UT Martin Assessment Guidebook

Music Department

Last updated: Spring 2017 Table of Contents

Mission Statement Student Learning Outcomes Curriculum Map Evaluation of Capstone or Senior Project Evaluation for Internships or Field Experiences Alignment to the DQP High Impact Practices Appendices Glossary of Terms Rubrics Forms

Reporting Templates

University of Tennessee at Martin Mission Statement The primary purpose of The University of Tennessee at Martin is to provide a quality undergraduate education in a traditional collegiate atmosphere characterized at all levels by close collaboration among students, faculty and staff. In addition, the university is dedicated to meeting lifelong educational needs by providing graduate programs, distance-learning opportunities and other creative endeavors. Furthermore, the university is committed to advancing the regional and global community through scholarly activities, research and public service.

Program Mission The mission of the Department of Music is to cultivate excellence in musical education, performance, and the liberal arts. The department works to support and enhance the cultural and intellectual diversity of the community, while also serving as model performers, educators, and scholars.

Student Learning Outcomes

These are the Student Learning Outcomes (SLOs) for the degrees found in the Department of Music. These are the things that graduates of this program are expected to know and be able to do upon completion of a Music Degree. These are the things this program will assess. Outcome 1: Perform Music: The student will perform music with accuracy and facility,

interpreting it with expression, style and artistry. Outcome 2: Analyze Music: The student will analyze music and musical forms, both visually

and aurally. Outcome 3: Arrange Music: The student will arrange music, accurately combining existing

musical elements with innovative ideas to create an original work. Outcome 4: Improvise Music: The student will improvise music, accurately combining

existing musical elements with innovative techniques to create an original musical idea.

Outcome 5: Connect Cultural and Historical Aspects of Music: The student will employ

musical terms, genres, styles, and concepts while connecting historical and cultural aspects of music.

Outcome 6: Explain Concepts: The student will explain concepts clearly, coherently and

decisively, displaying extensive content knowledge and giving appropriate and well-timed feedback.

Brief descriptions of outcomes, rationale for the outcome, assessment tools, and benchmarks.

UTM Outcome

Description and rationale with links to University Mission

Assessment tools Benchmarks

1 The student will perform music with accuracy and facility, interpreting it with expression, style and artistry.

MUAP 395 Junior Recital MUAP 495 Senior Recital

All students enrolled will perform at the “Proficient” level or better on all indicators on a rubric assessing the recital

2 The student will analyze music and musical forms, both visually and aurally.

MUS 420 Sonata Form Project MUS 440 Senior Project in Music

80% of students will score 80% or above on a rubric assessing this project. The student will perform at the “B” level or higher on a rubric grading the senior project.

3 The student will arrange music, accurately combining existing musical elements with innovative ideas to create an original work.

MUS 302 Orchestration Final Project MUS 303 Choral Arranging Final Project

80% of students will perform at the “Excellent” level or higher on a rubric assessing this project

4 The student will improvise music, accurately combining existing musical elements with innovative techniques to create an original musical idea.

MUS 301 Improvisation playing tests

80% of students will perform at the “Meets Expectations” level on a rubric assessing these improvisation playing tests.

5 The student will employ musical terms, genres, styles, and concepts while connecting historical and cultural aspects of music.

MUS 252 Music History Final Paper

80% of students will score 80% or higher in a rubric assessing this project.

6 The student will explain concepts clearly, coherently and decisively, displaying extensive content knowledge and giving appropriate and well-timed feedback.

Praxis II Content Exam MUS 440 Senior Project

100% of students will pass. The student will perform at the “B” level or higher on a rubric grading the senior project.

Curriculum Map The following map depicts the required courses for the Bachelor of Music Education and the SLOs associated with those courses. “I” indicates the course where an outcome is first introduced. “D” indicates the courses where the outcome is further developed. “A” indicates the course in which the outcome is assessed.

Outcomes R

equi

red

cour

ses

Course 1 2 3 4 5 6 [MUAP] Applied Lessons

D I D

[MUAP] Piano Class I [MUAP] Instrumental Methods

I I

[MUAP] Senior Recital A D [MUED 260] Intro to Music Ed

I

[MUED 310] General Music

D D

[MUED 400] Senior Seminar in Music Ed

D

[MUED 405] Secondary Instrumental Methods

D

[MUED 406] Secondary Choral Methods

D

[MUED 471] Student Teaching Music K-6

A

[MUED 472] Student Teaching Music 7-12

A

[MUEN] Ensembles I/D I I [MUS 108] Intro to Tech in Music

[MUS 113] Survey Western Masterpieces/World Music

[MUS] Music Theory I I [MUS] Aural Skills D D

[MUS] Diction for Singers I/II

D

[MUS 232] Analysis of Post-Tonal Music

I

[MUS] Music Hist & Lit I/II

A

[MUS 301] Beginning Improvisation

I D/A D

[MUS 302] Orchestration

A

[MUS 303] Choral Arranging

A

[MUS] Literature/Repertoire

D

[MUS] Conducting I D [MUS] Instrumental/Vocal Pedagogy

D

[MUS 420] Form and Analysis

A

Description of Assessment for Student Teaching Purpose of the Internship or Field Experience: Student Teaching

• The purpose of student teaching is to provide supervised teaching experience in grades K-12 for students completing their degree in music education.

Assessment Tools:

• Student teaching rubric (see attached in Appendices) Person(s) responsible for assessment reporting:

• Coordinator of Music Education Benchmarks:

• All students will perform at the “At Expectations” or higher on the rubric used for assessing student teaching.

Description of Assessment for Capstone or Senior Project (BA) Purpose of the Capstone or Senior Project

• To provide an overarching project and learning experience that encompasses the breadth

of the students coursework in the degree Assessment Tools

• BA Senior Project Rubric (see attached in Appendices) Person(s) responsible for assessment reporting

• BA Project Approved Committee Benchmarks

• All students will perform at the “At Expectations” or higher on the rubric used for

assessing student teaching (Rating of A, B, or C)

Alig

nmen

t to

the

DQ

P B

road

, Int

egra

tive

Kno

wle

dge:

Thi

s ar

ea “

shou

ld in

volv

e st

uden

ts in

the

prac

tices

of c

ore

field

s ra

ngin

g fr

om s

cien

ce to

soc

ial

scie

nces

thro

ugh

the

hum

aniti

es a

nd a

rts, a

nd in

dev

elop

ing

glob

al, c

ultu

ral,

and

dem

ocra

tic p

ersp

ectiv

es”

(Lum

ina

Foun

datio

n, 2

011,

p.

11)

.

Ass

ocia

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

A1:

Des

crib

es h

ow e

xist

ing

know

ledg

e or

pr

actic

e is

adv

ance

d, te

sted

, and

revi

sed

A2:

Des

crib

es a

nd e

xam

ines

a ra

nge

of

pers

pect

ives

on

key

deba

tes

and

thei

r si

gnifi

canc

e bo

th w

ithin

the

field

and

in

soci

ety

A3:

Illu

stra

tes

core

con

cept

s of

the

field

w

hile

exe

cutin

g an

alyt

ical

, pra

ctic

al o

r cr

eativ

e ta

sks

See Appendices

M

US

111,

112

, 113

, 11

4, 1

15

Ass

igne

d C

once

rt

Rev

iew

rep

orts

A4:

Sel

ects

and

app

lies

reco

gniz

ed m

etho

ds

of th

e fie

ld in

inte

rpre

ting

char

acte

ristic

di

scip

line-

base

d pr

oble

ms

A5:

Ass

embl

es e

vide

nce

rele

vant

to

char

acte

ristic

pro

blem

s in

the

field

, des

crib

es

the

sign

ifica

nce

of th

e ev

iden

ce, a

nd u

ses

the

evid

ence

in a

naly

sis

of th

ese

prob

lem

s

A6:

Des

crib

es th

e w

ays

in w

hich

at l

east

two

disc

iplin

es d

efin

e, a

ddre

ss a

nd in

terp

ret t

he

impo

rtanc

e of

a c

onte

mpo

rary

cha

lleng

e or

pr

oble

m in

sci

ence

, the

arts

, soc

iety

, hum

an

serv

ices

, eco

nom

ic li

fe o

r tec

hnol

ogy

Bac

cala

urea

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

B1:

Fra

mes

a c

ompl

ex s

cien

tific

, soc

ial,

tech

nolo

gica

l, ec

onom

ic o

r aes

thet

ic

chal

leng

e or

pro

blem

from

the

pers

pect

ives

an

d lit

erat

ure

of a

t lea

st tw

o ac

adem

ic fi

elds

,

and

prop

oses

a “

best

app

roac

h” to

que

stio

n or

ch

alle

nge

usin

g ev

iden

ce fr

om th

ose

field

s B

2: P

rodu

ces,

inde

pend

ently

or

colla

bora

tivel

y, a

n in

vest

igat

ive,

cre

ativ

e, o

r pr

actic

al w

ork

that

dra

ws

on s

peci

fic th

eorie

s,

tool

s, a

nd m

etho

ds fr

om a

t lea

st tw

o ac

adem

ic fi

elds

B3:

Exp

lain

s a

cont

empo

rary

or r

ecur

ring

chal

leng

e or

pro

blem

in s

cien

ce, t

he a

rts,

soci

ety,

hum

an s

ervi

ces,

eco

nom

ic li

fe o

r te

chno

logy

from

the

pers

pect

ive

of a

t lea

st

two

acad

emic

fiel

ds, e

xpla

ins

how

the

met

hods

of i

nqui

ry a

nd/o

r res

earc

h in

thos

e di

scip

lines

can

be

brou

ght t

o be

ar in

ad

dres

sing

the

chal

leng

e, ju

dges

the

likel

ihoo

d th

at th

e co

mbi

natio

n of

di

scip

linar

y pe

rspe

ctiv

es a

nd m

etho

ds w

ould

co

ntrib

ute

to th

e re

solu

tion

of th

e ch

alle

nge,

an

d ju

stifi

es th

e im

porta

nce

of th

e ch

alle

nge

in a

soc

ial o

r glo

bal c

onte

xt

Sp

ecia

lized

Kno

wle

dge:

Eac

h di

scip

line

or m

ajor

fiel

d of

stu

dy d

efin

es s

peci

fic re

quire

men

ts a

nd/o

r fie

ld-s

peci

fic o

utco

mes

. B

ut

acro

ss a

ll of

thes

e fie

lds

ther

e ar

e co

mm

on le

arni

ng o

utco

mes

invo

lvin

g te

rmin

olog

y, th

eory

, too

ls, m

etho

dolo

gies

, lite

ratu

re, c

ompl

ex

prob

lem

s or

app

licat

ions

, and

som

e un

ders

tand

ing

of th

e lim

its o

f the

fiel

d.

Ass

ocia

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

A1:

Des

crib

es th

e sc

ope

and

prin

cipa

l fe

atur

es o

f his

/her

fiel

d of

stu

dy, c

iting

at l

east

so

me

of it

s co

re th

eorie

s an

d pr

actic

e, a

nd

offe

rs a

sim

ilar e

xplic

atio

n of

at l

east

one

re

late

d fie

ld

A2:

Illu

stra

tes

cont

empo

rary

term

inol

ogy

used

in th

e fie

ld

A3:

Gen

erat

es s

ubst

antia

lly e

rror

-fre

e pr

oduc

ts, r

econ

stru

ctio

ns, d

ata,

etc

. or j

urie

d ex

hibi

ts o

r per

form

ance

s as

app

ropr

iate

to th

e fie

ld

Bac

cala

urea

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

B1:

Def

ines

and

exp

lain

s th

e bo

unda

ries

and

maj

or s

ub-f

ield

s, s

tyle

s, a

nd/o

r pra

ctic

es o

f th

e fie

ld

B2:

Def

ines

and

pro

perly

use

s th

e pr

inci

pal

spec

ializ

ed te

rms

used

in th

e fie

ld, b

oth

hist

oric

al &

con

tem

pora

neou

s

See Appendices

M

US

113,

251

, 252

Fi

nal P

aper

B3:

Dem

onst

rate

s flu

ency

in th

e us

e of

tool

s,

tech

nolo

gies

, and

met

hods

com

mon

in th

e fie

ld

See

App

endi

ces

MU

S 10

8, 4

20

(MU

S 42

0) S

onat

a Fo

rm

Proj

ect

B4:

Eva

luat

es, c

larif

ies,

and

fram

es a

co

mpl

ex q

uest

ion

or c

halle

nge,

usi

ng

pers

pect

ives

and

sch

olar

ship

dra

wn

from

the

stud

ent’s

maj

or fi

eld

and

at le

ast o

ne o

ther

fie

ld

B5:

Con

stru

cts

a pr

ojec

t rel

ated

to a

fam

iliar

bu

t com

plex

pro

blem

in h

is/h

er fi

eld

of s

tudy

by

inde

pend

ently

ass

embl

ing,

arr

angi

ng &

re

form

ulat

ing

idea

s, c

once

pts,

des

igns

and

/or

tech

niqu

es

B6:

Con

stru

cts

a su

mm

ativ

e pr

ojec

t, pa

per,

perf

orm

ance

or p

ract

ice-

base

d pe

rfor

man

ce

that

dra

ws

on c

urre

nt re

sear

ch, s

chol

arsh

ip

and/

or te

chni

ques

in th

e fie

ld

See

appe

ndic

es

MU

AP

495

Seni

or R

ecita

l

App

lied

Lea

rnin

g: B

eyon

d w

hat a

gra

duat

e m

ay k

now

, the

ulti

mat

e be

nchm

ark

of le

arni

ng is

wha

t tha

t gra

duat

e ca

n do

with

wha

t he

/she

kno

ws.

Thi

s se

ctio

n “u

nder

scor

es th

e in

tera

ctio

n of

aca

dem

ic a

nd n

on-a

cade

mic

set

tings

and

the

corr

espo

ndin

g in

tegr

atio

n of

theo

ry a

nd p

ract

ice.

Res

earc

h of

diff

eren

t kin

ds a

nd in

tens

ities

and

‘fie

ld-b

ased

’ exp

erie

nces

(int

erns

hips

, pra

ctic

ums,

com

mun

ity a

nd

othe

r ser

vice

lear

ning

) … a

re e

xam

ples

of a

pplie

d le

arni

ng”

(Lum

ina

Foun

datio

n, 2

011,

p. 1

4).

