Declaration of Music Education Major 1
B.A./B.M. In Music Education (Instrumental/Choral/General Emphasis 2
State Required Observations 3
Observation Guidelines 4-5
Verified Record of Student Observations 6
Summary Sheet (By Hours) 7
Music Education Audition/Interviews 8
Music Education Auditon/Interview "Sampler" 9-13
Music Education Planning Grid 14
Performance Evaluation Form 15
Teacher Education Program: Music 16-17
Student Teaching Practicum
Music Student Teacher Responsibilities 18-19
Practicum In Music Teaching (Part-Time) Requirements 20
Internship In Music Teaching (Full-Time) Requirements 21
Evaluation Procedures 22
Sample Letter: Student Teaching Internship Placement 23
( Pick up Music Education handbook from 31 Music Bldng.
( Pass Music Major Entrance audition
( Declaration of Music Education Major form
( Pass all portions of Music Education Audition Interview (date)
( Pick up MTEP application
( Proficiency (Engl, QSR, Lang.)
( Distribution (20 VLPA, 20 IS, 20 NW)
( Writing Courses 10 cr. (list remaining)
( 90 non-music department credits (list remaining)
( Total # of credits in major not yet completed (list)
( Completed Music Education Program (MEP) sheet
( Completed Music Education Performance Evaluation
( Completed Music Education Planning Grid
( Blank copy of "BLUE" Academic Status Verification Sheet
( Piano Proficiency (verification or date of test)
( Copies of all transcripts
( GPA of last 60 graded credits
( Fingerprinting (verification or proposed date)
( Graduation Application
I would like to apply to the Music Education Division to:_____ pursue a degree, or_____I hold a music degree and wish to enter the Division to pursue teacher certification. The Music Education faculty would like to know a little of your background and you
r professional aspirations in the teaching of music in K-12 public and private schools. Please provide the information requested, and return to the Advising Office at the earliest date possible.
Date:
Name:
Address:
Phone:
Major Instrument: Number of years studied:
Ensemble Experience:
Specialization in which you would like to place your emphasis:
Choral/General (K-12)
Instrumental/General (K-12)
Year of High School graduation:
Do you have a B.A. or other four year degree? If yes, from what school and what area?_______________________________________________
Are you a transfer student? If yes, please indicate other colleges/universities you have attended.
(Date)
(Date)
Have you passed a performance audition for official entrance to the UW School of Music?
Why: To determine the musical/professional qualifications of students who
When: Junior year status, or at least two quarters before part-time student teaching.
What: All students with the intention of pursuing a degree in Music Education
(1) Keyboard
SIGN-UP for Music Education Audition/Interview through Linda Iltis or Libby Westphal in the Advising Office, on the posted sheet outside the Advising Office.
The state of Washington Superintendent of Public Instruction mandates 40 hours of observations. These required observations will be spread throughout the methods courses as follows:
Mused 340 - 2 hours of outside observation
Observations must include a "timeline" of notes taken during the class. Then these are expanded into journal entries. Each journal entry for each observation should include: (a) a description of what occurred during the class, (b) an evaluation of what yo
u perceived the teacher attempted to accomplish, (c) what you perceived the students learned, and finally, (d) reflections on what may have improved the learning/teaching process -- that is, suggestions on how the class may have been improved.
Specific elements of each observation recorded in each journal entry should include: the first words the teacher says to the class, the last idea the teacher say to the class--the dismissal, and the "most significant event" in the class. The most signific
ant event may be how a general music teacher deals with a handicapped student, how a band director gets the flutes to play a Db in tune, or how a choir director deals with males who are reluctant to sing; many times it will involve disciplinary actions.
All observations should accumulate in the journal to be included in your portfolio. The next page provides a guideline for field notes, then journal entries.
Page 6 should be duplicated as needed and utilized to maintain writing records required by the state of Washington. Have the teachers you observe sign for each site visit.
Page 7 is to maintain a record of the number of hours observed in each area and grade level. there are nine "cells". By the time you student teach, there must be certified observations in at least six of the nine cells.
ID: Phone: School of Music class:
For each observation, you complete as much as possible in each of the following sections. Ask the Master Teacher to complete and sign each section to verify the observation. Use as many forms as necessary to verify the required total 40 hour of Field Obse
rvations.
Teacher Observed:_______________ School/District:_____________
Type(s) of class(es):_______________ Grade level(s):______________
Length of Observation (in minutes):____________________________
Master Teacher's phone (optional): School__________Home:________
__________________________________ ________________
Questions for Master Teacher (please circle Yes or No):
Additional Requirements
__MUSED 301, 302, 303 Musicianship for Teachers 3
Select one of the following three lines: 6
Applied Music Instruction &;Techniques 36
OR Students desiring an emphasis in Choral music take three from the first line, 464, vocal ped., and MUSAP Piano:
Ensembles (Students must participate in at least one School of Music ensemble during each quarter they are receiving applied music instruction. Instr. emphasis - 3 cr. Choral &;6 of Instrumental; Choral emphasis - 6 cr. Choral &;3 Inst.
Professional Education :
1A: Keyboard sampler: Sight-read a hymn (see music)
1B: Keyboard sampler: Play I-IV-V-I accompaniment (see music)
1C: Keyboard sampler: Transpose (see music)
1D: Keyboard sampler: Sight-read and perform/realize chords on keyboard or guitar
1E: Keyboard sampler: Play together two lines from a four-part choral (see music)
2A: Aural skills sampler: Sing two melodies in treble and bass clefs using number solfege
2B: Aural skills explanation (error detection)
2C: Aural skills explanation (chord identification)
2D: Aural skills explanation (notation/dictation)
4: Interview
5: Letter of Intent
Schedule of course offerings:
Project your schedule in the form below. Include first the course required from those listed above and then add the other courses you need to graduate.
Quarter_____Year____ Quarter_____Year____ Quarter_____Year____
Name Quarters remaining to graduate
Presently enrolled in MUSAP________________Major instrument________________________
(If you already have a B.A. and/or have completed your major applied requirements, attach a copy of your UW School of Music Applied Music audition results.)
Instructor:_____________________________________________________________________
Student progress: Excellent________________Satisfactory________________Unsatisfactory___________
Comments:
Recommendations:
PLEASE NOTE: To be eligible for the program, you must meet School of Music requirements. If you are not currently a UW student, you must also apply for admission to the University of Washington and to the School of Music, Music Education Program.
From: Dr. Steven Demorest
Members of the Music Education Faculty are looking forward to working with you through observations, consultations, and seminars. Attached is a description of some of the responsibilities and expectations for you and your cooperating teacher during the pr
acticum. Please review the points carefully, and call 543-5204 or stop by with any questions you may have.
Please mark your calendar for the first Wednsday of the Quarter at 4:30 PM for our first Student Teacher Seminar in Room ___. At that time, we will look into the long-range goals you have planned for your student teaching experience, and for individual cl
asses or ensembles.
Please refer to Music Education Teacher Certification Handbook for information regarding evaluation procedures, guidelines, lesson-planning, and developing a strong working relationship with your cooperating teacher. Please call the Music Education office
(543-5204) should you require additional information.
2. Arrange several observations of the teacher prior to the beginning of the term in which the practicum is scheduled.
3. Before the start of the term, leave a schedule of classes you will be teaching (along with information requested on the previous page) with the Music Education secretary (or with your UW student teaching supervisor).
4. Attendance in all classes at the school site is expected, according to the plan which you and your cooperating teacher have arranged. For part-time first-quarter student teachers, the field expectation is ten hours per week. Full-time student teachers
spend full days at the school, following the schedule of the cooperating teacher. In addition, the student teaching experience may include involvement in evening and weekend rehearsals, concerts, festivals, contests and other programs.
5. Attendance is also required at UW seminars in student teaching, which are scheduled for Wednesdays from 4:30-5:30. At that time, a review of "what works" in teaching music will be discussed from various perspectives - including your own.
You will be asked to maintain a portfolio through out your two terms of student teaching, to be made available to the cooperating teacher and UW teacher supervisor on request. Please include the following items in your portfolio:
A. Your long-range goals for teaching each class or ensemble
7. Remember to put your best professional foot forward; the student teaching practicum sometimes leads directly to a teaching position.
Observation Period: Week 1
Assistance Period: Week 2
Initial Teaching Period: Week 3
Teaching Immersion Period: Weeks 4-10
A. Long Range Goals
Long-range Goals
During the first quarter the student teacher should have knowledge of the cooperating teacher's long-range goals. The student teacher needs to know how the lessons they teach and/or observe fit into the total picture. During second quarter, the student te
acher should begin developing long-range goals with the help of the cooperating teacher.
3. Unit And Daily Lesson Plans
Student teacher plans should always be complete enough that another teacher could step in and function as a substitute. the student teacher whose daily plans are complete has greater freedom to listen to pupils, to observe them as they think, contribute,
and react to one another.
1. Weekly Conference
2. Conference Following Observation
1. Student Teacher Responsibilities
2. Cooperating Teacher Responsibilities
3. University Supervisor Responsibilities
1. Student Teacher Responsibilities
2. Cooperating Teacher Responsibilities
3. University Supervisor Responsibilities
Please consult the Music Education Division and the School of Music Advising Office for questions you may have regarding the Music Education Teacher Program.
Check List for Music Education majors applying for
Student Teaching.
Forms and sheets are in your Music Ed Handbook available from Rm 31.
In the blank on left put a "C" for completed and "I" if not completed (this includes current quarter)
Music Education Major Declaration
Form
Application for (check one)
under graduate music education major:________
post-baccalaureate music education major:_________
(Date)
If not list date you have arranged an audition:
Have you passed your piano proficiency exam at UW? What level? 135___ 235___
Signature Date
Music Education Audition/Interviews
Who: All Music Teacher Education Program students.
have declared Music Education as their professional goal; to advise
students as to their prognosis in the profession; to offer alternative
career choices for those who do not demonstrate musical and
professional qualities critical to successful music teaching.
and/or a degree in music teaching will be expected, in addition to
successful completion of all music, general education, and professional
education courses, to demonstrate competencies selected for the
following:
(a) Sight-read a hymn
(b) Play a I-IV-V-I chordal accompaniment to a familiar melody (at sight)
(c) Transpose a simple melody from one key to another (at sight)
(d) Sight-read and perform/realize chords on keyboard or guitar for jazz lead
sheet(at sight)
(e) Play together two lines from a four-part choral piece
(2) Aural Skills/Solfege
(a) Demonstrate ability to sight-sing two unfamiliar melodies in treble
and bass clefs using numbers, solfege syllables, or neutral syllables
(b) Detect errors in the performance of an unfamiliar four-part piece
(c) Identify aurally-presented interval and chord qualities
(d) Notate aurally-presented melodic, rhythmic, and harmonic phrases
(3) Vocal/Instrumental Performance
(School of Music Audition; performance evaluation form to be completed by studio teacher in preparation for entrance to the Music Teacher Education Program)
(4) Interview
Responses to questions on the teaching of music to children and adolescents (oral)
(5) Letter of Intent
(A two-page letter of intent, responding to the question "why do you want to teach music in the schools?", to be retained and modified for Music Teacher Education Program application.)
REVIEW Music Education Audition/Interview "sampler" contained within this booklet.
State Required Observations
Mused 440 - 8 hours of elementary general music observation
Mused 443 - 8 hours of high school instrumental music observations
Mused 432 - 8 hours of secondary general music observations OR
Mused 304, 5, 6 - 8 hours of elementary and middle school music observations (spread over 3 quarters)
Mused 464 - 3 hours of any area - focus on classroom
Mused 465 - 3 hours at any level - focus on evaluation
Observation Guidelines
II. Activities: Describe the sequence of the lesson. See below.
Planning And Presentation
1. How did the students enter the room? What was the first thing the teacher said?
2. How did the teacher begin the lesson and focus student attention?
3. Did the teacher reveal what the objective (or objectives) were?
4. What "teaching aids" did the teacher use (or have available)?
5. How often did the teacher provide music making opportunities during the lesson?
6. How did the teacher develop the lesson (sequence)? Try to reconstruct the plan based on
what you observed.Classroom Management
1. How are students reminded of the teacher's expectations or the class procedures?
2. How did the teacher communicate expectations/directions (verbal/nonverbal)?
3. How did the teacher handle any behavior problems that arose (i.e. discipline)?
4. Did the teacher deviate from policies or procedures?
5. How often does the teacher provide positive feedback? Negative feedback?
6. How did the teacher deal with inappropriate or "off-task" behavior?Pacing/Time Management
1. How much time was spent in warm-ups (tuning)?
2. How much time was devoted to announcements, transitions, other "business"?
3. How many different activities/pieces did the teacher present during the lesson?
4. How many different musical ideas or concepts were presented in how many minutes?Instructional Monitoring And Feedback
1. What opportunities did the teacher provide for students to demonstrate their learning?
2. How many questions did the teacher ask?
3. To what extent does the teacher use verbal/non-verbal feedback?
4. How many explanations/elaboration did the teacher give?
5. Did the teacher provide models? Of what type?
6. How much time did the teacher devote to an individual, section, or group before moving on?Closure
1. How did the class end? Was there a summary of the lesson?
III. Teacher: Based on the lesson described above, what was your impression of the teacher?
1. What did YOU perceive the class objectives to be?
2. How did the teacher's lesson meet/not meet the objective?
3. How did the teacher's choice of music relate to the objective?
4. How flexible is the teacher with regard to the students' performance/abilities/attitudes?
Are lessons revised?
5. What impressed you most about the teacher's presentation?
IV. Students: Based on the lesson described above what was your impression of the students?
1. What did the students learn and how did they demonstrate their learning?
2. What did the students perceive the class objectives to be?
3. Where there times when the students raised questions that were not prompted by the teacher?
4. What impressed you the most about the students' abilities or responses
to the lesson?
V. Reflection: Summarize your overall response to the visit with statements that reflect your
thinking about what you saw?
1. Can you identify one or two significant events? What made them stand out?
School Of Music
Music Education Division
VERIFIED RECORD OF STUDENT OBSERVATIONS
Teacher-Training Early Field Experiences
Name: Qt/Yr:
Date:_______________ Observation Number:________________
Master Teacher's signature Date
1. Did the University of Washington student conduct herself/himself in a professional manner? Yes No
2. Did the University of Washington student make contact/arrangements for observing in a timely manner? Yes No
3. Did the University of Washington student ask any questions about the learning/teaching process? Yes No
4. Would you be willing to speak to music education majors sometime in the future? Yes No
Qt/Yr you anticipate part-time student teaching
Number of Credits
The required number of hours should be spread over at least six of these nine areas.
D a t e Elementary
Junior high/Middle School High School
General Vocal Instrumental General Vocal Instrumental General Vocal
Instrumental
Total Hours:______ (minimum of 40)
B.A./B.M. In Music Education
(Instrumental/Choral/General Emphasis)
Courses Credits
TOTAL CORE 36
______________________Division-approved upper level Music theory or history electives 5-8
Basic Keyboard Proficiency (at 135 level)
__MUSIC 350/380, 351/381, 352/382 Choral or Instrumental Conducting 3
__MUSED 340 Music in Education (prerequisite for all of the following) 3
__MUSED 464** Classroom Management in the Music Education Program 2
__MUSED 452* Ethnomusicology in the Schools 3
__MUSED 440** Music for Children 3
__MUSED 443* Choral Curriculum: Methods &;Materials 3
__MUSED 465* Evaluation in the Music Education Program 2
__MUSED 403 Part-time Student Teaching 6
__MUSED 304, 5, 6, 442** Elementary Instrumental Methods, Instrumental Curriculum: Methods &;Materials
__MUSED 304, 5, 6, 432** Elementary Instrumental Methods, Comprehensive Music in the Secondary Schools
__MUSED 442**, 432** Instr. Curriculum: Methods &;Materials, Compreh. Music in Secondary Schools
*indicates taught during odd numbered years; **indicates taught even numbered years
__MUSAP 320-339 level MUSAP Private Instruction (18 on major instrument or voice)
__MUSAP 220 MIDI Techniques
Students desiring an emphasis in Instrumental music take seven from the first line and Jazz Pedagogy:
__MUSAP 205, 210, 217 High &;Low String., High &;Low Brass, Single Reeds, Flute,
Double Reeds, Percussion
__MUSIC 338 Jazz Pedagogy
__MUSAP 205, 210, 217 High &;Low String., High &;Low Brass, Single Reeds, Flute,
Double Reeds, Percussion
__MUSAP 233, 234, 235 MUSAP piano
__MUSIC 464 Vocal Jazz Techniques
__MUSIC 434, 435, OR 436 Vocal Pedagogy
__MUSEN Choral Ensemble and Symphonic Band/W.E or Orchestra 9
__MUSEN 303 (Marching Band) or MUSED 405 (Marching Band Techniques) 1-2
__MUSEN 340, 345, 346, or 446 2
__MUSIC 389 World Music Ensemble 2
__EDLPS 479 Crucial Issues in Education 3
__EDPSY 304 Educational Psychology 5
__EDC&I;494 Issues of Abuse 1
TOTAL MAJOR CREDITS: 134-138
Competencies selected from the following:
(see music)
syllaboles, or neutral syllables (see music)
You will be given the notation to a four-part piece, and will be asked to listen to the piece as played on the piano, and to detect any rhythm or pitch errors (that do not match the notation).
You will hear intervals or chords played on pinao, and will be asked to identify them (m3, m7, major chord-root position, minor chord-second inversion).
You will hear a melodic, rhythmic, or harmonic phrase, and will be asked to notate it on staff paper.
3: Vocal/Instrumental Performance
You must pass a School of Music audition on your principal instrument or voice. In addition, as you prepare for your practicum, you will need to have your studio teacher recommend you by signing the "Performance Evaluation form". See page 15 in this bookl
et.
You will be asked to respond orally to questions on the teaching of music to children and adolescents.
You will need to submit a typed two-page of letter of intent that responds to the question "why do you want to teach music in the schools?" at the time of your audition/interview.
University Of Washington - School Of Music
Music Teacher Certification Program
PLANNING GRID
This Student's proposed Schedule for completing Music Education certification requirements must be submitted to the Music Education Division.
Fall 19 Winter 19 Spring 19
Mused 301 Mused 302 Mused 303
Mused 304 Mused 305 Mused 306
Mused 340 Mused 442 Mused 432
Mused 440 Mused 464 Mused 443
Mused 452 Mused 465
EDUCATION Credits
EDLPS 479 Crucial Issues in Education 3
EDPSY 304 Educational Psychology 5
EDC&I;494 Issues of Abuse 1
Quarter_____Year____ Quarter_____Year____ Quarter_____Year____
Applicant's Signature Date
Approved: Music Education Advisor Date
Performance Evaluation Form
*************************
To be filled in by the major applied instructor:
signed date
(To be filled in by Music Education chair if above is not signed by applied music instructor.)
Teacher Education Program: Music
TWO Quarters before you begin Part-time Student Teaching
You should have successfully completed the following:
1. The SPEAK exam if you are not a native speaker of English. Dates and procedures
are avaialble at the Office of Educational Assessment, 453 Schmitz Hall, 543-1170.
2. The Music Education Audition/Interview - given within the first three weeks of each
quarter. See page 4 of this handbook for details.
3. School of Music Piano Proficiency.
If you have satisfactorily met these requirements by the end of the quarter, pick up an application to the Music Teacher Education Program in Room 31. Set up a time to meet with Linda Iltis (Rm. 116A) to:
1. Review your Mused GPA for the last 60 graded credits
2. Review your coursework in order to determine what needs to be done
3. Review your application for the Music Teacher Education Program (MTEP)
If all items are satisfactory then you may go to the Mused Office and set up a time to meet with Dr. Demorest.ONE Quarter before you begin Part-time Student Teaching
You should have completed the following:
1. The application for the Music Teacher Education Program
2. After admission to the MTEP, you will need to be fingerprinted for the Washington
State Patrol (WSP) and the FBI. Times, dates and costs are available in 211 Miller.
Fourth Monday of the Quarter before you plan to begin part-time student teaching
Meet with Dr. Demorest to:
1. Review your application to the MTEP
2. Sign off on Mused course sheet
3. Discuss placement locations and levels for both Part-time and Full-time student
teaching.
The letter confirming your status in the Music Teacher Education Program can be picked up in the music education office (Rm. 31) after 1:00 pm on Friday of week five of the quarter.During the First Quarter of student teaching
1. Discuss endorsements with Charlotte Nelson. Also check whether any official
transcripts are needed for your Education advising file.
2. Turn in completed applications for certificate and degree. If graduating before
certification, apply to the UW Admissions Office to be a post-BA student in
Education. Application are available in 211 Miller.During the Final Quarter of Student Teaching
1. Check with Charlotte Nelson (211 Miller) to make sure that all certification forms are
completed and your certificate fee payment is recorded. If you would like a 120-day
permit at the end of this quarter (to substitute or accept a teaching postion), request it
from an adviser after you have finished student teaching (no fee is required).
2. Obtain information on the Continuing Certificate and adding endorsements. An
adviser will discuss both these topics at your Final Quarter Seminar.
Application Checklist
Bring all of the following to your Music Education appointment in week 4. Your application must be complete.
_____1. completed application and blue academic status form
_____2. complete transcripts from each college attended, including UW (unofficial copies okay)
_____3. Use your last 60 graded credits to calculate your GPA for admission (minimum 2.50).
_____4. one copy of Music Education Program Form, signed by the Music Education Adviser.
_____5. SPEAK score (if you are not a native speaker of English).
_____6. Moral Character and Personal Fitness form
School Of Music, Box 353450
Music Education Division
Seattle, Wa 98195
(206) 543-5204
Sample Student Teaching Letter
To: Student Teacher
Welcome to your full-time/part-time Student Teaching Internship. You have been assigned a placement with __________ at _____________ School in the _______ School District. The internship coincides with the school district of your placement, so that you be
gin your teaching with their first day of classes, and conclude on our final day of classes (before finals week).
Music Teacher Education Program
Student Teaching Practicum Responsibilities
Your student teaching experience will consume much of your time and creative energy in the next term, and will lead the way to a professional position in K-12 music education. In order to reap the benefits of the experience, you will need to focus on teac
hing techniques and materials that develop musical understanding and skills in elementary and secondary school students. Your cooperating teacher at the school site will serve as a model to emulate, and will be there to assist you and to suggest potential
ways of improving your instructional style and delivery system. Your professors at the University of Washington will be on hand as well, to meet with you in scheduled seminars for student teachers, to observe your progress in the schools, and to recommen
d repertoire and presentational techniques. The practicum is a three-way street, with interactions among us that will benefit you and the music education profession at large.
B. Your Lesson Plans for specific classes
C. Teaching ideas (yours and others)
D. Your observations of teacher and students
E. Evaluations of your teaching
F. Seminar notes
G. Video record of your teachingStudent Teaching Practicum Schedule
Your practicum time will be spent observing, assisting the cooperating teacher, and teaching. While each situation will vary some, depending upon the class schedule, student characteristics, and an understanding between you and your cooperating t
eacher, the following schedule is suggested as a framework for the unfolding of the student teaching experience.
Take notes and discuss with your cooperating teacher:
How to introduce a lesson or class
How to motivate student interest in subject
How to encourage greater student participation
How to conduct and cue
How to break-down and chunk a piece
How to utilize a variety of approaches and techniques
How to provide feedback
How to use audio/video equipment
How to set and maintain student discipline
Who are the student leaders? Followers? Loners?
What is the attention span of students?
How do students respond to various approaches?
What music do they perform well? Not so well?
Become involved in the instructional process:
Take attendance
Pass out music and other materials
Accompany (when applicable)
Perform with the students
Work with small groups or sections
Teach a 5-minute class segment (for elementary schools only)
Run warm-ups or sight reading (for secondary schools only)
Continue to observe
Enter into the teacher's role:
Design complete lessons
Teach a complete class each day (for elementary schools only)
Begin rehearsing a piece (for secondary schools only)
discuss and critique "What worked" with cooperating teacher
Gradual immersion into teacher's role:
Design lessons
Teach several (and eventually all) classes daily
Provide additional experiences with familiar music
Select new approaches to familiar music
Select new and unfamiliar music
Evaluate student learning
Discuss and critique "what worked" with cooperating teacher
Planning With The Student
Careful advance planning is essential for good teaching. Student Teachers must develop both long-range goals and Daily lesson Plans.
A long-range goal is (as inferred) something that can be expected to occur only over a long period of time and is stated in broad, general terms.
- are not time specific (may take a month, semester, a year or more)
- do not specify criteria necessary to judge success
- do not specify behaviors a student is expected to perform
- require that subgoals or objectives be written in order to achieve the goal
In addition to long-range plans, unit and daily plans are necessary for successful teaching the beginner. These plans should be meaningful to the student teacher. they should tell clearly what one plans to do, how one will proceed, and what materials are
needed. Remember that more preparation time is needed for teachers at the beginning of their careers, so always try to give advanced notice of what they will be teaching. The student teacher must prepare lesson plans for every lesson taught. The cooperati
ng teacher should approve plans and suggest desirable adjustments before the student teacher teaches. therefore, plans should be turned in at least a day in advance of the lesson's implementation.
Cooperating Teacher
Conference And Observation Guidelines
The cooperating teacher and University supervisor observe and confer with the student teacher on a regular basis throughout the program. The cooperating teacher's written and verbal comments and weekly conferences are essential to a strong working relatio
nship with the student teacher.
a. Plan the meeting for a convenient time for both parties in a place of relative privacy.
b. Have each participant plan ahead for the conference, list questions to be raised and
suggestions to be contributed.
c. Preview future subject matter in relation to the student teacher's academic strengths.
d. Schedule the student teacher's activities for the coming week, including scheduled
observations, specific methods assignments to be completed, and specific teaching or
assisting tasks assigned by the cooperating teacher. Also review student teacher's
lesson plans.
e. Keep student teacher informed of their general progress.
f. Share mutual concerns about students and discuss what can or cannot be done and why.
a. Schedule as soon as possible
b. Establish a climate of open communication and honesty. Each conference should be a
positive learning experience for the student teacher.
c. Assist the student teacher in developing stronger self-evaluation skills by asking
him/her to evaluate the lesson just taught. Questions might include:
1. What was good about the lesson?
2. What would you do differently if you could teach the lesson again?
3. Are there other alternatives?
d. Summarize the observed strengths and weaknesses of the lesson. Give specific
suggestions for improvement. Try to limit suggestions to one or two main points for
each conference.
e. Monitor subsequent lessons to see if the student teacher successfully implements
suggestions given.
Practicum In Music Teaching
(Part-Time)
Requirements
The student teacher observes and assists in the classroom ten hours weekly, including finals week, except on the day of a final examination. both student teacher and cooperating teacher work to establish a professional relationship.
a. Develop observational skills. (see Observation Period Week One)
b. Become familiar with school and its policies.
c. Assist in routine tasks, e.g., taking attendance, preparing bulletin board, sectionals,
working with solos and small groups.
d. Demonstrate responsibility, enthusiasm, and initiative.
e. Attend required seminars as scheduled.
f. Begin a portfolio which includes long-range goals, lesson plans evaluations, ideas,
and materials gathered from the classroom and seminar.
g. Observe other teachers throughout the school.
h. Confer weekly with cooperating teacher.
i. By week 4, develop, teach, and evaluate at least one instructional segment for each
class.
j. Submit lesson plans to cooperating teacher at least one day prior to teaching.
a. Accept the student teacher as a co-worker; introduce to staff and students.
b. Carefully discuss student teacher responsibilities and joint expectations.
c. Provide working space for student teacher.
d. Provide student teacher with textbooks and subject guides.
e. Assign classroom activities throughout the quarter.
f. Schedule weekly conference to discuss student teacher's progress. Offer
encouragement as well as constructive suggestions.
g. Assist the student teacher in setting up observations as necessary.
h. Share your long-range goals with student teacher.
i. Complete the Practicum in Music Teaching Evaluation Form and return to Dr.
Demorest by the last week of the practicum.
a. Visit school early in the quarter to meet cooperating teacher.
b. Discuss and evaluate the student teacher's adjustment to the field.
c. Maintain communication with student teacher and cooperating teacher.
d. Observe one lesson taught by student teacher and confer with both student teacher and
cooperating teacher.
e. Check over the student teacher's portfolio.
f. Discuss "Practicum Evaluation" with cooperating teacher and the student teacher. Be
sure this is signed by all parties and submitted to the University.
Internship In Music Teaching
(Full-Time)
Requirements
a. Continue to assist in routine tasks and classroom responsibilities on a daily basis.
b. Recognize students' different abilities and interests.
c. Strengthen lesson planning and unit planning skills and submit lesson plans to
cooperating teacher at least one day a week prior to teaching. Submit unit plans in
advance to allow for feedback prior to the unit.
d. Successfully plan for and teach a full day of classes at least once in the quarter.
This is a minimum requirement. Most student teachers teach for a longer period.
e. Participate in as many school, faculty, and parental activities as possible, including
faculty meetings, parent conferences, and open house.
f. Attend seminars as scheduled by University supervisor.
g. Continue development of portfolio
h. Confer weekly with cooperating teacher
i. Be observed at least three times by your cooperating teacher or other building
personnel and have their written feedback in your portfolio.
a. Continue to assign classroom activities and responsibilities.
b. Assist to assign classroom activities and responsibilities.
c. Share ideas with student teacher about your goals, unit and lesson planning, classroom
management, and other topics.
d. Review student teacher's unit and lesson plans prior to teaching.
e. Share mutual concerns about students and discuss what can or cannot be done and why
f. Assist the student teacher in developing her/his own style of teaching.
g. Continue to have weekly conferences.
h. Provide close supervision of student teacher and observe as many lessons as possible
with written and verbal comments. Written feedback from 3 observations should be
included in student teacher portfolio.
i. Make at least one formal observation of student teacher with the University supervisor.
Confer with University supervisor and student teacher following the observation.
j. Involve the student teacher in parental interaction when appropriate, e.g., parent
conferences,open house.
k. Complete "Internship Evaluation Form" and return to the University supervisor by the
end of the quarter.
a. Continue close communications with both cooperating teacher and student teacher.
Help solve field-related problems.
b. Observe at least three lessons and schedule a conference with the student teacher as
soon as possible following each lesson. Confer with cooperating teacher regarding the
observation. When possible schedule a three-way observation and conference.
c. Check over the student teacher's portfolio
d. Schedule and conduct seminars
It is the cooperating teacher and University supervisor's joint responsibility to recommend whether a student teacher receives credit for each quarter, using the specific quarter's guidelines. Throughout the program, evaluations serve as a diagnostic tool
. Honest critiquing of strengths and weaknesses is necessary for the student teacher's growth.
Practicum In Music
During the practicum experience the student teacher is frequently observed teaching by the cooperating teacher. The University supervisor will observe a minimum of three times. It is hoped that at least one of these will be a joint observation conference
with the University of Washington supervisor and cooperating teacher. The part-time student teaching evaluation form is used to determine readiness for the full-time experience and identify areas of or improvements. These forms are only for the use of the
Music Teacher Evaluation Program and do not become part of the students placement file.Internship In Music
Second quarter the student teacher continues to be frequently observed by the cooperating teacher. the University supervisor will observe a minimum of three times. It is hoped that at least one of these three will be a joint observation and conference wit
h the University supervisor and cooperating teacher. Upon completion of the quarter, the University supervisor and cooperating teacher then write separate evaluations on forms provided. These evaluations are forwarded to the placement office and serve as
the student's recommendation.