State Program Report
for
Music Education
Bachelor of Arts (B.A.)
Master of Arts in Teaching (M.A.T.)
Professional Education Unit
Department of Fine Arts
University of MarylandEastern Shore
September 2008
State Program Report – Music Education
Prepared by John R. Lamkin, Ph.D., Coordinator of Music Education
1. Grade levelsfor which candidates are being prepared
Music Education – Grades PreK-12
2. Program Type
First teaching license
3. Degree or award level
B.A., M.A.T.
4. Is this program offered at more than one site?
No
5. If your answer is "yes" to above question, list the sites at which the program is
offered.
6. Title of the state license for which candidates are prepared
Standard Professional Certificate I – Music Education
7. Program report status:
Initial Review
8. State Licensure requirement for national recognition:
NCATE requires 80% of the program completers to pass the applicable state licensure test for Music Education.
Does your state require such a test? Yes.
Praxis II
SECTION I - CONTEXT
- Description of any state or institutional policies that may influence the application of the National Standards in Music Education from the National Association for Music Education.
The University of Maryland is part of the University System of Maryland (USM) and complies with the policies of USM, the Maryland Higher Education Commission (MHEC) and the Maryland State Department of Education (MSDE). It is MSDE that grants program approval for the 12 undergraduate programs and 4 master's degree programs in UMES' Professional Education Unit. Because Maryland is a partnership state with NCATE, both organizations send representatives to our joint accreditation/approval visits.
MHEC has established the requirements for graduation of higher education institutions in the state and MSDE has outlined the essential components and procedures for approved programs. According to MHEC, a college degree from a 4-year institution has three components: general education (40-46 credits), major program requirements, and electives. General education courses are in the areas of English composition (3 credit minimum), Mathematics (3 credit minimum at or above the level of college algebra), arts and humanities (6 credit minimum from each of two disciplines that may include speech, foreign language, or composition and literature courses), social and behavioral sciences (6 credit minimum from two disciplines), biological and physical sciences (6 credit minimum that consist of 2 courses, from each of two disciplines), and interdisciplinary and emerging issues (optional with a maximum of 8 credits). General education courses should include the opportunity for students to demonstrate competence in written and oral communication, critical analysis and reasoning, scientific and quantitative reasoning, technology, information literacy, and global awareness. Further, MHEC has encouraged institutions to adhere to a 120 credit minimum for baccalaureate degrees with exceptions only for mitigating circumstances such as accreditation requirements.
In addition, the University System of Maryland (USM) has recently issued a policy (2006) that all students should have a minimum of 12 credits in alternative forms of instruction (e.g., distance learning, off-campus internships, study abroad, etc.). Both MHEC and USM have encouraged institutions to encourage students to complete their degrees in a four-year period.
The Maryland State Department of Education (MSDE) has also additional requirements that impact teacher education programs. As a result of a reform effort in 1995, The Redesign of Teacher Education, Maryland Institutional Performance Criteria were developed for teacher education programs to follow on an ongoing basis and to be used as the criteria for on-site institutional reviews. These are aligned to existing NCATE requirements.
The five components and requirements include:
- Strong academic background (includes 80% pass rate on Praxis I and II)
- Extensive internship (includes 100-day internship at ProfessionalDevelopmentSchool)
- Performance assessment (includes use of INTASC and SPA standards)
- Linkage with PreK-12 priorities (includes training in state assessments, MD Teacher Technology Standards (MTTS), 2 required reading courses, and training in inclusion and diversity)
- State Approval/Accreditation (includes state program approval and NCATE accreditation)
Thus, the initial undergraduate and graduate Music Education Programs at UMES have been impacted by the above state and institutional policies. These state-approved, NCATE-accredited programs have129credits and 39 credits respectively. Coursework in the undergraduate program includes the general education requirements. Both programs include courses and program activities that address specific state policies that complement the National Standards in Music Education(e.g., INTASC/National Standards in Music Education alignment; emphasis on collaboration, literacy, technology and communication; focus on assessment and diversity). The impact of the above policies on the application of the National Standards in Music Education has been positive as the programs have been strengthened by these initiatives.
