Field Experience Guide for Music Education Cooperating Teachers

FIELD EXPERIENCE GUIDE FOR MUSIC EDUCATION COOPERATING TEACHERS

The mission of the School of Music at West Chester University is to create a learning environment that provides the highest order of education in all major aspects of music, to establish a foundation for life-long growth in music, and to offer programs and degrees that are tradition based but future oriented. In pursuing this mission, we reaffirm our commitment to diversity within the School of Music. Our faculty members strive to be inspiring teachers as well as musical and intellectual leaders. Further, we endeavor to expand the music opportunities available to all University students and to enhance the quality of our community's musical life.

CONTENTS

Introduction:Page 1

Field Experience Overview Page 3

Field Log TemplatePage 4

Field Observation DocumentationPage 14

Professional Dispositional ExpectationsPage 15

PDE Level 2 Field Experience CompetenciesPage 17

PDE Level 3 Field ExperiencesPage 19

On behalf of the Music Education Department, Office of Candidate Services, and the WCU Professional Education Unit, thank you for agreeing to serve as a field experience for a West Chester University student observer in music education. Your model as an experienced music educator and guidance will serve to provide our students with insights and suggestions that will build a solid base of practical knowledge for these future music educators.

This brief guide has been developed to provide you with information regarding WCU Music Education requirements and expectations. Included will be the basic requirements expected of the student observer, forms used during this experience, tables of PDE competencies required to be addressed during this experience, and other information.

Let’s get started. We will begin with information on overall field experience requirements, continue with field log format, and field experience documentation form before moving on to such issues as Professional Dispositions, PDE competencies and online assessment. PLEASE NOTE THAT ALL FORMS IN THIS DOCUMENT ARE MICROSOFT WORD AND WILL EXPAND AS NECESSARY.

For further information, contact:

J.Bryan Burton, Chair, Music Education Department:

Marci Major, Coordinator of Music Education Student Teaching and Field Experiences:

FIELD EXPERIENCE LEVEL 2 & 3

STUDENT OBSERVERS ARE NOT ALLOWED TO MISS OR BE SIGNIFICANTLY LATE TO ANOTHER OTHER CLASS IN ORDER TO ATTEND FIELD OBSERVATIONS.
STUDENTS OBSERVERS OR NOT ALLOWED TO MISS OBSERVATIONS IN ORDER TO ATTEND OTHER CLASSES.
STUDENTS ARE ENCOURAGED TO BEGIN OBSERVATIONS AT THE OPENING HOUR OF THE HOST SCHOOL TO ALLOW MAXIMUM HOURS OF OBSERVATION.
MOST STUDENTS SHOULD BE ABLE TO ARRIVE ABCK ON CAMPUS BY 11:00 A.M. AND SHOULD PLAN TO DEPART FROM OBSERVATION TO ALLOW TRAVEL TIME
STUDENT OBSERVERS SHOULD NOT MAKE MORE THAN TWO VISITS PER WEEK
STUDENT OBSERVERS ARE REQUIRED TO COMPLETE:

--20-25 HOURS OF FIELD OBSERVATION
--TEN FIELD LOGS
REQUIRED CLEARANCES
All required clearances must be current and valid for entire semester in order to register for MUE 332. Clearances must be scanned at a designated site no later than the third day of the semester in which the course is taken.

Tuberculin Test: all student teachers must have on file in the Coordinator’s

office an up-to-date negative tuberculin test.

State Police Check (Act 34 Clearance): this clearance is mandatory for all new employees of school districts. Student teachers are also required to present a copy of this clearance to the Coordinator of Student Teaching and Field Experiences by August 15th for fall semester and by December 15th for spring semester. Many school districts also expect a copy to be presented to the school principal prior to beginning the student teaching assignment. Since the turn-around time for processing this clearance can take up to six weeks, it is incumbent upon the student teacher to initiate the form in a timely fashion.
PA Child Abuse History Clearance: this clearance is mandatory for working with children in public schools. The forms and directions are available from the Coordinator. As with Act 34 Clearance, allow sufficient time for processing, four to six weeks.
FBI Fingerprinting Clearance (Act 114, Section 111): required for all student teachers.

FIRST AID and ADULT CPR CERTIFICATION: this certification is a HIGHLY RECOMMENDED but not required for all student teachers in music education. The nature of the work and environments for music teaching--i.e., traveling with groups, training marching units, etc., puts one in situations where this training is a definite asset. Consult the local Red Cross office here in West Chester or in your home area. Take the course at a time suitable to your schedule and lifestyle. Opportunities range from one-day intensive to multiple times, frequently evenings, spread over several weeks. Call 1-800-422-7677 for information. A copy of the certificate presented at completion of course is to be filed with the Coordinator.

Each student will be assigned to observe a music educator within a K-12 setting.

20-25 hours of observations are required.
A minimum of eight visits distributed evenly across the semester is required
No more than two visits may occur during the same week
Dates and times for the field experience visit may be arranged for mutually convenient times by the

cooperating teacher and field experience student.

Each Field Experience Advisor may distribute more detailed grading criteria applicable to his/her assignments.
Either the field experience student or the Field Experience Advisor may request a conference to discuss specific issues
Students must teach small and large groups under the supervision of the cooperating teacher.
WCU Faculty observations will be conducted using a variety of electronic and one site visits. An Observation form (see below) will be completed and discussed.

FIELD EXPERIENCE ATTENDANCE LOG

NOTE: Both this following form and the cooperating teacher’s final evaluation must be submitted to your Filed Experience Advisor before a final grade can be assigned for MUE 331 or MUE 332

FIELD LOG TEMPLATE—TO BE COMPLETED BY STUDENT

Revised January 2014

PART I: CLASS DESCRIPTION

A. Student Name
1. School
2. Cooperating Teacher
3. Date of Observation
4. Observation Number
B. Perceived Lesson Plan
1. Type of Lesson
2. Student Learning Outcomes (Objectives)
3. National/State Standards
4.Materials
5. Teaching Process
6.Assessment

Part II: DOMAIN LEVELS OF PERFORMANCE

DOMAIN / RATING / NOTES
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Expectations for Learning and Achievement
5. Monitoring of Student Behavior

PART III: ACCOMMODATING SPECIAL NEEDS

STUDENTS WITH SPECIAL NEEDS / After answering the following questions, select and complete either the Rubric for Inclusion or English Language Learners
1. Are there any special learners in this class?
2. Were any accommodations made for these learners?
3. Did the modifications/accommodations allow the student to have a meaningful musical experience?
4. What recommendations would you make to improve any areas in which the accommodations/modifications were not successful?
5. Confer with the cooperating teacher in regard to the identified students and complete the rubric for inclusion in music class

OTHER COMMENTS:

PART IV: INTERACTION WITH STUDENTS

INTERACTION WITH STUDENTS / NOTES
1. Performing with students
2. Distributing materials
3. Assisting teacher with parts of lesson
4. Teaching small groups within class
5. Teaching segment of full class

OTHER COMMENTS:

PART V. INTERACTION WITH BUILDING FACULTY/STAFF

INTERACTION WITH BUILDING FACULTY/STAFF
1. Describe any interaction with faculty other than cooperating teacher
2. Describe any interaction with building staff
3. Describe any interaction with building administration
4. Reflections on interaction with building staff/faculty

OTHER COMMENTS:

PART VI: CO-TEACHING

CO-TEACHING STRATEGIES OBSERVATION (SEE RUBRICS IN SYLLABUS)

STRATEGY / DAYS/CLASSES OBSERVED / NOTES
One Teach
One observe
One Teach,
One assist
Station Teaching
Parallel Teaching
Supplemental Teaching
Alternative (Differentiated)
Team Teaching

SUPPLEMENTALS FORMS FOR PART III

SPECIAL LEARNERS INCLUDING ELL / Independently / With a Few Verbal Reminder / With Adult Support Staff Member
The student can stay seated for the duration of the class.
The student can remain quiet at appropriate times during the class.
The student can interact appropriately with peers.
The student can keep to him/herself without distracting other students from learning.
The student can keep his/her hands to him/herself and avoid hitting or other physical aggression.
The student can respect musical equipment.
The student can use classroom materials in an appropriate manner.
The student can actively participate in at least one of the classroom activities with/without modification.
The student can follow directions.
The student can work independently.
The student can accept praise/encouragement.
The student can have a meaningful musical experience.
ENGLISH LANGUAGE LEARNERS ONLY
Initials or pseudonym ______Class______Date Observed ______
Native language ______
1. What is the student’s proficiency level in English?
____ Speaks English fluently without accent
____ Speaks English with slight accent and occasional incorrect grammar or pronunciation
____ Speaks English hesitantly with consistently incorrect grammar or pronunciation
____ Requires assistance of a language facilitator
____ Cannot speak English
2. What types of accommodations have been made for this student?
____ Written translations of assignments, calls notes, and so on
____ Instructions repeated more slowly in English
____ Non-verbal communication between teacher and student
____ Bi-lingual adult support staff personnel assigned to attend class to assist student
____ Out of class tutoring in content areas
____ Accommodations are not necessary

3. Are teaching materials available in the student’s native language?

If so, give examples.

FIELD EXPERIENCE DOCUMENTATION FORM—COMPLETED AND SIGNED BY STUDENT AND COOPERATING TEACHER

OBSERVER ______

SCHOOL______

COOP ______

DATE / Classes Observed / Time Observed / Hours / Student Signature / Coop Signature
EXAMPLE
11/31/15 / Grade 1 Fun With Quarter Notes (FX Log 1),
Grade 3 Chaos in The Classroom (FX Log 2) / 8:00-10:15 a.m / 2:15 / scribble / scribble

PROFESSIONAL DISPOSITIONS AND EXPECTATIONS

All student observers are expected to adhere to both university and host school expectations for professional conduct as well as professionalism in classroom duties during the field experience process.

Should an observer display inappropriate actions, the cooperating teacher should contact the WCU Music Education Department chair immediately. Early intervention will allow issues to be resolved and a more positive environment established for the remainder of the placement,

For example:

Observer has missed two consecutive observations

Observer consistently is late to arrive and/or early to leave

Observer is not appropriately dressed according to school policy

Observer is using inappropriate language in front of students

Observer is disrespectful to the cooperating teacher, students, or any other school personal

Any other issues the cooperating teachers believes need examination.

Field-Based Dispositional Expectations

Interaction with the site-based teacher (promotes a professional and effective relationship with the teacher(s); willing to accept written or verbal constructive feedback from the teacher/s)
Interaction with other building staff (maintains a professional relationship; shows respect; values the positions of and is courteous to administrators and other building staff)
Personal appearance, mannerisms, and values (appropriately dressed and groomed to the school culture; conducts him/herself professionally in speech through appropriate verbal and non-verbal communication patterns, in personal habits, and in mannerisms; exhibits fair, consistent, and equitable treatment of all; respects civil rights and confidentiality of all; maintains confidentiality of school matters and child-specific information; demonstrates civility and respect for diversity; sees the worth and dignity of all; works effectively with school staff in collaborative ways)
Adherence to class policies (adheres to building and staff policies and procedures; punctual; observes schedules, regulations, and expectations of the university-district relationship)
Attendance and responsibility (reliable, regular in attendance and time on-site according to the standards set by the instructor in collaboration with the school partner; fulfills course field obligations; notifies appropriate persons/submits necessary documentation if absent; carries through on assigned responsibilities; shows good professional judgment)
Level of preparedness (shows evidence of being well-prepared for field duties academically and attitudinally; shows willingness to approach tasks in an organized and skillful manner; demonstrates enthusiasm for the students and the teaching process; uses time effectively; is able to adapt to changing situations in the classroom or school).

PDE COMPETENCIES FOR LEVEL 2 FIELD EXPERIENCE (MUE 331) AND LEVEL 3 FIELD EXPERIENCE (MUE 332)

PLEASE USE THESE AS A GUIDE TO EXPECATIONS AND ACTIVITIES FOR OBSERSERVERS DURING THE FIELD EXPERIENCE PLACEMENT:

LEVEL 2 MUE 331 / Course (Objective) / Content / Assessment
A. Planning and Preparation
1. Reflects on elements of planning and preparation from observations in educational settings. / MUE 331(C1) / Weeks 7-14 / Field Logs
2. Applies knowledge of Pa. Pre-K-12 Academic Standards to classroom observations. / MUE 331 (C1) / Weeks 7-14 / Field Logs
3. Identifies ways in which the age and/or related characteristics of students observed in various learning were reflected in instructional planning. / MUE 331(C1) / Weeks 7-14 / Field Logs
4. Identifies how learning goals were developed to address individual student needs. / MUE 331 (C1) / Weeks 7-14 / Field Logs
5. Identifies how various resources, materials, technology and activities engage students in meaningful learning based on the instructional goals. / MUE 331(C1) / Weeks 7-14 / Field Logs
B. Classroom Environment
1. Describes elements of effective classroom management observed in various educational settings. / MUE 331(C1) / Weeks 7-14 / Field Logs
2. Observes teacher-to-student and student-to-student interactions and reflects on those observations. / MUE 331(C1) / Weeks 7-14 / Field Logs
3. Observes how classroom resources are used to make adaptations and accommodations required to differentiate instruction for all learners. / MUE 331(C1) / Weeks 7-14 / Field Logs
C. Instructional Delivery
1. Observes and reflects on effective verbal and non-verbal communication techniques. / MUE 331(C1) / Weeks 7-14 / Field Logs
2. Observes and reflects on effective questioning and discussion techniques. / MUE 331(C1) / Weeks 7-14 / Field Logs
3. Identifies ways in which technology is used as a teaching and learning tool. / MUE 331(C1) / Weeks 7-14 / Field Logs
4. Reflects on the level of active student engagement during instructional delivery. / MUE 331(C1) / Weeks 7-14 / Field Logs
5. Observes methods of communication of instructional goals, procedures and content. / MUE 331(C1) / Weeks 7-14 / Field Logs
D. Professional Conduct
1. Represents integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations. / MUE 331(C2) / Weeks 7-14 / EFFE 7,8
2. Complies with school policies and procedures regarding professional dress, attendance and punctuality. / MUE 331(C2) / Weeks 7-14 / EFFE 7,8
E. Assessment
1. Identifies and reports on various kinds of assessments used in instruction. / MUE 331(C1) / Weeks 7-14 / Field Logs
2. Assesses their own professional growth through focused self-reflection. / MUE 331(C1) / Weeks 7-14 / Field Logs
F. Knowledge of Diverse Learners
1. Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom. / MUE 331 (C1) / Weeks 7-14 / Field Logs
2. Reports on effective practices and opportunities designed to communicate with and engage families, caregivers and the broader community.
LEVEL 3 MUE 332 / Course (Objective) / Content / Assessment
A. Planning and Preparation
1. Adequate knowledge of content, and related research-based pedagogy, based on sound educational psychology principles. / MUE 332 (D6, D12) / Week 4-15 / NCATE 1.1
2. Adequate knowledge of Pa. Pre-K-12 Academic Standards and the ability to use them to guide instructional planning. / MUE 332 (D6 D11) / Week 4-15 / NCATE 1.2
3. Adequate knowledge of the age and/or related characteristics of their students and the ability to use this knowledge to plan instruction. / MUE 332 (D6, D3) / Week 4-15 / NCATE 1.5
4. The ability to use formative and summative assessments to adapt learning goals that match individual student needs. / MUE 332 (D3, D6) / Week 4-15 / NCATE 1.7
5. The ability to plan instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals. / MUE 332 D3, D4, D6) / Week 4-15 / NCATE 1.9
B. Classroom Environment
1. Maintains a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students. / MUE 332 (4, D6, D14) / Week 4-15 / EFEE 4, EFEE 5
2. Recognizes and supports the role of the prepared classroom environment as a necessary element to support optimal learning opportunities. / MUE 332 D4, D6) / Week 4-15 / Portfolio journal, FX log
3. Uses classroom resources to support equity and maximize learning opportunities, which are age-,gender-, individually-, culturally- and ability-appropriate. / MUE 332 (D4, D6, D12) / Week 4-15 / NCATE 1.5, NCATE 1.1
4. Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners. / MUE 332 (D3, D6, D12) / Week 4-15 / Portfolio journal, FX log
5. Identifies opportunities for productive family and community contact. / MUE 332 (D6, D14) / Week 4-15 / Portfolio journal, FX log
6. Demonstrates knowledge of and acts to support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities. / MUE 332 (D6, D14) / Week 4-15 / Portfolio journal, FX log
C. Instructional Delivery
1. Uses effective verbal and non-verbal communication techniques. / MUE 332 (D3, D4, D6) / Week 4-15 / Observation form
2. Uses effective questioning and discussion techniques. / MUE 332 (D3, D4, D6) / Week 4-15 / Observation form
3. Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies, which reflect evidence of student engagement, new learning and assessment. / MUE 332 (D6) / Week 4-15 / Observation form
4. Uses technology as an effective teaching and learning tool. / MUE 332 (D6) / Week 4-15 / Observation form
5. Provides appropriate progress feedback to students in a timely manner. / MUE 332 (D6) / Week 4-15 / Observation form
6. Uses active student engagement during instructional delivery. / MUE 332 (D6) / Week 4-15 / Observation form
7. Uses formal and/or informal assessment to measure student responsiveness to instruction. / MUE 332 (D6) / Week 4-15 / Observation form
8. Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary. / MUE 332 (D6) / Week 4-15 / Observation form
9. Clearly communicates instructional goals, procedures and content. / MUE 332 (D6) / Week 4-15 / Observation form
D. Professional Conduct
1. Initiates communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs. / MUE 332 / Week 4-15 / Observation form
EFEE 1, EFEE 2
2. Demonstrates knowledge of and participate in district, college, regional, state and/or national professional development growth and development opportunities. / MUE 332 / Week 4-15 / Observation form
EFEE 7, EFEE 8
Portfolio journal
3. Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations. / MUE 332 / Week 4-15 / Observation form
EFEE 3, Portfolio journal
4. Applies safety precautions and procedures / MUE 332 / Week 4-15 / Observation form
EFEE 7, EFEE 8
5. Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology. / MUE 332 / Week 4-15 / Observation form
EFEE 6, EFEE 7, EFEE 8
6. Develops and maintain professional relationships with school colleagues. / MUE 332 / Week 4-15 / Observation form
EFEE 1, EFEE 2, EFEE 3
Portfolio journal
E. Assessment
1. Identifies and reports on various kinds of assessments used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor. / MUE 332 D3,D4, D6_ / Week 4-14 / EFEE 1.9
Portfolio journal
2. Makes norm-referenced and criterion-referenced interpretations of assessment results. / MUE 332 (D3, D4, D6)) / Week 4-15 / NCATE 1.4
3. Applies interpretations to inform planning and instruction for groups and individual students. / MUE 332 (D 3, D6) / Week 4-15 / Portfolio journal
4. Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students. / MUE 332 (D3, D6) / Week 4-15 / Portfolio journal
NCATE 1
5. Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals. / MUE 332 (D3, D6) / Week 4-15 / NCATE 4
Portfolio journal
6. Constructs assessments to match curricular goals along a continuum of complexity (e.g. Bloom’s taxonomy). / MUE 332 (D6, D3) / Week 4-15 / NCATE 4
Portfolio journal
7. Assesses their own professional growth through focused self-reflection. / MUE 332 (D6, D8) / Week 4-15 / Student portfolio reflections
F. Knowledge of Diverse Learners
1. Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom. / MUE 332 (D6, D8) / Week 4-15 / Portfolio journal
NCATE 1.
FX log
2. Recognizes and supports elements of a positive learning environment that values and models respect for all students. / MUE 332 (D6, D8) / Week 4-15 / Portfolio journal
FX log
3. Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance. / MUE 332 (D4, D6) / Week 4-15 / Portfolio journal
NCATE 1.5
FX log
4. Recognizes policies and procedures designed to ensure that all students, particularly those traditionally underserved, are valued in the school. / MUE 332 (D6, D8, D14) / Week 4-15 / Portfolio journal
NCATE 1.5
FX log
5. Reports on effective practices and opportunities designed to communicate with and engage families, caregivers, and the broader community. / MUE 332 (D6, D8, D14) / Week 4-15 / Portfolio journal
FX log