Continuous Improvement in Educator Preparation (CIEP)

Program Report Submission Form

Class B or Alternative Class A Choral Music and/or

Instrumental Music (P-12)

Institution Name:

Date Submitted:

Program Report Status: Choose one of the options below.

  • Initial Review
  • Continuing Review
  • Feedback Only

Essential Purpose for Each Section:

  1. Background Information: Provide background knowledge of the structure of the program (checklist; numbers of admissions, completers, and recommendations for certification).
  2. Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key Assessments are typically summative assessments of candidates’ proficiencies. Evaluation of Key Assessments is based on the assessment instruments, scoring guides or rubrics, data tables, and data analysis. Review teams use the Rubric for Key Assessments.
  3. Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and Key Assessment(s) so reviewers know where to look to for evidence. Reviewers use the course descriptions and assessment documents, not the chart, to determine each indicator is addressed and whether the standard itself is met.
  4. Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences prior to internship. Evaluation of field experiences is based on the chart and assignments or assessments. Copies of assignments or assessments must be submitted. No data are required unless a field experience assessment is also a Key Assessment. Reviewers use the Rubric for Field Experiences Prior to Internship. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.
  5. Presentation of Data and Analysis: For each key assessment, include the coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis.
  6. Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data across Key Assessments and provide evidence of program changes that have been or will be made as a result.

SECTION IBackground Information

  1. Include proposed checklist.
  1. Data on Unconditional Admissions, Program Completers, and Certificates Issued

Academic Year
September 1 to
August 31[1] / Number of Unconditional Admissions / Number of Program Completers[2] / Number Recommended for Alabama Certification
Additional Information (Optional): If needed, provide brief information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no programcompleters are expected until May 2014.

SECTION II Key Assessments

Assessments #1-#5 are required.

# / Key Assessment Title / Name of Key Assessment[3] / Type of Key Assessment[4] / When Required by Program[5]
1 a
1 b
1 c / Praxis II Tests:[6]
Praxis II Content
Praxis II Reading
(if required)
Praxis II Special Education
(if required) / State Certification Tests
2 / Content Knowledge[7]
3 / Planning Instruction[8]
4 / Internship
5 / Effect on Student Learning[9]
6[10]
7
8

SECTION IIIAlignment of Standards to Curriculum and Key Assessments

Teaching Field: Music—Choral and/or Instrumental[11]

For each standard on the chart below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables.

Standard 1Common Body of Knowledge
Indicators / Curriculum Components—Courses or Other Requirements[12]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
1.1
Performance. Prior to program completion, candidates must acquire:
1.1.1
Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
1.1.2
An overview understanding of the repertory in their major performance area and the ability to perform from a cross-section of that repertory.
1.1.3
The ability to read at sight with fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to professional standards appropriate for the particular music concentration.
1.1.4
Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation. Rehearsal and conducting skills are required as appropriate to the particular music concentration.
1.1.5
Keyboard competency.
1.1.6
Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences that are varied both in size and nature and continuous throughout the program.
1.2
Musicianship Skills and Analysis. Prior to program completion, candidates must acquire:
1.2.1
An understanding of the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.
1.2.2
Sufficient understanding of and capability with musical forms, processes, and structures to use this knowledge and skill in compositional, performance, analytical, scholarly, and pedagogical applications according to the requisites of their specializations.
1.2.3
The ability to place music in historical, cultural, and stylistic contexts.
1.3
Composition/Improvisation. Prior to program completion, candidates must acquire a rudimentary capacity to create original or derivative music.
1.4
History and Repertory. Prior to program completion, candidates must acquire basic knowledge of music history and repertories through the present time, including study and experience of musical language and achievement in addition to that of the primary culture encompassing the area of specialization.
1.5
Synthesis. Prior to program completion, candidates must be able to work on musical problems by combining, as appropriate to the issue, their capabilities in performance; aural, verbal, and visual analysis; composition/improvisation; and history and repertory.
Standard 2Music Competencies for All Music Teachers
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
2.1
Conducting and Musical Leadership. 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 conducting techniques.
2.2
Arranging.The prospective music teacher must be able to arrange and adapt music from a variety of sources to meet the needs and ability levels of individuals, school performing groups, and in classroom situations.
2.3
Functional Performance.In addition to the skills required for all musicians, functional performance abilities in keyboard and the voice are essential. Functional performance abilities in instruments appropriate to the candidate’s teaching specialization are also essential.
2.4
Analysis/History/Literature.The prospective music teacher should be able to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities. Candidates should be prepared to relate their understanding of music with respect to styles, literature, multiple cultural sources, and historical development, both in general and as related to their area(s) of specialization.
Standard 3 Knowledge, Skills and Experiences for All Music Teachers
Prior to program completion, prospective music teachers must have:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
3.1
Knowledge and skills sufficient to teach beginning students on instruments and/or in voice as appropriate to the chosen areas of specialization.
3.2
Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development in music education.
3.3
Experiences in solo vocal or instrumental performance.
3.4
Experiences in ensembles that are varied both in size and nature.
3.5
The ability to lead performance-based instruction in a variety of settings.
3.6
Laboratory experiences in teaching beginning students in a variety of specializations.
Standard 4 Teaching Competencies for all Music Teachers
Prior to program completion, candidates must acquire:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
4.1
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. This set of abilities includes effective classroom and rehearsal management.
4.2
An understanding of child growth and development and an understanding of principles of learning as they relate to music.
4.3
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.
4.4
Knowledge of current methods, materials, and repertories available in various fields and levels of music education appropriate to the teaching specialization.
4.5
The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.
4.6
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.
Standard 5 Teaching Competencies Unique to Choral or Instrumental Music
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
5.1
Vocal/Choral Music. Prior to program completion, candidates must acquire:
5.1.1
Vocal and pedagogical skill sufficient to teach effective use of the voice.
5.1.2
Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for vocal/choral music.
5.1.3
Experiences in solo vocal performance and in ensembles that are varied both in size and nature.
5.1.4
Performance ability sufficient to use at least one instrument as a teaching tool and to provide, transpose, and improvise accompaniments.
5.2
Instrumental Music. Prior to program completion, candidates must acquire:
5.2.1
Knowledge of and performance ability on wind, string, and percussion instruments sufficient to teach beginning students effectively in groups.
5.2.2
Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for instrumental music.
5.2.3
Experiences solo instrumental performance and in ensembles of varied size and nature.

SECTION IV Summary of Field Experiences Prior to Internship

Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required. Programs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and copies of assessments or assignments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions.

Levels
(Use program terms, such as Phase I, Block 2, or STEP 3.) / Course / Minimum number of hours / Placement Requirements[13] / Teaching Field Specific Knowledge, Skills, Dispositions To Be Developed [use plain English] / Alignment to Standardsfor the Teaching Field or Area of Instructional Support
[ex. 2.4] / Assessments [14]
Identify type of required assessment. Submit copies of assessments or assignments.
Semester 1
Semester 2
Semester 3
Are field experiences always completed in the order noted above? If no, provide additional information about other possible sequences of required field experiences.
If the column for Placement Requirements does not indicate specific schools or types of schools, briefly explain how the program ensures placements in diverse schools.

SECTION VPresentation of Data and Analysis

  1. Use a separate coversheet with each Key assessment. For each Key Assessment, submit the coversheet, rubric or scoring guide, data, and data analysis as one document in SharePoint.

The coversheet is available online at: Reviews.

Click on the CIEP Template tab and scroll to the bottom of the page.

  1. Refer to the CIEP Rubric for Key Assessments for criteria used by review teams to evaluate each Key Assessment and its rubric or scoring guide, data table(s), and data analysis.

The CIEP Rubric for Key Assessments is available on the same web page listed above. It is located at the top of the page.

SECTION VI Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement

Include a document, no more than four pages in length, presenting evidence that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made (or planned) in the program as a result. Describe the steps the faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around:

  1. Content knowledge
  1. Ability to fulfill identified professional responsibilities
  1. Ability to promote student achievement

Last revised: 3-5-2018Page 1

[1] Minimum of three years of data required.

[2] Use the Title II definition for program completers.

[3] Identify assessment by title used in the program.

[4] Types of assessment include but are not limited to essay, case study, project, comprehensive exam, reflection, state certification test, and portfolio.

[5] Assessments might be required at the time of admission to the program, admission to internship, during a required course, or at program completion.

[6] Praxis II test data must include the percentage of candidates who passed the tests for the last three years. Total scores and appropriate sub-tests must be included.

[7] Examples of appropriate content knowledge assessments include comprehensive examinations and portfolio tasks. If grades or GPAs are used, provide information on the criteria for the grades and how they align with standards for the teaching field or area of instructional support.

[8] Examples of appropriate assessments for planning instruction include an evaluation of abilities to develop lesson or unit plans, individualized education plans, needs assessments, or intervention plans.

[9] Examples of appropriate assessments for effect on student learning include those based on samples of student work, portfolio tasks, case studies, and appropriate follow-up studies.

[10] Examples of optional assessments addressing program standards include but are not limited to evaluations of field experiences, case studies, specific portfolio artifacts, complete portfolios, and follow-up studies.

[11] Standards have been informed by the Alabama Courses of Study for each teaching field and the national specialty area organizations.

[12]IHEs must submit course descriptions or course summaries. A link to catalog course descriptions may be submitted if the catalog course descriptions have sufficient detail to show key concepts in the indicators are addressed.

[13] Placement requirements responses might include rural, urban, or suburban; Title I; grade 4-6; School for the Deaf and Blind; magnet school, or general education classroom.

[14] Assessment instruments which are Key Assessments will be reported elsewhere in this report. It is notnecessary to provide data tables, an analysis of data, or discussion of the use of data in continuous improvement for all assessments of field experiences. S