Teacher University Supervisor

2010-2016 126 4.60 4.592010 3 3.90 3.932011 18 4.80 4.732012 16 4.41 4.672013 22 4.52 4.662014 19 4.66 4.512015 22 4.74 4.522016 26 4.55 4.56




Narrative:Summary Statement: Professional PracticeThe development of professionalism is an on-going and critical aspect of our program. Every music education methods course includes a statement and requirement regarding Professionalism (see Appendix X). Our student teaching seminar (MUED 403) includes a component regarding professional communication as well as asking students to be reflective

59

educators. This area receives the highest ratings from both University Supervisors and Cooperating Teachers from our student teaching assessment instrument (Table 37.5).

7. Overall Proficiency

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

Table 38Standard 11.1: Impact of Student Learning and Development

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total11.1 The teacher positively impacts the learning and development for all students


Total 0.00% 8 5.33% 41 27.33% 101 67.33% 150


60

Total 1 0.68% 7 4.76% 42 28.57% 97 65.99% 147

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

Table 39Item 23: I Am an Excellent Teacher




Grand Total

2014 - 2015

23

I am an excellent teacher.

Music (EMUS)

0

0.00%

0

0.00%

0

0.00%

2

100.00%

0

0.00%

2

61

2015-2016

23

I am an excellent teacher

MUED 0 0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2

Narrative:Overall Summary—see Artifact 3 below

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

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

General Education: (33 hours)ACE: Achievement-Centered EducationACE 1. Written Texts Incorporating Research and Knowledge Skills (3 crs)ACE 2. Communication Skills (3 crs)ACE 3. Mathematical, Computational, Statistical or Formal Reasoning Skills (3 crs)ACE 4. Sciences (3 crs)ACE 5. Humanities (3 crs)ACE 6. Social Sciences (3 crs): MUED 244—Music Learning & Development (3 crs)ACE 7. Arts (3 crs): MUSC 160—Music as Art, Discipline, Profession (3 crs)ACE 8. Ethical Principles, Civics, and Stewardship (3 crs)ACE 9. Global Awareness or Knowledge of Human Diversity (3 crs): MUSC 280—World MusicACE 10. Creative/Scholarly Product (3 crs): MUED 403—Student Teaching SeminarGeneral Education Elective (3 crs) non-music; non-education (3 crs)

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Music Core Curriculum: (28 credits)Music Coursework Common to All Music Degrees MUSC64 Major Field Test 0MUSC160 Music as Art, Disc. & Pro 3MUSC131 Keyboard Skills I 1MUSC132 Keyboard Skills II 1MUSC165 Music Theory I 3MUSC165A Aural Skills I 1MUSC166 Music Theory II 3MUSC166A Aural Skills II 1MUSC265 Music Theory III 3MUSC265A Aural Skills III 1MUSC266 Music Theory IV 3MUSC266A Aural Skills IV 1MUSC274 Beginning Conducting 1MUSC365 Music History & Literature I 3MUSC366 Music History & Literature II 3

Major Instrument Study (6 semesters; 12 credits)MUAP 1xx 2MUAP 1xx 2MUAP 2xx 2MUAP 2xx 2MUAP 3xx 2MUAP 3xx 2 Skills Classes (6 credits)MUAP235 Voice Skills 1MUAP236 Strings Skills 1MUAP237 Brass Skills 1MUAP238 Flute & Clarinet Skills 1

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MUAP239 Percussion Skills 1MUAP240 Double Reeds & Sax Skills 1

Subtotal (Skills) 6 Class Instruction in Piano (2 credits)MUAP231 Keyboard Skills III 1MUAP232 Keyboard Skills IV 1 Vocal Diction (Voice Majors Only) (0 credits)Select two from: MUAP 25; MUAP 26; MUAP 27 Recitals (0 credits)MUSR68 Convocation (7 semesters)MUSR90 or MUSR91 or MUSR490 Recital Applied Music

Music Education Courses (29 Credits)Pre-Professional and Music Education Requirements (5 credits)MUED201 Foundations & Introduction to Music Education 2MUED244 Music Learning & Development 3Music Education Core Courses (17 credits)MUED343 Composition Methods 2MUED344 General Music Methods 3MUED345 Instrumental Music Methods 3MUED346 Choral Music Methods 3MUED374 Advanced Conducting 3MUED470 Music and Special Education 3Music Education Practica (P/N Only) (4 credits)MUED297 Prof Practicum Experience 1MUED397A Practicum: General Music 1MUED397B/D Practicum: Instrumental OR Choral 1

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MUED 497D/T Student Teaching: Elem OR Secondary 1Music Education Specialization Courses (3 credits)MUED401 Complete 3 MUED401 courses (1 cr each) 3 Student Teaching (10-12 credits)MUED403 Student Teaching Seminar 3MUED497D/T Student Teaching: Elem OR Secondary 9 Ensemble Requirements (7 semesters; 7 credits)

The Glenn Korff School of Music at the University of Nebraska-Lincoln is quite proud of the music education program at both the undergraduate and graduate levels. Music Education majors receive specialized coursework and practica in general music, instrumental music, choral music, and music composition. Music Education faculty and music education graduate students work directly with these undergraduate students in on campus and off campus activities.

Some of the major strengths of our music education program include: 4 practica experiences, tied to specific music education method courses, all prior to student teaching (1) MUED

297 [Intro to Music Education—MUED 201]l (2) MUED 397a [General Music Methods—MUED 344], (3) MUED 397b/d [Instrumental & Choral Methods—MUED 345 & MUED 346], and (4) MUED 497d/t [coupled with Music and Special Education—MUED 470]

Composition Methods [MUED 343] for all music education students that includes some field-based work All practica/field work supervised by Music Education faculty and Music Education Grad Teaching Assistants Checkpoints via student interviews and digital portfolio reviews during the Sophomore year (spring semester),

Junior year (fall and spring semester), senior year (fall semester), and conclusion of student teaching. Professionalism component present in all music education methods syllabi (see Appendix X). All music education advising handled by faculty in an assigned manner (every student is assigned a specific faculty

member) MUSC 160 (required music core course for all music majors) includes advising, professionalism issues, and an

overview of music education as a K-12 profession as well as students declaring the BME degree in their own section to enhance retention and advising.

65

Beginning in 2016, all music majors have specific technology requirements due to faculty in music history and music education authoring interactive textbook content. See http://music.unl.edu/red2go.

Areas that the music education area continues to desire to develop: Consistent approach to digital portfolios—music education area is requiring use of livetext for all music education

majors beginning Spring 2017. Consistent approach to practicum assessment via online tools—music education area is requiring use of livetext for

all music education majors beginning Spring 2017. Data-driven decision making. Further enhancements for technology use through faculty authored interactive textbooks. Additional FTE for administrative and instructional aspects of music education curricula from the Glenn Korff

School of Music.

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http://music.unl.edu/red2go

Appendix XProfessionalism Statement and “Importance of Grades” Statement for MUED Syllabi

Updated August 18, 2011Professionalism

Students are to demonstrate the professionalism expected of practicing music educators. Basic elements of professionalism include (1) consistent and punctual attendance; (2) professional conduct, communication, and presence; (3) proper and timely completion of assignments; and (4) active involvement in music education professional organizations. Assessment of professionalism will rely on students providing indicators of their understanding and valuing these elements:

1. Records for class meetings and practicum appointments will indicate students’ appreciation of consistent and punctual attendance.

2. Observations of in-class and out-of-class interactions with students and professors (e.g., email) will indicate students’ development of professional conduct and communication skills. Professional presence will be demonstrated through the students’ Music Education Portfolio (on Blackboard). Students are required to update their portfolio materials as directed in this syllabus (additional detail provided by the course instructor).

3. Records of submitted materials will indicate students’ proper completion of assignments.4. A membership roster of UNL’s Collegiate NAfME chapter will indicate students’ involvement in a professional

organization. CNAfME Membership: Students must join CNAfME through UNL chapter’s fall membership drive (i.e., not online through NAfME’s website). Membership is accomplished by submitting a completed application form (to be provided) and cash/check payment of the membership fee to the CNAfME faculty advisor or student chapter treasurer (checks made payable to “UNL NAfME”). The deadline for submitting these materials is OCTOBER 15.Alternative Assignment: Students who are not members of CNAfME must complete an alternative assignment to indicate his or her understanding of the importance of involvement in the organized music education profession. This assignment requires students to write monthly reviews of the NAfME’s publications the Music Educators Journal and Teaching Music. The assignment specifications are available upon request. All article reviews are due by the last day of classes for the semester. Attendance. Students are to notify the instructor of an absence prior to the beginning of class, or as soon as foreseen if known earlier. For unforeseen absences, such as sudden illness or car troubles, students will call the instructor’s office. These calls must be made at least 30 minutes prior to the start of class. For planned absences (i.e., those known about 2

67

or more days in advance), students may email the instructor. The instructor will provide confirmation of the planned absence through an email response. If that email confirmation has not been received by the morning of the absence, students should place a phone call (as with unforeseen absences) to be certain advanced notice has been provided.

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Documents

The Hixson-Lied College of Fine and Performing Arts 9.19.17... · Web view2014-2015 academic year. Results will be used as a requirement for teacher certification at all levels