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Fall 2015 Music Summ. Attach. ST. Teach.

1. Assessment of Student Music Teachers

Addenda to School of Education Formative and Summative Assessments
Oklahoma Christian University
School of Education

Question Title

* 1. Please complete the following:

Teacher Candidate

Subject

Grade Level

Site

Evaluator

Question Title

* 2. Response date

Date

Date

Question Title

* 3. For each item, please input 0, 1, 2, 3, or 4.
Note: If a particular item is not applicable, please indicate it as 'NA.'
0 = Insufficient evidence for rating (not attempted)
1 = Basic (initial state of development, needs improvement)
2 = Emerging (progressing beyond basic)
3 = Proficient (meets standard, competent) Target for teacher candidates
4 = Exemplary (performance comparable to that of experienced effective teachers)
NA = Not applicable
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	0	1	2	3	4	NA
1. Demonstrates passion and respect for the art of music.	1. Demonstrates passion and respect for the art of music. 0	1. Demonstrates passion and respect for the art of music. 1	1. Demonstrates passion and respect for the art of music. 2	1. Demonstrates passion and respect for the art of music. 3	1. Demonstrates passion and respect for the art of music. 4	1. Demonstrates passion and respect for the art of music. NA
2. Chooses music appropriate for the students’ abilities, identifying key concepts, terms, and skills that students should master at their level.	2. Chooses music appropriate for the students’ abilities, identifying key concepts, terms, and skills that students should master at their level. 0	2. Chooses music appropriate for the students’ abilities, identifying key concepts, terms, and skills that students should master at their level. 1	2. Chooses music appropriate for the students’ abilities, identifying key concepts, terms, and skills that students should master at their level. 2	2. Chooses music appropriate for the students’ abilities, identifying key concepts, terms, and skills that students should master at their level. 3	2. Chooses music appropriate for the students’ abilities, identifying key concepts, terms, and skills that students should master at their level. 4	2. Chooses music appropriate for the students’ abilities, identifying key concepts, terms, and skills that students should master at their level. NA
3. Uses warm-ups for a clear purpose and relates them to the music being rehearsed.	3. Uses warm-ups for a clear purpose and relates them to the music being rehearsed. 0	3. Uses warm-ups for a clear purpose and relates them to the music being rehearsed. 1	3. Uses warm-ups for a clear purpose and relates them to the music being rehearsed. 2	3. Uses warm-ups for a clear purpose and relates them to the music being rehearsed. 3	3. Uses warm-ups for a clear purpose and relates them to the music being rehearsed. 4	3. Uses warm-ups for a clear purpose and relates them to the music being rehearsed. NA
4. Accurately analyzes music being taught, and identifies performance errors quickly and accurately.	4. Accurately analyzes music being taught, and identifies performance errors quickly and accurately. 0	4. Accurately analyzes music being taught, and identifies performance errors quickly and accurately. 1	4. Accurately analyzes music being taught, and identifies performance errors quickly and accurately. 2	4. Accurately analyzes music being taught, and identifies performance errors quickly and accurately. 3	4. Accurately analyzes music being taught, and identifies performance errors quickly and accurately. 4	4. Accurately analyzes music being taught, and identifies performance errors quickly and accurately. NA
5. Demonstrates competent conducting technique, starting and stopping effectively.	5. Demonstrates competent conducting technique, starting and stopping effectively. 0	5. Demonstrates competent conducting technique, starting and stopping effectively. 1	5. Demonstrates competent conducting technique, starting and stopping effectively. 2	5. Demonstrates competent conducting technique, starting and stopping effectively. 3	5. Demonstrates competent conducting technique, starting and stopping effectively. 4	5. Demonstrates competent conducting technique, starting and stopping effectively. NA
6. Demonstrates knowledge of instrumental/vocal technique and ability to address technical problems in students’ performance.	6. Demonstrates knowledge of instrumental/vocal technique and ability to address technical problems in students’ performance. 0	6. Demonstrates knowledge of instrumental/vocal technique and ability to address technical problems in students’ performance. 1	6. Demonstrates knowledge of instrumental/vocal technique and ability to address technical problems in students’ performance. 2	6. Demonstrates knowledge of instrumental/vocal technique and ability to address technical problems in students’ performance. 3	6. Demonstrates knowledge of instrumental/vocal technique and ability to address technical problems in students’ performance. 4	6. Demonstrates knowledge of instrumental/vocal technique and ability to address technical problems in students’ performance. NA
7. Employs appropriate correction loops: stating clearly why a passage is being repeated, isolating and rehearsing problem spots, putting them back in context and evaluating results.	7. Employs appropriate correction loops: stating clearly why a passage is being repeated, isolating and rehearsing problem spots, putting them back in context and evaluating results. 0	7. Employs appropriate correction loops: stating clearly why a passage is being repeated, isolating and rehearsing problem spots, putting them back in context and evaluating results. 1	7. Employs appropriate correction loops: stating clearly why a passage is being repeated, isolating and rehearsing problem spots, putting them back in context and evaluating results. 2	7. Employs appropriate correction loops: stating clearly why a passage is being repeated, isolating and rehearsing problem spots, putting them back in context and evaluating results. 3	7. Employs appropriate correction loops: stating clearly why a passage is being repeated, isolating and rehearsing problem spots, putting them back in context and evaluating results. 4	7. Employs appropriate correction loops: stating clearly why a passage is being repeated, isolating and rehearsing problem spots, putting them back in context and evaluating results. NA
8. Gives students opportunity to make musical choices and suggestions for improvement.	8. Gives students opportunity to make musical choices and suggestions for improvement. 0	8. Gives students opportunity to make musical choices and suggestions for improvement. 1	8. Gives students opportunity to make musical choices and suggestions for improvement. 2	8. Gives students opportunity to make musical choices and suggestions for improvement. 3	8. Gives students opportunity to make musical choices and suggestions for improvement. 4	8. Gives students opportunity to make musical choices and suggestions for improvement. NA
9. Paces the class or rehearsal effectively from beginning to end.	9. Paces the class or rehearsal effectively from beginning to end. 0	9. Paces the class or rehearsal effectively from beginning to end. 1	9. Paces the class or rehearsal effectively from beginning to end. 2	9. Paces the class or rehearsal effectively from beginning to end. 3	9. Paces the class or rehearsal effectively from beginning to end. 4	9. Paces the class or rehearsal effectively from beginning to end. NA
10. Links instruction to other areas of curriculum in a mutually beneficial way.	10. Links instruction to other areas of curriculum in a mutually beneficial way. 0	10. Links instruction to other areas of curriculum in a mutually beneficial way. 1	10. Links instruction to other areas of curriculum in a mutually beneficial way. 2	10. Links instruction to other areas of curriculum in a mutually beneficial way. 3	10. Links instruction to other areas of curriculum in a mutually beneficial way. 4	10. Links instruction to other areas of curriculum in a mutually beneficial way. NA

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