Education 361: Clinical Experience In Music Education
COURSE SYLLABUS & DESCRIPTION
January Interim & Spring Semester, 2013
Tue./Thurs. 8:00-9:30 AM: CFA 217;
Instructor: Bill Fordice, Koren 101
563-387-1301;
Bill’s office hours: Tue/Th. 1:00-4:00; MWF by appointment
COURSE DESCRIPTION: 2 credit hours. The course is clinical practicum that follows Education 360. Student works under the direction of a cooperating teacher and plans, teaches, rehearses and reflects. Course objectives are formulated from the core competencies of the teacher education program and subject matter competencies in music and education. Prerequisites: EDU 217,
220, 221, 360, admission to the teacher education program, music 250 or consent of instructor.
Alignment with the Conceptual Framework of the Luther College Education Department
Strand II: Knowledge, Skills, and Dispositions: Luther College teacher candidates are presented with an array of opportunities and experiences that lead to the development of the knowledge, skills, and dispositions necessary for quality teaching and learning.
Strand III: Accountability: Luther College teacher candidates are prepared to individually to demonstrate the knowledge, skills, and dispositions as they relate to identified teacher competencies and to personal vocational choices.
Strand IV: Diversity: Luther College teacher candidates are provided with opportunities to engage in experiences with diverse
populations to assist their development as competent, caring, and inquisitive teachers for the 21st century.
Attendance and Participation Policy:
Attendance is fundamental for the understanding and development of the learning process and for professionalism. Students are
expected to shadow the Cooperating Teacher (CT) workday. Absences will be excused only for emergencies or illness. Absences must be reported in advance to the CT. Attendance and absences affect your final grade.
Policies on Late or Missing Work:
Assignments are due midnight Sunday following the last of the practicum.Any missing or unsatisfactory assignment results in incomplete for the course.
Grading Scale and Standards:
All assignments are rated according to the portfolio 1–5 scale rubric. The course is graded pass–fail.
Learning Support Services
Student Academic Support Center. The Student Academic Support Center (SASC) helps students develop confidence in their abilities and achieve their potential. The center's services, based on best practices in learning assistance, include needs assessment, student-to-student tutoring, and one-on-one instruction with professional staff. In collaboration with faculty and other staff, SASC coordinates specialized services for students with disabilities. Go to for information regarding SASC.
Student Support Services. The Student Support Services (SSS) project at Luther College is designed to help eligible students maximize their academic potential and achieve their professional and personal goals. SSS offers individualized tutoring, writing assistance, academic advising, career counseling, and personal support, in addition to small study groups, study skills workshops, and
leadership opportunities.
Disability Accommodations
Luther College is committed to providing equal educational and employment opportunities for individuals with disabilities, in accordance with state and federal law and regulations, including the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act.
Students who have concerns about a disability should register with Disability Services in the Student Academic Support Center (SASC), Preus Library, Extension 1270. Eligibility for Disability Services is based on documentation of a disability by a licensed professional provided by the student. Once documentation has been approved, Disability Services will work with the student to develop a plan of accommodations and auxiliary services to ensure equal access to all educational opportunities. It should be noted that no accommodation plan can be developed until the intake and documentation process is completed. Luther College policy and federal disability law emphasize that students are responsible for making timely and reasonable requests for accommodations and
services. (
Academic Integrity Policy
The Honor System shall apply to all aspects of a student’s academic life. This means that all tests, quizzes, examinations, and assigned written or oral work of any kind is expected to be the work of the student alone (unless otherwise assigned or approved) and that failure to observe this requirement shall be considered a violation of the Honor System. The Honor System prohibits the giving or
receiving of information to or from students who write the test at another time.
Plagiarism of any sort involves presenting someone else's intellectual output as one's own. One kind consists in unauthorized collaboration on an assignment. Discussing and studying together are legitimate and desirable. But joint efforts should not extend to planning and writing something together that is supposed to show one's individual grasp of the matter at hand (unless the assignment
specifically requires such collaboration).
Another kind of plagiarism consists in using someone else's work (in whole or in part) in a test, a paper, a lab report, or some other context where one is expected to be doing independent work. The most obvious form is to quote someone else's words (or use data, or diagram, or musical score, etc.) without showing that the material is borrowed. But it is also plagiarism to rewrite (paraphrase) someone else's argument, without acknowledging the source; changing the wording does not cancel the debt. Of course, matters of common knowledge need not be credited to a source; to be safe, however, one should not assume anything is common knowledge unless one has seen it mentioned in print more than once without a reference to some source of information.
Academic integrity also prohibits the making of unauthorized copies of copyrighted material, including software and any other non-
print media, as well as theft or defacement of print and non-print library materials.
COURSE OUTCOMES: Education 361 students will
1.in a public/parochial school setting, implement the theories and concepts studied in
Education 360, Foundations of Music Education, and other music and education courses.
2.practice conducting, teaching and rehearsing in a clinical setting
3.demonstrate evidence of music and education competencies by
- conducting, teaching and rehearsing
- accompanying
- planning classroom and studio lessons and/or ensemble rehearsals.
- creating subject and grade appropriate assessment instruments
- assessing and grading students
- implementing appropriate technology
- implementing National Standards into a local music curriculum
- professionally interacting with public school staff, administration and students
4.using course and research materials, demonstrate connections between music teaching theory and practice.
5.communicate weekly with on-campus Ed361 instructor via email or a Katie site. Likely topics include
a. classroom/rehearsal management
b.philosophy of music education
c.portfolio construction
d.assessment
e."best practice" teaching
COURSE FORMAT:
Each student spends full days in an elementary or secondary school situation working with a music teacher(s). The in-school time is divided into thirds. One third of the in-school time is spent on
a, planning for instruction: observation, learning student names, orienting to the
individual school schedule, equipment and program, writing lesson, studio and rehearsal plans,
developing assessment instruments, score study and individual preparation.
b.delivering instruction: teaching classes, lessons and rehearsals, and conducting.
c.reflecting on the instruction: viewing videos of teaching and rehearsing, completing
reflective course assignments, talking with cooperating teacher(s) and course instructor.
Developing Portfolio Required Assignments
The following assignments are linked to each of the ten Luther Education Teacher Competencies. Completion of these assignments doubles as partial completion of the mid-level of a three-tier portfolio system used to assess the Luther education candidate’s competency in these areas.
Competency 1: Student Learning
1-2 page paper connecting a taught lesson with theories learned in Ed Psych/Foundations of MUED
The Luther educators understand how children learn and develop. They provide learning opportunities that support the student learners intellectual, career, social, and personal development.
Competency 2: Diverse Learner
1-2 page paper connecting a taught lesson to theories learned in Div & Exceptional Learners
The Luther educators understand how children differ in their approaches to learning. They provide learning opportunities supporting the diverse learners intellectual, social and personal development.
Competency 3: Communication
Demonstration Teaching – video of 2—3 minutes in length with accompanying reflection.
The Luther educators use knowledge of effective verbal, nonverbal, and media communication techniques and other forms of symbolic representation. They understand how children differ in their approaches to learning.
Competency 4: Learning Environment
Reflection upon teaching related to student motivation/behavior
The Luther educators understand individual and group motivational theories and behavior. They maintain an effective classroom management system.
Competency 5: Instructional Strategies
A taught lesson plan, Student Choice
The Luther educators understand a variety of instructional strategies (for critical thinking). They use these strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Competency 6: Instructional Planning
Reflection upon school curriculum and its application/use in one lesson plan; 462 – Curriculum Map
The Luther educators demonstrate knowledge of subject matter, students, the community, and curriculum goals. They effectively plan instructions based on knowledge of subject matter, students, the community, and curriculum goals.
Competency 7: Assessment
Demonstrate the use of assessment to inform instruction over three taught lessons through three lesson plans and accompanying reflection.
The Luther educators understand formal and informal assessment tools and strategies. They use the tools and strategies to evaluate the continuous intellectual, social and physical development of each learner.
Competency 8: Reflection and Professional Development
Reflection upon overall practicum experience. Last assignment completed
The Luther educators continually evaluate the effects of individual choices and actions on students, parents, and other professionals in the learning community. They actively seek out opportunities to grow professionally.
Competency 9: Relationships
Reflection upon conversation with Cooperating Teacher (CT) regarding CT’s candidate evaluation
The Luther educators foster relationships with parents, schools, colleagues, and organizations in the larger community.
Competency 10: Subject Matter Specialization – Musical knowledge
Lesson Plan and accompanying reflection that demonstrates musical understanding/ability
The Luther educators understand the central concepts, tools of inquiry, and structures of the discipline(s). They create learning experiences that make the aspects of subject matter meaningful for students.