2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships.
An important requirement of every professional course in the undergraduate Music Education program is either a clinical experience, a field experience, or a pre-internship experience. Prior to the full-time internship, completed in the last semester of the candidate’s program, all undergraduate Music Education teacher candidates complete 185 hours: 145 field and 40 hours of clinical and field experiences, usually beginning in the sophomore year. All graduate students in the MAT program begin their field and clinical experiences immediately. Theymust complete 150hours of field experiences. During field experiences, teacher candidates are assigned a mentor teacher in a school setting, usually in one of the Unit’s Professional Development Schools. Clinical experiences are opportunities for students to observe or visit an educational setting for very specific purposes. These may consist of activities such as interviewing a teacher or student, observing a meeting or a conference, visiting a community or school resource center, completing a case study, administering a test, or attending a conference or professional meeting.
Clinical experiences generally require a limited amount of time working with a student in a school or agency. Students are asked to submit a report or a reflective journal that documents the completion of the assignment. Guidelines for these assignments are provided by the course instructor. Field experiences, on the other hand, always occur in a school setting and consist of 10 to 25 hours of visitation per course. The times vary based on the course requirement. Field experiences usually require a student to keep a reflective journal which is submitted as part of the final grade.
Field placements are made only in counties with whom the Department of Education has a Memorandum of Understanding. These include Caroline, Somerset, Wicomico, andWorcesterCounties in Maryland. Pre-internships and internships are assigned only at approved Maryland Professional Development Schools. These schools are located in Caroline, Somerset, Wicomico and WorcesterCounties.
Teacher education programs are approved by the Maryland State Department of Education. These programs lead to preparing teacher candidates to become eligible to apply for Maryland State Certification. Teacher candidates graduating from
Maryland State approved programs have reciprocity with many other states.
Pre-internship experiences consist of a minimum of 25 hours of visitation for methods courses. The internship consists of a complete semester (i.e., 15 weeks) in two different placements, one at the elementary level and the other at the secondary level (i.e., middle or high). Both the pre-internship and internship experiences occur in a Professional Development School (PDS) under the supervision of a state certified, tenured music educator, also known as the mentor teacher. Listed below are the clinical, field, pre-internship, and internship experiences in the proposed course sequence required for all undergraduate Music Education teacher candidates.
2a. CLINICAL AND FIELD EXPERIENCES FOR UNDERGRADUATE MUSIC
EDUCATION MAJORS
Sophomore Year – The following courses are usually taken during the sophomore year. Those with * are required for Teacher Candidacy. Those with ** may be taken before or after admittance to Teacher Candidacy. Application to Teacher Candidacy is made after the completion of 45 credits (certain courses required), a 2.75 grade point average, passing scores on PRAXIS I/SAT/ACT/GRE, recommendations, interview, and essays.
Course Number/Title Type of Experience/Hours
EDCI 200 * Introduction to Contemporary Education - Field (10 hours)
PSYC 305** Developmental Psychology - Clinical (10 hours)
PSYC 307** Educational Psychology - Clinical (10 hours)
EDCI 306** Integrating Technology into the Curriculum - Clinical (10 hours)
Junior/Senior Year - The following courses are taken after acceptance to the Teacher Education Program (i.e., Teacher Candidacy). They are taken in sequence over the course of three semesters. Candidates usually begin to take PRAXIS II during their junior year. During the first semester of their senior year candidates complete their pre-internship. These courses are indicated by ***.
Course Number/Title Type of Experience/Hours
EDCI 311 – Comprehensive Assessment – Clinical (10 hours)
EDCI 406 – Classroom Management – Field (15 hours)
EDCI 409 – Teaching Reading in the Content Areas I – Field (15 hours)
EDCI 410*** - Teaching Reading in the Content Areas II – Field (15 hours)
EDCI 421C Curr. & Inst. Methods in Music/Choral-Gen. Elem. 3 – Field (25 hours)
EDCI 423C Curr. & Inst. Methods in Music Ed- Middle/Secondary-Choral-Gen. Elem. 3 – Field (25 hours)
EDCI 423D Curr. & Inst. Methods in Music Ed- Middle/Secondary-Instrumental 3 – Field (25 hours)
EDSP 428*** - Communication and Collaboration in Special Education– Field (15 hours)
Senior Year –It is during this semester that candidates apply for their internship which requires an application, interview, 2.75 overall grade point average as well as a 2.75 in the (name of program) program courses, completion of all coursework, and passing of Praxis II. During the final semester, candidates complete a full-time internship in two placements (elementary and secondary)
Course Number/Title Type of Experience/Hours
EDCI 400 Senior Seminar
EDCI 440C Teaching Internship Elementary/Middle School Music 6 - Full-Time (7-8 weeks)
EDCI 450D Teaching Internship Secondary School Music 6 - (2nd/final semester) Full-Time (7-8 weeks)
Candidates are expected to earn a “C” or better in their internship and seminar. In order to complete the program and graduate they must maintain a 2.75 grade point average overall and in their major.
2b. CLINICAL AND FIELD EXPERIENCES FOR M.A.T. MUSIC EDUCATION
MAJORS
The following courses in the M.A,T. Program require field experiences for a total of 150 hours.
Winter Term
EMAT 501 – Development & Learning Applied to Teaching – 10 hours
Spring Term
EMAT 504 – Reading in the Content Area I (UMES students only) – 15 hours
EMAT 505 – Methods of Teaching and Assessment (at UMES) – 15 hours
EMAT 515 – Research and Technology (at SU)
EDCI/EMAT – Music Methods (at UMES) – 25 hours
Summer I Term
EMAT 506 – Inclusive Teaching for Diverse Populations (UMES)
Fall Term
EMAT 503 – Principles of Curriculum & Instruction (at UMES)
EMAT 508 – Reading in the Content Area II (UMES students only)
EMAT 512 – Classroom Management (at SU)
EDCI/EMAT- 2 Methods courses (UMES students only) – 50 hours
January – Take comprehensive examinations
Take and pass Praxis II (UMES students only) before beginning student internship
Spring Term
EMAT 507 – Internship I
EMAT 509 – Internship II
EMAT 511 – Seminar (UMES candidates are taught at the TawesCenter)
Credits:39 credits for UMES students
36 credits for SU students
3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program.
UNDERGRADUATE TEACHER EDUCATION ADMISSION REQUIREMENTS
Admission to the University of Maryland Eastern Shore does not equate with admission to the teacher education program. To become a teacher education candidate, UMES students who major in Music Education must complete the Admission to Teacher Education Application and meet or exceed all admission requirements. The application for admission to teacher education is completed during the sophomore year usually in conjunction with EDCI 200 Introduction to Contemporary Education. Failures to register for this course during the freshman or sophomore year will most likely delay graduation as there is a sequence of courses that can be taken only after successful completion of EDCI 200. The Application for Admission to Professional Teacher Education must be completed and submitted no later than December 21 for spring admission and no later than August 1 for fall admission.
Requirements for admission into Teacher Education are as follows:
1. Minimum 2.75 overall grade point average for 45 credits. Courses transferred into UMES will be counted as a part of the cumulative grade point average.
2. Successful completion of PRAXIS I/SAT/ACT/GRE. OFFICIAL INSTITUTIONAL SCORES REPORTS ARE REQUIRED. Minimum passing scores on PRAXIS I for Maryland include: Reading: 177; Mathematics: 177; and Writing: 173; or a composite score of 527.
- Registration for the PRAXIS I should be completed online as early as possible, but no later than while enrolled in EDCI 200 and EDCI 201 (PRAXIS Preparation).
- Effective 4/1/08 students may now use cutoff scores on the SAT composite score of 1100 (prior to 4/95 the SAT Score Equivalent is 1000); ACT composite score of 24; or the GRE composite score of 1000.
3. Successful completion of the English Proficiency Examination (EPE).
4. Completion of required courses with a grade of C or better. These include: EDCI 200 - Introduction to Contemporary Education; ENGL 101 – Basic Composition I; ENGL 102 – Basic Composition II; ENGL 203 – Fundamentals of Speech; MATH 102 – Applications of College Math (or higher level); PSYC 200 – Introduction to Psychology; and SCIENCE/Lab.
5. Completion of the Application for Admission to Teacher Education including two essays.
7. Signatures/recommendations of two faculty members who are familiar with applicant’s work.
8. Interview with faculty in Teacher Education.
9. Criminal Background Check (Spring 2009)
Students who are not admitted to the Professional Teacher Education Program are not permitted to enroll in any Professional Program courses. Applications for Admission to Professional Teacher Education Program are available online and in the Department of Education Office.
GRADUATE TEACHER (M.A.T.) EDUCATION ADMISSION REQUIREMENTS
Admission to the MAT Program at the University of Maryland Eastern Shore requires the following:
Admissions Application
Three Letters of Recommendation
Personal Interview
BS/BA degree in Content Area (MAT only)
3.0 GPA or higher in last half of Undergraduate Program
PRAXIS 1, SAT or GRE Passing Scores
Background Check (Spring 2009)
UNDERGRADUATE TRANSFER STUDENT POLICY
To make a smooth transition, transfer students should meet with a teacher educator faculty advisor to determine which courses will transfer into the program and to enroll in the correct sequence of courses. Transfer students must also register to take the English Proficiency Examination (EPE; ENGL 002). Students transferring into the Teacher Education Program from another institution must meet all requirements of the University of Maryland Eastern Shore Teacher Education Program. Grades from all prior institution(s) will be used to determine the grade point average if you are at the point of applying for Teacher Education admission. Those students earning an AAT degree (Associate of Arts in Teaching) from a Maryland community college will automatically meet the general education requirements.
GRADUATE (M.A.T.) TRANSFER STUDENT POLICY
Graduate students transferring the University of Maryland Eastern Shore may only transfer six hours of approved credits from the institution from which they are transferring.
UNDERGRADUATE RETENTION IN TEACHER EDUCATION
Student progress will be reviewed each semester. Good academic standing requires a minimum of a 2.75 overall grade point average as well as a minimum of a 2.75 in major course work. Students who fall below these standards or in other ways demonstrate unprofessional behavior will be withdrawn from the program. The student may appeal this decision to the Teacher Education Review Committee. Students removed from the Teacher Education Program or students who voluntary withdraw from the program will have to re-apply for admission if they wish to return to the program.
GRADUATE RETENTION IN TEACHER EDUCATION
Student progress will be reviewed each semester. Good academic standing requires a minimum of a 3.00 overall grade point average as well as a minimum of a 3.00 in major course work. Students who fall below these standards or in other ways demonstrate unprofessional behavior will be withdrawn from the program. The student may appeal this decision to the Teacher Education Review Committee. Students removed from the M.A.T. Program or students who voluntary withdraw from the program will have to re-apply for admission if they wish to return to the program.
EXIT FROM THE UNDERGRADUATE (B.A.) MUSIC EDUCATION PROGRAM
Candidates are eligible to exit from the undergraduate music education program may graduate after the following requirements have been met: completed all course requirements, earned 2.75 grade point average overall and in major with no grade lower than a C in major or education courses, successfully completed the internship, earned acceptable or target level on portfolio, earned satisfactory dispositions and diversity inventory evaluations, and completed the exit survey.
EXIT FROM THE GRADUATE (M.A.T.) MUSIC EDUCATION PROGRAM Candidates are eligible to exit from the graduate M.A.T. Music education/music education program and graduate after the following requirements have been met: completed all course requirements, earned 3.0 grade point average overall and in major with no grade lower than two Cs in major or education courses, successfully completed the internship, earned acceptable or target level on portfolio, earned satisfactory dispositions and diversity inventory evaluations, passed the comprehensive examination, successfully completed the seminar paper, and completed the exit survey.
4. Description of the relationship of the program to the unit's conceptual framework.
The Initial Undergraduate and Graduate Music Education Programs at the University of Maryland Eastern Shore directly support the Professional Education Unit’s Conceptual Framework that embodies the five themes of PRIDE – professional, reflective, innovative, diverse, and effective. Specifically, teacher candidates in the Music Education programs strive to become: