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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
his S
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:
Con
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
ser
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
athe
mat
ical
arg
umen
ts u
sing
the
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
.
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
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
.
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: