INTRODUCTION TO PORTFOLIO MUSIC EDUCATION RUBRIC

Trait 1 2 3 4 5  Unacceptable Beginning Developing Capable Accomplished

Introduction to Portfolio Does not define the purpose of the portfolio.

Vaguely defines the purpose of the portfolio.

Adequately defines the purpose of the portfolio.

Clearly and accurately delineates the purpose of the portfolio.

Defines the purpose of the TWS portfolio in a professional and articulate manner.

             There is no description (or

a very poor one) of the music learning outcomes selected.

There is a brief description of music learning outcomes, but the number is less than required.

There is an acceptable description of music learning outcomes.

There is a specific description of the musiclearning outcomes.

There is an exemplary description of the music learning outcomes.

             There are no connections

made between the TWS elements and the College of Education Outcomes, National Standards for Music Education, and New Jersey Core Curriculum Standards for Music

The connections made between the elements of the TWS and the COE Outcomes, National Standards for Music Education, and New Jersey Core Curriculum Standards for Music are minimal

The connections made between the elements of the TWS and the COE Outcomes, and National Standards for Music Education, and New Jersey Core Curriculum Standards for Music are satisfactory.

The connections made between the elements of the TWS and the College of Education Outcomes National Standards for Music Education, andNew Jersey Core Curriculum Standards for Music are clear.

The connections made between the elements of the TWS and the COE Outcomes National Standards for Music Education, and New Jersey Core Curriculum Standards for Music are clear and focused.

             There is no description of

the TWS portfolio organization.

The description of the organization of the TWS portfolio is vague and not easily understood.

The description of the TWS portfolio organization is acceptable.

The description of the TWS portfolio organization is logical and in an easy to understand format.

The description of the organization is excellent, well thought out, and logical.

30

PHILOSOPHY STATEMENT MUSIC EDUCATION RUBRIC

Trait 1 2 3 4 5  Unacceptable Beginning Developing Capable Accomplished

Philosophy Statement Offers no evidence that the candidate has the K-12 music student as the focus.

Offers minimal evidence that the candidate has the K-12 music student as the focus.

Offers adequate evidence that the candidate has the K-12 music student as the focus.

Offers significant evidence that the candidate has the K-12 music student as the focus.

Offers superior evidence that the candidate has the K-12 music student as the focus.

             Offers no evidence

that the SPECTRUM model is the framework

Offers minimal evidence that the SPECTRUM model is the framework.

Offers adequate evidence that the SPECTRUM model is the framework.

Offers significant evidence that the SPECTRUM model is the framework.

Offers superior evidence that the SPECTRUM model is the framework.

             Offers no evidence

that the candidate understands theory and research relevant to music education.

Offers minimal evidence that the candidate understands theory and research relevant to music education.

Offers adequate evidence that the candidate understands theory and research relevant to music education.

Offers significant evidence that the candidate understands theory and research relevant to music education.

Offers superior evidence that the candidate understands theory and research relevant to music education.

             Offers no evidence

that the candidate has gained insight into teaching and learning through field experiences and coursework.

Offers minimal evidence that the candidate has gained insight into teaching and learning through field experiences and coursework.

Offers adequate evidence that the candidate has gained insight into teaching and learning through field experiences and coursework.

Offers significant evidence that the candidate has gained insight into teaching and learning through field experiences and coursework.

Offers superior evidence that the candidate has gained insight into teaching and learning through field experiences and coursework.

31

Writing Mechanics and OrganizationMUSIC EDUCATION RUBRIC

Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English.

Trait1

Unacceptable2

Beginning3

Developing4

Capable5

Accomplished

Writing Mechanics The use of standard written English is unsatisfactory at this level. More than 10 errors in punctuation, capitalization, subject-verb agreement may exist or excessive fragments or run-ons may detract from the overall content of the writing.

The use of standard written English needs attention. More than 9 errors in punctuation, capitalization, subject-verb agreement may exist or 2 or more fragments or run-ons may exist.

The use of standard written English is adequate with no more than 8 errors in punctuation, capitalization, subject-verb agreement may exist or 1 or more fragments or run-ons may exist.

The use of standard written English is good with no more than 5 errors.

The use of standard written English is outstanding with no more than 2 errors in punctuation, capitalization, subject-verb agreement may exist. No fragments or run-ons may exist

Syntax Syntax and word choice may be unsatisfactory, or the writing may lack cohesion.

Syntax and word choice may need attention, or the writing may lack cohesion.

Syntax and word choice are satisfactory, and the writing is cohesive.

Syntax and word choice are appropriate, and the writing is cohesive.

Syntax and word choice are clearly superior, and the writing is very cohesive.

32

Writing Mechanics and OrganizationMUSIC EDUCATION RUBRIC

Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English.

Trait1

Unacceptable2

Beginning3

Developing4

Capable5

Accomplished

Organization of TWS Portfolio

Poorly organized with no section dividers.

No table of contents.

Not placed in a binder, no cover page.

Subsection not well defined and papers poorly placed in sections.

Table of contents is brief and vague.

Binder or notebook is in poor condition with a poorly worded, difficult to read cover page.

Subsections are labeled and papers placed in appropriate sections.

Table of contents is well organized.

Binder or notebook is organized with an appropriate cover page.

Subsections are labeled and stand out from folder and papers are placed in appropriate sections.

Table of contents is clear and reader can locate information with ease.

Binder is appropriate and the cover page is professionally done.

Subsections are labeled and tabs stand out from the contents of the portfolio with thoughtful placement of contents in appropriate places.

Table of contents is clear and alerts reader to contents of portfolio; reader can locate material easily.

Binder is attractive and cover page is professional, eyecatching and appropriate.

33

Learning Goals

MUSIC EDUCATION RUBRIC

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Significance, Challenge and

Variety

Goals are not in evidence.

Goals reflect only one type or level of learning

Goals reflect several types or levels of learning but lack significance or challenge

Goals reflect several types or levels of learning and are significant and challenging.

Goals are significant and challenge thought and expectations including three or more levels and types.

ClarityGoals are vague or not in evidence.

Goals are not stated clearly and are activities rather than music learning outcomes.

Some of the goals are clearly stated as music learning outcomes.

Most of the goals are clearly stated as music learning outcomes

Goals are clearly stated in behavioral terms.

Appropriateness for Students

Goals presented are inappropriate for the class or set unrealistic expectations for K-12 students.

Goals are not developmentally appropriate; nor address pre-requisite knowledge, skills, experiences, or other K-12 music student needs.

Some goals are developmentally appropriate and address some pre-requisite knowledge, skills, experiences, and other K-12 music student needs.

Most goals are developmentally appropriate; addresses pre-requisite knowledge, skills, experiences and other K-12 music student needs are considered.

Goals demonstrate realistic expectations for all students in addition to providing for K-12 music students’ critical thinking and reflection.

Alignment with National, State

or Local Standards

Fails to develop goals aligned with National Standards for Music Education, New Jersey Core Curriculum Standards for Music, and COE standards

Goals are not aligned with National Standards for Music Education, NJ Core Curriculum Standards for Music, and COE standards.

Some goals are aligned with National standards for Music Education, New Jersey Core Curriculum Standards for Music and COE standards.

Most of the goals are explicitly aligned with National Standards for Music Education, New Jersey Core Curriculum Standards for Music and COE standards.

Goals are aligned with National Standards for Music Education, New Jersey Core Curriculum Standards for Music, and COE standards and are articulated through the lesson presentations. Alignments are explained.

34

Assessment PlanMUSIC EDUCATION RUBRIC

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Alignment with Learning Goals and Instruction

Minimal plans for pre and post assessments are provided; music assessments do not measure learning goals.

Music content and methods of assessment lack congruence with learning goals or lack cognitive complexity.

Some of the learning goals are assessed through the music assessment plan, but many are not congruent with learning goals in content and cognitive complexity.

Each of the learning goals is assessed through the music assessment plan; assessments are congruent with the learning goals in content and cognitive complexity.

All learning goals are assessed by the music assessment plan, and provide music students with constructive feedback on their learning.

Clarity of Criteria and

Standards for Performance

The assessments contain no criteria for measuring music student performance relative to the learning goals.

Assessments contain poorly stated criteria for measuring music student performance leading to student confusion.

Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals.

Assessment criteria are clear and are explicitly linked to the learning goals.

Assessment criteria are linked to learning goals; accurately documenting student’s music learning.

Multiple Modes and

Approaches

The assessment plan fails to demonstrate evidence of music student assessment other than after instructions. No knowledge of formal/informal assessments

The assessment plan includes only one assessment mode and does not assess music students before, during, and after instruction. Limited knowledge of formal/informal assessments

The assessment plan includes multiple modes but all are either pencil/paper based (i.e., they are not performance assessments) and/or do not require the integration of knowledge, skills and critical thinking. Some knowledge of formal/informal assessments

The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses music student performance throughout the instructional sequence. Good knowledge of formal/informal assessments

The assessment plan uses formal/informal assessments and music student’s self-assessments to assess music student performance and effectiveness of the instructional sequence.

Technical Soundness

Assessments are not designed to measure music lessons goals and objectives; scoring procedures are inaccurate.

Assessments are not valid; scoring procedures are inaccurate; items or prompts are poorly written; directions and procedures are confusing to music students.

Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to music students

Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to music students.

Assessments appear to be valid and clearly written. Assessments data used to document music students’ strengths as well as opportunities for learning.

35

Adaptations Based on the

Individual Needs of Students

Teacher does not address or link music assessments to identified contextual factors.

Teacher does not adapt music assessments to meet the individual needs of music students or these assessments are inappropriate.

Teacher makes adaptations to music assessments that are appropriate to meet the individual needs of some music students.

Teacher makes adaptations to music assessments that are appropriate to meet the individual needs of most music students.

Teacher’s adaptations of music assessments for all music students needs to be met. Adaptations are creative and show evidence of outstanding problem-solving skills by teacher candidate.

36

Design for Instruction MUSIC EDUCATION RUBRIC

TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.Rating →

Indicator ↓1

Unacceptable2

Beginning3

Developing4

Capable5

Accomplished Score

Alignment with Learning Goals

No lesson is linked to learning goal. Music activities are not aligned to learning goals.

Few lessons are explicitly linked to learning goals. Few music activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design.

Most lessons are explicitly linked to learning goals. Most music activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design.

All lessons are explicitly linked to learning goals. All music activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design.

All lessons are explicitly linked to learning goals, demonstrating critical thinking and reflection in music activities and assignments.

Accurate Representation

of Content

Teacher does not demonstrate purpose and relevancy of music content.

Teacher’s use of music content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure.

Teacher’s use of music content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline.

Teacher’s use of music content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline.

Teacher provides cross-content approach to student learning, stressing depth and breadth of music content.

Lesson and Unit Structure

The music lessons within the unit do not demonstrate knowledge of how content is created and developed.

The music lessons within the unit are not logically organized (e.g., sequenced).

The music lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals.

Most music lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals.

All music lessons within the unit demonstrate how knowledge of content is created and organized and integrates knowledge from other fields of content.

Use of a Variety of Instruction,

Activities, Assignments

and Resources

A single, instructional modality is used with a textbook as only reference.

Little variety of music instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets).

Some variety in music instruction, activities, assignments, or resources but with limited contribution to learning.

Significant variety across music instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.

Instructional strategic assignments are varied to accommodate individual learners and to achieve music lesson goals.

37

Use of Contextual

Information and Data to Select

Appropriate and Relevant Activities,

Assignments and Resources

Music instruction has not been based upon knowledge of subject matter, students or pre-assessment data.

Music instruction has been designed with very limited reference to contextual factors and pre-assessment data. Music activities and assignments do not appear productive and appropriate for each student.

Some music instruction has been designed with reference to contextual factors and pre-assessment data. Some music activities and assignments appear productive and appropriate for each student.

Most music instruction has been designed with reference to contextual factors and pre-assessment data. Most musicactivities and assignments appear productive and appropriate for each student.

All music instruction addresses the diverse needs of individual students and contextual factors of community, school and class.

Use of Technology

Teacher does not use technology during instruction.

Technology is inappropriately used and inappropriate rationale is provided.

Teacher uses technology but it does not make a significant contribution to teaching and learning or teacher provides limited rationale for not using technology.

Teacher integrates appropriate technology that makes a significant contribution to teaching and learning or provides a strong rationale for not using technology.

Teacher integrates a variety of media and technology into instruction and relates both directly to lesson goals.

38

Instructional Decision-MakingMUSIC EDUCATION RUBRIC

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Sound Professional

Practice

Instructional decisions are inappropriate for age of student, content, and community.

Many instructional decisions are inappropriate and not pedagogically sound.

Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound.

Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning).

Most instructional decisions are pedagogically sound and build on concepts and skills previously learned.

Modifications Based on

Analysis of Student Learning

Teacher treats class as “one plan fits all” with no modifications.Fails to demonstrate evidence of instructional modifications.

Limited modifications of the instructional plan have been made, to accommodate individual learners.

Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors.

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors.

Appropriate modifications of the plan are made to individualize instruction. Rational to improve student progress is provided.

Congruence Between

Modifications and Learning

Goals

Inappropriate modification in instruction.

Modifications in instruction lack congruence with learning goals.

Modifications in instruction are somewhat congruent with learning goals.

Modifications in instruction are congruent with learning goals.

Modifications in instruction are congruent with learning goals and cites current research as the rationale for the modifications.

39

Analysis of Student LearningMUSIC EDUCATION RUBRIC

TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

Rating →Indicator ↓

1Unacceptable

2Beginning

3Developing

4Capable

5Accomplished Score

Clarity and accuracy of Presentation

Presentation does not include data.

Presentation is not clear and accurate; it does not accurately reflect the data.

Presentation is understandable and contains few errors.

Presentation is easy to understand and contains no errors of presentation.

Contains no errors of presentation. Presentation is communicated with the use of technology and media.

Alignment with Learning Goals

Neither analysis of music student learning nor visual representation is aligned with learning goals.

Analysis of music student learning is aligned with learning goals. Visual representations do not include whole class, sub-groups or individual students.

Analysis of music student learning is general with learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals.

Analysis is fully aligned with learning goals and provides a comprehensive profile of music student learning for the whole class, subgroups, and two individuals.

Analysis is thorough and complete, recognizing music student progress in developing content proficiency. Visual and narrative summaries demonstrate the extent of student’s musical progress.

Interpretation of Data

Interpretation is unsupported by data

Interpretation is inaccurate, and conclusions are missing.

Interpretation is technically accurate, but conclusions are missing or not fully supported by data.

Interpretation is meaningful, and appropriate conclusions are drawn from the data.

Interpretation is comprehensive. Appropriate conclusions are drawn from the data. Candidate has detailed the assessment and evaluation of student’s musical gains.

Evidence of Impact on Student Learning

Analysis is weak and fails to provide subgroup achievement

Analysis of student learning fails to include evidence of impact on student ‘s musical learning in terms of numbers of students who achieved and made progress toward learning goals. No remediation is provided.

Analysis of student learning includes incomplete evidence of the impact on student’s musical learning in terms of numbers of students who achieved and made progress toward learning goals. Limited remediation is provided.

Analysis of student learning includes evidence of the impact on student ‘s musical learning in terms of number of students who achieved and made progress toward each learning goal. Remediation is specific.

A thorough analysis of the learning gains of all students and subgroups is presented. Remediation is specific.

40

Reflection and Self-EvaluationMUSIC EDUCATION RUBRIC

TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.Rating →

Indicator ↓1

Unacceptable2

Beginning3

Developing4

Capable5

Accomplished Score

Interpretation of Student Learning

No evidence or reasons provided to support conclusions drawn in “Analysis of Student Learning” section.

Provides one possible reason as evidence to support conclusions drawn in Analysis of Student Learning.

Provides evidence but simplistic, superficial reasons are given or hypotheses to support conclusions drawn in “Analysis of Student Learning” section.

Uses evidence to support conclusions drawn in “Analysis of Student Learning” section.

Uses evidence to support more than four conclusions drawn in “Analysis of Student Learning” section. Explores multiple hypotheses for why some students did and others did not meet learning goals.

Insights on Effective

Instruction and Assessment

Provides no rationale for why some music activities or assessments were more successful than others.

Rationale for music activities or assessments presented in confusing manner; insights limited to knowledge-based instruction and use of formal assessments.

Identifies successful and unsuccessful music activities or assessments and superficially explores reasons for their success or lack thereof (no use of music education theory or research).

Identifies successful and unsuccessful music activities and assessments and provides plausible reasons (based on music education theory or research) for their successes or lack thereof.

Reflects on own performance as a music teacher focusing on the impact of the experience on student learning. Current music education research findings are incorporated as supportive documentation.

Alignment Among Goals, Instruction and

Assessment

Does not connect learning goals, instruction, and assessment results in the discussion of music student learning and effective instruction and/or the connections are irrelevant or inaccurate.

Connections among learning goals, instructions and assessments are irrelevant or inaccurate.

Connects learning goals, instructions, and assessment results in the discussion of music student learning and effective instruction, but misunderstandings or conceptual gaps are present.

Logically connects learning goals, instruction, and assessment results in the discussion of music student learning and effective instruction.

Connects learning goals, instruction and assessment results in the discussion of music student learning and effective instruction. Current research findings are incorporated as supportive documentation.

Implications for Future Teaching

Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and music assessment.

Provides limited ideas for redesigning learning goals, instruction, and music assessment. Rationale is inadequate; or absent.

Provides ideas for redesigning learning goals, instruction, and music assessment but offers no rationale for why these changes would improve music student learning.

Provides ideas for redesigning learning goals, instruction, and music assessment and explains why these modifications would improve music student learning.

Provides a repertoire of strategies, offering specific alternative actions complete with probable successes for music student learning.

Implications for Professional Development

Provides no professional learning goals.

Provides goals that are not related to the insights and experiences described in this section.

Presents professional learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the goals.

Presents professional learning goals that emerge from the insights and experiences descried in this section.

Presents four or more professional learning goals that clearly emerge from the insights and experiences described in this section. Describes at least two specific steps to meet these goals.

41

42