Liberty University
MUSIC (Grades K-12)
Teacher Competency Assessment
Final Evaluation
Preliminary Evaluation
LU Student Teacher:
LU ID#
Endorsement(s) Seeking:
Host School:
Host School Address:
Host School Phone Number:
Cooperating Teacher:
Cooperating Teacher Email:
Grade/Subject:
There are seven ratings for each Criterion.
Ratings
Definitions of Ratings
5 ( Grade: A)
MET: Performance in this area is consistently outstanding. Practices are
demonstrated at the highest level of performance. (This rating should be
reserved for a candidate who is performing this skill at the level of an effective master
teacher. Most student teachers would not be working at this level; this rating should be
used sparingly and given only to a candidate who is deemed extraordinary in this area!)
4 ( Grade: A)
MET Performance within this area is high. Practices are demonstrated at a
consistent high level of performance. (This rating should be used to indicate
performance of a candidate who is performing well above satisfactory level for a novice
teacher in this area.)
3 ( Grade: B)
MET Performance in this area is effective and practices are demonstrated at an
acceptable level. (This rating should be used to indicate performance of a
candidate who is working above satisfactory level for a novice teacher in this area.)
2 ( Grade: C)
MET Performance in this area is satisfactory ; the candidate meets a minimum
level of competency. (This rating should be used to indicate performance of a
candidate who meets the minimum level of competency for this area. However,
concerns are evident and there has likely been additional support and intervention to
meet the satisfactory rating.)
1 ( Grade: D)
NOT MET Performance in this area requires improvement to attain a minimum
level of competency.
0 ( Grade: F)
NE/OB
NOT MET Performance in this area is ineffective and requires extensive
improvement to attain minimum level of competency.
Performance in this area is not evaluated/observed at this time.
PART 1: TEACHING COMPETENCIES for ALL student teachers
STANDARD 1: PROFESSIONAL KNOWLEDGE
CRITERIA
5
4
Rating Scale
3
2
1
0
NE/OB
A. Effectively addresses appropriate curriculum standards.
B. Integrates key content elements and facilitates students’ use of
higher level thinking skills and instruction. [IL/PB 3C]
C. Demonstrates an ability to link present content with past and
future learning experiences, other subject areas, and real-world
experiences and applications.
D. Demonstrates an accurate knowledge of the subject matter.
E. Demonstrates an understanding of the intellectual, social,
emotional, and physical development of the age group. [IL/PB 4B]
IL/PB (2013) Standard 3-C: Use a variety of instructional strategies, materials, and applications of
technology to encourage students’ development of critical thinking, problem solving, and performance
skills.
IL/PB (2013) Standardd 4-B: Understanding and ability to demonstrate a commitment to equitable and
ethical treatment of all students and colleagues.
STANDARD 2: INSTRUCTIONAL PLANNING
CRITERIA
5
4
Rating Scale
3
2
1
0
NE/OB
A. Uses student learning data to guide planning. [IL/PB 3B]
B. Plans time realistically for pacing, content mastery, and
transitions.
C. Plans and gathers materials and appropriate resources for
differentiated instruction. [IL/PB 3C]
D. Aligns lesson objectives to the school’s curriculum and student
learning needs.
E. Develops appropriate long- and short-range plans, and adapts
plans when needed.
IL/PB (2013) Standard 3-B: Assessment and analysis of student learning, making appropriate
adjustments in instruction, and monitoring student progress to assure meaningful learning experiences for
all students.
IL/PB (2013) Standard 3-C: Use a variety of instructional strategies, materials, and applications of
technology to encourage students’ development of critical thinking, problem solving, and performance
skills.
STANDARD 3: INSTRUCTIONAL DELIVERY
CRITERIA
5
4
Rating Scale
3
2
1
0
NE/OB
A. Engages and maintains students in active learning.
B. Differentiates instruction to meet the students’ needs. [IL/PB
3B]
C. Uses a variety of effective instructional strategies and
resources. [IL/PB 3C]
D. Uses instructional technology to enhance student
learning.[IL/PB 3C]
E. Communicates clearly and checks for understanding. [IL/PB 3B]
IL/PB (2013) Standard 3-B: Assessment and analysis of student learning, making appropriate
adjustments in instruction, and monitoring student progress to assure meaningful learning experiences for
all students.
IL/PB (2013) Standard 3-C: Use a variety of instructional strategies, materials, and applications of
technology to encourage students’ development of critical thinking, problem solving, and performance
skills.
STANDARD 4: ASSESSMENT OF AND FOR STUDENT LEARNING
CRITERIA
5
4
Rating Scale
3
2
1
0
NE/OB
A. Uses pre-assessment data to develop expectations for
students, to differentiate instruction, and to document
learning.
B. Uses a variety of assessment strategies and instruments that
are valid and appropriate for the content and for the student
population. [IL/PB 3B]
C. Aligns student assessment with established curriculum
standards and benchmarks.
D. Uses assessment tools for both formative and summative
purposes to inform, guide, and adjust students’ learning. [IL/PB
3B]
E. Gives constructive and frequent feedback to students on their
learning. [IL/PB 3B]
IL/PB (2013) Standard 3-B: Assessment and analysis of student learning, making appropriate
adjustments in instruction, and monitoring student progress to assure meaningful learning experiences for
all students.
STANDARD 5: LEARNING ENVIRONMENT
CRITERIA
5
4
Rating Scale
3
2
1
0
NE/OB
A. Arranges the classroom to maximize learning while providing a
safe environment. [IL/PB 3A]
B. Establishes clear expectations, with student input, for
classroom rules and procedures early in the school year, and
enforces them consistently and fairly. [IL/PB 3A]
C. Establishes a climate of trust and teamwork by being fair,
caring, respectful, and enthusiastic. [IL/PB 3A]
D. Promotes cultural sensitivity and respects students’ diversity
including language, culture, race, gender, and special needs and
actively listens and pays attention to students’ needs and
responses. [IL/PB 3A]
E. Maximizes instructional learning time and minimizes
disruptions by working with students individually as well as in
small groups or whole groups. [IL/PB 3A]
IL/PB (2013) Standard 3-A: Individual and group motivation for a disciplined learning environment and
engagement in learning.
STANDARD 6: PROFESSIONALISM
CRITERIA
5
4
Rating Scale
3
2
1
0
NE/OB
A. Adheres to federal and state laws, school policies, and
ethical guidelines.
B. Engages in professional growth opportunities and/or
activities outside the classroom intended for school and
student enhancement. [IL/PB 4A]
C. Works in a collegial and collaborative manner with
administrators/leaders, teachers, other school personnel
and the community. [IL/PB 4C, 4D]
D. Demonstrates consistent mastery of standard oral and
written English in all communication.
IL/PB (2013) Standard 4-A: Engagement in professional experiences, and reflection on them, to
enhance each candidate’s professional growth, including a knowledge of professional organizations in the
discipline.
IL/PB (2013) Standard 4-C: Knowledge of the collaborative roles of other school professionals and
readiness to work with colleagues, families, and community agencies.
IL/PB (2013) Standard 4-D: Ability to identify opportunities for collaborative and leadership roles as
members of a team.
STANDARD 7: STUDENT ACADEMIC PROGRESS
CRITERIA
5
4
Rating Scale
3
2
1
0
NE/OB
A. Sets acceptable, measurable and appropriate achievement
goals for student academic progress based on data
available.
B. Documents the progress of each student throughout the
placement.
C. Provides evidence that achievement goals have been
met.[IL/PB 3B]
D. Uses available performance outcome data to continually
document and communicate student academic progress and
develop interim learning targets. [IL/PB 3B]
IL/PB (2013) Standard 3-B: Assessment and analysis of student learning, making appropriate
adjustments in instruction, and monitoring student progress to assure meaningful learning experiences for
all students.
S-C-R-I-P (Dispositions)
CRITERIA
5
4
Rating Scale
3
2
1
0
NE/OB
A. Displays a sense of social responsibility and the belief that
all students can learn. [IL/PB 4B]
B. Displays a sense of commitment/work ethic.[IL/PB 4B]
C. Displays a sense of reflective practice. [IL/PB 3B]
D. Displays integrity.
E. Displays a sense of professionalism in behavior and
actions.[IL/PB 4B]
IL/PB (2013) Standard 3-B: Assessment and analysis of student learning, making appropriate
adjustments in instruction, and monitoring student progress to assure meaningful learning experiences for
all students.
IL/PB (2013) Standardd 4-B: Understanding and ability to demonstrate a commitment to equitable and
ethical treatment of all students and colleagues.
Part 2:2:MUSIC
CONTENT
Part
Music Content
STANDARD 2: Music
CRITERIA
Elements of Music
A Teacher candidate demonstrates knowledge, understanding, and
use of the major concepts, principles, theories, and research related
to development of children and young adolescents to construct
learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
Conducting
B. Teacher candidate understands the common elements of music
and their relationship to rhythm, melody, harmony, timbre, texture,
dynamics, form, and employs this understanding in the analysis of
music.
Composing and Arranging
Rating Scale
5
4
3
2
1
0
NE/
OB
C. Teacher candidate demonstrates skills in composing, arranging,
and adapting music to meet classroom needs and ability levels of
school performing groups; and directing creative experiences
improvising when necessary.
Keyboard Proficiency
D. Teacher candidate fully demonstrates proficiency on keyboard or
other accompanying instrument sufficient for classroom instruction.
Ensemble Performance
E. Teacher candidate demonstrates the ability to perform in
ensembles.
Music History and Literature
F.Teacher candidate possesses knowledge of music history and
literature with emphasis on the relationship of music to culture and
the ability to place compositions in historical and stylistic
perspective.
Music Methods
G.Teacher candidate understands the knowledge, skills, and
processes based on sound philosophy, content, and methodology
for teaching music in elementary, middle, and secondary schools.
Music Specialization
H.Teacher candidate understands the methods, materials and media
appropriate to a specialization in either vocal/choral music or
instrumental music and has functional teaching knowledge on each
of the string, brass, woodwind, and percussion instruments.
Rehearsal and Business Competence
I.Teacher candidate demonstrates competency in rehearsing and
conducting combined instrumental and vocal groups, business
procedures, organization, and management of large and small
ensembles