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MUSIC EDUCATION HANDBOOK
TABLE OF CONTENTS
TEACHER EDUCATION CONCEPTUAL FRAMEWORK
SCHOOL OF MUSIC MISSION AND GOALS 1
OBJECTIVES OF THE MUSIC EDUCATION OPTION 2
EDUCATIONAL UNIT MISSION AND GOALS
2
ADMISSION TO MUSIC EDUCATION STUDY Undergraduate Freshman and Transfer Students .............................................3
Provisional or Probationary Acceptance Status ................................................3
Graduate Students ..........................................................................................3
3
CURRICULUM Prerequisites for Upper Division Courses....................................................... 3
Instrumental/General Option AFTER Fall 2013........................................ 4
Choral/General Option AFTER Fall 2013.................................................. 5
Ensemble Requirement ................................................................................. 8
Minor in Music for Teacher Licensure .......................................................... 9
Area of Concentration in Elementary Education and Reading ...................... 9
University General Education ....................................................................... 9
College of Education..................................................................................... 9
3
ADVISING Faculty Advisors .......................................................................................... 10
Registration................................................................................................. 10
Test of Academic Proficiency (TAP) - formerly Basic Skills Exam................... 10
Licensure Requirements Schedule .............................................................. 11
Find details in the next section, Student Responsibilities & Expectations
Music Education Advisor’s Checklist............................................................ 12
10
STUDENT RESPONSIBILITIES AND EXPECTATIONS Academic Excellence ..................................................................................... 13
C or Better Requirement................................................................................ 13
Prerequisites for Upper Division Courses....................................................... 13
Professional Organizations............................................................................. 13
Field Experience ............................................................................................ 13
TB Test.......................................................................................................... 13
Fingerprinting Criminal Background Investigation........................................ 14
Technology Competency Assessment............................................................. 14
English Language Learners (ELL) Modules/Assessment................................. 15
Reflective Paper #1 (rubric page 32)............................................................... 15
Dispositions & Indicators.............................................................................. 16
Mandated Reporter Training.......................................................................... 18
Illinois Professional Teaching Standards......................................................... 18
Illinois Teacher Code of Ethics (in process).................................................... 18
13
STUDENT TEACHING Pre Student Teaching Review (Mus 300)........................................................19
Instrumental/General Option........................................................................19
Choral/General Option.................................................................................19
Syllabus - Mus 300........................................................................................19
Pre-Student Teaching Review Rubrics........................................................... 21
Professional Conduct ....................................................................................24
Site Selection/Teaching Assignments ............................................................ 24
19
SUPERVISION AND EVALUATION
Responsibilities of Personnel..........................................................................25
Student Teaching Syllabus..............................................................................25
Cooperating Teachers.....................................................................................25
Music Education Supervisors.........................................................................25
Field Supervisors............................................................................................25
Seminars........................................................................................................25
edTPA...........................................................................................................25
25
REMEDIATION PLAN 26
GRADUATION 26
LICENSURE formerly Certification26
EMPLOYMENT Registration with Occupational Information and Placement.......................... 27
Interview Preparation..................................................................................... 27
Resume and Cover Letters............................................................................. 27
Recommendations/References........................................................................ 27
26
RUBRIC-REFLECTIVE PAPER #1
28
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http://www.wiu.edu/coehs/tpep/overview/framework.php
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SCHOOL OF MUSIC MISSION AND GOALS
MISSION
The School of Music at Western Illinois University is committed to a dual mission within the university:
1. Helping each undergraduate and graduate music major and music minor to be the best musician he/she can be through
course work, applied study, solo and ensemble performance, practical experience, and a variety of listening opportunities; and
2. Serving along with other departments in the College of Fine Arts and Communications, as a cultural center for the
university, the community, and the region, including a strong commitment to providing opportunities for non-major
university students to develop awareness and understanding of music in a variety of cultural contexts.
GOALS
The primary goal of the Western Illinois University School of Music is to develop skilled and sensitive musicians at the undergraduate
and master’s level. In addition, the School of Music serves to:
1. Train student musicians in the fine art of musical performance through applied lessons and solo and ensemble performance
experiences.
2. Help students understand the structures and contexts of music throughout history and in the present, to enhance their
appreciation and performance of diverse musical styles.
3. Prepare graduates who possess the aural, analytical, conceptual, technological, and performance skills needed to be successful in the fields of education, therapy, performance, composition, and music industry or as students in an advanced
degree program.
4. Help music students develop the tools of self-discipline, creative expression, analysis, problem-solving, and communication for success in their chosen life work, in or out of the field of music.
5. Provide basic music courses and ensemble experiences that will assist the general university student who desires to be
articulate, responsive, and knowledgeable citizens, consumers, and patrons of the arts.
6. Share the joy of musical expression with the general student, university, community, and regional populations through
concerts and recitals.
7. Serve as a resource center for the elementary and secondary music programs and music teachers in Illinois and bordering states.
8. Provide opportunities for pre-college music study for community/regional service and for on-campus pedagogical
laboratory experience.
9. Offer a music curriculum with sufficient depth and breadth to satisfy the needs and interests of the students enrolled.
10. Maintain a faculty of musician-teachers who, through dedication to excellence, sound pedagogy, and effective communication skills, present models that inspire students to achieve their full potential.
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OBJECTIVES OF THE MUSIC EDUCATION OPTION
1. To enable students to develop and articulate a philosophy of music education
that recognizes the unique characteristics of music as an art form and means of
expressing human feeling in symbolic terms.
2. To enable students to develop their ability to work with young people of any age
in an educational environment to expand their musical capabilities.
3. To enable students to learn and apply learning theories, pedagogical approaches,
and methods of evaluation for all types of teaching situations.
4. To enable students to develop a working repertoire for teaching in any of a variety
of environments.
5. To enable students to work though all modes of instruction to develop their students’ understanding, creative and performing abilities, and personal enrichment.
6. To enable students to be knowledgeable of administrative procedures and expectations in today’s public and private schools.
EDUCATIONAL UNIT MISSION AND STANDARDS
The WIU Teacher Education Program empowers candidates to become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of
professional practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in
the use of technological tools that promote teaching and learning; and who are committed to empowering all learners.
UNIT STANDARDS
The competent candidate knows, reflects on, acts in accordance with, and is committed to professional standards
governing his or her subject matter, expectations for learners as described in the appropriate content standards, and
making such content meaningful and empowering for all learners.
The competent candidate knows, reflects on, acts in accordance with, and is committed to research-based best practices
that promote the growth, development, learning, and empowerment of all individuals representing the social fabric
of our diverse society.
The competent candidate knows, reflects on, acts in accordance with, and is committed to research-based principles
governing the planning of instruction, the creation and maintenance of positive, safe learning communities, the implementation of appropriate technological tools, and the use of varied approaches to impact, assess, and empower learning.
The competent candidate knows, reflects on, acts in accordance with, and is committed to the importance of professional dispositions, especially those that advance fairness and the belief that all individuals can be empowered to learn.
The competent candidate knows, reflects on, acts in accordance with, and is committed to the principles that govern the
application of his or her knowledge of subject matter, the empowerment of learners, and the acquisition of practical and
professional skills during field and clinical experiences, and to the continual improvement of professional performance.
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ADMISSION TO MUSIC EDUCATION STUDY
UNDERGRADUATE FRESHMEN AND TRANSFER STUDENTS
1. Complete all admission requirements of the University.
2. Pass a performance audition.
PROVISIONAL OR PROBATIONARY ACCEPTANCE STATUS
1. Students who do not meet minimum entrance standards may be accepted on a provisional status if written and aural
skills are weak.
2. Students who do not meet performance expectations at the point of audition, but who demonstrate promise of developing satisfactory skills, may be accepted on a probationary status for two semesters as a music major. At the second
semester jury examination, the faculty jury committee recommends full status for continued music study or a change
of major.
GRADUATE STUDENTS
See Graduate Handbook
CURRICULUM
THE MUSIC EDUCATION OPTION
Students seeking Teacher Licensure are qualified for K-12 Special Licensure and may select a Choral-General Specialization or an
Instrumental-General Specialization. These options prepare students to teach music in the public schools. All music education students
must appear before the Music Education Committee of the Music Department for evaluation of competencies and skills prior to student
teaching. Final approval for student teaching is granted only through this committee. Some students obtain licensure in Music Education
as well as completing degree requirements in other options such as Music Therapy, Performance, or Composition.
