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1 New Music Education Mid-Review Portfolio Requirements and Standards

Attachment Name(s) Latest Unofficial SPIRE Transcript

Music MTEL Test score report

Standard MA Subject Matter Knowledge Music (All) (a) The following topics shall be addressed on the test of subject matter knowledge: 1. Traditional Western music theory and harmony 2. Score reading and musical analysis 3. Music history and literature, including the following: a. Western (European) - early Gregorian chant to present b. American music - 1650 to present (including ethnic folk, jazz, Broadway, and classic streams) c. Introductory knowledge of at least two other musical traditions with contrasting compositional and performance characteristics and genres 4. Music criticism: analysis and critique of musical works and performance 5. Knowledge of at least one special approach to music education for students, such as OrffSchulwerk, Kodály, Dalcroze, Suzuki, Gordon 6. Musical development in children and adolescents 7. Introductory knowledge of choral literature and conducting techniques 8. Introductory knowledge of instrumental literature and conducting techniques (b) The following topics shall be included in an approved program, but will not be addressed on the test of subject matter knowledge: 1. Singing skills and basic vocal production 2. Sight singing and music reading, using standard notation 3. Intermediate level of keyboard proficiency 4. Use of technologies in music 5. Advanced vocal proficiency 6. Choral methods for treble, changing, and high school voices 7. Advanced instrumental proficiency on one instrument 8. Instrumental methods on strings, woodwinds, brass, percussion MA Subject Matter Knowledge Music (All) (a) The following topics shall be addressed on


Jury Evaluation Sheets

Score analyses: Representative sample of scores (at least 1 choral and 1 instrumental) marked for study or conducting.

2 the test of subject matter knowledge: 1. Traditional Western music theory and harmony 2. Score reading and musical analysis 3. Music history and literature, including the following: a. Western (European) - early Gregorian chant to present b. American music - 1650 to present (including ethnic folk, jazz, Broadway, and classic streams) c. Introductory knowledge of at least two other musical traditions with contrasting compositional and performance characteristics and genres 4. Music criticism: analysis and critique of musical works and performance 5. Knowledge of at least one special approach to music education for students, such as OrffSchulwerk, Kodály, Dalcroze, Suzuki, Gordon 6. Musical development in children and adolescents 7. Introductory knowledge of choral literature and conducting techniques 8. Introductory knowledge of instrumental literature and conducting techniques MA Subject Matter Knowledge Music (All) (b) The following topics shall be included in an approved program, but will not be addressed on the test of subject matter knowledge: 2. Sight singing and music reading, using standard notation 5. Advanced vocal proficiency 7. Advanced instrumental proficiency on one instrument MA Subject Matter Knowledge Music (All) (a) The following topics shall be addressed on the test of subject matter knowledge: 1. Traditional Western music theory and harmony 2. Score reading and musical analysis 3. Music history and literature, including the following: a. Western (European) - early Gregorian chant to present b. American music - 1650 to present (including ethnic folk, jazz, Broadway, and classic streams) c. Introductory knowledge of at least two other


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musical traditions with contrasting compositional and performance characteristics and genres. 6. Musical development in children and adolescents 7. Introductory knowledge of choral literature and conducting techniques 8. Introductory knowledge of instrumental literature and conducting techniques (b) The following topics shall be included in an approved program, but will not be addressed on the test of subject matter knowledge: 6. Choral methods for treble, changing, and high school voices 8. Instrumental methods on strings, woodwinds, brass, percussion Repertoire projects: 1 elementary instrumental, 1 MA Subject Matter Knowledge Music (All) secondary instrumental, 1 elementary choral, 1 (a) The following topics shall be addressed on secondary choral. the test of subject matter knowledge: 1. Traditional Western music theory and harmony 2. Score reading and musical analysis 3. Music history and literature, including the following: a. Western (European) - early Gregorian chant to present b. American music - 1650 to present (including ethnic folk, jazz, Broadway, and classic streams) c. Introductory knowledge of at least two other musical traditions with contrasting compositional and performance characteristics and genres. 6. Musical development in children and adolescents 7. Introductory knowledge of choral literature and conducting techniques 8. Introductory knowledge of instrumental literature and conducting techniques (b) The following topics shall be included in an approved program, but will not be addressed on the test of subject matter knowledge: 6. Choral methods for treble, changing, and high school voices 8. Instrumental methods on strings, woodwinds, brass, percussion Sample of writing from an academic music MA Subject Matter Knowledge Music (All) course (e.g., music history or music theory paper; (a) The following topics shall be addressed on


music education article summary)

Evidence of relevant use of technology from any music education methods course

Music education journal entry: Approaches for teaching elementary classroom music, from Music-Ed 323

Curriculum Unit from Music-Ed 323

4 the test of subject matter knowledge: 1. Traditional Western music theory and harmony 2. Score reading and musical analysis 3. Music history and literature, including the following: a. Western (European) - early Gregorian chant to present b. American music - 1650 to present (including ethnic folk, jazz, Broadway, and classic streams) c. Introductory knowledge of at least two other musical traditions with contrasting compositional and performance characteristics and genres 4. Music criticism: analysis and critique of musical works and performance 5. Knowledge of at least one special approach to music education for students, such as OrffSchulwerk, Kodály, Dalcroze, Suzuki, Gordon 6. Musical development in children and adolescents 7. Introductory knowledge of choral literature and conducting techniques 8. Introductory knowledge of instrumental literature and conducting techniques (b) The following topics shall be included in an approved program, but will not be addressed on the test of subject matter knowledge: 6. Choral methods for treble, changing, and high school voices 8. Instrumental methods on strings, woodwinds, brass, percussion MA Subject Matter Knowledge Music (All) (b) The following topics shall be included in an approved program, but will not be addressed on the test of subject matter knowledge: 4. Use of technologies in music MA Subject Matter Knowledge Music (All) (a) The following topics shall be addressed on the test of subject matter knowledge: 5. Knowledge of at least one special approach to music education for students, such as OrffSchulwerk, Kodály, Dalcroze, Suzuki, Gordon MA Professional Standards for Teachers (2) Professional Standards for Teachers. (a) Curriculum, Planning, and Assessment:


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All EFE (a) observation reports and (b) verification forms (other than methods class group observations) from Music-Ed 191A, 323, 420, and 421 Other samples of work that demonstrate planning for effective instruction (e.g., resources created for techniques courses)

5 Â Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. MA Professional Standards for Teachers (2) Professional Standards for Teachers. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Professional Standards for Teachers (2) Professional Standards for Teachers. (a) Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective


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Micro teaching: All lesson plans, instructor evaluations, and reflection reports; 1 video per course from Music-Ed 191A, 323, 420, and 421

6 Â classroom environment, and demonstrate cultural proficiency. (c) Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. (b) Uses effective strategies and techniques for making content accessible to English language learners. (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. (e) Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school. Professional Standards for Teachers (2) Professional Standards for Teachers. (a) Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data,


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All pre-practicum lesson plans, evaluation rubrics from supervising teachers, and reflection reports from Music-Ed 323, 420, and 421.

7 Â using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. (b) Uses effective strategies and techniques for making content accessible to English language learners. (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. Professional Standards for Teachers (2) Professional Standards for Teachers. (a) Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-


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2 examples of assessment rubrics created in music education methods courses

8 Â going basis, and continuously refining learning objectives. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. (b) Uses effective strategies and techniques for making content accessible to English language learners. (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. Professional Standards for Teachers (2) Professional Standards for Teachers. (a) Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.


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(3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. Other samples of work that demonstrate delivery Professional Standards for Teachers of effective instruction (2) Professional Standards for Teachers. (a) Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. (b) Uses effective strategies and techniques for making content accessible to English language learners. (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective


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Classroom setup diagram from Music-Ed 323 micro lesson.

Other samples of work that demonstrate effective management of classroom climate and operations

10 Â instruction for English language learners at various levels of English language proficiency and literacy. (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. Professional Standards for Teachers (2) Professional Standards for Teachers. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. Professional Standards for Teachers (2) Professional Standards for Teachers. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. (b) Uses effective strategies and techniques for making content accessible to English language


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Other samples of work that demonstrate promotion of equity

Music Education Journal (complete) from Music-Ed 191A, 323, 420, and 421

11 Â learners. (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. Professional Standards for Teachers (2) Professional Standards for Teachers. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Professional Standards for Teachers (2) Professional Standards for Teachers. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Professional Standards for Teachers (2) Professional Standards for Teachers. (a) Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish


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Professional journal article reviews from MusicEd 191A, 323, 420, and 421

Professional resume

12 Â guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. (b) Uses effective strategies and techniques for making content accessible to English language learners. (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. Professional Standards for Teachers (2) Professional Standards for Teachers. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. Professional Standards for Teachers (2) Professional Standards for Teachers. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. MA Professional Standards for Teachers (d) Professional Culture: Promotes the learning


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MTEL Communication & Literacy Skills Test score report

Professional memberships: Scan of current CNAfME membership card or paid invoice; evidence of membership in other professional music organizations Evidence of attendance at professional conferences and/or workshops (e.g., MMEA badge, invoice, or selected pages from program guide) Evidence of private, summer, or other teaching experience (e.g., written description)

13 Â and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Professional Standards for Teachers (1) Application. The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. These standards and indicators referred to in 603 CMR 7.08 (2) and (3) are used by sponsoring organizations in designing their teacher preparation programs and in preparing their candidates. The standards and indicators are also used by the Department in reviewing programs seeking state approval, and as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards and indicators referred to in 603 CMR 7.08 (2) and (3) by passing a Performance Assessment for Initial License using Department guidelines. (2) Professional Standards for Teachers. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. Professional Standards for Teachers (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Professional Standards for Teachers (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. Professional Standards for Teachers (2) Professional Standards for Teachers. (c) Family and Community Engagement: Promotes the learning and growth of all students


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Evidence of service to the profession (e.g., volunteering in schools or at MMEA district festivals)

Other relevant evidence of meeting of professional responsibilities

14 Â through effective partnerships with families, caregivers, community members, and organizations. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (e) Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school. Professional Standards for Teachers (2) Professional Standards for Teachers. (c) Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (e) Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school. Professional Standards for Teachers (2) Professional Standards for Teachers. (a) Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing


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15 Â students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (b) Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (c) Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. (d) Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (3) Indicators. The Department shall publish guidelines with detailed indicators for each standard set forth in 603 CMR 7.08(2). The guidelines shall include at least the following indicators: (a) Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges. (b) Uses effective strategies and techniques for making content accessible to English language learners. (c) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. (d) Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance. (e) Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

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