UNC Charlotte Music Education – Graduate Certificate
UNC Charlotte Program Proposal for
Music Education – Graduate Certificate
*NOTE: this document was originally submitted in 2009 and references decisions made during the initial state-mandated revisioning process which occurred in 2009-10. Readers may need to refer to the original November 2009 NC DPI blueprint submission as needed. Updated areas of this document are noted.
Description and Rationale(original NCDPI blueprint, November 2009)
Description of how the proposed program has been re-visioned: The Music Education Committee at the University Of North Carolina at Charlotte has consulted several sources in re-visioning its Graduate Certificate Program: The National Association of the Schools of Music (NASM) standards for accreditation; the North Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions embedded in them; and exemplary music education programs at other institutions of higher education around the US (e.g., The Florida State University, The University of Tennessee, Louisiana State University, The University of Memphis). The program enhancements include attention to and infusion of research-based practices in all music education coursework, increase in field experiences (“clinicals”) before the graduate internship, an assessment and subsequent streamlining of our comprehensive musicianship examinations and policies, and reducing curricular redundancies to streamline coursework. Best practices in implementing music education curricula were researched via websites of institutions, and full faculty input on curricular and policy changes led to the proposed degree plan. A focus on content in music, on content in human growth and development in music, and on practical application of music and its teaching/learning in authentic situations is at the core of the revisioned program.
Specific changes and rationale for the changes
- The Graduate Certificate Program will now have only two options (AKA “tracks”): choral and instrumental, with general music being folded into both tracks. All levels of public school education contain general music courses as part of the curriculum; checking other programs in neighboring states revealed that general music is a part of all music education coursework. Furthermore, the license in North Carolina is a K-12 license. Previously, choral students had instruction in instrument teaching, and the instrumental students had complementary experiences in choral/vocal training; general music students had both. However, neither choral nor instrumental had general music training. Therefore, all students will be required to take General Music Methods and its lab (the field component).
- The addition of MUED 5141 Music Development and Learning: this class was not taught previously, but it focuses on human growth and development content as it pertains specifically to the developing child-musician, as well as issues of cognitive exceptionalities in music teaching/learning.
- Several music education core classes discuss the teaching of students with special needs: MUED 5141 Music Development & Learning; MUED 5270 Teaching Discipline where a clinical is required teaching students with special needs; EDUC 5100 Diverse Learners
- The Music Education Committee has defined the diverse teaching situations in which field experiences and student teaching will occur. These situations coincide with accreditation standards of NASM, and the local school districts’ population will ensure diversity in student populations: (1) individual teaching and tutoring; (2) small group teaching at the elementary and middle school level; (3) large ensemble and full classroom teaching (peer and in-the-field); and (4) teaching students with special needs. Field experience teaching situations were not previously defined or sequenced in the previous degree. Sequence of field experiences by course follows:
- MUED 5100 Critical Issues in Music Education: minimum of 15 hoursdirected observation in diverse music teaching situations.
- MUED 5141 Music Development & Learning: minimum of 15 hours of individual and/or small group teaching in a school setting.
- MUED 5270 Teaching/Discipline: Assessment & Behavior: minimum of 15 hours of teaching music to students with special needs.
- MUED 5192 General Music Methods/Lab: minimum of 15 hours of teaching in a general music setting (elementary or secondary).
- MUED 5XXX: Choral or Instrumental Methods/Lab: minimum of 15 hours of teaching in a choral, orchestral (strings), or band program.
- Other curricular changes: READ 5255 Teaching Reading and Writing across Content Areas will allow music education candidates to accommodate literacy within a diverse student population, including teaching students who are non-native English speakers.
These changes and existing coursework reflect the NC Standards and the embedded 21st Century Knowledge Skills, and Dispositions. See attached matrix for alignment of program coursework.
Data sources for changes:
(Florida State University College of Music)
(Louisiana State University School of Music)
(East Carolina University School of Music)
(University of Memphis Rudi E. Scheidt School of Music)
(The University of Tennessee School of Music)
The National Association of Schools of Music (NASM) Standards for Accreditation Handbook
(
School Partners Online Survey (see below)
Data from piloted Revisioning proposal (Fall 2009 this will begin)
Involvement of School Partners(original NCDPI blueprint, November 2009)
How public school partners were involved in the re-visioning of the program. The music curriculum coordinator for Charlotte-Mecklenburg Schools, Mr. Mark Propst and the Coordinator of Music Education invited all music teachers (approximately 275 teachers) to respond anonymously to a School Partners Online Survery concerning curricular practices in undergraduate music education training. Sixty-eight teachers responded and these answers were analyzed against the proposed curricular revisions. These responses impacted the Revisioning process, in particular, with regards to these survey points:
- Numerous and varied clinical experiences for future music educators (18% agree; 46% strongly agree); the Department has streamlined and defined what these will be (see above discussion).