PREREQUISITES FOR UPPER DIVISION COURSES
Enrollment in the following courses requires full acceptance into the Teacher Education Program (TEP):
Music 334 - Music for the Learner with Exceptionalities (Mus Learn Excep)
Music 335 - Teaching and Assessment in Middle/High School Choral Music (Tch & Asmt Choral)
Mus 336 - Teaching and Assessment in Middle/High School Instrumental Music (Tch & Asmt Intru)
Mus 439 - Teaching and Assessment in Secondary School (Tch & Asmt Mus)
EIS 401 - Educational Law and Policy (Ed Law & Policy) Students should complete TEP requirements throughout the freshman and sophomore years and complete the requirements by the end
of the sophomore year.
See page 11, 12, & related links for a list of tasks/requirements for full acceptance into the Teacher Education Program.
Many students have trouble passing the Test of Academic Proficiency (TAP). see page 10
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MUSIC EDUCATION CURRICULUM: INSTRUMENTAL/GENERAL
CATALOG Fall 2013 and after
FRESHMAN
MUS 2_ _
(Prin Applied)
2
MUS 2_ _
(Prin Applied)
2
MUS___ (Ensemble)1
MUS___ (Ensemble)1
MUS 165
(Class Piano 1)
1
MUS 166
(Class Piano II)
1
MUS 133/134
(Wwd Tech)
1
MUS 133/134
(Wwd Tech)
1
MUS 181/183
(Theory I/Aural I) 3
MUS 137
(Perc Tech)
1
MUS 138 (Vocal Tech)
1
or other tech
MUS 130
(Intr Mus Ed)
1
MUS 182/184
(Theory II/Aural II) 3
MATH ELEC** (Gen Ed II)
3
MUS 190Y
(Gen Ed IV)
3
ENG 180**
(Gen Ed I)
3
COMM 241**
(Gen Ed I)
3
UNIV 100
(Gen Ed VI)
1
MUS 100
S
MUS 100
___S
___
1715
SUMMER
SOC SCI ELEC (Gen Ed III) 3 hrs.
SOPHOMORE
MUS 2_ _
(Prin Applied)
2
MUS 2_ _
(Prin Applied)
2
MUS___ (Ensemble)1
MUS___ (Ensemble)1
MUS 135*/136 (Brass Tech)
1
MUS 135*/136 (Brass Tech)
1
MUS 231
(Clsrm Inst)
1
MUS 282/284
(Theory IV/Aur IV) 3
MUS 281/283
(Theory III/Aur III) 3
SOC SCI ELEC (Gen Ed III)
3
EIS 202
(Cult Soc Fnd Ed) 3
H & FA ELECT (Gen Ed IV)**** 3
ENG 280**
(Gen Ed I)
3
LAB SCI ELEC (Gen Ed II)
4
MATH/SCI EL (Gen Ed II)
3
MUS 100
S
MUS 100
__S
TEP Application
___
1717
** Must be completed prior to Teacher Ed Program Application (TEP)
JUNIOR
MUS 4_ _
(Prin Applied)
2
MUS 4_ _
(Prin Applied)
2
MUS___ (Ensemble)1
MUS___ (Ensemble)1
MUS 132***
(String Tech)
1
EIS 305
(Meas & Assess)
2
MUS 330
(Conducting)
2
RDG 387
(Lit Inst Content) 2
MUS 333
(El/Mid Gen Mus) 3
MUS 332
(Inst Cond)
2
MUS 390
(Mus Hist)
3
MUS 391
(Mus Hist)
3
EIS 301
(Cog Dev Mot Acs) 3
MUS 395
(Inst Lit)
2
MUS 100
__S
HEALTH ELEC (Gen Ed VI)
2
15
MUS 100
__S
16
SENIOR
MUS___(Ensemble)1
MUS 300
(Stu Tch Rev)
0
H & FA ELECT (Gen Ed IV)**** 3
MUS___
(Ensemble)
1
SOC SCI ELEC (Gen Ed III)
3
MUS 394 on-line (Gen Ed V)***** 3
MUS 336
(Tch & Asmt Intru)3
EIS 303
(Cm Fldwrk Acad) 2
EDUC (MUS) 439
EIS 401
(Ed Law & Policy) 2
(Tch & Asmt Mus) 3
MUS 334
(Mus Learn Excep)3
MUS ELEC MUS 430 (Mar Bnd Tech)
(195****, 232, 337 or 397)
3
or MUS 461
(String Ped)
2
MUS 100
__S
SUBJECT MATTER TEST
___
1613
9th SEMESTER - STUDENT TEACHING 480, 481 - 12 SEMESTER HOURS
*Mus 135 Offered Fall only
***Not for string majors Important-Mus 394 on-line senior year to provide room for EIS 303
**** Mus 195 can count as the Music Elective and as a Fine Art in Gen Ed IV
*****Mus 394 will satisfy the foreign language requirement (and Mus 394 is a required general education course)
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MUSIC EDUCATION CURRICULUM: CHORAL/GENERAL
CATALOG Fall 2013 and after
FRESHMAN
MUS 2_ _
(Prin Applied)
2
MUS 2_ _
(Prin Applied)
2
MUS___ (Ensemble)1
MUS___ (Ensemble)1
MUS 165
(Class Piano I)
1
MUS 166
(Class Piano II)
1
MUS 130
(Intro Mus Ed)
1
MUS 132
(String Tech)
1
MUS 181/183
(Theory I/Aural I) 3
MUS 182/184
(Theory II/Aural II) 3
MATH ELEC** (Gen Ed II)
3
MUS 190Y
(Gen Ed IV)
3
ENG 180**
(Gen Ed I)
3
COMM 241**
(Gen Ed I)
3
MUS 262
(Phon/Dic)
2
MUS 263
(Phon/Dic)
2
UNIV 100
(Gen Ed VI)
1
MUS 100
__S
MUS 100
__S16
17
SUMMER - H & FA ELEC (Gen Ed IV) 3 hrs.
SOPHOMORE
MUS 2_ _
(Prin Applied)
2
MUS 2_ _
(Prin Applied)
2
MUS___ (Ensemble)1
MUS___ (Ensemble)1
MUS 265
(Class Piano III) 1
MUS 266
(Class Piano IV) 1
MUS 231
(Clsrm Instr)
1
MUS 137
(Perc Tech)see below1
SOC SCI ELEC (Gen Ed III)
3
MUS 232
(Orff/Kod/Dal)
3
MUS 281/283
(Theory III/Aur III) 3
SOC SCI ELEC (Gen Ed III)
3
ENG 280**
(Gen Ed I)
3
MUS 282/284
(Theory IV/Aur IV) 3
EIS 202
(Cult Soc Fnd Ed) 3
LAB SCI ELEC (Gen Ed II)
4
MUS 100
S
MUS 100
S
___
TEP Application
___
1718
** Must be completed prior to Teacher Ed Program Application (TEP)
SUMMER - Mus 394***** (Gen Ed V) 3 hrs.
JUNIOR
MUS 4_ _
(Prin Applied)
2
MUS 4_ _
(Prin Applied)
2
MUS___ (Ensemble)1
MUS___ (Ensemble)1
MUS 135*/136 (Brass Tech)
1
MUS 335
(Tch&Asmt Choral)3***
MUS 330
(Conducting)
2
MUS 331
(Jr/Sr Chor Cond) 2
MUS 333
(El/Mid Gen Mus) 3
MUS 391
(Mus Hist)
3
MUS 396
(Choral Lit E-SH) 2
RDG 387
(Lit Inst Content) 2
EIS 301
(Cog Dev Mot Acs) 3
EIS 305
(Meas & Assess)
2
MUS 390
(Mus Hist)
3
(MUS 137)
(Perc Tech)see above (1)
MUS 100
__S
MUS 100
__S
17
15 (16)
SENIOR
MUS___
(Ensemble)
1
MUS 300 (Stu Tch Rev) 0
MUS 134
(WW Tech)
1
MUS___
(Ensemble)
1
H&FA ELEC
(Gen Ed IV)
3
HEALTH ELEC (Gen Ed VI)
2
SOC SCI ELEC (Gen Ed III)
3
EIS 303
(Cm Fldwrk Acad) 2
EDUC (Mus) 439
EIS 401
(Ed Law & Policy) 2
(Tch & Asmt Mus) 3
MUS 334
(Mus Learn Excep)3
MATH/SCI EL (Gen Ed II)
3
MUS ELEC 3
# (MUS 137)
(Perc Tech)
(1)
(195****, 392, 397 or Thea 497)
MUS 100
__S
SUBJECT MATTER TEST
___
14 (15) 13
9TH SEMESTER - STUDENT TEACHING 480, 481 - 12 SEMESTER HOURS
* Mus 135 Offered Fall only
*** CHORAL CLASS -- ODD YEARS ONLY -- 17, 19, 21,23... When taking during the senior year, trade places with Mus Elective
and move EIS 303 to Fall-talk with Dr. Lapka.
**** Mus 195 can count as the Music Elective and as a Fine Art in Gen Ed IV
*****Mus 394 will satisfy the foreign language requirement (and Mus 394 is a required general education course)
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ENSEMBLE REQUIREMENT
Please pay particular attention to the following requirements. You must take one of the required ensembles during each of your 8 semesters.
Unless you are a transfer student, it will take 8 semesters to complete the ensemble requirements. Transfer students should meet with Dr.
Molina to discuss ensemble requirements. Requirements for Talent Grant, while related, are separate from the minimum required for your
degree. Any changes to the following requirements must be approved by the Undergraduate Studies Committee in the School of Music.
Address correspondence to Dr. Molina, Chair, Undergraduate Studies Committee.
Requirements after 2010 (2015-16 Catalog, Page 306 & 307)
Music Ensembles (8 s.h.)
Students must register each semester for credit and successfully complete the ensembles specified below, until the 8 s.h. ensemble requirement is met. No more than one ensemble per semester can be used to satisfy the ensemble requirement. Students must participate on
their principal instrument for the number of hours specified below unless indicated otherwise by ensemble director.
Instrumental/General
a) Wind/Percussion: 8 s.h. total, minimum of 6 s.h. in MUS 101, 113, 114, or 117 (maximum 3 s.h. in MUS 117);
minimum of 1 s.h. in MUS 116; minimum of 1 s.h. in MUS 105, 106, 107, or 108.
b) Piano: 8 s.h. total, minimum of 3 s.h. in MUS 101, 113, 114, or 117; minimum of 1 s.h. in MUS 116;
minimum of 1 s.h. in MUS 105, 106, 107, or 108; minimum of 3 s.h. in MUS 125, 127, or 129.
c) Organ: 8 s.h. total, minimum of 4 s.h. in MUS 101, 113, 114, or 117; minimum of 1 s.h. in MUS 116;
minimum of 1 s.h. in MUS 105, 106, 107, or 108; minimum of 2 s.h. in MUS 463.
d) Guitar: 8 s.h. total, minimum of 3 s.h. in MUS 101, 113, 114, or 117; minimum of 1 s.h. in MUS 116;
minimum of 1 s.h. in MUS 105, 106, 107, or 108; minimum of 3 s.h. in MUS 127 or 128.
e) Strings: 8 s.h. total, minimum of 7 s.h. in MUS 101 or 102; minimum of 1 s.h. in MUS 105, 106, 107, or 108.
Choral/General
a) Voice: 8 s.h. total, minimum of 6 s.h. in MUS 105 or 106; minimum of 1 s.h. in MUS 107, 108, or 109.
b)Piano: 8 s.h. total, minimum of 6 s.h. in MUS 105 or 106; 2 s.h. in MUS 125, 127, or 129.
c) Organ: 8 s.h. total, minimum of 6 s.h. in MUS 105 or 106; 2 s.h. in MUS 463.
d)Guitar: 8 s.h. total, minimum of 6 s.h. in MUS 105 or 106; 2 s.h. in MUS 127 or 128.
101 University Orchestra
114 Concert Band
102 Chamber Orchestra
116 University Marching Band
105 Concert Choir
117 Jazz Band
106 University Singers
125 Accompanying
107 Vocal Jazz Ensemble
127 Jazz Combo
108 Madrigal Singers
128 Guitar Ensemble
109 Opera Workshop
129 Piano Chamber Ensembles
113 Symphonic Wind Ensemble
Strong Recommendation from the Music Education Committee, December 2009
Ensemble requirements are minimum expectations. You should participate in a variety of ensembles that relate to public school teaching.
The nature of your job responsibilities may cover several areas of specialization. You are in charge of building a performance foundation
to match your career, choose wisely.
Wind & Percussion. All junior and senior high programs have concert ensembles. Most junior and senior high programs participate in
small ensemble and solo performance. If you want an interview for a school position, you need to perform in concert programs at the
college level. You must be more advanced than your students.
High school programs have concert bands and often have jazz and marching bands. Junior high programs have concert bands and may
have jazz and marching experiences. Some high schools have steel pan ensembles. If you want an interview for a band position, you need
to play in these types of ensembles at the college level. You must be more advanced than your students.
Strings. Junior high and high school string programs have orchestras and often have chamber string ensembles. If you want an interview
for a string position, you must play in these ensembles at the college level. You must be more advanced than your students.
Choral. Junior high and high school programs have concert choirs and often have jazz, show, madrigal, and musical theatre. If you want
an interview for a choral position, you need to perform in a variety of choral ensembles at the college level. You must be more advanced
than your students.
Instrumental Students who participated in choral ensembles for 2 years of high school, can substitute a different Major Ensemble for
MUS 105, 106, 107, or 108. (your advisor should contact Dr. Lapka)
MINOR IN MUSIC
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In keeping with new state licensure guidelines, “Minor in Music for Teacher Licensure” is no longer available at Western Illinois University.
AREA OF CONCENTRATION IN ELEMENTARY EDUCATION AND READING
In keeping with new state licensure guidelines, “Area of Concentration” is no longer available for Elementary Education Majors at Western
Illinois University.
UNIVERSITY GENERAL EDUCATION
Western Illinois University’s General Education required courses are as follows:
Details at: http://www.wiu.edu/catalog/2015_-_2016/requirements/gened_requirements.php
1. Communication Skills:
English 180
English 280
Communications 241
All three courses with grade of “C” or better.
9 sem. hrs.
2. Natural Science and Mathematics:10 sem. hrs.
At least one laboratory course must be included. No more than
two courses from the same discipline may be counted. (See university
General Education Curriculum in the Undergraduate Catalog for specific courses.)
3. Social Science:
9 sem. hrs.
No more than two courses from the same discipline may be counted.
(See university General Education Curriculum in the Undergraduate Catalog for specific courses.)
4. Humanities and Fine Arts: 9  sem. hrs.
Music 190Y-pre-requisite to Mus 390*
(See university General Education Curriculum in the Undergraduate Catalog for specific courses.)
Students must take at least three courses in the Humanities and Fine Arts. One course must come from
Area 1: Humanities, and one course must come from Area 2: Fine Arts. Students are then free to choose
either a Humanities or Fine Arts Course to fulfill the required nine hours in Humanities/Fine Arts.
Students many take no more than two courses from any one grouping below.
5. Multicultural Studies:
3 sem. hrs.
Music 394 Required*
No more than 2 courses from the same discipline may be counted.
(See university General Education Curriculum in the Undergraduate Catalog for specific courses.)
6. Human Well-Being
3 sem. hrs.
Students may select any combination of courses from at least two departments.
(See university General Education Curriculum in the Undergraduate Catalog for specific courses.)
* Two Courses from the major may be used in to fulfill general education requirements. Mus 394 is required in the Music Education Mus
190 is not directly required. Therefore, students can choose a Mus Gen Ed to complete one of 4 music electives. If they choose a general
education course to fill the elective, students will not be able to cout additional courses in music for gen ed credit.
COLLEGE OF EDUCATION - Fall 2013
Prior to Fall 2013 catalog, see your advisor (EIS 302 & EIS 201 are now EIS 301; add EIS 202)
1.
2. 3. 4. 5. 6. EIS 202 - Multicultural and Social Foundations of Education CULT SOC FND ED (3)
A grade of C or above must be earned for teacher licensure.
EIS 301 - Cognition, Development, and Motivation in Academic Settings COG DEV MOT AC (3)
Pre-Requisite: A grade of C or above in EIS 202, the equivalent transfer course, or junior standing.
EIS 305 - Learning and Assessment in Education MEAS ASESS LERN (2)
Pre-Requisite: C or better in EIS 202, SPED 210, and EIS 301 (Mus Ed majors, see Angi Comrie to waive SPED
pre-requisite...you will take Mus 334 -SPED in MUS your senior year)
RDG 387 - RDG 387: Literary Instruction in Content Area LIT INST CON AR (2) for K-12 majors)
Pre-Requisite: SPED 210 and EIS 301; grade of C or better in all prerequisite course (Mus Ed majors, see Angi Comrie to
waive SPED pre-requisite...you will take Mus 334 -SPED in MUS your senior year)
EIS 303 - Classroom Management and Field Work in Academic Settings CM FLDWRK ACAD (2)
Pre-Requisite: 2.50 cumulative and major GPAs; EIS 301 with a grade of C or better; and satisfactory compliance of a finger
print background investigation prior to the start of the field experience. (See EIS 301 above for additional prerequisites.)
EIS 401 - Educational Law and Policy ED LAW & POLICY (2)
Pre-Requisite: full acceptance into teacher education program; a grade of C or better in EIS 301
ADVISING
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All Music Education Majors register for course-work with their Music Advisor. In addition, students will meet with the Secondary Education Advisor during their sophomore and senior years.
FACULTY ADVISORS - Music
Graduate Student Advisor Dr. Brian Locke - B-Locke@wiu.edu
Dr. Anita Hardeman - a-hardeman
Undergraduate Student Advisors Dr. Adrianna Marshall - A-Marshall4@wiu.edu
SECONDARY EDUCATION ADVISOR - CPEP (HH 91)
Angela Comrie - AD-Comrie2@wiu.edu
309 298-1438
Advisor assignments can be located on STARS. Advisors assist with problems of program and career planning, scheduling, registration and
degree progress. Each advisor posts office hours for advising times. Careful program planning in advance will eliminate most scheduling
problems.
REGISTRATION
Registration for course-work is accomplished in consultation with the advisor. Students should know the requirements of their degree
program, keep a file of grade reports, program sheets, long-range plans, and other pertinent information. WARD reports may be requested
from the Registrar’s office at any time to verify courses completed and needed for degree completion. Students must check with their
advisor before dropping a class, adding a class, or changing major emphasis in order to have a clear picture of alternatives and possible
results of their action. EACH STUDENT IS ULTIMATELY RESPONSIBLE FOR KNOWING AND MEETING ALL GRADUATION REQUIREMENTS
“In accordance with Illinois State Board of Education licensure rules, all candidates seeking teacher licensure are required by Western
Illinois University to obtain a grade of “C” or better in all directed general education course, all core courses, and all courses in the
option. Note: A “C- ” is below a “C”.”
TEST OF ACADEMIC PROFICIENCY (TAP) FORMERLY BASIC SKILLS EXAM
The TAP is rigorous (requires a depth of knowledge) and strenuous (lasts 5 yours). You MUST prepare for the exam in advance. Some
students start preparing 6-10 weeks prior to the exam. Many test takers fail due to lack of time or are exhausted by the five hour format.
Prior preparation gives you more time to answer questions because you are aware of the format before the exam begins and your preparation can keep you from becoming exhausted during the exam.
Study Information for the TAP http://www.wiu.edu/coehs/cpep/certification/test_taking_preparation.php
ICTS Free Study Guides http://www.il.nesinc.com/
Seriously consider
The Longdale Publishing online prep ($40 for a year’s subscription) http://www.longsdalepub.com/ilts-test.html
Some students suggest purchasing the book, ICTS (REA) - The Best Test Prep for the IL Licensure Testing System.
ICCB Basic Skills Preparation website managed by the Illinois Community College Board is: http://www.basicskillsprep.org/login.jsp
Prepare for the exam and take the exam during your Freshman year. Transfer students should take their exam prior to attending Western
Illinois University or during their first semester on campus.
You might hear reports that the exam is easy. The exam became a great deal more difficult in 2010. Prepare!
Candidates who do not pass the exam by the end of semester 3 will be placed on probation. Probation can prohibit you from completing
a degree in music education.
Transfer students who have not taken/passed the Basis Skills Exam will begin their probationary status during their second semester on
campus.
LICENSURE REQUIREMENTS SCHEDULE
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Assessment criteria certify, prior to student teaching, that the candidate has appropriate mastery of subject matter and is prepared for
student teaching in music education.
The following outline provides an overview of expectations throughout the undergraduate curriculum:
FRESHMAN YEAR
1. You must take the Test of Academic Proficiency during your Freshman year. See page 10 for important information
about the TAP.
2. Prepare for acceptance into the Teacher Education Program (TEP) - successful completion (C or better) of: English
180, 280, Communications 241, Math, and Technology Competency Assessment (see details on page 14).
SOPHOMORE YEAR
1. School of Music Mid-Career Assessment. See School of Music Handbook for details. Discuss with advisor at start of
4th semester.
2. Application for admission to the Teacher Education Program (TEP) during second semester following satisfactory
completion of 30 semester hours with cumulative grade point average of 2.50 and music grade point average of 2.50;
passing of required tests and reviews: Illinois licensure Test Academic Proficiency (page 10); Technology Competency
Assessment (page 14); Reflective Paper #1 (page 15); Fingerprint Background Investigation (page 14); and State-Mandated Safety Training http://www.wiu.edu/CPEP/teacher_safety/ Make an appointment with the Teacher Education
Advisor, Angela Comrie, 309.298.1438
Updates and Details at http://www.wiu.edu/coehs/cpep/tep/requirements.php
When all of the above are complete, Departmental Clearance Form at (Dr. Lapka is the signatory)
http://www.wiu.edu/coehs/cpep/documents/tep/TEP%20Dept_Rec.pdf
JUNIOR YEAR
1. Prepare for Pre Student Teaching Review and Illinois State Licensure Test - Music http://www.icts.nesinc.com
2. Complete English Language Learner (ELL) Modules prior to student teaching (see details page 15)
http://www.wiu.edu/coehs/tca/
SENIOR YEAR
1. Pre Student Teaching Review semester prior to student teaching (Mus 300). (page 25)
2. Illinois State Licensure Test—Music. Music http://www.icts.nesinc.com
Grade must be on file prior to Student Teaching.
3. Student Teacher Application completed one full year prior to student teaching. Attend meeting at the beginning
of the semester for Application Completion. Info at http://www.wiu.edu/coehs/cpep/clinical/clinical_application_instructions.php
4. Interview with Student Teaching Coordinator for student teaching placement advisement. Make an appointment with
Dr. Lapka. (concurrent with Student Teaching Application).
5. Students must be cleared of all deficiencies prior to being cleared to begin student teaching. This includes a current
TB test which may be processed through Beu Health Center (page 13), Mandated Reporter Training http://www.wiu.
edu/coehs/cpep/clinical/mandated_reporter.php, Fingerprint Background Investigation II, ELL Modules (see Junior
Year) appropriate grade point averages, required courses, and assessments completed.
STUDENT TEACHING
1. Complete edTPA see WesternOnline
2. Complete application for Licensure
PLEASE SEE THE CPEP WEBSITE: http://www.wiu.edu/coehs/cpep/
STUDENT TEACHING HANDBOOK: http://www.wiu.edu/coehs/cpep/documents/tep/TEPHandbook.pdf
MUSIC EDUCATION ADVISOR’S CHECKLIST
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Name___________________________________
ID # ___________________________________
A. Freshman Year:
1. First Reflective Paper - Completed as part of Introduction to Music Education (Mus 130)
2. TAP-formerly Basic Skills Test. Prepare for this Exam (see page 10)
______
B. Sophomore Year:
1. School of Music Mid-Career Assessment
______
2. Successful (C or better) completion of the following by the end of Soph year.
English 180
______
English 280
______
Math
______
Communications
______
3. Application for Entrance - Teacher Ed Program (TEP) (HH 91)
TAP is required for TEP-see freshamn year
Reflective paper #1(scored by mus ed adviser)
______
Police Background Check
______
Technology Competency Assessment ______
State-Mandated Safety Training
______
4. Meet with Secondary Education Advisor, Angi Comrie
______
5. Departmental Clearance Form (Dr. Lapka is the signatory)
http://www.wiu.edu/coehs/cpep/documents/tep/TEP%20Dept_Rec.pdf
______
C. Senior Year:
1. Application for Student Teaching (1st Semester)
Includes Graduation Application
2. Interview/Meeting with Dr. Lapka
______
3. Police Background Check
______
4. Student Teaching Review - Mus 300 (Last Semester on Campus)
______
5. State Licensure Test (Subject Matter*) 6. Immunizations for Teaching (TB)
______
7. ELL Modules ______
______
______
8.Mandated Reporter Training ______
E. Student Teaching
1.edTPA______
2.Completion of application for licensure______
*Subject Matter Test - must be completed prior to student teaching
STUDENT RESPONSIBILITIES AND EXPECTATIONS
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ACADEMIC EXCELLENCE
Grade Point Average for the student teaching option is 2.5 overall as required by the College of Education and Human Services with 3.00
highly recommended. The required G.P.A. in the music option is 2.50 which includes applied study, methods and techniques, ensembles,
theory, conducting, keyboard, and history.
C OR BETTER
“In accordance with Illinois State Board of Education licensure rules, all candidates seeking teacher licensure are required by Western
Illinois University to obtain a grade of “C” or better in all directed general education course, all core courses, and all courses in the
option. Note: A “C-’ is below a ‘C’.”’
PREREQUISITES FOR UPPER DIVISION COURSES
Enrollment in the following courses requires full acceptance into the Teacher Education Program (TEP):
Music 334 - Music for the Learner with Exceptionalities (Mus Learn Excep)
Music 335 - Teaching and Assessment in Middle/High School Choral Music (Tch & Asmt Choral)
Mus 336 - Teaching and Assessment in Middle/High School Instrumental Music (Tch & Asmt Intru)
Mus 439 - Teaching and Assessment in Secondary School Music Tch & Asmt Mus)
EIS 401 - Educational Law and Policy (Ed Law & Policy) Students should complete TEP requirements throughout the freshman and sophomore years and complete the requirements by the end
of the sophomore year.
See page 11, 12, & related links for a list of tasks/requirements for full acceptance into the Teacher Education Program.
Many students have trouble passing the Test of Academic Proficiency (TAP). see page 10
PROFESSIONAL ORGANIZATIONS
Membership and active participation in Illinois Collegiate Music Educators Association (ICMEA) as an undergraduate and graduate
music education student is essential to professional development.
FIELD EXPERIENCES
In addition to formal course work, supervised field experiences serve to integrate practical teaching and learning situations with theories.
The music education curriculum provides opportunities for observations and teaching experiences through site-based, peer, and in-class
opportunities.
All
Choral/General
Instrumental/General
Mus 130 3 hrs
Mus 231 2 hrs.
Mus 332 4 hrs
Mus 330 4 hrs
Mus 232 2 hrs
Mus 395 4 hrs
Mus 333 7 hrs
Mus 331 4 hrs
Mus 336 8 hrs
EDUC 439 10 hrs
Mus 396 4 hrs
Mus 132-137 (4 hrs total)
Mus 334 4 hrs
Mus 335 8 hrs
or
Mus 461 (4 hrs total)
TB TEST REQUIRED http://www.wiu.edu/coehs/cpep/clinical/tb_test.php
All teacher education candidates are required to have a Tuberculosis (TB) test the semester prior to student teaching. The simple skin
test method is acceptable for this purpose. Fall student teachers should complete a TB test after April 1; spring student teachers should
complete a TB test after October 1. The test may be obtained from Beu Health Center, a private physician, or county health department.
Negative TB test results must be submitted by the designated student teaching clearance deadline specified by the Director of COEHS
Advising.
Results are to be forwarded as follows:
Sent directly from Beu Health Center
Supply original documentation in a sealed envelope to the Director of COEHS Advising, Horrabin Hall 91, Western Illinois University,
Macomb, IL 61455.
Teacher education candidates are encouraged to retain a copy of the results for themselves as the College of Education and Human Services cannot release TB test information.
In the event a teacher education candidate tests positive for TB, the candidate will be referred to Beu Health Center for further consultation.
Additional documentation will be required and cleared by the Beu Health Center Director. Again, the student teaching clearance deadline
specified by the Director of COEHS Advising will be upheld in submitting and clearing the required documentation in such instances.
FINGERPRINTING CRIMINAL BACKGROUND INVESTIGATION
http://www.wiu.edu/coehs/cpep/tep/background_invest.php
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Teacher education candidates are expected to comply with the Illinois State Police and FBI fingerprint background investigation requirements as set forth by the University Teacher Education Program. Prior to any field work in schools/agencies, candidates are to supply
verification of having completed both an Illinois State Police and FBI fingerprint background investigation through the Center for the
Preparation of Education Professionals or at the time of admittance to TEP, whichever comes first.Refer to website:
http://www.wiu.edu/coehs/cpep/tep/background_invest.php
Candidates may be prohibited from completing field work if background investigations disclose arrests and/or convictions
deemed problematic. Information may be obtained in Horrabin Hall 91; questions may bedirected to the Director of Advising and
LicensureOfficer, 309/298-2117.
In addition to the background investigations the National Sex Offender, Convicted Methamphetamine, and the Illinois State Police
Child Murderer and Violent Offender Against Youth registries will be checked.
Candidates must complete an Illinois State Police and FBI background fingerprint investigation at two points:
1. Prior to their first field work or for full acceptance to TEP, whichever comes fist.
2. The semester prior to student teaching (to be completed by May 1 for fall student teachers and by November 1 for spring student
teachers).
Please note that additional investigation points may be necessary dependent upon field experience requirements in cooperating school districts.
When being fingerprinted, candidates should anticipate being asked to provide a Government issued ID (Drivers License of Government
issued ID Card - a school ID card is NOT an acceptable form of ID). The fee is payable at the time of printing, usually by cash, money
order, or credit/debit card. Most fingerprint vendors do not accept personal checks.
Fingerprinting is available in Macomb:
The Regional Office of Education, located at 130 S. Lafayette, Suite 200, Monday thru Friday from 8:30 a.m. to noon and 1:003:30 p.m. Cash or money order payable to Regional Office of Education #26. An additional $1.75 will be charged when using
credit/debit card. No personal checks accepted. Directions: Go east on Adams Street to Lafayette Street, turn south on Lafayette to Macomb Square. ROE Office is in the first block south of the square (second floor--above Advanced Rehab Services).
Questions concerning this process may be directed to Melissa Phillips, Center for the Preparation of Education Professionals, at (309)
298-2117, MM-Phillips@wiu.edu.
TECHNOLOGY COMPETENCY ASSESSMENT
Updates at: http://www.wiu.edu/coehs/tca/index.php
The Technology Competency Assessment is a requirement for entrance into the Teacher Education Program.
This assessment has been aligned with the Technology Standards for All Illinois Teachers, and is a central component of Western Illinois
University’s fulfillment of the 2003 ISBE teacher preparation mandate requiring all pre-service teachers to demonstrate knowledge and
application of technology in future programs.
Students will complete FOUR online learning modules that will first guide them through a series of VIDEO lessons. Students will then
apply the skills learned in the Microsoft Excel, PowerPoint, and Word modules to create a completely new product based on a list of
requirements and submit through Western Online for evaluation.
The cost for TCA is $30 for the 8-week session. Anyone not completing in the 8-week session must re-register. Students will be required
to pay $30 for EACH renewal.
NOTE: ONLY complete ONE version (2013, 2010, 2007) of the Access, Excel, PowerPoint, and Word courses. Now also available for
Mac 2008 & 20011.
IMPORTANT: TCA has been redesigned. It is crucial students READ ALL informational emails they receive
Register for the TCA http://www.wiu.edu/coehs/tca/modulereg.php
ELL MODULES/ASSESSMENT
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Teacher Education Candidates will be required to complete ALL ELL modules prior to student teaching.
As the number of students from diverse cultures continues to rise in our PK-12 classrooms, the College of Education and Human Services
is providing teacher education candidates with online modules containing vital legal information about how to assess and enroll English
Language Learner (ELL) students in our schools.
Students must complete all five ELL courses with a score of 100%. The assessment is focused on gaining an understanding of basic ELL
terms and acronyms through multiple choice and true/false questions. ELL Resource information is always available from the CPEP site.
This allows faculty to utilize the course content in methods classes as well as serving as a valuable resource to all pre-service teachers. It is
estimated that it will take 5 hours or less to complete these modules.
The cost for ELL is $20 for the 8-week session. Anyone not completing in the 8-week session must re-register. Students will be required
to pay $20 for EACH renewal.
Register at http://www.wiu.edu/coehs/tca/modulereg.php
REFLECTIVE PAPER #1
http://www.wiu.edu/coehs/cpep/documents/tep/reflectivepaper1.php
Teacher education candidates should address the candidate dispositions in reflective paper one. http://www.wiu.edu/coehs/cpep/documents/tep/reflpprrubric.php
Reflective Paper #1 is submitted to the major department. Music Education Candidates will submitt Reflective Paper #1 in Introduction to
Music Education. Include the name of your Music Advisor. Dr. Lapka will distribute the papers for review during the spring semester.
Scoring will occur on the electronic portfolio.
Your advisor will notify you of a Fail or Pass.
If you Fail, see feedback on the electronic portfolio and submitt a revised paper to your advisor.
When you Pass and have completed all parts of the TEP Acceptance (see pages 11 & 12), print and fill out the Departmental Clearance
Form and arrange for Dr. Lapka to sign the form.
http://www.wiu.edu/coehs/cpep/forms/documents/student/TEP%20Dept_Rec.pdf
Bring the signed form to HH 91.
Address each of the following items in your paper as you reflect on your decision to enter the Teacher Education Program (TEP) at Western
Illinois University. Use the scoring rubric to organize your paper and to ensure you address each item listed below. For style and grammar,
consult the APA (American Psychological Association) style manual, which is available where textbooks are sold, in the Reference section
of the Malpass Library, in the back of the style manual used in ENG 180 & 280, or summarized on a website such as: http://www.wooster.
edu/Academics/Areas-of-Study/Psychology/ (click on APA Style Guide in the left hand navigation area).
You will be evaluated on the following items:
1. Reflecting on your strengths as a potential teacher, briefly specify your primary reason for selecting teaching as your career.
2. Provide 1-2 examples of experiences working with students/children and what you have learned about teaching and learning from
these experiences.
3. The WIU TEP expects you to exhibit the 8 dispositions listed in the TEP handbook, including their indicators. Carefully review each of
the dispositions and the corresponding indicators. (a) Identify and discuss at least one indicator for each of the 8 dispositions that reflects
an area where you most need improvement. (b) Formulate and describe your plan to improve upon the areas identified in part (a) above.
Remember to address all 8 dispositions.
4. In addition to your ability to adequately address each of the above listed items, your paper will be evaluated on organization, spelling,
sentence structure, grammar, and writing mechanics.
See Scoring Rubric Page 28
DISPOSITIONS
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The University Teacher Education Committee at Western Illinois University believes that well prepared teacher candidates understand and
can demonstrate knowledge of professional skills and dispositions. We further believe that teacher candidates must apply their knowledge
skills and dispositions in school settings. The mission of Western Illinois University’s Teacher Education Program is to prepare versatile
teachers who appreciate the importance of our diverse population; who adapt to emerging social, economic, and demographic patterns;
and who are skilled in the use of technological tools to promote teaching and learning in our nation’s schools. We further believe that
the disposition of our candidates is important for their success as a teacher and a professional. Candidates are evaluated at least three (3)
times during their program (Reflective Paper #1, Methods, Student Teaching, in any course).
The candidate demonstrates:
1. Collaboration: Works together with others to achieve a common goal in all academic and professional settings.
2. Honesty/Integrity: Demonstrates truthfulness, professional behavior and trustworthiness
3. Respect:  Honors, values, and demonstrates consideration and regard for oneself and others
4. Commitment to Learning: Demonstrates a respect for and is serious about knowledge acquisition
5. Emotional Maturity: Demonstrates situational appropriate behavior
6. Responsibility: Acts independently and demonstrates accountability, reliability, and sound judgment
7. Fairness: Demonstrated commitment to meet the education needs of all students in a caring, non-discriminatory, and equitable
manner.
8. Belief that All Students Can Learn: Demonstrates behaviors that support a culturally diverse educational environment that pro
vides opportunities for all students to learn.
Teacher education candidates should address these dispositions in Reflective Paper1 and throughout their college career.
Faculty/Administrators/Advisors will use the checklist that follows to assess teacher education candidates’ dispositions for teaching.  When
the desired skills and/or behaviors included in the checklist are not evident or insufficiently developed, faculty and/or administrators will
conference with the teacher candidate.  A copy of the completed Documentation of Student Conference, with suggestions for improvement, will be given to the student, a copy will be sent to the Director of CPEP Advising to be added to the TEP file, and a copy will go to
the Chair of the major department.  Candidates that continue to demonstrate major weaknesses in disposition or continue to demonstrate
areas of weaknesses following a conference may be advised out of teacher education.
http://www.wiu.edu/coehs/cpep/tep/dispositions.php
DISPOSITION INDICATORS
1. Collaboration: Works together with others to achieve a common goal in all academic and professional settings.
• Cooperates with others
• Makes contribution to group effort
• Shares information and materials with others
• Assists peers
• Supports decisions of group willingly, even if different from own
• Volunteers to participate in group effort
• Supports work of others
• Plans and sets goals and priorities with others
• Establishes professional goals that are aligned with those of the organization
• Makes relevant contributions to discussions
2. Honesty/Integrity: Demonstrates truthfulness, professional behavior and trustworthiness
• Models behavior expected of both teachers and learners in an educational setting
• Communicates without intent to deceive
• Gives credit to others when using their work
• Acts with honesty and integrity in all academic and professional situations
3. Respect: Honors, values, and demonstrates consideration and regard for oneself and others
• Demonstrates a friendly and caring manner to others
• Interacts in a polite and respectful manner with students, peers, colleagues, and supervisors
• Uses appropriate professional language
• Takes care of property of others in all academic and professional situations
ª Demonstrates empathy and concern for others
4. Commitment to Learning: Demonstrates a respect for and is serious about knowledge acquisition
• Values knowledge, content, and experiences presented in preservice academic programs
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• Takes initiative to expand knowledge base
• Actively engaged during instructional time and field experiences.
• Seeks opportunities to learn new skills
• Uses credible and data-based sources
• Demonstrates enthusiasm for the subject being taught
• Demonstrates positive attitude toward learning
• Demonstrates intellectual and academic curiosity
5. Emotional Maturity: Demonstrates situationally appropriate behavior
• Uses appropriate strategies to respond to emotional and emergency situations
• Responds to situations professionally
• Uses appropriate tone of voice
• Initiates communication to resolve conflict
• Maintains emotional control
• Uses self-disclosure appropriately
• Uses appropriate non-verbal expressions
• Acts from a positive frame of reference most of the time, including when changes occur
• Adapts to unexpected or new situations
• Accepts less than ideal situations when necessary
• Demonstrates good personal hygiene
• Dresses appropriately for the situation
6. Responsibility: Acts independently and demonstrates accountability, reliability, and sound judgment
• Gives priority to health and safety concerns of others, as well as self.
• Protects personal health to avoid absences
• Accepts consequences for personal actions or decisions
• Submits individual and/or group assignments on time or follows procedures for extensions
• Prepares for classes, meetings, and group work
• Manages time effectively
• Completes assigned tasks from group activities within an acceptable time frame
• Seeks clarification and/or assistance as needed
• Prioritizes work based upon established goals
• Returns borrowed materials in a timely manner
• Takes initiative to get materials and notes when absent from meetings or classes
• Seeks/locates needed resources
• Ensures accuracy of information for which he/she is responsible
• Arrives for class on time
• Attends class regularly
7. Fairness: Demonstrated commitment to meet the education needs of all students in a caring, non-discriminatory, and equitable
manner.
• Responds appropriately to actions and reactions of others
• Accepts feedback from others
• Identifies personal responsibility in conflict/problem situations
• Considers opinions of others with an open mind
• Displays equitable treatment of others
• Uses sound judgment in decision making
• Takes action to solve problems in an equitable manner
• Makes decisions and acts with honesty and integrity
8. Belief that All Students Can Learn: Demonstrates behaviors that support a culturally diverse educational environment that provides
opportunities for all students to learn.
• Listens attentively to others in a variety of contexts
• Acknowledges perspectives of individuals from diverse cultural and experiential backgrounds
• Interacts appropriately in relation to cultural norms
• Appreciates and embraces individual differences
• Demonstrates positive attitudes toward diverse cultures and learners• Conveys high expectations for achievement
MANDATED REPORTER TRAINING
http://www.wiu.edu/coehs/cpep/clinical/mandated_reporter.php
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Pursuant to the Abused and Neglected Child Reporting Act (ANCRA), State Superintendent, Dr. Christopher Koch has indicated that
student teachers are mandated reporters of child abuse and neglect when acting in their professional or official capacity.
All teacher education candidates must complete the online training the semester they apply to student teach. Allow 60-90 minutes on a
computer attached to a printer so that the certificate can be printed at the time training is finished. https://www.dcfstraining.org/manrep/
index.jsp. When asked “Which mandated reporter category best fits your role” answer “other” “student teacher” “Name of Employer”
“WIU” “City of Employer” “Macomb”.
A copy of the certificate must be submitted to the CPEP office along with the mandated reporter status form http://www.illinois.gov/
dcfs/aboutus/notices/Documents/cants22.pdf
ILLINOIS PROFESSIONAL TEACHING STANDARDS
http://www.wiu.edu/coehs/tpep/documents/24100_ipts.pdf
ILLINOIS TEACHER CODE OF ETHICS
Illinois State Board of Education Taskforce is working on the Code of Ethics. see updates at
http://www.isbe.net/rules/archive/pdfs/22ARK.pdf
STUDENT TEACHING
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PRE-STUDENT TEACHING REVIEW
The Music Education Committee of Western Illinois University is committed to assist the development of pre-student teachers through
curriculum and various assessment procedures. The Pre-Student Teaching Review, completed one full year prior to the individual’s intended student teaching semester, serves to focus the essential competencies students must possess to succeed in their prospective teaching
placements.
The following competencies are checked in the Pre-Student Teaching Review. Register for Mus 300 prior to student teaching.
INSTRUMENTAL/GENERAL OPTION
The student:
Demonstrates ear training skills;
Demonstrates ability to sight read melodies;
Demonstrates knowledge of music history and literature;
Demonstrates functional knowledge and skill on secondary instruments;
Illustrates and explains principles of idiomatic instrumental techniques;
Conducts basic beat patterns with accuracy and clarity;
Demonstrates ability to analyze and interpret a given score;
Demonstrates ability to diagnose, aurally and visually, musical problems in instrumental performance and prescribe appropriate
remedies;
Demonstrates the ability to achieve accurate and musically expressive performances with various types of instrumental ensembles;
Recognizes the importance of selecting appropriate instrumental music for sequential music learning.
CHORAL/GENERAL OPTION
The student:
Demonstrates knowledge of music history and literature;
Demonstrates ear training skills;
Demonstrates ability to sight read melodies;
Demonstrates ability to perform on the keyboard sufficiently well to employ the instrument as a teaching tool;
Demonstrates the ability to sing sufficiently well to employ the voice as a teaching tool;
Illustrates and explains principles of idiomatic vocal techniques;
Conducts basic beat patterns with accuracy and clarity;
Demonstrates ability to analyze and interpret a given score;
Synthesizes historical and theoretical knowledge to create stylistically appropriate performance;
Demonstrates the ability to achieve accurate and musically expressive performance.
MUS 300 PRE-STUDENT TEACHING REVIEW - SYLLABUS - Dr. Cangro
COURSE DESCRIPTION
Examination of teacher competencies and skills prior to student teaching semester. Students are reviewed in fundamental teaching
skills and knowledge. Students may retest any area to achieve a passing grade.
Pre-Requisite: for instrumental-general major, C or better in MUS 166; for choral-general specialization, C or better in MUS 266;
C or better in MUS 282 and C or better in MUS 284.
PURPOSE
This course is an assessment of your ability to synthesize concepts, information, and skills learned in the pre-requisite music education courses and apply that knowledge in a series of exams, demonstrations, and interviews.
SCHEDULE
Candidate exams and reviews will typically take place on Tuesdays and Thursdays between 2:00 and 3:00 PM. Separate appointments may be made due to scheduling needs. Candidates will be notified by email at least one week in advance for their individual
review times throughout the semester. A typical semester schedule is below.
Week 1: Sight-singing exam – all candidates
Week 2 (approx.): Piano proficiency for choral candidates only
Dates TBD: Conducting reviews – non student conductors
Mid semester: Interviews - all
Weeks 9 - 14: Teaching demonstrations - all
Weeks 14 - 15: Sight-singing and piano retests
Continued...PRE-STUDENT TEACHING REVIEW
GRADING
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This is a Pass/Fail course. Every portion of the student teaching review must be passed in order to be eligible to student teach.
Students will have the opportunity to re-take any portion of the review.
REQUIRED ACTIVITIES
1. Sight Singing–(Takeninfirstweekofclasses). All candidates will sight-sing at least one melody.
Candidates who do not pass the sight-singing exam are required to enroll in MUS 080 Basic Musicianship Skills. At the end of
the semester, candidates will retest 2 weeks prior to end of semester.
2. Piano Proficiency—2 parts for Choral candidates only Candidates will play their piano assessment before midterm of the cur
rent semester. If candidate does not pass exam, remediation will be recommended and a 2nd assessment will be needed.
a. Prepared Piece
i. Candidates will perform the accompaniment to one of the following pieces.
1. In Remembrance by E Daley
2. The Coulin by D. Monney
b. Harmonization & Transposition
i. Without notation, accompany two of the following melodies in 2 different keys. Play accompaniment and melody or play
accompaniment and sing melody. (Block chordal accompaniment is not acceptable). The coordinator will choose 1 and
you will choose 1 of the following melodies:
Oh Susanna, Camptown Races, Simple Gifts, Jingle Bells, You are my sunshine, Long, Long Ago, When the Saints,
or Ode to Joy
3. Conducting – The committee will review candidate during enrollment in advanced conducting classes. Candidates will rehearse
a group for approximately 15 minutes and may be asked questions from ensemble members or faculty committee. Candidates
selected as student conductors are exempt from this assessment.
a. Choral candidates will conduct concert choir. Dr. Pierson will schedule a date for you to conduct and set the repertoire.
b. Instrumentalcandidates-Dr.Thomaswillscheduleadateforyoutoconductandsettherepertoire.
4. Interview with faculty committee demonstrating your knowledge of the following;
a. Instrumental/Choral Methods/Literature/Programming
b. Rehearsal Format/Procedures/Warm-up/Tuning
c. Music History Style Period Characteristics
What to expect in the interview:
• You will present a succinct 7-10 minute overview of music history periods noting dates, composers, genres, styles, character
istics of each period (Renaissance through beginning of 20th century), as well as pertinent general repertoire representative of each period.
• Provide a composition/arrangement/transcription for your area (choral/instrumental) that represents and teaches about each era for your students.
• You will answer questions regarding ensemble repertoire, classroom management, assessment, rehearsal procedures, other
related teaching topics. Be prepared by bringing sample programs.
• Bring note cards to refer to (not read from) while you present your information.
5. Teaching demonstration– each candidate will teach a demonstration lesson for a faculty committee.
a. Choral candidates will teach a group beginning voice lesson–teacher candidate must find at least 2 non-music/non music ed majors to participate in your lesson.
b. Instrumental candidates will teach a group beginning lesson on a brass or woodwind instrument to 2 two students. (Dr. Cangro will let you know which instrument you will teach) – teacher candidate must find at least 2 non-music/non music
ed majors to participate in your lesson.
c. Lesson plans are required for demonstration and should be copied for all faculty reviewers
Teacher and Professional Educator Program Mission Statement
The WIU Teacher and Professional Educator Program empowers candidates to become educational practitioners who engage in
informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of professional
practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in the use of technological
tools that promote teaching and learning; and who are committed to empowering all learners.
POLICIES
1. Itisimperativethatyoubepresentandontimeforallmeetings.Ifyouaresick,orexperiencean emergency of any kind the expectation is
that you contact the professor via telephone or e-mail before the class. All absences will need to be made up in order to pass this
course.
2. Please always come to class prepared with any lesson plans, instruments in good working order, music, and materials.
ACCOMMODATIONS
In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be
made for any student who notifies the instructor of the need for an accommodation. For the instructor to provide the proper
accommodation(s) you must obtain documentation of the need for an accommodation through Disability Resource Center
(DRC) and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the instructor’s attention,
as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance
in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in
such an emergency. Contact Disability Resource Center (DRC) at 298-2512 for additional services.
Continued...PRE-STUDENT TEACHING REVIEW
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STUDENT ACADEMIC INTEGRITY POLICY
Western Illinois University, like all communities, functions best when its members treat one another with honesty, fairness, respect, and trust. Students have rights and responsibilities (http://www.wiu.edu/provost/students/) and students should realize that
deception for individual gain is an offense against the members of the entire community, and it is the student’s responsibility to be
informed and to abide by all University regulations and policies on Academic Integrity.
Plagiarism, cheating, and other forms of academic dishonesty constitute a serious violation of University conduct regulations.
Students who engage in dishonesty in any form shall be charged with academic dishonesty.
1. Sight Singing
RUBRICS FOR MUS 300-PRE-STUDENT TEACHING REVIEW
2. Piano Proficiency
3. Conducting (2 Rubrics–Conducting and Rehearsal Procedure)
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4. Interview with faculty committee
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5. Teaching demonstration
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PROFESSIONAL CONDUCT
Student teachers as representatives of the Western Illinois University Music Education program are expected at all times to serve as ethical teaching models and demonstrate a consistent commitment to their own professional development and moral integrity. The student
teacher is obligated to know and fulfill the following roles, responsibilities, and functions during the full professional term:
1. The student must attend and report for duty at times designated by the cooperating teacher and/or principal. Personal
reasons cannot be accepted for lack of attendance. Participating in college-oriented activities does not take precedence
over attendance in the public school and such participation must have approval from the music department.
2. In the event of absence due to sickness or accident, the student teacher is obligated to notify both the building principal and the cooperating teacher prior to the date of absence. In the case of sudden illness, the student teacher should
phone the cooperating teacher at the earliest opportunity prior to the opening of the school day, preferably in the early
evening the day before the absence.
3. Student teachers are expected to attend all school-related meetings designated by the principal and/or cooperating
teacher.
4. Student teachers should expect to devote adequate time to lesson planning and participation in school and community
activities. Student teachers should be allotted a reasonable amount
of time during the school day to prepare instructional materials, prepare for conferences with the cooperating teacher,
and become familiar with various aspects of the schools’ programs and services.
5. Accept supervision, conferences and seminar participation as opportunities for educational growth and professional
development.
6. Student teachers are not permitted to be enrolled in additional course-work or hold jobs outside of student teaching.
7. Communicate freely with your cooperating teacher regarding teaching problems and improved techniques. Hold
frequent conferences with the cooperating teacher.
8. Present to the cooperating teacher in advance, satisfactory evidence of lesson preparation. The form and length of lesson
plans vary according to the cooperating teacher’s preferences but written plans must be prepared before each lesson.
Lesson plans should be maintained in a file folder for review by college supervising teachers.
9. Attend scheduled college student teaching seminars during the professional term.
SITE SELECTION/STUDENT TEACHING ASSIGNMENTS
Each candidate for student teaching is responsible for filing an application at least one year prior to the student teaching semester under
the supervision and guidance of a highly qualified music educator, education resident supervisor, and music education supervisor. The
Music Education Student Teaching Coordinator and the prospective student teachers, with input from principal teachers and conductors,
discuss and recommend appropriate site placements. Student teaching sites are selected to provide the best musical and professional development for the student teacher rather than convenience or preference. MEET WITH DR. LAPKA WHEN YOU FILL OUT YOUR
STUDENT TEACHING PAPERWORK.
Student teachers will teach in the region designated by the Western Illinois University School of Music. Sites will be chosen by the School
of Music and will be coordinated with the College of Education. Supervision will be accomplished through College of Education resident
supervisors and School of Music personnel. Music students will discuss site selection with music department personnel and, in general,
will be assigned to the following areas:
REGION A
Chicago Suburbs (North, West and South)
REGION B
Chicago Public Schools (City of Chicago)
REGION C
Quad Cities (including Bettendorf/Davenport IA
REGION D
Western/Central Illinois (Camp Point, Canton, Quincy, Peoria, Macomb)
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SUPERVISION AND EVALUATION
RESPONSIBILITIES OF PERSONNEL
The purpose of student teaching is to provide the student teacher with opportunities to develop competence in classroom teaching. Success is dependent upon the cooperative efforts of several individuals. The interactive roles of the student teacher, cooperating teacher and
music education supervisor are of primary importance, followed by the role of the individual school administration, superintendent of
schools, coordinator of student teaching assignments, and director of student teachers.
Site selection is arranged by the Music Department in cooperation with the local district. The music department student teaching liaison
will meet with potential student teachers and discuss site selection. The liaison will then contact potential cooperating teachers to obtain
their agreement to accept the student teacher and follow up with paperwork to the College of Education.
SYLLABUS
http://www.wiu.edu/coehs/cpep/go_teach/clinical_experiences/Syllabus-FL%2015.pdf
COOPERATING TEACHERS
Certified teachers in school districts are selected as cooperating teachers on the basis of their teaching competence. The cooperating teacher
has the most direct influence on the daily learning and teaching activities of the student teacher. The cooperating teacher as teaching model
and mentor assesses the student teacher’s professional growth through a final evaluation process.
MUSIC EDUCATION SUPERVISORS
The Music Education faculty at Western Illinois University endeavors to provide support and continued assistance for the professional
development of music education student teachers. Music education supervisors assess edTPA and provide feedback to student teachers
through observations, individual contacts, and seminars. They also maintain professional liaison with coordinating teachers and resident
supervisors to facilitate an effective learning environment for the student teacher.
FIELD SUPERVISORS
The College of Education will assign field supervisors to sites selected by the music department liaison. Each supervisor will visit each
teacher 3-4 times per semester and evaluate the student teacher. Included in the final evaluation is a written evaluation of the student.
Students will receive regular feedback with constructive criticisms from field supervisors.
SEMINARS
Seminars are held on campus during student teaching. They are designed to provide a forum for discussing issues and topics related to
teaching music in classroom and rehearsal settings. Most sessions will have a specific topic scheduled along with assignments such as
articles to read or materials to prepare. (2 seminars during student teaching)
edTPA
Beginning Fall 2015, all student teachers in Illinois must pass the edTPA with a score of 35 or higher to be eligible for licensure. In order
to pass student teaching, you must submit an official and complete edTPA to Pearson for scoring. The cost of submitting the edTPA to
Pearson is $300.
You will be able to pass student teaching if you have submitted the edTPA to Pearson and all requirements for student teaching have been
satisfactorily met. You are not required to receive a passing score from Pearson to pass student teaching. If you do not earn the required
score on the edTPA during student teaching, you will be able to earn your degree. Your transcript, however, will indicate that you have
not met licensure requirements, and you will not be eligible to teach in Illinois or any other state. Once the edTPA is passed, this notation will be removed from the transcript.
Carefully read and complete the following tasks:
1. Access the most current version of your edTPA handbook on the Western Online Student edTPA site. You must use the appropriate version of the edTPA for your placement. If you accessed the edTPA Handbooks on the Western Online edTPA site last
spring or before Tuesday (August 4), you will need to access the edTPA site now for the current version of the handbook.
2. Study the edTPA handbook so you are very familiar with the specific requirements of your handbook.
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