Ass

ocia

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

A1:

Des

crib

es in

writ

ing

at le

ast o

ne

subs

tant

ial c

ase

in w

hich

kno

wle

dge

and

skill

s ac

quire

d in

aca

dem

ic s

ettin

gs a

re a

pplie

d to

a

chal

leng

e in

a n

on-a

cade

mic

set

ting;

ev

alua

tes,

usi

ng e

vide

nce

and

exam

ples

, the

le

arni

ng g

aine

d fr

om th

e ap

plic

atio

n; a

pplie

s th

at le

arni

ng to

the

ques

tion;

and

ana

lyze

s at

le

ast o

ne s

igni

fican

t con

cept

or m

etho

d re

late

d to

his

/her

cou

rse

of s

tudy

in li

ght o

f lea

rnin

g ou

tsid

e th

e cl

assr

oom

A2:

Loc

ates

, gat

hers

, and

org

aniz

es e

vide

nce

on a

n as

sign

ed to

pic

addr

essi

ng a

cou

rse-

rela

ted

ques

tion

or a

que

stio

n of

pra

ctic

e in

a

wor

k or

com

mun

ity s

ettin

g; o

ffer

s an

d ex

amin

es c

ompe

ting

hypo

thes

es in

ans

wer

ing

the

ques

tion

Bac

cala

urea

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

B1:

Pre

sent

s a

disc

rete

pro

ject

, pap

er, e

xhib

it,

or p

erfo

rman

ce, o

r oth

er a

ppro

pria

te

dem

onst

ratio

n th

at li

nks

know

ledg

e an

d/or

sk

ills

acqu

ired

in w

ork,

com

mun

ity, a

nd/o

r re

sear

ch a

ctiv

ities

with

kno

wle

dge

acqu

ired

in

one

or m

ore

disc

iplin

es; e

xpla

ins

in w

ritin

g or

an

othe

r med

ium

how

thos

e el

emen

ts w

ere

com

bine

d in

the

prod

uct t

o sh

ape

its in

tend

ed

mea

ning

or f

indi

ngs;

and

em

ploy

s ap

prop

riate

ci

tatio

ns to

dem

onst

rate

the

rela

tions

hip

of th

e pr

oduc

t to

the

liter

atur

e in

its

field

See Appendices

M

US

113,

251

, 252

Fi

nal P

aper

B2:

For

mul

ates

a q

uest

ion

or a

topi

c th

at

addr

esse

s m

ore

than

one

aca

dem

ic d

isci

plin

e

or p

ract

ical

set

ting,

loca

tes

appr

opria

te

evid

ence

tha

t add

ress

es th

e qu

estio

n,

eval

uate

s th

e ev

iden

ce in

rela

tion

to th

e pr

oble

m’s

con

text

s, a

nd a

rticu

late

s co

nclu

sion

s th

at fo

llow

logi

cally

from

suc

h an

alys

is

B3:

Com

plet

es a

sub

stan

tial f

ield

-bas

ed

proj

ect r

elat

ed to

his

/her

maj

or c

ours

e of

st

udy;

see

ks a

nd e

mpl

oys

insi

ghts

from

oth

ers

in im

plem

entin

g th

e pr

ojec

t; ev

alua

tes

a si

gnifi

cant

cha

lleng

e or

que

stio

n fa

ced

in th

e pr

ojec

t in

rela

tion

to c

ore

conc

epts

, met

hods

or

ass

umpt

ions

in h

is/h

er m

ajor

fiel

d; a

nd

desc

ribes

the

effe

cts

of le

arni

ng o

utsi

de th

e cl

assr

oom

on

his/

her r

esea

rch

or p

ract

ical

sk

ills

See

App

endi

ces

MU

S 44

0 Se

nior

Pro

ject

In

telle

ctua

l Ski

lls:

Thes

e ar

e cr

oss-

cutti

ng s

kills

that

sho

uld

trans

cend

dis

cipl

inar

y bo

unda

ries.

“St

uden

ts n

eed

all o

f the

se

Inte

llect

ual S

kills

to a

cqui

re a

nd a

pply

bot

h ge

nera

l and

spe

cial

ized

kno

wle

dge”

(Lum

ina

Foun

datio

n, 2

011,

p. 8

).

Ass

ocia

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

Ana

lytic

inqu

iry

A

1: I

dent

ifies

, cat

egor

izes

, and

dis

tingu

ishe

s am

ong

elem

ents

of i

deas

, con

cept

s, th

eorie

s,

and/

or p

ract

ical

app

roac

hes

to s

tand

ard

prob

lem

s

Use

of i

nfor

mat

iona

l res

ourc

es

A

2: I

dent

ifies

, cat

egor

izes

, eva

luat

es a

nd

cite

s m

ultip

le in

form

atio

n re

sour

ces

nece

ssar

y to

eng

age

in p

roje

ct, p

aper

s, o

r per

form

ance

s in

his

/her

pro

gram

Eng

agin

g di

vers

e pe

rspe

ctiv

es

A

3: D

escr

ibes

how

kno

wle

dge

from

diff

eren

t cu

ltura

l per

spec

tives

wou

ld a

ffec

t his

/her

inte

rpre

tatio

ns o

f pro

min

ent p

robl

ems

in

polit

ics,

soc

iety

, the

arts

, and

/or g

loba

l re

latio

ns

Qua

ntita

tive

fluen

cy

A

4: P

rese

nts

accu

rate

cal

cula

tions

and

sy

mbo

lic o

pera

tions

, and

exp

lain

s ho

w s

uch

calc

ulat

ions

and

ope

ratio

ns a

re u

sed

in e

ither

hi

s/he

r spe

cific

fiel

d of

stu

dy o

r in

inte

rpre

ting

soci

al a

nd e

cono

mic

tren

ds

Com

mun

icat

ion

fluen

cy

A

5: P

rese

nts

subs

tant

ially

err

or-f

ree

pros

e in

bo

th a

rgum

enta

tive

and

narr

ativ

e fo

rms

to

gene

ral a

nd s

peci

aliz

ed a

udie

nces

Bac

cala

urea

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

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LO

A

sses

smen

t

Ana

lytic

inqu

iry

B

1: D

iffer

entia

tes

and

eval

uate

s th

eorie

s an

d ap

proa

ches

to c

ompl

ex s

tand

ard

and

non-

stan

dard

pro

blem

s w

ithin

his

/her

maj

or fi

eld

and

at le

ast o

ne o

ther

aca

dem

ic fi

eld

Use

of i

nfor

mat

iona

l res

ourc

es

B

2: I

ncor

pora

tes

mul

tiple

info

rmat

ion

reso

urce

s pr

esen

ted

in d

iffer

ent m

edia

and

/or

diff

eren

t lan

guag

es, i

n pr

ojec

ts, p

aper

s, o

r pe

rfor

man

ces

with

cita

tions

in fo

rm

appr

opria

te to

thos

e re

sour

ces,

and

eva

luat

es

the

relia

bilit

y an

d co

mpa

rativ

e w

orth

of

com

petin

g in

form

atio

n re

sour

ces

B3:

Exp

licat

es th

e id

eal c

hara

cter

istic

s of

cu

rren

t inf

orm

atio

n re

sour

ces

for t

he

exec

utio

n of

pro

ject

, pap

ers,

or p

erfo

rman

ces;

ac

cess

es th

ose

reso

urce

s w

ith a

ppro

pria

te

delim

iting

term

s an

d sy

ntax

; des

crib

es th

e st

rate

gies

by

whi

ch h

e/sh

e id

entif

ied

and

sear

ched

for t

hose

reso

urce

s

Eng

agin

g di

vers

e pe

rspe

ctiv

es

B4:

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stru

cts

a cu

ltura

l, po

litic

al, o

r te

chno

logi

cal a

ltern

ativ

e vi

sion

of e

ither

the

natu

ral o

r hum

an w

orld

, em

bodi

ed in

a w

ritte

n pr

ojec

t, la

bora

tory

repo

rt, e

xhib

it,

perf

orm

ance

, or c

omm

unity

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vice

des

ign;

de

fines

the

dist

inct

pat

tern

s in

this

alte

rnat

ive

visi

on; a

nd e

xpla

ins

how

they

diff

er fr

om

curr

ent r

ealit

ies

Qua

ntita

tive

fluen

cy

B

5: T

rans

late

s ve

rbal

pro

blem

s in

to

mat

hem

atic

al a

lgor

ithm

s an

d co

nstru

ct v

alid

m

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ical

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umen

ts u

sing

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acce

pted

sy

mbo

lic s

yste

m o

f mat

hem

atic

al re

ason

ing

Com

mun

icat

ion

fluen

cy

B

6: C

onst

ruct

s su

stai

ned,

coh

eren

t arg

umen

ts

and/

or n

arra

tives

and

/or e

xplic

atio

ns o

f te

chni

cal i

ssue

s an

d pr

oces

s, in

two

med

ia, t

o ge

nera

l and

spe

cific

aud

ienc

es

B7:

In

a la

ngua

ge o

ther

than

Eng

lish,

and

ei

ther

ora

lly o

r in

writ

ing,

con

duct

s an

inqu

iry

with

a n

on-E

nglis

h-la

ngua

ge s

ourc

e co

ncer

ning

info

rmat

ion,

con

ditio

ns,

tech

nolo

gies

, and

/or p

ract

ices

in h

is/h

er m

ajor

fie

ld

See

appe

ndic

es

MU

AP

495

Seni

or R

ecita

l

B8:

With

one

or m

ore

oral

inte

rlocu

tors

or

colla

bora

tors

, adv

ance

s an

arg

umen

t or

desi

gns

an a

ppro

ach

to re

solv

ing

a so

cial

, pe

rson

al, o

r eth

ical

dile

mm

a

Civ

ic L

earn

ing:

The

se o

bjec

tives

rely

con

side

rabl

y on

out

-of-

clas

sroo

m e

xper

ienc

es, c

ombi

ning

bot

h kn

owle

dge

and

a co

mm

itmen

t to

act

ion,

as

wel

l as

the

deve

lopm

ent o

f a c

apac

ity fo

r ana

lytic

inqu

iry, r

efle

ctio

n, a

nd e

ngag

emen

t with

div

erse

per

spec

tives

.

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ocia

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

A1:

Des

crib

es h

is/h

er o

wn

civi

c an

d cu

ltura

l ba

ckgr

ound

, inc

ludi

ng it

s or

igin

s an

d de

velo

pmen

t, as

sum

ptio

ns a

nd p

redi

spos

ition

s

A2:

Des

crib

es d

iver

se p

ositi

ons,

his

toric

al

and

cont

empo

rary

, on

sele

cted

dem

ocra

tic

valu

es o

r pra

ctic

es, a

nd p

rese

nts

his/

her o

wn

posi

tion

on a

spe

cific

pro

blem

whe

re o

n or

m

ore

of th

ese

valu

es o

r pra

ctic

es a

re in

volv

ed

A3:

Tak

es a

n ac

tive

role

in a

com

mun

ity

cont

ext (

wor

k, s

ervi

ce, c

o-cu

rric

ular

act

iviti

es,

etc.

) and

exa

min

es th

e ci

vic

issu

es

enco

unte

red

and

the

insi

ghts

gai

ned

from

the

com

mun

ity e

xper

ienc

e

Bac

cala

urea

te S

tude

nt L

earn

ing

Obj

ectiv

e Si

mila

r Pr

ogra

m S

LO

Pr

ogra

m C

ours

es th

at

addr

ess t

his S

LO

A

sses

smen

t

B1:

Exp

lain

s di

vers

e po

sitio

ns, i

nclu

ding

th

ose

of d

iffer

ent c

ultu

ral,

econ

omic

&

geog

raph

ic in

tere

sts,

on

a co

ntes

ted

issu

e, a

nd

eval

uate

s th

e is

sue

in li

ght o

f bot

h th

ose

inte

rest

s an

d ev

iden

ce d

raw

n fr

om jo

urna

lism

an

d sc

hola

rshi

p

B2:

Dev

elop

s an

d ju

stifi

es a

pos

ition

on

a pu

blic

issu

e an

d re

late

s th

e po

sitio

n ta

ken

to

alte

rnat

ive

view

s w

ithin

the

com

mun

ity/p

olic

y en

viro

nmen

t

B3:

Col

labo

rate

s w

ith o

ther

s in

dev

elop

ing

and

impl

emen

ting

an a

ppro

ach

to a

civ

ic is

sue,

ev

alua

tes

the

stre

ngth

s an

d w

eakn

esse

s of

the

proc

ess

and,

whe

re a

pplic

able

, the

resu

lt

High Impact Practices See the explanation of terms in the Appendices for descriptions of these HIPs. Please note that you are not necessarily expected to utilize every HIP in the list below.

HIP Description of how this HIP fits into this program First year Seminars In our first year course, students are provided with time-management skills

and tutoring to help them succeed in this degree. Common Intellectual Experiences

Learning Communities

Our learning community provides a wealth of “other” information on being a musician and how to prepare for life after graduation (e.g. career

guidance, resume building, etc.) Writing Intensive Courses

In our music history courses, students must write a final paper in addition to concert reviews. This helps them not only hone their writing skills, but

gets them thinking analytically about their craft. Active and Collaborative Learning

Through ensembles (major and chamber), our students learn how to come together for one goal and create an overall performance together.

Undergraduate Research Experiences

Diversity/Global Learning (including Study Abroad)

Due to the ever-growing library of classical and world music, our students are constantly exposed to music from around the world. Additionally, we

have an active schedule of travel studies.

Service or Community-based Learning

In music, our performances on campus and off are for the community. There is an instilled sense of community service in the very nature of our

art and that is cultivated throughout the department.

Internship or Field Experience

We are striving to develop more internships and maintain a current catalog of those opportunities. Most of our students are education students and do

have student teaching as their internship or field experience. Capstone Courses and Projects

Our Bachelor of Arts in Music degree has a capstone project that is designed to help encompass each student’s own experience and learning

while pursuing their degree. E-Portfolios

Appendices Explanations of Terms

High-Impact Educational Practices A Brief Overview

Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008)

High-Impact Educational Practices: A Brief Overview

The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts.

On many campuses, assessment of student involvement in active learning practices such as these has made it possible to assess the practices’ contribution to students’ cumulative learning. However, on almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning. Presented below are brief descriptions of high-impact practices that educational research suggests increase rates of student retention and student engagement. The rest of this publication will explore in more detail why these types of practices are effective, which students have access to them, and, finally, what effect they might have on different cohorts of students.

First-Year Seminars and Experiences Many schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest-quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members’ own research.

Common Intellectual Experiences The older idea of a “core” curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community. These programs often combine broad themes—e.g., technology and society, global interdependence—with a variety of curricular and co-curricular options for students.

Learning Communities The key goals for learning communities are to encourage integration of learning across courses and to involve students with “big questions” that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link “liberal arts” and “professional courses”; others feature service learning.

Writing-Intensive Courses These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.

Collaborative Assignments and Projects Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research. These may include projects that take a semester or longer to complete.

Undergraduate Research Many colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines. With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students’ early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.

Diversity/Global Learning Many colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies—which may address U.S. diversity, world cultures, or both—often explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad.

Service Learning, Community-Based Learning In these programs, field-based “experiential learning” with community partners is an instructional strategy—and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.

Internships Internships are another increasingly common form of experiential learning. The idea is to provide students with direct experience in a work setting—usually related to their career interests—and to give them the benefit of supervision and coaching from professionals in the

field. If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member.

Capstone Courses and Projects Whether they’re called “senior capstones” or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. The project might be a research paper, a performance, a portfolio of “best work,” or an exhibit of artwork. Capstones are offered both in departmental programs and, increasingly, in general education as well.

E-Portfolios An e-Portfolio is a place for students to showcase their good work from a course or academic program. There is no additional cost associated with e-portfolios created in Canvas. E-Portfolios can be used for course projects, papers, and other materials. E-Portfolios help students by providing a place to archive, reflect upon, and share their best work with faculty, scholarship committees, prospective employers, or anyone else. E-Portfolios can be used to showcase the entirety of an academic career. In addition to building an education-related e-Portfolio, students may choose to create a second, career-specific e-Portfolio highlighting co-curricular experiences to help impress potential employers. E-Portfolios in Canvas are basic websites divided into sections. E-portfolios that students create in Canvas are private, but can be shared. ------------------------------------------------------------------------------------------------ Benchmarks A Benchmark serves as a point of reference from which measurements may be made, a standard by which success may be measured or judged. Examples: 80% of students will correctly answer at least 75% of the test questions; 75% of students will score at least 3 out of 5 on the rubric for this writing assignment; Student participation will increase by 10% over the baseline established in 2014; 80% of students participating in this activity will rate it as satisfactory or better than satisfactory. Mission statement The mission statement should communicate the purpose of the program or unit in a short and simple fashion. The mission statement should make it clear what the unit intends to achieve, not only to those in the unit, but also to the University, and to the various other stakeholders (students, Board members, legislators, the public, etc.). Outcome An outcome is an end result or final product resulting from an action. Outcomes are the indicators of your unit’s effectiveness in accomplishing its mission and contributing to the overall mission of the University. Outcomes must be stated in measurable terms. The outcomes for your unit should be things over which your unit has some influence or control.

Rubrics Please insert in this area any rubrics you have agreed to use for assessment of the SLOs associated with this program.

(See following pages)

UTMDepartmentofMusicOrchestrationRubric

Exemplary–100%ofpoints

Excellent–80%ofpoints

Acceptable–60%ofpoints

Unacceptable–40%ofpoints

Organization

Thearrangementiseasytoreadandclearlynotated.Itincludesapropertitle,proper

paginationandtheinstrumentalpartsareinthecorrectpositiononthe

staff.

Thearrangementiseasytoreadandclearlynotatedbutmaynotincludeapropertitleor

properpagination.Theinstrumentalpartsareinthe

correctpositiononthestaff.

Thearrangementissomewhateasytoreadandclearlynotatedbutmaynotincludea

propertitle,properpagination.The

instrumentalpartsareinthecorrectpositiononthe

staff.

Thearrangementisnoteasytoreadornotationisunclear.Itdoesnotincludea

propertitle,properpaginationandtheinstrumentalpartsarenotinthe

correctpositiononthestaff.

Notation

Studentincludesappropriatemarkingsfordynamicsandexpression.Allnotationisinagreementwiththetimeandkeysignatures.

Studentincludesmostly

appropriatemarkingsfordynamicsandexpression.The

vastmajorityofthenotationisinagreementwiththetimeandkeysignatures.

Studentincludessomeappropriatemarkingsfordynamicsand

expression.Mostofthenotationisinagreementwiththetimeandkeysignatures.

Studentincludesnoappropriatemarkingsfordynamicsandexpression.Fewinstancesofnotationareinagreementwiththetimeandkeysignatures.

Melody

Thestudentmaintainsfidelitytotheoriginal

melodyandtreatsitappropriatelythroughoutthearrangement.

Thestudentmaintainsfidelitytotheoriginalmelodyforthemostpartand

treatsitappropriatelythroughoutthearrangement.

Thestudentmaintainsfidelitytotheoriginal

melodysomewhatandtreatsitappropriatelythroughoutthearrangementforthemostpart.

Thestudentdoesnotmaintainfidelitytotheoriginalmelodyanddoesnottreatitappropriatelythroughoutthearrangement.

Harmony/Accompaniment

Thestudentdemonstratesa

clearunderstandingoftheharmonyinthevoiceleadingandchordstructuresofthearrangementwithinminimal

errors.

Thestudentdemonstratesa

clearunderstandingoftheharmonyinthevoiceleadingandchordstructuresofthearrangement,yetafewerrors

exist.

Thestudentdemonstratesa

basicunderstandingoftheharmonyinthevoiceleadingandchordstructuresofthearrangement;however,multiple

errorsexist.

Thestudentdemonstratesa

lackofunderstandingoftheharmonyinthevoiceleadingandchordstructuresofthearrangement.

Creativity

Arrangementisinteresting,new,andmakesanoriginal

contributionthatincludessomething

previouslyunknown.

Arrangementisinteresting,new,andmakesanoriginal

contributionforthepurposesofthisassignment.

Arrangementservesthe

purposesofthisassignment.

Arrangementdoesnotservethepurposesofthisassignmentisandwhollyunoriginal.

MUSIC HISTORY RUBRIC, 113, 251 AND 252

Student Learning Outcome: To be familiar with representative pieces from the period.

§ Student will be able to identify pieces on the listening list by hearing or by sight, name their genre, composer, and date, and discuss significant features of the music.

Student Learning Outcome: To know terms and concepts important to this music.

§ Student will be able to recognize, define, and employ significant terms and concepts introduced in the readings or lectures.

Student Learning Outcome: To be aware of the genres and musical styles (including styles of individual composers) practiced during this period and be sensitive to their history.

§ Student will be able to describe the genres and musical styles represented by pieces on the listening list, to explain how these genres and styles changed over time or from one group of composers to another, and to identify the genre, salient stylistic traits, and likely composer and date of an unfamiliar piece of music.

Student Learning Outcome: To understand what various types of music were used for and how music was shaped by broad political, cultural, and economic trends and by the values of the society that produced it.

§ Student will be able to describe the broad historical context, likely social function, and probable performance circumstances for pieces on the listening list and for pieces of similar types, and say something about what those who made, heard, and paid for such pieces valued in them.

*Receiving a grade of C or higher in the course denotes a pass.

MUS 365- Voice Science & Pedagogy Student Learning Outcomes and Rubric

Student Learning Outcomes

1. Students will develop and maintain a working understanding of vocal anatomy as it applies to healthy vocal production. [Assessed by exams given.]

2. Students will develop and maintain a working understanding of the physiology of the body and voice and other concepts of vocal production beyond simple anatomy. [Assessed by exams given.]

3. Students will be able to successfully communicate the elements of proper vocal technique. [Assessed by observing student voice lesson practicum and reading final student lesson teaching journal.]

4. Students will be able to identify and correct large vocal production issues in other students. [Assessed by observing student voice lesson practicum and reading final student lesson teaching journal.]

Rubric

Student Learning Outcome

Exceeds Expectations

Meets Expectations

Below Expectations

1. Students will develop and maintain a working understanding of vocal anatomy as it applies to healthy vocal production.

2. Students will develop and maintain a working understanding of the physiology of the body and voice and other concepts of vocal production beyond simple anatomy.

3. Students will be able to successfully communicate the elements of proper vocal technique.

4. Students will be able to identify and correct large vocal production issues in other students.

CO

NC

ERT

REP

OR

T R

UB

RIC

M

US

112

**If

any

of th

ese

deta

ils a

re m

issi

ng, y

ou w

ill r

ecei

ve a

n F

for

the

assi

gnm

ent.

Be

sure

to r

ead

and

follo

w a

ll di

rect

ionsJ

**

TA

SK D

ESC

RIP

TIO

N:

Atte

nd 3

con

cert

s sp

onso

red

by th

e D

epar

tmen

t of M

usic

(or

anot

her

conc

ert a

ppro

ved

by th

e in

stru

ctor

) and

wri

te a

con

cert

rep

ort

for

each

(3 r

epor

ts to

tal).

Any

con

cert

pos

ted

on th

e D

epar

tmen

t of M

usic

Cal

enda

r of

Eve

nts

is a

ccep

tabl

e an

d do

es n

ot r

equi

re

inst

ruct

or a

ppro

val.

A m

usic

al e

vent

not

on

that

cal

enda

r ne

eds

to b

e ap

prov

ed b

y in

stru

ctor

, in

adva

nce.

*Y

ou w

ill n

eed

your

SK

YH

AW

K C

AR

D, i

f you

att

end

an o

n-ca

mpu

s co

ncer

t, t

o gi

ve t

o th

e us

her.

R

EPO

RT

INST

RU

CTI

ON

S:

1. A

ttend

an

appr

oved

con

cert

(if y

ou a

re u

nsur

e, p

leas

e as

k D

r. T

hom

an)

2. P

rint

out

a c

opy

of th

e pr

ogra

m, p

ut y

our

nam

e on

it a

nd a

ttach

to y

our

repo

rt.

3. W

rite

a 2

-3 p

age

repo

rt th

at in

clud

es th

e fo

llow

ing

info

rmat

ion:

a. B

rief

ly d

escr

ibe

the

loca

tion

and

look

of t

he v

enue

whe

re th

is m

usic

is b

eing

per

form

ed a

s w

ell a

s w

hat

ens

embl

e/in

stru

men

tatio

n be

ing

used

b. D

iscu

ss th

e fo

llow

ing

(you

do

not n

eed

to d

iscu

ss e

very

pie

ce o

n th

e pr

ogra

m):

-W

hat y

ou li

ked/

disl

iked

abo

ut it

(#5)

-W

hat m

ight

be

the

purp

ose

of a

nd/o

r in

spir

atio

n be

hind

this

mus

ic (#

4)

-How

doe

s th

is m

usic

rep

rese

nt th

e cu

lture

it c

omes

from

and

wha

t is

its v

alue

(#4)

-D

escr

ibe

the

mus

ical

sty

le a

nd fo

rm u

sing

voc

abul

ary

and

term

s w

e ha

ve d

iscu

ssed

in c

lass

(#2

& #

3)

4. Y

ou m

ust

use

1 ou

tsid

e ac

adem

ic s

ourc

e (n

ot in

clud

ing

your

text

book

) for

info

rmat

ion

to b

e us

ed in

you

r re

port

. Rem

embe

r,

Wik

iped

ia a

nd o

ther

web

site

s lik

e it

are

NO

T ac

adem

ic s

ourc

es.

If yo

u ha

ve q

uest

ions

abo

ut r

elia

ble,

trus

ted

acad

emic

so

urce

s pl

ease

ask

me.

Ple

ase

visi

t the

libr

ary

for

acad

emic

art

icle

s, jo

urna

ls, b

ooks

, vid

eos,

rec

ordi

ngs,

etc

. I a

lso

enco

urag

e yo

u to

use

the

onlin

e da

taba

ses

like

Oxf

ord

Mus

ic O

nlin

e (G

rove

) rat

her

than

“G

oogl

ing”

the

info

rmat

ion.

5.

Inc

lude

a s

epar

ate

title

pag

e w

ith y

our

nam

e, d

ate

the

repo

rt is

due

, and

title

of r

epor

t (ex

. Con

cert

Rep

ort #

1)

6. I

nclu

de T

urab

ian

styl

e ci

tatio

ns o

n a

sepa

rate

bib

liogr

aphy

pag

e at

the

end

of y

our

repo

rt.

7.

The

rep

ort m

ust b

e a

2-3

page

s (n

ot in

clud

ing

the

bibl

iogr

aphy

or

title

pag

es) o

f dou

ble

spac

ed te

xt th

at is

12-

poin

t fon

t with

1

inch

top

and

botto

m m

argi

ns a

nd 1

.25

inch

es o

n le

ft an

d ri

ght m

argi

ns, s

tapl

ed, W

ord

docu

men

t in

pape

r fo

rm.

DU

E D

ATE

S: R

epor

t #1

due

9.26

, Rep

ort #

2 du

e 10

.21,

Rep

ort #

3 du

e 11

.16

- N

O L

ATE

WO

RK

AC

CEP

TED

GR

AD

ING

CR

ITER

IA

A/B

B

/C

D/F

PO

INTS

1.

PR

OPE

R G

RA

MM

AR,

SPEL

LIN

G, C

ITA

TIO

NS

Con

sist

ent u

se o

f cor

rect

gr

amm

ar, s

pelli

ngs,

ci

tatio

ns, a

nd fo

rmat

ting

and

orga

niza

tion

of id

eas,

(n

o er

rors

).

(17.

5-20

)

Fair

ly c

onsi

sten

t use

of

corr

ect g

ram

mar

, spe

lling

s an

d ci

tatio

ns (2

-5 e

rror

s.)

(1

5.5-

17)

Mor

e th

an 5

gra

mm

atic

al,

spel

ling

or c

itatio

n er

rors

.

(15

or lo

wer

)

20

2. M

USI

CA

L TE

RM

S

App

ropr

iate

and

con

sist

ent

use

of m

usic

al te

rms.

(14-

15)

Mos

tly a

ppro

pria

te a

nd

cons

iste

nt u

se o

f mus

ical

te

rms.

(1

2-13

)

Inap

prop

riat

e an

d in

cons

iste

nt u

se o

f mus

ical

te

rms.

(1

2 or

low

er)

15

3. A

NA

LYSI

S O

F M

USI

CA

L

(IN

STR

UM

ENTA

TIO

N,

STY

LE, F

OR

M E

TC.)

Car

eful

ly a

nd c

onsi

sten

tly

obse

rves

and

acc

urat

ely

desc

ribe

s th

e el

emen

ts o

f th

e m

usic

al w

ork

and

thei

r re

latio

nshi

p to

its

over

all

stru

ctur

e.

(14-

15)

Occ

asio

nally

obs

erve

s an

d de

scri

bes,

with

few

err

ors,

th

e el

emen

ts o

f the

mus

ical

w

ork

and

thei

r re

latio

nshi

p to

the

over

all s

truc

ture

.

(12-

13)

Fails

to o

bser

ve th

e el

emen

ts o

f the

mus

ical

w

ork

and

thei

r re

latio

nshi

p to

the

over

all s

truc

ture

, an

d/or

inco

rrec

tly d

escr

ibes

th

e el

emen

ts o

f the

mus

ical

w

ork

and

thei

r re

latio

nshi

p to

the

over

all s

truc

ture

. (1

2 or

low

er)

15

4. H

OW

TH

E M

USI

C

EXPR

ESSE

S TH

E C

ULT

UR

E

AN

D V

ALU

ES O

F IT

S TI

ME

AN

D P

LAC

E

Effe

ctiv

ely

desc

ribe

s th

e in

tera

ctio

n of

cul

tura

l co

ntex

t, co

mpo

sers

’ /ar

tists

’ liv

es a

nd th

eir

wor

ks;

inte

rpre

ts th

e co

ntri

butio

n of

com

pose

rs’/a

rtis

ts’ w

orks

in

rel

atio

n to

val

ues,

tim

e,

plac

e an

d th

e br

oade

r cu

lture

from

whi

ch th

e m

usic

em

erge

d.

(22-

25)

Inte

rpre

ts th

e co

ntri

butio

n of

com

pose

rs’/a

rtis

ts’ w

orks

in

rel

atio

n to

val

ues,

tim

e,

plac

e an

d th

e br

oade

r cu

lture

from

whi

ch th

e m

usic

em

erge

d.

(1

7.5-

21.5

)

Doe

s no

t int

erpr

et m

usic

in

its b

road

er c

ultu

ral c

onte

xt.

(1

7 or

low

er)

25

5. P

ERSO

NA

L A

ESTH

ETIC

PER

SPEC

TIV

E

Cle

arly

and

effe

ctiv

ely

artic

ulat

es a

n ae

sthe

tic

resp

onse

to m

usic

al w

orks

us

ing

appr

opri

ate

conc

epts

an

d re

leva

nt in

form

atio

n.

(22-

25)

Art

icul

ates

an

aest

hetic

re

spon

se to

mus

ical

wor

ks

usin

g ap

prop

riat

e co

ncep

ts

and

rele

vant

info

rmat

ion.

(17.

5-21

.5)

Doe

s no

t art

icul

ate

an

aest

hetic

res

pons

e to

mus

ic.

(1

7 or

low

er)

25

UTMDepartmentofMusicChoralArrangingRubric

ExemplaryExcellentAcceptable UnacceptableOrganization Thearrangement

iseasytoreadandclearlynotated.It

includesapropertitle,properpaginationandthevoicepartsareinthecorrectpositiononthe

staff.

Thearrangementiseasytoreadandclearlynotated.It

includesapropertitle,properpaginationandthevoicepartsareinthecorrectpositiononthe

staff.

Thearrangementissomewhat

easytoreadandclearlynotatedbutmaynot

includeapropertitle,properpaginationandthevoicepartsareinthecorrectpositiononthe

staff.

Thearrangementisnoteasyto

readornotationisunclear.It

doesnotincludeapropertitle,

properpaginationandthevoicepartsarenotinthecorrectpositiononthestaff.

Notation Studentincludesappropriatemarkingsfordynamicsandexpression.Allwordrhythmsandthenotationareinagreementwiththetimeandkeysignatures.

Studentincludesmostlyappropriatemarkingsfordynamicsandexpression.Thevastmajorityofwordrhythmsandthenotationareinagreementwiththetimeandkeysignatures.

Studentincludessomeappropriatemarkingsfordynamicsandexpression.Mostwordrhythmsandsomeofthenotationareinagreementwiththetimeandkeysignatures.

Studentincludesnoappropriatemarkingsfordynamicsandexpression.Fewwordrhythmsornotesareinagreementwiththetimeandkeysignatures.

Melody Thestudentmaintains

fidelitytotheoriginalmelodyandtreatsitappropriatelythroughoutthearrangement.

Thestudentmaintains

fidelitytotheoriginalmelodyforthemostpartandtreatsitappropriatelythroughoutthearrangement.

Thestudentmaintains

fidelitytotheoriginalmelodysomewhatand

treatsitappropriatelythroughoutthearrangementforthemostpart.

Thestudentdoesnotmaintainfidelitytotheoriginalmelodyanddoesnottreatit

appropriatelythroughoutthearrangement.

Harmony Thestudentdemonstratesa

clearunderstandingoftheharmonyinthevoiceleading

andchordstructuresofthearrangementwithinminimal

Thestudentdemonstratesa

clearunderstandingoftheharmonyinthevoiceleading

andchordstructuresofthearrangement,yetafewerrors

Thestudentdemonstratesa

basicunderstandingoftheharmonyinthevoiceleading

andchordstructuresofthearrangement;however,

Thestudentdemonstratesa

lackofunderstandingoftheharmonyinthevoiceleading

andchordstructuresofthearrangement.

errors. exist. multipleerrorsexist.

Creativity Arrangementisinteresting,new,andmakesanoriginal

contributionthatincludessomethingpreviouslyunknown.

Arrangementisinteresting,new,andmakesanoriginal

contributionforthepurposesofthisassignment.

Arrangementservesthe

purposesofthisassignment.

Arrangementdoesnotservethepurposesofthisassignmentisandwhollyunoriginal.

Accompaniment Theaccompanimentisconsistent

withthestyleofthearrangement.Itsupportsthemelodicandharmonic

structureofthevocalpartsandisconsistentwith

thetext.

Theaccompaniment

ismostlyconsistentwiththestyleofthearrangement.Itsupportsthemelodicandharmonic

structureofthevocalpartsandis

mostlyconsistentwith

thetext.

Theaccompanimentissomewhatconsistentwiththestyleofthearrangement.Itsupportsthemelodicandharmonic

structureofthevocalpartsandis

somewhatconsistentwith

thetext.

Theaccompanimentisnotconsistentwiththestyleofthearrangement.

Itdoesnotsupportthemelodicandharmonic

structureofthevocalpartsandispredominantlyinconsistentwith

thetext.

301BeginningImprovisationRubricCoursedescription:301BeginningImprovisation(1)Thiscoursewillintroducestudentstothemethodsandpedagogyofjazzimprovisationontheirappliedinstruments.Contentwillincludejazzharmonyandscales,eartraining,jazzform,repertoireanddiscography,andfunctionaljazzpiano.

StudentLearningOutcome:

Developanunderstandingofjazzharmony.

Thestudentwillbeableto:

• Translatecommonchordsymbolsintochords;• Identifycommonprogressionsandmodulations.StudentLearningOutcome:

Recognizeandunderstandcommonjazzforms. Thestudentwillbeableto:

• Identifyandwritechordsandsymbolsfor12-barbluesand32-barAABAform;• Composeandplayabasslinemelodyfor12-barbluesformand32-barAABA

form.StudentLearningOutcome:

Relateknowledgeofjazztheorytoimprovisationthrougheartraining.

Thestudentwillbeableto:

• Identifychordquality;• Identifybasicchordprogressions;• Identify12-barbluesandAABAforms;• Transcribeandperformanimprovisedsolo.StudentLearningOutcome:

Learntocomposeandimprovisemelodiesoverchordsandforms.

Thestudentwillbeableto:

• Playarpeggiosformajor,minor,anddominantseventhchords;• Playcommonscalesandmodes;

• Transposesimplemotivesinto12keys.StudentLearningOutcome:

Developbasicjazzpianoskills.Thestudentwillbeable:

• ToplayabasicII7-V7-I7progressioninallmajorkeysonpiano.• Play12-barbluesharmoniesonpianoStudentLearningOutcome:

Befamiliarwiththehistoryofjazzandrepertoire.Thestudentwill:

• Beabletoidentifymajorstylistictrendsinjazz• Befamiliarwithnotableperformersanddiscography;

UTM Department of Music Applied Lesson Grading Rubric

A Outstanding

B Proficient

C Satisfactory

D Poor

E Unsatisfactory

TECHNIQUE Tone production, overall facility

Excellent control. Tone is refined and consistent.

Adequate control. Lapses are infrequent.

Tone is inconsistent due to improper technique.

Tone is uncharac-teristic due to faulty technique.

The student has an unexcused absence.

ACCURACY Pitch & rhythm accuracy, tempo consistency

Excellent accuracy of pitch, rhythm, and tempo.

Adequate accuracy. Lapses are rare.

Inconsistent accuracy, perhaps with some noticeable hesitation.

Poor accuracy of pitch and/or rhythm.

The student has an unexcused absence.

MUSICIANSHIP Expression, style, artistry

Stylistic markings are observed consistently and are shaded according to the student’s interpretation.

Stylistic markings are observed, but the performance lacks nuance.

Stylistic markings are observed, but somewhat mechanically and with a limited range.

Little attention is given to dynamics, articulation, expression and phrasing.

The student has an unexcused absence.

OVERALL PERFORMANCE Stage Presence, Execution

Performance is refined and engaging. Student shows poise and confidence.

Performance is successful but the student lacks a strong stage presence.

Performance suffers due to a lack of confidence or attention to presentation.

Aspects of presentation are ignored (i.e. inappropriate dress)

The student has an unexcused absence.

ASSIGNMENT INTEGRITY Preparation of assigned material

Outstanding preparation of assigned material.

Preparation is clearly evident, but some gaps remain.

Some preparation, but with insufficient attention to areas of difficulty.

A complete lack of preparation is obvious.

The student has an unexcused absence.

Comments Grade

TECHNIQUE:

ACCURACY:

MUSICIANSHIP:

OVERALL PERFORMANCE:

ASSIGNMENT INTEGRITY:

OVERALL GRADE:

MUSICIANSHIP: EXPRESSION, STYLE, ARTISTRY TECHNIQUE: TONE PRODUCTION, TEMPO & PITCH ACCURACY OVERALL PERFORMANCE: STAGE PRESENCE, EXECUTION, ASSIGNMENT INTEGRITY: Technique Technique Tone production Tone Quality Accuracy & Tempo conrtol *instrument-specific concerns should be addressed in the comments field.

Objective 5 Exceptional 4 Skilled 3 Proficient 2 Developing 1 Inadequate

Use elements of music to describe music, aurally and

visually

When describing scores and recordings, student always uses elements of music and musical terms

correctly.

When describing scores and recordings, student often uses elements of

music and musical terms correctly.

When describing scores and recordings, student

usually uses elements of music and musical terms

correctly.

When describing scores and recordings, student

sometimes uses elements of music and

musical terms correctly.

When describing scores and recordings, student

does not use elements of music and musical terms

correctly (or at all).

Determine phrase and period

structure, both aurally and visually

Student always labels phrases, cadences, and keys correctly and uses

those labels to accurately identify periods.

Student frequently labels phrases, cadences, and keys correctly and uses

those labels to accurately identify periods.

Student usually labels phrases, cadences, and keys correctly and uses

those labels to accurately identify periods.

Student sometimes labels phrases,

cadences, and keys correctly and uses those

labels to accurately identify periods.

Student does not label phrases, cadences, and keys correctly and does not use those labels to

accurately identify periods.

Recognize and identify the

common formal types found in

tonal music, aurally and/or visually

Student always analyzes form accurately by

identifying sections, subsections, keys, and

cadences.

Student frequently analyzes form accurately

by identifying sections, subsections, keys, and

cadences.

Student usually analyzes form accurately by

identifying sections, subsections, keys, and

cadences.

Student sometimes analyzes form accurately

by identifying sections, subsections, keys, and

cadences.

Student does not analyze form accurately by

identifying sections, subsections, keys, and

cadences.

Distinguish between stylistic eras, aurally and

visually

Student always uses the elements of music

correctly to describe styles of different eras when analyzing scores

and/or recordings.

Student frequently uses the elements of music correctly to describe

styles of different eras when analyzing scores

and/or recordings.

Student usually uses the elements of music

correctly to describe styles of different eras when analyzing scores

and/or recordings.

Student sometimes uses the elements of music correctly to describe

styles of different eras when analyzing scores

and/or recordings.

Student does not use the elements of music

correctly to describe styles of different eras when analyzing scores

and/or recordings.

Demonstrate knowledge of the

relationship between theory,

history and performance

Student always uses observations about form

and the elements of music to place a score or recording in the correct

stylistic era AND to affect his/her interpretive

decisions.

Student frequently uses observations about form

and the elements of music to place a score or recording in the correct

stylistic era AND to affect his/her interpretive

decisions.

Student usually uses observations about form

and the elements of music to place a score or recording in the correct

stylistic era AND to affect his/her interpretive

decisions.

Student sometimes uses observations about form

and the elements of music to place a score or recording in the correct

stylistic era AND to affect his/her interpretive

decisions.

Student does not use observations about form

and the elements of music to place a score or recording in the correct

stylistic era AND to affect his/her interpretive

decisions.

MUS 420 Form and Analysis

Rubricfo

rBAProject

Grad

eA

BC

DF

PointA

llocatio

n7-8

5-6

3-4

1-2

0Co

nten

t

Excellentcon

tent;very

carefullyorgan

ized;

logicalpresentationof

ideas

Approp

riatecon

tent;

wellorgan

ized;goo

dpresen

tatio

nofideas

Adeq

uatecon

tent;

averageorganizatio

n;

ideasd

ono

talways

flowwell

Adeq

uatecon

tent;

averageorganizatio

n;

poorpresentationof

ideas

Poorcon

tent;

organizatio

nlacking;

ideasd

ono

tfollow

well

Research

Eviden

ceofm

ature,

thorou

ghre

search

Eviden

ceofg

ood

research

Eviden

ceofm

oderate

effortsa

tresearch

Someresearchwork

eviden

tLittleorn

oeviden

ce

ofre

search

Visuals

(ifapp

licab

le)

Enha

nced

the

presen

tatio

n;timing

well-p

lann

ed

Well-cho

sen;timing

approp

riate

Mod

eratelyeffective;

timingad

equa

te

Limite

dan

d/orpoo

rly

relatedtom

aterial;

awkw

ardtim

ing

Ineffectivechoices;

timingno

twell-

executed

Performan

ce

(ifapp

licab

le)

Well-cho

sento

enha

ncetext;sup

erb

performan

ce

Good

examples;

performan

cewell-

done

Exam

plesapp

ropriate

toth

etext;stand

ard

performan

ce

Mod

erately

approp

riate

exam

ples;m

ediocre

performan

ce

Poorcho

ices;

performan

celacking

insk

ill

Presen

tatio

nSkills

Excellentstage

presen

ce;con

sistently

cleard

ictio

n;well-

mod

ulated

speaking

voice

Verygoo

dstage

presen

ce;clear

diction;pleasan

tspeaking

voice

Good

stage

presen

ce;m

ostw

ords

unde

rstood

;stand

ard

speaking

voice

Poorstagepresen

ce;

man

ywordsnot

unde

rstood

;awkw

ard

vocalinflection

Verypoo

rstage

presen

ce;large

numbe

rofw

ordsnot

unde

rstood

;very

awkw

ardvocal

infle

ction

A (Outstanding) B (Proficient) C (Satisfactory) D (Marginal) F (Unsatisfactory)5 4 3 2 1

Mechanics:note accuracy, tempo, breathing, rhythm

Skills: tone production, articulation, timbre, intonation, diction

Interpretation: phrasing, dynamics, style

Presentation: communication, stage presence, appearance, text

Average Grade

MechanicsSkills

InterpretationPresentation

MechanicsSkills

InterpretationPresentation

MechanicsSkills

InterpretationPresentation

MechanicsSkills

InterpretationPresentation

All Areas

Very good execution and very well-projected

tone

Very well-prepared musically, consistently

accurate and secure technique

Junior/Senior Recital Rubric

F (Unsatisfactory)Performance does not meet guidelines listed above.

Audience is attentive for most of performance. Performers stage presence is adequate, but lacks confidence.

Performance is negatively and profoundly affected by problems in articulation, tone quality, and/or intonation.

D (Marginal)

Audience is somewhat inattentive. Performer does not have adequate stage presence (forgets to bow, etc).Selection is performed with attention to stylistic markings. Range of articulation or dynamics is extremely narrow. Significant and recurring problem in clarity of articulation, tone or intonation. Marked improvement from prior performances is not evident.Errors are common or recurring. Most problems pointed out in lessons are played correctly. Piece is played at a tempo noticeably slower or faster than marked.

Significant errors throughout. Problems addressed in lessons have not improved. Performance is significantly under tempo or tempo is unsteady. Student

B (Proficient)

A (Outstanding)

C (Satisfactory)

Attention to stylistic markings is haphazard. Contrast in dynamic and articulation is slight. Phrases lack direction and piece has no large-scale shape.Audience stares at floor. Performer is inappropriately dressed or appears poorly prepared and uneasy.

A few significant errors or a few passages missed in notes or rhythms. Problems pointed out in lessons are played correctly. Performance is at or near marked Areas of piece show slight problems in clarity of articulation, tone, or intonation. Improvement can be heard from prior performances in all areas of tone Selection is performed with attention to stylistic markings. Range of articulation or dynamics is somewhat compressed.

Audience is attentive and engaged throughout performance. Student is dressed appropriately and has a powerful stage presence. Presentation is professional

Missed notes or rhythms are rare and isolated. Problems pointed out in lessons are played correctly. Performance is at or near marked tempo and student

Professionally connects physically with energy and

confidence through eye contact, proper attire,

gestures, text, and memorization (if applicable)

Well-established energy and confidence through

eye contact, proper attire, gestures, text, and

memorization (if applicable)

Selection is performed with clear, resonant sound that projects throughout the performance space. Significant improvement can be heard from prior Selection is performed with attention to stylistic markings and shows at least beginning of development of student’s own ideas. A wide range of dynamics and

Good use of eye contact and gestures, and

execution of text and memorization (if

applicable)

Inconsistent or tentative use of eye contact and

gestures, errors with text and memorization (if

applicable)

Incapable to communciate

physically, poor execution of text and memorization

(if applicable)

Grade

Well-prepared musically, secure

technique

Fundamentally good technique

Marginal execution of technique with fair amount

of technical errors

Good execution and well-projected tone

No understanding of stylistic choices and

expressions

Insecure and Inaccurate technique

Poor execution and tone production

Fair execution and generally consistent tone

production

Inconsistent execution and tone production

Inconsistent or tentative stylistic choices

and expressions

Fair understanding of stylistic choices and

expressions

Good understanding of stylistic choices and

expressions

Sophisticated understanding of stylistic choices and expressions

Gen

eral

Edu

cato

r Rub

ric: I

nstr

uctio

n 1

Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Stan

dard

s and

O

bjec

tives

• Al

l lea

rnin

g ob

ject

ives

are

cle

arly

and

exp

licitl

y co

mm

unic

ated

, con

nect

ed to

stat

e st

anda

rds a

nd

refe

renc

ed th

roug

hout

less

on.

• Su

b-ob

ject

ives

are

alig

ned

and

logi

cally

se

quen

ced

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

: (a)

con

siste

ntly

co

nnec

ted

to w

hat s

tude

nts h

ave

prev

ious

ly

lear

ned,

(b) k

now

from

life

exp

erie

nces

, and

(c)

inte

grat

ed w

ith o

ther

disc

iplin

es.

• Ex

pect

atio

ns fo

r stu

dent

per

form

ance

are

cle

ar,

dem

andi

ng, a

nd h

igh.

•

Ther

e is

evid

ence

that

mos

t stu

dent

s de

mon

stra

te m

aste

ry o

f the

dai

ly o

bjec

tive

that

su

ppor

ts si

gnifi

cant

pro

gres

s tow

ards

mas

tery

of

a st

anda

rd.

• M

ost l

earn

ing

obje

ctiv

es a

re c

omm

unic

ated

, co

nnec

ted

to st

ate

stan

dard

s and

refe

renc

ed

thro

ugho

ut le

sson

. •

Sub-

obje

ctiv

es a

re m

ostly

alig

ned

to th

e le

sson

’s

maj

or o

bjec

tive.

•

Lear

ning

obj

ectiv

es a

re c

onne

cted

to w

hat

stud

ents

hav

e pr

evio

usly

lear

ned.

•

Expe

ctat

ions

for s

tude

nt p

erfo

rman

ce a

re c

lear

. •

Ther

e is

evid

ence

that

mos

t stu

dent

s de

mon

stra

te m

aste

ry o

f the

dai

ly o

bjec

tive

that

su

ppor

ts si

gnifi

cant

pro

gres

s tow

ards

mas

tery

of

a st

anda

rd.

• Fe

w le

arni

ng o

bjec

tives

are

com

mun

icat

ed,

conn

ecte

d to

stat

e st

anda

rds a

nd re

fere

nced

th

roug

hout

less

on.

• Su

b-ob

ject

ives

are

inco

nsist

ently

alig

ned

to th

e le

sson

’s m

ajor

obj

ectiv

e.

• Le

arni

ng o

bjec

tives

are

rare

ly c

onne

cted

to w

hat

stud

ents

hav

e pr

evio

usly

lear

ned.

•

Expe

ctat

ions

for s

tude

nt p

erfo

rman

ce a

re v

ague

. •

Ther

e is

evid

ence

that

few

stud

ents

dem

onst

rate

m

aste

ry o

f the

dai

ly o

bjec

tive

that

supp

orts

sig

nific

ant p

rogr

ess t

owar

ds m

aste

ry o

f a

stan

dard

.

Mot

ivat

ing

Stud

ents

• Th

e te

ache

r con

siste

ntly

org

anize

s the

con

tent

so

that

it is

per

sona

lly m

eani

ngfu

l and

rele

vant

to

stud

ents

. •

The

teac

her c

onsis

tent

ly d

evel

ops l

earn

ing

expe

rienc

es w

here

inqu

iry, c

urio

sity,

and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her r

egul

arly

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r som

etim

es o

rgan

izes t

he c

onte

nt so

th

at it

is p

erso

nally

mea

ning

ful a

nd re

leva

nt to

st

uden

ts.

• Th

e te

ache

r som

etim

es d

evel

ops l

earn

ing

expe

rienc

es w

here

inqu

iry, c

urio

sity,

and

ex

plor

atio

n ar

e va

lued

. •

The

teac

her s

omet

imes

rein

forc

es a

nd re

war

ds

effo

rt.

• Th

e te

ache

r rar

ely

orga

nize

s the

con

tent

so th

at it

is

pers

onal

ly m

eani

ngfu

l and

rele

vant

to st

uden

ts.

• Th

e te

ache

r rar

ely

deve

lops

lear

ning

exp

erie

nces

w

here

inqu

iry, c

urio

sity,

and

exp

lora

tion

are

valu

ed.

• Th

e te

ache

r rar

ely

rein

forc

es a

nd re

war

ds e

ffort

.

Pres

entin

g In

stru

ctio

nal

Cont

ent

Pres

enta

tion

of c

onte

nt a

lway

s inc

lude

s:

• vi

sual

s tha

t est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al su

mm

arie

s of t

he le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

for

new

con

cept

s and

idea

s;

• ef

fect

ive

mod

elin

g of

thin

king

pro

cess

by

the

teac

her a

nd/o

r stu

dent

s gui

ded

by th

e te

ache

r to

dem

onst

rate

per

form

ance

exp

ecta

tions

; •

conc

ise c

omm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n;

• no

irre

leva

nt, c

onfu

sing,

or n

on-e

ssen

tial

info

rmat

ion.

Pres

enta

tion

of c

onte

nt m

ost o

f the

tim

e in

clud

es:

• vi

sual

s tha

t est

ablis

h th

e pu

rpos

e of

the

less

on,

prev

iew

the

orga

niza

tion

of th

e le

sson

, and

in

clud

e in

tern

al su

mm

arie

s of t

he le

sson

; •

exam

ples

, illu

stra

tions

, ana

logi

es, a

nd la

bels

for

new

con

cept

s and

idea

s;

• m

odel

ing

by th

e te

ache

r to

dem

onst

rate

pe

rfor

man

ce e

xpec

tatio

ns;

• co

ncise

com

mun

icat

ion;

•

logi

cal s

eque

ncin

g an

d se

gmen

ting;

•

all e

ssen

tial i

nfor

mat

ion;

•

no ir

rele

vant

, con

fusin

g, o

r non

-ess

entia

l in

form

atio

n.

Pres

enta

tion

of c

onte

nt ra

rely

incl

udes

: •

visu

als t

hat e

stab

lish

the

purp

ose

of th

e le

sson

, pr

evie

w th

e or

gani

zatio

n of

the

less

on, a

nd

incl

ude

inte

rnal

sum

mar

ies o

f the

less

on;

• ex

ampl

es, i

llust

ratio

ns, a

nalo

gies

, and

labe

ls fo

r ne

w c

once

pts a

nd id

eas;

•

mod

elin

g by

the

teac

her t

o de

mon

stra

te

perf

orm

ance

exp

ecta

tions

; •

conc

ise c

omm

unic

atio

n;

• lo

gica

l seq

uenc

ing

and

segm

entin

g;

• al

l ess

entia

l inf

orm

atio

n;

• no

irre

leva

nt, c

onfu

sing,

or n

on-e

ssen

tial

info

rmat

ion.

Less

on S

truc

ture

an

d Pa

cing

• Th

e le

sson

star

ts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

cohe

rent

, with

a

begi

nnin

g, m

iddl

e, a

nd e

nd.

• Th

e le

sson

star

ts p

rom

ptly

. •

The

less

on's

stru

ctur

e is

cohe

rent

, with

a

begi

nnin

g, m

iddl

e, a

nd e

nd.

• Th

e le

sson

doe

s not

star

t pro

mpt

ly.

• Th

e le

sson

has

a st

ruct

ure,

but

may

be

miss

ing

clos

ure

or in

trod

ucto

ry e

lem

ents

.

Gen

eral

Edu

cato

r Rub

ric: I

nstr

uctio

n 2

• Th

e le

sson

incl

udes

tim

e fo

r ref

lect

ion.

•

Paci

ng is

bris

k an

d pr

ovid

es m

any

oppo

rtun

ities

fo

r ind

ivid

ual s

tude

nts w

ho p

rogr

ess a

t diff

eren

t le

arni

ng ra

tes.

•

Rout

ines

for d

istrib

utin

g m

ater

ials

are

seam

less

. •

No

inst

ruct

iona

l tim

e is

lost

dur

ing

tran

sitio

ns.

• Pa

cing

is a

ppro

pria

te a

nd so

met

imes

pro

vide

s op

port

uniti

es fo

r stu

dent

s who

pro

gres

s at

diffe

rent

lear

ning

rate

s.

• Ro

utin

es fo

r dist

ribut

ing

mat

eria

ls ar

e ef

ficie

nt.

• Li

ttle

inst

ruct

iona

l tim

e is

lost

dur

ing

tran

sitio

ns.

• Pa

cing

is a

ppro

pria

te fo

r les

s tha

n ha

lf of

the

stud

ents

and

rare

ly p

rovi

des o

ppor

tuni

ties f

or

stud

ents

who

pro

gres

s at d

iffer

ent l

earn

ing

rate

s.

• Ro

utin

es fo

r dist

ribut

ing

mat

eria

ls ar

e in

effic

ient

. •

Cons

ider

able

tim

e is

lost

dur

ing

tran

sitio

ns.

Activ

ities

an

d M

ater

ials

Activ

ities

and

mat

eria

ls in

clud

e al

l of t

he fo

llow

ing:

o

su

ppor

t the

less

on o

bjec

tives

; o

ar

e ch

alle

ngin

g;

o

sust

ain

stud

ents

’ att

entio

n;

o

elic

it a

varie

ty o

f thi

nkin

g;

o

prov

ide

time

for

refle

ctio

n;

o

are

rele

vant

to st

uden

ts’ l

ives

; o

pr

ovid

e op

port

uniti

es fo

r stu

dent

-to-

stud

ent

inte

ract

ion;

o

in

duce

stud

ent c

urio

sity

and

susp

ense

; o

pr

ovid

e st

uden

ts w

ith c

hoic

es;

o

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

o

in

corp

orat

e re

sour

ces b

eyon

d th

e sc

hool

cu

rric

ulum

text

s (e.

g., t

each

er-m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, c

ultu

ral c

ente

rs, e

tc.).

•

In a

dditi

on, s

omet

imes

act

iviti

es a

re g

ame-

like,

in

volv

e sim

ulat

ions

, req

uire

cre

atin

g pr

oduc

ts,

and

dem

and

self-

dire

ctio

n an

d se

lf-m

onito

ring.

•

The

prep

onde

ranc

e of

act

iviti

es d

eman

d co

mpl

ex

thin

king

and

ana

lysis

. •

Text

s and

task

s are

app

ropr

iate

ly c

ompl

ex.

Activ

ities

and

mat

eria

ls in

clud

e m

ost o

f the

follo

win

g:

o

supp

ort t

he le

sson

obj

ectiv

es;

o

are

chal

leng

ing;

o

su

stai

n st

uden

ts’ a

tten

tion;

o

el

icit

a va

riety

of t

hink

ing;

o

pr

ovid

e tim

e fo

r re

flect

ion;

o

ar

e re

leva

nt to

stud

ents

’ liv

es;

o

prov

ide

oppo

rtun

ities

for s

tude

nt-t

o-st

uden

t in

tera

ctio

n;

o

indu

ce st

uden

t cur

iosit

y an

d su

spen

se;

o

prov

ide

stud

ents

with

cho

ices

; o

in

corp

orat

e m

ultim

edia

and

tech

nolo

gy; a

nd

o

inco

rpor

ate

reso

urce

s bey

ond

the

scho

ol

curr

icul

um te

xts (

e.g.

, tea

cher

-mad

e m

ater

ials,

man

ipul

ativ

es, r

esou

rces

from

m

useu

ms,

cul

tura

l cen

ters

, etc

.).

• Te

xts a

nd ta

sks a

re a

ppro

pria

tely

com

plex

.

Activ

ities

and

mat

eria

ls in

clud

e fe

w o

f the

follo

win

g:

o

supp

ort t

he le

sson

obj

ectiv

es;

o

are

chal

leng

ing;

o

su

stai

n st

uden

ts’ a

tten

tion;

o

el

icit

a va

riety

of t

hink

ing;

o

pr

ovid

e tim

e fo

r re

flect

ion;

o

ar

e re

leva

nt to

stud

ents

’ liv

es;

o

prov

ide

oppo

rtun

ities

for s

tude

nt to

stud

ent

inte

ract

ion;

o

in

duce

stud

ent c

urio

sity

and

susp

ense

; o

pr

ovid

e st

uden

ts w

ith c

hoic

es;

o

inco

rpor

ate

mul

timed

ia a

nd te

chno

logy

; and

o

in

corp

orat

e re

sour

ces b

eyon

d th

e sc

hool

cu

rric

ulum

text

s (e.

g., t

each

er m

ade

mat

eria

ls, m

anip

ulat

ives

, res

ourc

es fr

om

mus

eum

s, e

tc.).

Que

stio

ning

Teac

her q

uest

ions

are

var

ied

and

high

-qua

lity,

pr

ovid

ing

a ba

lanc

ed m

ix o

f que

stio

n ty

pes:

o

kn

owle

dge

and

com

preh

ensio

n;

o

appl

icat

ion

and

anal

ysis;

and

o

cr

eatio

n an

d ev

alua

tion.

•

Que

stio

ns re

quire

stud

ents

to re

gula

rly c

ite

evid

ence

thro

ugho

ut le

sson

. •

Que

stio

ns a

re c

onsis

tent

ly p

urpo

sefu

l and

co

here

nt.

• A

high

freq

uenc

y of

que

stio

ns is

ask

ed.

• Q

uest

ions

are

con

siste

ntly

sequ

ence

d w

ith

atte

ntio

n to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

regu

larly

requ

ire a

ctiv

e re

spon

ses (

e.g.

,

Teac

her q

uest

ions

are

var

ied

and

high

-qua

lity

prov

idin

g fo

r som

e, b

ut n

ot a

ll, q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion;

o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

usu

ally

requ

ire st

uden

ts to

cite

ev

iden

ce

• Q

uest

ions

are

usu

ally

pur

pose

ful a

nd c

oher

ent.

• A

mod

erat

e fr

eque

ncy

of q

uest

ions

ask

ed.

• Q

uest

ions

are

som

etim

es se

quen

ced

with

at

tent

ion

to th

e in

stru

ctio

nal g

oals.

•

Que

stio

ns so

met

imes

requ

ire a

ctiv

e re

spon

ses

(e.g

., w

hole

cla

ss si

gnal

ing,

cho

ral r

espo

nses

, or

Teac

her q

uest

ions

are

inco

nsist

ent i

n qu

ality

and

in

clud

e fe

w q

uest

ion

type

s:

o

know

ledg

e an

d co

mpr

ehen

sion;

o

ap

plic

atio

n an

d an

alys

is; a

nd

o

crea

tion

and

eval

uatio

n.

• Q

uest

ions

are

rand

om a

nd la

ck c

oher

ence

. •

A lo

w fr

eque

ncy

of q

uest

ions

is a

sked

. •

Que

stio

ns a

re ra

rely

sequ

ence

d w

ith a

tten

tion

to

the

inst

ruct

iona

l goa

ls.

• Q

uest

ions

rare

ly re

quire

act

ive

resp

onse

s (e.

g.,

who

le c

lass

sign

alin

g, c

hora

l res

pons

es, o

r gro

up

and

indi

vidu

al a

nsw

ers)

. •

Wai

t tim

e is

inco

nsist

ently

pro

vide

d.

Gen

eral

Edu

cato

r Rub

ric: I

nstr

uctio

n 3

who

le c

lass

sign

alin

g, c

hora

l res

pons

es, w

ritte

n an

d sh

ared

resp

onse

s, o

r gro

up a

nd in

divi

dual

an

swer

s).

• W

ait t

ime

(3-5

seco

nds)

is c

onsis

tent

ly p

rovi

ded.

•

The

teac

her c

alls

on v

olun

teer

s and

non

-vo

lunt

eers

, and

a b

alan

ce o

f stu

dent

s bas

ed o

n ab

ility

and

sex.

•

Stud

ents

gen

erat

e qu

estio

ns th

at le

ad to

furt

her

inqu

iry a

nd se

lf-di

rect

ed le

arni

ng.

• Q

uest

ions

regu

larly

ass

ess a

nd a

dvan

ce st

uden

t un

ders

tand

ing

• W

hen

text

is in

volv

ed, m

ajor

ity o

f que

stio

ns a

re

text

bas

ed

grou

p an

d in

divi

dual

ans

wer

s).

• W

ait t

ime

is so

met

imes

pro

vide

d.

• Th

e te

ache

r cal

ls on

vol

unte

ers a

nd n

on-

volu

ntee

rs, a

nd a

bal

ance

of s

tude

nts b

ased

on

abili

ty a

nd se

x.

• W

hen

text

is in

volv

ed, m

ajor

ity o

f que

stio

ns a

re

text

bas

ed

• Th

e te

ache

r mos

tly c

alls

on v

olun

teer

s and

hig

h-ab

ility

stud

ents

.

Acad

emic

Fe

edba

ck

• O

ral a

nd w

ritte

n fe

edba

ck is

con

siste

ntly

ac

adem

ical

ly fo

cuse

d, fr

eque

nt, h

igh-

qual

ity a

nd

refe

renc

es e

xpec

tatio

ns

• Fe

edba

ck is

freq

uent

ly g

iven

dur

ing

guid

ed

prac

tice

and

hom

ewor

k re

view

. •

The

teac

her c

ircul

ates

to p

rom

pt st

uden

t th

inki

ng, a

sses

s eac

h st

uden

t’s p

rogr

ess,

and

pr

ovid

e in

divi

dual

feed

back

. •

Feed

back

from

stud

ents

is re

gula

rly u

sed

to

mon

itor a

nd a

djus

t ins

truc

tion.

•

Teac

her e

ngag

es st

uden

ts in

giv

ing

spec

ific

and

high

-qua

lity

feed

back

to o

ne a

noth

er.

• O

ral a

nd w

ritte

n fe

edba

ck is

mos

tly a

cade

mic

ally

fo

cuse

d, fr

eque

nt, a

nd m

ostly

hig

h-qu

ality

. •

Feed

back

is so

met

imes

giv

en d

urin

g gu

ided

pr

actic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

to su

ppor

t eng

agem

ent,

and

mon

itor

stud

ent w

ork.

•

Feed

back

from

stud

ents

is so

met

imes

use

d to

m

onito

r and

adj

ust i

nstr

uctio

n.

• Th

e qu

ality

and

tim

elin

ess o

f fee

dbac

k is

inco

nsist

ent.

•

Feed

back

is ra

rely

giv

en d

urin

g gu

ided

pra

ctic

e an

d ho

mew

ork

revi

ew.

• Th

e te

ache

r circ

ulat

es d

urin

g in

stru

ctio

nal

activ

ities

, but

mon

itors

mos

tly b

ehav

ior.

• Fe

edba

ck fr

om st

uden

ts is

rare

ly u

sed

to m

onito

r or

adj

ust i

nstr

uctio

n.

Gro

upin

g St

uden

ts

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le-c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or h

omog

enou

s abi

lity)

co

nsist

ently

max

imize

stud

ent u

nder

stan

ding

and

le

arni

ng e

ffici

ency

. •

All s

tude

nts i

n gr

oups

kno

w th

eir r

oles

, re

spon

sibili

ties,

and

gro

up w

ork

expe

ctat

ions

. •

All s

tude

nts p

artic

ipat

ing

in g

roup

s are

hel

d ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

varie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o be

st a

ccom

plish

th

e go

als o

f the

less

on.

• In

stru

ctio

nal g

roup

s fac

ilita

te o

ppor

tuni

ties f

or

stud

ents

to se

t goa

ls, re

flect

on,

and

eva

luat

e th

eir l

earn

ing.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or h

omog

enou

s abi

lity)

ad

equa

tely

enh

ance

stud

ent u

nder

stan

ding

and

le

arni

ng e

ffici

ency

. •

Mos

t stu

dent

s in

grou

ps k

now

thei

r rol

es,

resp

onsib

ilitie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• M

ost s

tude

nts p

artic

ipat

ing

in g

roup

s are

hel

d ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n is

varie

d (e

.g.,

race

, gen

der,

abili

ty, a

nd a

ge) t

o m

ost o

f the

tim

e,

acco

mpl

ish th

e go

als o

f the

less

on.

• Th

e in

stru

ctio

nal g

roup

ing

arra

ngem

ents

(eith

er

who

le-c

lass

, sm

all g

roup

s, p

airs

, ind

ivid

ual;

hete

roge

neou

s or h

omog

enou

s abi

lity)

inhi

bit

stud

ent u

nder

stan

ding

and

lear

ning

effi

cien

cy.

• Fe

w st

uden

ts in

gro

ups k

now

thei

r rol

es,

resp

onsib

ilitie

s, a

nd g

roup

wor

k ex

pect

atio

ns.

• Fe

w st

uden

ts p

artic

ipat

ing

in g

roup

s are

hel

d ac

coun

tabl

e fo

r gro

up w

ork

and

indi

vidu

al w

ork.

•

Inst

ruct

iona

l gro

up c

ompo

sitio

n re

mai

ns

unch

ange

d irr

espe

ctiv

e of

the

lear

ning

and

in

stru

ctio

nal g

oals

of a

less

on.

Gen

eral

Edu

cato

r Rub

ric: I

nstr

uctio

n 4

Teac

her C

onte

nt

Know

ledg

e

• Te

ache

r disp

lays

ext

ensiv

e co

nten

t kno

wle

dge

of

all t

he su

bjec

ts sh

e or

he

teac

hes.

•

Teac

her r

egul

arly

impl

emen

ts a

var

iety

of s

ubje

ct-

spec

ific

inst

ruct

iona

l str

ateg

ies t

o en

hanc

e st

uden

t con

tent

kno

wle

dge.

•

The

teac

her r

egul

arly

hig

hlig

hts k

ey c

once

pts a

nd

idea

s and

use

s the

m a

s bas

es to

con

nect

oth

er

pow

erfu

l ide

as.

• Li

mite

d co

nten

t is t

augh

t in

suffi

cien

t dep

th to

al

low

for t

he d

evel

opm

ent o

f und

erst

andi

ng.

• Te

ache

r disp

lays

acc

urat

e co

nten

t kno

wle

dge

of

all t

he su

bjec

ts h

e or

she

teac

hes.

•

Teac

her s

omet

imes

impl

emen

ts su

bjec

t-sp

ecifi

c in

stru

ctio

nal s

trat

egie

s to

enha

nce

stud

ent

cont

ent k

now

ledg

e.

• Th

e te

ache

r som

etim

es h

ighl

ight

s key

con

cept

s an

d id

eas a

nd u

ses t

hem

as b

ases

to c

onne

ct

othe

r pow

erfu

l ide

as.

• Te

ache

r disp

lays

und

er-d

evel

oped

con

tent

kn

owle

dge

in se

vera

l sub

ject

are

as.

• Te

ache

r rar

ely

impl

emen

ts su

bjec

t-sp

ecifi

c in

stru

ctio

nal s

trat

egie

s to

enha

nce

stud

ent

cont

ent k

now

ledg

e.

• Te

ache

r doe

s not

und

erst

and

key

conc

epts

and

id

eas i

n th

e di

scip

line

and

ther

efor

e pr

esen

ts

cont

ent i

n an

unc

onne

cted

way

.

Teac

her

Know

ledg

e of

St

uden

ts

• Te

ache

r pra

ctic

es d

ispla

y un

ders

tand

ing

of e

ach

stud

ent’s

ant

icip

ated

lear

ning

diff

icul

ties.

•

Teac

her p

ract

ices

regu

larly

inco

rpor

ate

stud

ent

inte

rest

s and

cul

tura

l her

itage

. •

Teac

her r

egul

arly

pro

vide

s diff

eren

tiate

d in

stru

ctio

nal m

etho

ds a

nd c

onte

nt to

ens

ure

child

ren

have

the

oppo

rtun

ity to

mas

ter w

hat i

s be

ing

taug

ht.

• Te

ache

r pra

ctic

es d

ispla

y un

ders

tand

ing

of so

me

stud

ent a

ntic

ipat

ed le

arni

ng d

iffic

ultie

s.

• Te

ache

r pra

ctic

es so

met

imes

inco

rpor

ate

stud

ent

inte

rest

s and

cul

tura

l her

itage

. •

Teac

her s

omet

imes

pro

vide

s diff

eren

tiate

d in

stru

ctio

nal m

etho

ds a

nd c

onte

nt to

ens

ure

child

ren

have

the

oppo

rtun

ity to

mas

ter w

hat i

s be

ing

taug

ht.

• Te

ache

r pra

ctic

es d

emon

stra

te m

inim

al

know

ledg

e of

stud

ents

ant

icip

ated

lear

ning

di

fficu

lties

. •

Teac

her p

ract

ices

rare

ly in

corp

orat

e st

uden

t in

tere

sts o

r cul

tura

l her

itage

. •

Teac

her p

ract

ices

dem

onst

rate

litt

le

diffe

rent

iatio

n of

inst

ruct

iona

l met

hods

or

cont

ent.

Thin

king

The

teac

her t

horo

ughl

y te

ache

s tw

o or

mor

e ty

pes o

f th

inki

ng:

o

anal

ytic

al th

inki

ng, w

here

stud

ents

ana

lyze

, co

mpa

re a

nd c

ontr

ast,

and

eval

uate

and

ex

plai

n in

form

atio

n;

o

prac

tical

thin

king

, whe

re st

uden

ts u

se, a

pply

, an

d im

plem

ent w

hat t

hey

lear

n in

real

-life

sc

enar

ios;

o

cr

eativ

e th

inki

ng, w

here

stud

ents

cre

ate,

de

sign,

imag

ine,

and

supp

ose;

and

o

re

sear

ch-b

ased

thin

king

, whe

re st

uden

ts

expl

ore

and

revi

ew a

var

iety

of i

deas

, m

odel

s, a

nd so

lutio

ns to

pro

blem

s.

The

teac

her p

rovi

des o

ppor

tuni

ties w

here

stud

ents

: o

ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; o

an

alyz

e pr

oble

ms f

rom

mul

tiple

per

spec

tives

an

d vi

ewpo

ints

; and

o

m

onito

r the

ir th

inki

ng to

insu

re th

at th

ey

unde

rsta

nd w

hat t

hey

are

lear

ning

, are

at

tend

ing

to c

ritic

al in

form

atio

n, a

nd a

re

awar

e of

the

lear

ning

stra

tegi

es th

at th

ey a

re

usin

g an

d w

hy.

The

teac

her t

horo

ughl

y te

ache

s one

type

of t

hink

ing:

o

an

alyt

ical

thin

king

, whe

re st

uden

ts a

naly

ze,

com

pare

and

con

tras

t, an

d ev

alua

te a

nd

expl

ain

info

rmat

ion;

o

pr

actic

al th

inki

ng, w

here

stud

ents

use

, app

ly,

and

impl

emen

t wha

t the

y le

arn

in re

al-li

fe

scen

ario

s;

o

crea

tive

thin

king

, whe

re st

uden

ts c

reat

e,

desig

n, im

agin

e, a

nd su

ppos

e; a

nd

o

rese

arch

-bas

ed th

inki

ng, w

here

stud

ents

ex

plor

e an

d re

view

a v

arie

ty o

f ide

as,

mod

els,

and

solu

tions

to p

robl

ems.

Th

e te

ache

r pro

vide

s opp

ortu

nitie

s whe

re st

uden

ts:

o

gene

rate

a v

arie

ty o

f ide

as a

nd a

ltern

ativ

es;

and

o

an

alyz

e pr

oble

ms f

rom

mul

tiple

per

spec

tives

an

d vi

ewpo

ints

.

The

teac

her i

mpl

emen

ts n

o le

arni

ng e

xper

ienc

es th

at

thor

ough

ly te

ach

any

type

of t

hink

ing.

Th

e te

ache

r pro

vide

s no

opp

ortu

nitie

s whe

re

stud

ents

: o

ge

nera

te a

var

iety

of i

deas

and

alte

rnat

ives

; or

o

an

alyz

e pr

oble

ms f

rom

mul

tiple

per

spec

tives

an

d vi

ewpo

ints

.

Gen

eral

Edu

cato

r Rub

ric: I

nstr

uctio

n 5

Prob

lem

-Sol

ving

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h an

d re

info

rce

thre

e or

mor

e of

the

follo

win

g pr

oble

m-

solv

ing

type

s:

• Ab

stra

ctio

n •

Cate

goriz

atio

n •

Draw

ing

Conc

lusio

ns/J

ustif

ying

Sol

utio

ns

• Pr

edic

ting

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g So

lutio

ns

• Id

entif

ying

Rel

evan

t/Irr

elev

ant I

nfor

mat

ion

• G

ener

atin

g Id

eas

• Cr

eatin

g an

d De

signi

ng

The

teac

her i

mpl

emen

ts a

ctiv

ities

that

teac

h tw

o of

th

e fo

llow

ing

prob

lem

-sol

ving

type

s:

• Ab

stra

ctio

n •

Cate

goriz

atio

n •

Draw

ing

Conc

lusio

ns/J

ustif

ying

Sol

utio

n •

Pred

ictin

g O

utco

mes

•

Obs

ervi

ng a

nd E

xper

imen

ting

• Im

prov

ing

Solu

tions

•

Iden

tifyi

ng R

elev

ant/

Irrel

evan

t Inf

orm

atio

n •

Gen

erat

ing

Idea

s •

Crea

ting

and

Desig

ning

The

teac

her i

mpl

emen

ts n

o ac

tiviti

es th

at te

ach

the

follo

win

g pr

oble

m-s

olvi

ng ty

pes:

•

Abst

ract

ion

• Ca

tego

rizat

ion

• Dr

awin

g Co

nclu

sions

/Jus

tifyi

ng S

olut

ion

• Pr

edic

ting

Out

com

es

• O

bser

ving

and

Exp

erim

entin

g •

Impr

ovin

g So

lutio

ns

• Id

entif

ying

Rel

evan

t/Irr

elev

ant I

nfor

mat

ion

• G

ener

atin

g Id

eas

• Cr

eatin

g an

d De

signi

ng

Gen

eral

Edu

cato

r Rub

ric: P

lann

ing

6

Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Inst

ruct

iona

l Pl

ans

Inst

ruct

iona

l pla

ns in

clud

e:

• m

easu

rabl

e an

d ex

plic

it go

als a

ligne

d to

stat

e co

nten

t sta

ndar

ds;

• ac

tiviti

es, m

ater

ials,

and

ass

essm

ents

that

: o

ar

e al

igne

d to

stat

e st

anda

rds.

o

are

sequ

ence

d fr

om b

asic

to c

ompl

ex.

o

build

on

prio

r stu

dent

kno

wle

dge,

are

re

leva

nt to

stud

ents

’ liv

es, a

nd

inte

grat

e ot

her d

iscip

lines

. o

pr

ovid

e ap

prop

riate

tim

e fo

r stu

dent

w

ork,

stud

ent r

efle

ctio

n, a

nd le

sson

un

it an

d cl

osur

e;

• ev

iden

ce th

at p

lan

is ap

prop

riate

for t

he a

ge,

know

ledg

e, a

nd in

tere

sts o

f all

lear

ners

; and

•

evid

ence

that

the

plan

pro

vide

s reg

ular

op

port

uniti

es to

acc

omm

odat

e in

divi

dual

stud

ent

need

s.

Inst

ruct

iona

l pla

ns in

clud

e:

• go

als a

ligne

d to

stat

e co

nten

t sta

ndar

ds;

• ac

tiviti

es, m

ater

ials,

and

ass

essm

ents

that

: o

ar

e al

igne

d to

stat

e st

anda

rds.

o

are

sequ

ence

d fr

om b

asic

to c

ompl

ex.

o

build

on

prio

r stu

dent

kno

wle

dge.

o

pr

ovid

e ap

prop

riate

tim

e fo

r stu

dent

w

ork,

and

less

on a

nd u

nit c

losu

re;

• ev

iden

ce th

at p

lan

is ap

prop

riate

for t

he a

ge,

know

ledg

e, a

nd in

tere

sts o

f mos

t lea

rner

s; a

nd

• ev

iden

ce th

at th

e pl

an p

rovi

des s

ome

oppo

rtun

ities

to a

ccom

mod

ate

indi

vidu

al st

uden

t ne

eds.

Inst

ruct

iona

l pla

ns in

clud

e:

• fe

w g

oals

alig

ned

to st

ate

cont

ent s

tand

ards

; •

activ

ities

, mat

eria

ls, a

nd a

sses

smen

ts th

at:

o

are

rare

ly a

ligne

d to

stat

e st

anda

rds.

o

ar

e ra

rely

logi

cally

sequ

ence

d.

o

rare

ly b

uild

on

prio

r stu

dent

kn

owle

dge.

o

in

cons

isten

tly p

rovi

de ti

me

for s

tude

nt

wor

k, a

nd le

sson

and

uni

t clo

sure

; •

little

evi

denc

e th

at th

e pl

an p

rovi

des s

ome

oppo

rtun

ities

to a

ccom

mod

ate

indi

vidu

al st

uden

t ne

eds.

Stud

ent W

ork

Assig

nmen

ts re

quire

stud

ents

to:

• or

gani

ze, i

nter

pret

, ana

lyze

, syn

thes

ize, a

nd

eval

uate

info

rmat

ion

rath

er th

an re

prod

uce

it;

• dr

aw c

oncl

usio

ns, m

ake

gene

raliz

atio

ns, a

nd

prod

uce

argu

men

ts th

at a

re su

ppor

ted

thro

ugh

exte

nded

writ

ing;

and

•

conn

ect w

hat t

hey

are

lear

ning

to e

xper

ienc

es,

obse

rvat

ions

, fee

lings

, or s

ituat

ions

sign

ifica

nt in

th

eir d

aily

live

s bot

h in

side

and

outs

ide

of sc

hool

.

Assig

nmen

ts re

quire

stud

ents

to:

• in

terp

ret i

nfor

mat

ion

rath

er th

an re

prod

uce

it;

• dr

aw c

oncl

usio

ns a

nd su

ppor

t the

m th

roug

h w

ritin

g; a

nd

• co

nnec

t wha

t the

y ar

e le

arni

ng to

prio

r lea

rnin

g an

d so

me

life

expe

rienc

es.

Assig

nmen

ts re

quire

stud

ents

to:

• m

ostly

repr

oduc

e in

form

atio

n;

• ra

rely

dra

w c

oncl

usio

ns a

nd su

ppor

t the

m

thro

ugh

writ

ing;

and

•

rare

ly c

onne

ct w

hat t

hey

are

lear

ning

to p

rior

lear

ning

or l

ife e

xper

ienc

es.

Asse

ssm

ent

Asse

ssm

ent P

lans

: •

are

alig

ned

with

stat

e co

nten

t sta

ndar

ds;

• ha

ve c

lear

mea

sure

men

t crit

eria

; •

mea

sure

stud

ent p

erfo

rman

ce in

mor

e th

an

thre

e w

ays (

e.g.

, in

the

form

of a

pro

ject

, ex

perim

ent,

pres

enta

tion,

ess

ay, s

hort

ans

wer

, or

mul

tiple

cho

ice

test

); •

requ

ire e

xten

ded

writ

ten

task

s;

• ar

e po

rtfo

lio-b

ased

with

cle

ar il

lust

ratio

ns o

f st

uden

t pro

gres

s tow

ard

stat

e co

nten

t sta

ndar

ds;

and

•

incl

ude

desc

riptio

ns o

f how

ass

essm

ent r

esul

ts

will

be

used

to in

form

futu

re in

stru

ctio

n.

Asse

ssm

ent P

lans

: •

are

alig

ned

with

stat

e co

nten

t sta

ndar

ds;

• ha

ve m

easu

rem

ent c

riter

ia;

• m

easu

re st

uden

t per

form

ance

in m

ore

than

two

way

s (e.

g., i

n th

e fo

rm o

f a p

roje

ct, e

xper

imen

t, pr

esen

tatio

n, e

ssay

, sho

rt a

nsw

er, o

r mul

tiple

ch

oice

test

); •

requ

ire w

ritte

n ta

sks;

and

•

incl

ude

perf

orm

ance

che

cks t

hrou

ghou

t the

scho

ol

year

.

Asse

ssm

ent P

lans

: •

are

rare

ly a

ligne

d w

ith st

ate

cont

ent s

tand

ards

; •

have

am

bigu

ous m

easu

rem

ent c

riter

ia;

• m

easu

re st

uden

t per

form

ance

in le

ss th

an tw

o w

ays (

e.g.

, in

the

form

of a

pro

ject

, exp

erim

ent,

pres

enta

tion,

ess

ay, s

hort

ans

wer

, or m

ultip

le

choi

ce te

st);

and

• in

clud

e pe

rfor

man

ce c

heck

s, a

lthou

gh th

e pu

rpos

e of

thes

e ch

ecks

is n

ot c

lear

.

Gen

eral

Edu

cato

r Rub

ric: E

nviro

nmen

t

7

Si

gnifi

cant

ly A

bove

Exp

ecta

tions

(5)

At E

xpec

tatio

ns (3

) Si

gnifi

cant

ly B

elow

Exp

ecta

tions

(1)

Expe

ctat

ions

•

Teac

her s

ets h

igh

and

dem

andi

ng a

cade

mic

ex

pect

atio

ns fo

r eve

ry st

uden

t. •

Teac

her e

ncou

rage

s stu

dent

s to

lear

n fr

om

mist

akes

. •

Teac

her c

reat

es le

arni

ng o

ppor

tuni

ties w

here

all

stud

ents

can

exp

erie

nce

succ

ess.

•

Stud

ents

take

initi

ativ

e an

d fo

llow

thro

ugh

with

th

eir o

wn

wor

k.

• Te

ache

r opt

imize

s ins

truc

tiona

l tim

e, te

ache

s m

ore

mat

eria

l, an

d de

man

ds b

ette

r per

form

ance

fr

om e

very

stud

ent.

• Te

ache

r set

s hig

h an

d de

man

ding

aca

dem

ic

expe

ctat

ions

for e

very

stud

ent.

• Te

ache

r enc

oura

ges s

tude

nts t

o le

arn

from

m

istak

es.

• Te

ache

r cre

ates

lear

ning

opp

ortu

nitie

s whe

re

mos

t stu

dent

s can

exp

erie

nce

succ

ess.

•

Stud

ents

com

plet

e th

eir w

ork

acco

rdin

g to

teac

her

expe

ctat

ions

.

• Te

ache

r exp

ecta

tions

are

not

suffi

cien

tly h

igh

for

ever

y st

uden

t. •

Teac

her c

reat

es a

n en

viro

nmen

t whe

re m

istak

es

an fa

ilure

are

not

vie

wed

as l

earn

ing

expe

rienc

es.

• St

uden

ts d

emon

stra

te li

ttle

or n

o pr

ide

in th

e qu

ality

of t

heir

wor

k.