- Music teachers should all be trained in general music at all levels (28% agree; 60% strongly agree); the Department will now require all music education majors to take MUED 4192/4192L General Music Methods & Lab (see above discussion).
- Music teachers need to demonstrate competence in one music teaching area, but have a working knowledge of all teaching areas in music (35% agree; 59% strongly agree); see the specialty standards curriculum matrix.
The College of Education consistently surveys school partners in a variety of venues,and these consultations have influenced the changes in the music education program.. The following chart indicates the venues and times for this past academic year.
- September 12, 2008
Elementary Curriculum Directors / Presentation and Consultation: Presented basic information about program revisioning to the Elementary Curriculum Directors from 15 area school systems, followed by feedback from them. Also attending: Faculty members Drew Polly and Sherell Fuller.
- September 16, 2008
Middle and High School Curriculum Directors / Presentation and Consultation: Presented basic information about program revisioning to the Middle and High School Curriculum Directors from 15 area school systems, followed by feedback from them. Also attending: Faculty member Jeanneine Jones
- October 16, 2008
Exceptional Children Directors / Presentation and Consultation: Presented basic information about program revisioning to the EC Directors from 15 area school systems. Lee Sherry distributed a questionnaire from the SPED team, followed by feedback from the directors. Also attending: Faculty members Lee Sherry
- October 23, 2008
Melba Spooner, Director
Drew Polly, Co-Director / Presentation to representatives from all the PD Schools. Received feedback regarding the strengths of our candidates as well as areas of increased emphasis: dual licensure, differentiation, collaborative planning, integrating curriculum,
- November 7, 2008
- November 8, 2007
- November 13, 2008
Also attending: Faculty member Pam Shue from CHFD
- March 19, 2009
How school partners will be involved in the delivery and evaluation of the program
Cooperating teachers who host students for field experiences (clinicals) or for the graduate internship deliver content of our program through mentoring our candidates. Cooperating teachers assess the students with University-wide and Departmental-devised instruments (NB: Departmental rubrics are being revised in Fall 2009). During student teaching, administrators offer feedback via online methods, an annual DPI survey for the IHE report, and through written qualitative assessments to the university professor of record for a Department of Music methods class. Finally, alumni are surveyed every other year as part of the College of Education’s ongoing practice of partner involvement.
Timeline for Implementation(original NCDPI blueprint, November 2009)
Some elements of the revisioned Graduate Certificate Program will be piloted in Fall 2009. Candidates who are already admitted to the program will see a minimal impact as the “old” program will phase out with the new, or course substitutions will be granted according to present university policy to accommodate those students in an earlier degree track. It is worth noting that the Department of Music has instituted two strands of content change: the BM degree in music educationand the Department of Music’s Policies and Guidelines for Comprehensive Musicianship, both of which have implications for the Graduate program. These two curricular events are related to each other and followed similar processes to be implemented/piloted Fall 2009:
- Committee research and development for full faculty discussion and approval: Fall 2008 – April 2009 (completed).
- Curriculum Committee proposal to the College of Arts + Architecture: 6 May 2009 (in process of catalog copy changes, credit hour changes, and new course approval; if approved Fall 2009 will implement changes)
- Piloting of new degree program: Fall 2009 (Fall 2010 if not approved on 6 May 2009)
- Revisioning and Development of assessment instruments: Fall 2009
- Piloting of evidences: Spring 2010
- Piloting of the TK20 with the electronic evidences portfolio: 2009-2010.
Nov 2009 – original 1
June 2014 – update
UNC Charlotte Music Education – Graduate Certificate
Section I: Key EvidencesUPDATED JUNE 2014**NOTE: the evidences noted in the chart below reflect NCDPI/SBE approval for the UNC Charlotte substitutions approved January 8, 2014 for the secondary/middle grades licensure programs (including Graduate Certificate programs).
Evidence / Name of Evidence / Briefly Describe theEvidence / Descriptors of the Elements of the Standards Addressed by the Evidence1 / Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area[1]. / Transcript or Praxis II scores / Copy of transcript with at least 24 semester hours of coursework relevant to the specialty area from a regionally accredited college or university with a grade of C (2.0) or better in each of the 24 hours OR satisfactory Praxis II scores. / Required: 3b.1
2 / Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area. UPDATED JUNE 2014 / PRAXIS II scores in the corresponding content area (Music Education) / Praxis II® Subject Assessments measure knowledge of specific subjects that K–12 educators will teach, as well as subject-specific teaching skills and knowledge. / Required: 3b.1
3 / Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective designof classroom instruction based on research-verified practice. UPDATED JUNE 2014(approved January 2014) / edTPA / edTPA™, formerly the Teacher Performance Assessment, was designed by teachers and teacher educators to supportcandidate learning and provide data that support preparation program growth and renewal. Aligned with Common CoreState Standards and InTASC Standards, edTPA assesses teaching behaviors that focus on student learning. edTPA is a summative capstoneassessment to evaluate readiness to teach. / Included: 1a.2, 2b.3, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1
4 / Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice.[2] / LEA/IHE Certification of Teaching Capacity / State-required evaluation of the candidate completed by the institution and the cooperating teacher. / Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1
5 / Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
UPDATED JUNE 2014(approved January 2014) / edTPA / edTPA™, formerly the Teacher Performance Assessment, was designed by teachers and teacher educators to supportcandidate learning and provide data that support preparation program growth and renewal. Aligned with Common CoreState Standards and InTASC Standards, edTPA assesses teaching behaviors that focus on student learning. edTPA is a summative capstoneassessment to evaluate readiness to teach. / Included: 1a.1, 1a.2, 2d.i, 4a.2, 4b.1, 4h.1, 4h.2, 5a.1
6 / Leadership and Collaboration:Evidence that demonstrates leadership and collaboration. / Candidate Professional Development Plan / Candidates will reflect on a series of professional growth opportunities that include leadership, collaboration, and advocacy. / Included: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1
Section II: Relationship of the Evidence to the Standards
(original NCDPI blueprint, November 2009; unchanged for June 2014 update)
North Carolina Teacher Standard / Key Evidence(s) from Section I
Demonstrating the Descriptors of the Elements
1. tEACHERS DEMONSTRATE LEADERSHIP
a. Teachers lead in their classrooms.
- Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study.
- Draws on appropriate data to develop classroom and instructional plans.
- Maintains a safe and orderly classroom that facilitates student learning.
- Uses positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint.
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b. Teachers demonstrate leadership in the school.
- Engages in collaborative and collegial professional learning activities.
- Identifies the characteristics or critical elements of a school improvement plan.
- Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan.
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c. Teachers lead the teaching profession.
- Participates in professional development and growth activities.
- Begins to develop professional relationships and networks.
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d. Teachers advocate for schools and students.
- Implements and adheres to policies and practices positively affecting students’ learning.
e. Teachers demonstrate high ethical standards
- Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.
2. TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS
a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.
- Maintains a positive and nurturing learning environment.
b. Teachers embrace diversity in the school community and in the world.
- Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures.
- Incorporates different points of view in instruction.
- Understands the influence of diversity and plans instruction accordingly.
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c. Teachers treat students as individuals.
- Maintains a learning environment that conveys high expectations of every student.
d. Teachers adapt their teaching for the benefit of students with special needs.
- Cooperates with specialists and uses resources to support the special learning needs of all students.
- Uses research-verified strategies to provide effective learning activities for students with special needs.
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e. Teachers work collaboratively with the families and significant adults in the lives of their students.
- Communicates and collaborates with the home and community for the benefit of students.
3. TEACHERS KNOW THE CONTENT THEY TEACH
a. Teachers align their instruction with the North Carolina Standard Course of Study.
- Develops and applies lessons based on the North Carolina Standard Course of Study.
- Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students’ learning.
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b. Teachers know the content appropriate to their teaching specialty.
- Demonstrates and appropriate level of content knowledge in the teaching specialty.
- Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity.
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c. Teachers recognize the interconnectedness of content areas/discipline.
- Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.
- Relates global awareness to the subject.
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d. Teachers make instruction relevant to students.
- Integrates 21st century skills and content in instruction.
4. tEACHERS FACILITATE LEARNING FOR THEIR STUDENTS
a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
- Identifies developmental levels of individual students and plans instruction accordingly.
- Assess and uses resources needed to address strengths and weaknesses of students.
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b. Teachers plan instruction appropriate for their students.
- Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs.
c. Teachers use a variety of instructional methods.
- Uses a variety of appropriate methods and materials to meet the needs of all students.
d. Teachers integrate and utilize technology in their instruction.
- Integrates technology with instruction to maximize students’ learning.
e. Teachers help students develop critical-thinking and problem-solving skills.
- Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving.
f. Teachers help students to work in teams and develop leadership qualities.
- Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.
g. Teachers communicate effectively.
- Uses a variety of methods to communicate effectively with all students.
- Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively.
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h. Teachers use a variety of methods to assess what each student has learned.
- Uses multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction.
- Provides evidence that students attain 21st century knowledge, skills and dispositions.
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5. tEACHERS REFLECT ON THEIR PRACTICE
a. Teachers analyze student learning.
- Uses data to provide ideas about what can be done to improve students’ learning.
b. Teachers link professional growth to their professional goals.
- Participates in recommended activities for professional learning and development.
c. Teachers function effectively in a complex, dynamic environment.
- Uses a variety of research-verified approaches to improve teaching and learning.
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