Man

agin

g St

uden

t Beh

avio

r •

Stud

ents

are

con

siste

ntly

wel

l-beh

aved

and

on

task

. •

Teac

her a

nd st

uden

ts e

stab

lish

clea

r rul

es fo

r le

arni

ng a

nd b

ehav

ior.

• Th

e te

ache

r ove

rlook

s inc

onse

quen

tial b

ehav

ior.

• Th

e te

ache

r dea

ls w

ith st

uden

ts w

ho h

ave

caus

ed

disr

uptio

ns ra

ther

than

the

entir

e cl

ass.

•

The

teac

her a

tten

ds to

disr

uptio

ns q

uick

ly a

nd

firm

ly.

• St

uden

ts a

re m

ostly

wel

l-beh

aved

and

on

task

, so

me

min

or le

arni

ng d

isrup

tions

may

occ

ur.

• Te

ache

r est

ablis

hes r

ules

for l

earn

ing

and

beha

vior

. •

The

teac

her u

ses s

ome

tech

niqu

es, s

uch

as so

cial

ap

prov

al, c

ontin

gent

act

iviti

es, a

nd c

onse

quen

ces,

to

mai

ntai

n ap

prop

riate

stud

ent b

ehav

ior.

• Th

e te

ache

r ove

rlook

s som

e in

cons

eque

ntia

l be

havi

or, b

ut o

ther

tim

es a

ddre

sses

it, s

topp

ing

the

less

on.

• Th

e te

ache

r dea

ls w

ith st

uden

ts w

ho h

ave

caus

ed

disr

uptio

ns, y

et so

met

imes

he

or sh

e ad

dres

ses

the

entir

e cl

ass.

• St

uden

ts a

re n

ot w

ell-b

ehav

ed a

nd a

re o

ften

off

task

. •

Teac

her e

stab

lishe

s few

rule

s for

lear

ning

and

be

havi

or.

• Th

e te

ache

r use

s few

tech

niqu

es to

mai

ntai

n ap

prop

riate

stud

ent b

ehav

ior.

• Th

e te

ache

r can

not d

istin

guish

bet

wee

n in

cons

eque

ntia

l beh

avio

r and

inap

prop

riate

be

havi

or.

• Di

srup

tions

freq

uent

ly in

terr

upt i

nstr

uctio

n.

Envi

ronm

ent

The

clas

sroo

m:

• w

elco

mes

all

mem

bers

and

gue

sts.

•

is or

gani

zed

and

unde

rsta

ndab

le to

all

stud

ents

. •

supp

lies,

equ

ipm

ent,

and

reso

urce

s are

all

easil

y an

d re

adily

acc

essib

le.

• di

spla

ys st

uden

t wor

k th

at fr

eque

ntly

cha

nges

. •

is ar

rang

ed to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• w

elco

mes

mos

t mem

bers

and

gue

sts.

•

is or

gani

zed

and

unde

rsta

ndab

le to

mos

t stu

dent

s.

• su

pplie

s, e

quip

men

t, an

d re

sour

ces a

re a

cces

sible

. •

disp

lays

stud

ent w

ork.

•

is ar

rang

ed to

pro

mot

e in

divi

dual

and

gro

up

lear

ning

.

The

clas

sroo

m:

• is

som

ewha

t col

d an

d un

invi

ting.

•

is no

t wel

l org

anize

d an

d un

ders

tand

able

to

stud

ents

. •

supp

lies,

equ

ipm

ent,

and

reso

urce

s are

diff

icul

t to

acc

ess.

•

does

not

disp

lay

stud

ent w

ork.

•

is no

t arr

ange

to p

rom

ote

grou

p le

arni

ng.

Resp

ectf

ul

Cultu

re

• Te

ache

r-st

uden

t int

erac

tions

dem

onst

rate

car

ing

and

resp

ect f

or o

ne a

noth

er.

• St

uden

ts e

xhib

it ca

ring

and

resp

ect f

or o

ne

anot

her.

• Po

sitiv

e re

latio

nshi

ps a

nd in

terd

epen

denc

e ch

arac

teriz

e th

e cl

assr

oom

.

• Te

ache

r-st

uden

t int

erac

tions

are

gen

eral

ly

frie

ndly

, but

may

refle

ct o

ccas

iona

l in

cons

isten

cies

, fav

oriti

sm, o

r disr

egar

d fo

r st

uden

ts’ c

ultu

res.

•

Stud

ents

exh

ibit

resp

ect f

or th

e te

ache

r, an

d ar

e ge

nera

lly p

olite

to e

ach

othe

r. •

Teac

her i

s som

etim

es re

cept

ive

to th

e in

tere

sts

and

opin

ions

of s

tude

nts.

• Te

ache

r-st

uden

t int

erac

tions

are

som

etim

es

auth

orita

rian,

neg

ativ

e, o

r ina

ppro

pria

te.

• St

uden

ts e

xhib

it di

sres

pect

for t

he te

ache

r. •

Stud

ent i

nter

actio

n is

char

acte

rized

by

conf

lict,

sarc

asm

, or p

ut-d

owns

. •

Teac

her i

s not

rece

ptiv

e to

inte

rest

s and

opi

nion

s of

stud

ents

.

Forms

Reporting Templates Department Assessment Reports Faculty Accomplishments Reports

Yea

r:

Prog

ram

:

Dep

t. C

hair:

Dat

e:

St

uden

t Lea

rnin

g O

utco

me

1 A

sses

smen

t B

ench

mar

k Pr

oces

s (W

ho, H

ow, W

hen,

W

here

)

DA

TA

RE

SUL

TS

AN

D A

NA

LY

SIS

HO

W H

AS

TH

E D

AT

A B

EE

N U

SED

TO

IMPL

EM

EN

T A

CH

AN

GE

OR

TO

INFO

RM

A D

EC

ISIO

N?

Stud

ent L

earn

ing

Out

com

e 2

Ass

essm

ent

Ben

chm

ark

Proc

ess (

Who

, How

, Whe

n,

Whe

re)

DA

TA

RE

SUL

TS

AN

D A

NA

LY

SIS

HO

W H

AS

TH

E D

AT

A B

EE

N U

SED

TO

IMPL

EM

EN

T A

CH

AN

GE

OR

TO

INFO

RM

A D

EC

ISIO

N?

Stud

ent L

earn

ing

Out

com

e 3

Ass

essm

ent

Ben

chm

ark

Proc

ess (

Who

, How

, Whe

n,

Whe

re)

DA

TA

RE

SUL

TS

AN

D A

NA

LY

SIS

HO

W H

AS

TH

E D

AT

A B

EE

N U

SED

TO

IMPL

EM

EN

T A

CH

AN

GE

OR

TO

INFO

RM

A D

EC

ISIO

N?

Stud

ent L

earn

ing

Out

com

e 4

Ass

essm

ent

Ben

chm

ark

Proc

ess (

Who

, How

, Whe

n,

Whe

re)

DA

TA

RE

SUL

TS

AN

D A

NA

LY

SIS

HO

W H

AS

TH

E D

AT

A B

EE

N U

SED

TO

IMPL

EM

EN

T A

CH

AN

GE

OR

TO

INFO

RM

A D

EC

ISIO

N?

Facu

lty A

ccom

plis

hmen

ts in

Res

earc

h, S

chol

arly

, and

Cre

ativ

e A

ctiv

ities

D

epar

tmen

t___

____

____

____

____

____

____

____

____

_

D

ate_

____

____

____

____

D

epar

tmen

tal G

oal r

egar

ding

rese

arch

, sch

olar

ly, a

nd c

reat

ive

activ

ities

:

Facu

lty M

embe

r Pe

er R

evie

wed

Pu

blic

atio

ns /

Rec

ordi

ngs

Peer

Rev

iew

ed

Con

fere

nce

Proc

eedi

ngs

Oth

er

scho

larl

y/cr

eativ

e pr

ojec

ts (b

ooks

, m

usic

, art

wor

ks,

pres

enta

tions

, etc

.)

Facu

lty-m

ento

red

unde

rgra

duat

e re

sear

ch p

roje

cts

Facu

lty R

esea

rch

Proj

ects

E

xter

nally

fund

ed

spon

sore

d pr

ojec

ts

Pl

ease

giv

e 3

or 4

spe

cific

exa

mpl

es o

f act

iviti

es th

at a

dvan

ce

the

regi

onal

and

glo

bal c

omm

unity

thro

ugh

rese

arch

and

sc

hola

rshi

p (U

T M

artin

Mis

sion

).

Bas

ed o

n th

is in

form

atio

n w

hat c

an y

ou c

oncl

ude

(e.g

., ar

e yo

u m

eetin

g yo

ur g

oals

, dep

artm

ent s

treng

ths,

are

as fo

r im

prov

emen

t).

Bas

ed o

n th

is in

form

atio

n w

hat c

hang

es h

ave

you

alre

ady

mad

e to

you

r dep

artm

ent o

r wha

t cha

nges

cou

ld y

ou im

plem

ent t

o re

ach

your

goa

ls (e

.g.,

train

ing

abou

t a to

pic,

reso

urce

s, e

tc.).

Com

men

ts:

Facu

lty A

ccom

plis

hmen

ts in

Out

reac

h D

epar

tmen

t___

____

____

____

____

____

____

____

____

_

D

ate_

____

____

____

____

D

epar

tmen

tal g

oal r

egar

ding

out

reac

h:

Facu

lty M

embe

r

Pres

enta

tions

for

scho

ols,

teac

her

grou

ps, s

tude

nt

grou

ps

Pres

enta

tions

to c

ivic

cl

ubs/

orga

niza

tions

, lib

rari

es, m

useu

ms,

etc.

Facu

lty-m

ento

red

stud

ent

pres

enta

tions

Facu

lty-o

vers

ight

of

stud

ent

com

petit

ions

/con

test

s

Lea

ders

hip

role

for

non-

cred

it cl

asse

s/

wor

ksho

ps o

r ot

her

outr

each

eve

nts

Plea

se g

ive

3 or

4 s

peci

fic e

xam

ples

of a

ctiv

ities

that

adv

ance

th

e re

gion

al a

nd g

loba

l com

mun

ity th

roug

h ou

treac

h (U

T M

artin

M

issi

on).

Bas

ed o

n th

is in

form

atio

n w

hat c

an y

ou c

oncl

ude

(e.g

., ar

e yo

u m

eetin

g yo

ur g

oals

, dep

artm

ent s

treng

ths,

are

as fo

r im

prov

emen

t).

Bas

ed o

n th

is in

form

atio

n w

hat c

hang

es h

ave

you

alre

ady

mad

e to

you

r dep

artm

ent o

r wha

t cha

nges

cou

ld y

ou im

plem

ent t

o re

ach

your

goa

ls (e

.g.,

train

ing

abou

t a to

pic,

reso

urce

s, e

tc.).

Com

men

ts:

Fa

culty

Acc

ompl

ishm

ents

in S

ervi

ce

Dep

artm

ent_

____

____

____

____

____

____

____

____

___

Dat

e___

____

____

____

__

Dep

artm

enta

l goa

l reg

ardi

ng s

ervi

ce:

Facu

lty M

embe

r

Rev

iew

er fo

r pr

ofes

sion

al

publ

icat

ions

, sp

onso

red

fund

ing

agen

cies

, etc

.

Lea

ders

hip

role

(c

hair

, co-

chai

r,

secr

etar

y, tr

easu

rer,

co

mm

ittee

cha

ir, e

tc.)

in p

rofe

ssio

nal

orga

niza

tion

Boa

rds,

non-

univ

ersi

ty c

omm

ittee

s, ta

sk fo

rces

, etc

.

Lea

ders

hip

role

in

civi

c or

gani

zatio

n

Uni

vers

ity

com

mitt

ees,

Facu

lty

Sena

te, I

RB

, IA

CU

C,

etc.

Plea

se g

ive

3 or

4 s

peci

fic e

xam

ples

of a

ctiv

ities

that

adv

ance

th

e re

gion

al a

nd g

loba

l com

mun

ity th

roug

h se

rvic

e (U

T M

artin

M

issi

on).

Bas

ed o

n th

is in

form

atio

n w

hat c

an y

ou c

oncl

ude

(e.g

., ar

e yo

u m

eetin

g yo

ur g

oals

, dep

artm

ent s

treng

ths,

are

as fo

r im

prov

emen

t).

Bas

ed o

n th

is in

form

atio

n w

hat c

hang

es h

ave

you

alre

ady

mad

e to

you

r dep

artm

ent o

r wha

t cha

nges

cou

ld y

ou im

plem

ent t

o re

ach

your

goa

ls (e

.g.,

train

ing

abou

t a to

pic,

reso

urce

s, e

tc.).

Com

men

ts:

Fa

culty

Acc

ompl

ishm

ents

in P

rofe

ssio

nal D

evel

opm

ent a

nd G

row

th

Dep

artm

ent_

____

____

____

____

____

____

____

____

___

Dat

e___

____

____

____

__

Dep

artm

enta

l goa

l reg

ardi

ng d

evel

opm

ent a

nd p

rofe

ssio

nal g

row

th:

Facu

lty M

embe

r Pa

rtic

ipat

ion

in

rese

arch

-rel

ated

Pa

rtic

ipat

ion

in

cont

ent-

rela

ted

Part

icip

atio

n in

co

nfer

ence

s/w

orks

hops

/

Part

icip

atio

n in

Sc

hola

rshi

p of

T

each

ing

and

Oth

er

conf

eren

ces/

wor

ksho

ps/

sem

inar

s, et

c.

conf

eren

ces/

wor

ksho

ps/

sem

inar

s, et

c.

sem

inar

s, et

c. r

elat

ed to

te

achi

ng e

ffec

tiven

ess

Lea

rnin

g (S

OT

L)

activ

ities

Pl

ease

giv

e 3

or 4

not

ewor

thy

exam

ples

of p

rofe

ssio

nal

deve

lopm

ent a

nd g

row

th th

at s

uppo

rt U

T M

artin

’s m

issi

on.

Bas

ed o

n th

is in

form

atio

n w

hat c

an y

ou c

oncl

ude

(e.g

., ar

e yo

u m

eetin

g yo

ur g

oals

, dep

artm

ent s

treng

ths,

are

as fo

r im

prov

emen

t).

Bas

ed o

n th

is in

form

atio

n w

hat c

hang

es h

ave

you

alre

ady

mad

e to

you

r dep

artm

ent o

r wha

t cha

nges

cou

ld y

ou im

plem

ent t

o re

ach

your

goa

ls (e

.g.,

train

ing

abou

t a to

pic,

reso

urce

s, e

tc.).

Com

men

ts: