I. MASTER OF MUSIC EDUCATION
A. INTRODUCTION
This manual is intended to introduce graduate students and their classroom mentors to the policies and procedures of the Master of Music Education program at Gordon College. The material outlines requirements for admission as well as procedures for completing the paperwork for professional licensure. Extensive appendices present the competencies expected of all classroom teachers, as well as forms to be used during this fieldwork assignment. All policies and procedures are intended to ensure an excellent field-based experience in the classroom.
Gordon College prepares teachers to enter the teaching profession in both public and private schools. We encourage our students to develop a philosophy that includes both leadership and service roles. This philosophy emphasizes a respect for all learners and a love for truth. It is supported by methods and techniques that encourage effective, sensitive interaction, creative problem-solving and reflective critical thinking. A love for music is at the core of this philosophy.
B. MASTER OF MUSIC EDUCATION PROGRAM OVERVIEW
The Master of Music Education program at Gordon College is a summers-only program (27 hours), and includes an on-site, field-based mentored experience as outlined in this manual (3 hours). The 30-hour degree is comprised of course work in the following:

Musicianship (11 credits) o Analytical Techniques (2) o Western Music (2) o Non-Western Music (2) o Techniques of Conducting (2) o Lab Ensemble (3)

Music Processing and Research (4 credits) o Learning Theory and Assessment in Music (2) o Introduction to Research in Music (2)

Music Electives (6 credits)

Music Education (9 credits) o Foundations of Music Education (2) o Curriculum Development in Music Education (2) o Supervision and Administration in Music Education (2) o Field-Based Experience (3)
The field-based teaching experience provides an opportunity for professional licensure applicants to integrate content area knowledge, pedagogical theory, and practical experience. The duration of the field experience will be at least 50 clock
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hours during one full semester as defined by the field site. The teaching project may be completed while the candidate is under contract with a school system.
The candidate will be supervised by a Gordon College faculty member and an onsite mentor. This field-based experience constitutes the final requirement of
Gordon’s masters degree in music education.
II. REQUIREMENTS FOR ADMISSION
The following requirements and directions pertain to those desiring to enter a fieldbased teaching experience in the Master of Music Education program:
1) Official and full acceptance into the Gordon College Master of Music
Education degree program;
2) A cumulative average of 3.0 or better in all course work;
3) Possession of the Massachusetts Initial License (formerly called Provisional
Certificate with Advanced Standing) or the equivalent.
III.
DISTINCTIVES OF THE FIELD-BASED TEACHING EXPERIENCE AT
GORDON COLLEGE
A.
The graduate student may be employed by the school system where the clinical experience is completed. If a student is not employed, the College will secure an appropriate placement at the level of licensure sought.
Placement must be approved by the director of teacher licensure and director of graduate studies in music education.
B.
The student may be an applicant for the Professional License.
C.
The student will complete at least 50 clock hours of planning, reflection, interaction with supervisors, portfolio building, etc., during one full semester of at least 14 weeks in the classroom. Both an on-site person and a member of the College faculty will supervise the experience.
D.
Students will demonstrate ability to write and implement long-range and daily lesson plans based on curriculum frameworks and the school’s specific curriculum outlines that are appropriate for the student in his/her classroom setting. Sample lesson plans will be filed in the Reflective Log.
E.
Students will demonstrate ability to integrate content knowledge, teaching
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theory, and competency in the appropriate teaching field. Documentation in the Reflective Log that speaks to this integration must be submitted to the College supervisor, and must be reviewed regularly by the mentor at the school site. At least half of the intern’s Reflective Log entries should reflect on particular competencies (see Appendix) outlined by the State for licensure. These competencies begin on page 11 (e.g., A, 5: “Plans lessons with clear objectives and relevant measurable outcomes.”).
F.
A portfolio of concerts conducted (recordings, videos, DVDs, etc.), programs and other supporting materials should be included in the final documentation when appropriate.
G.
Students will complete and submit all required paperwork.
IV. GOVERNING POLICIES
A.
Attendance Policies— The student is required to observe professional standards of attendance and punctuality, and will follow the school calendar. This may include after-school, evening, and Saturday activities.
B.
Activities— In the course of completing the field-based experience, the graduate student should have the opportunity to engage in the range of experiences that are required of any practitioner. These should include
C.
participation in classroom organization and management, keeping school and pupil records, grouping for instruction, planning learning experiences using a variety of instructional materials and communicating with parents, as well as many other administrative and teaching tasks.
Dress Regulations— Teachers should dress in accordance with the standards of the cooperating school. Every effort should be made to project a professional, well-groomed image.
D.
E.
Vacations— During the teaching experience, the graduate student will follow the assigned school’s daily schedule and calendar.
Reflective Log— All students who are seeking professional licensure in classroom or specialist areas are required to keep a Reflective Log in a 3ring notebook. This log enables students to record and reflect on professional experiences throughout the field-based experience. This log will be evaluated during the experience. See Appendix for specific evaluation criteria.
F.
Mentor Compensation —Gordon College offers mentors a voucher in the amount of $250 to be applied to a graduate course or workshop at the
College. In order to take advantage of this offer, the mentor must complete the Compensation to Mentor form (p. 27) and mail with the
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course registration form when registering for the course or workshop.
V. ROLES AND RESPONSIBILITIES
A.
The Role of the Mentor
1) Observes student at least three times throughout the field-based experience and meets with the student following observation to discuss student’s progress.
2) Reports to the college supervisor three times in written form regarding the graduate student’s progress.
3) Meets with the college supervisor to discuss the student’s progress.
4) Informs and confers with school administrator, college supervisor and student should any problems or difficulties arise.
B.
The Roles of the Mentor and Student When Placement is Required
In the event the graduate student has been placed by the College and does not have his/her own classroom, the following information will apply:
1)
The mentor prepares for the student’s arrival and orientation and should meet with him/her one to two weeks prior to the beginning of the fieldbased experience. a.
Provides essential materials—textbooks, curriculum guides, class lists, daily schedule, school calendar, seating charts, files and records. b.
Informs student of the individual needs of all children in the class, and provides IEPs, access to appropriate Massachusetts
Curriculum Frameworks and long-range and weekly planning expectations. c.
Provides student with copy of classroom goals and objectives and weekly planning format for the term of the field-based experience.
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d.
Provides opportunities for the student to become familiar with school and classroom philosophies, culture and procedures, classroom materials, community and school resources, students and their social interaction, and all types of student record forms, including IEPs. e.
Plans and implements a gradual and natural inclusion of the candidate into the daily activities and routine of the class.
2) The mentor provides opportunities for the student to observe the mentor teaching individuals, small groups and an entire class.
3) The mentor encourages the student to continue to develop and refine his or her own teaching techniques and style.
4) The mentor meets with the student regularly to discuss and evaluate any and all aspects of the student’s work and progress. These meetings should be documented in the log.
5) The mentor meets with the college supervisor at least once.
6)
Building on the student’s previous experience and skills, the mentor insures that the student will be allowed to assume the full responsibility of the classroom.
7) The mentor confers with the school administrator, college supervisor and student should any problems arise.
8) The mentor enables the student to attend parent conferences and to participate in the development and implementation of IEPs.
9) The student who has been placed by the College is obligated to become familiar with the school, the students, and all possible related subjects such as: school and classroom philosophies, school culture, teaching methods, professional reference materials, all forms of record keeping, support services, technology, school and community resources, etc. The student must be in attendance for the regular school day as established for the professional staff and stay as long as is necessary to fulfill professional responsibilities. In addition, the student shares in the performance of those duties required of a professional teacher, attends meetings and professional development activities, and participates in parent-teacher conferences and other assessment activities.
C.
The Role of the College Supervisor
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1) Insures that the on-site mentor and student understand their roles and responsibilities.
2) Confers with the on-site mentor concerning the student’s general progress and performance, and meets with the student to discuss teaching performance, goals and outcomes in the learning contract, and overall progress and concerns.
3) Confers with the on-site mentor, the student and the school administrator should any problems or difficulties arise.
4) Supervises completion of mid-term and final evaluations.
D.
Responsibilities of the Graduate Student
1) Submits a Field-Based Experience Contract that a) delineates a curriculum project, b) sets forth a plan with specific objectives to accomplish the project, and c) proposes a time line to complete the project during the semester of the field-based experience. This contract should be included in Section I of the Reflective Log. At the final meeting with the college supervisor, the student will present the goals of the plan and report on progress made in meeting these goals during the field-based experience.
2) Takes responsibility for scheduling observations with the college supervisor.
3) Develops teaching plans (both long-range and daily plans). One typed formal lesson plan should be filed in the log for each session of the field-based experience, and made available for each observation by supervisors. Each of these plans should address one or more of the objectives in the Project Contract. Uses the following general format: a) learning objectives, with related means of assessment identified for each objective, b) connection of lesson to the Curriculum Frameworks
(both general and music), c) connection of lesson to Learning Contract, d) materials needed for teacher/students, e) procedures, f) post-analysis.
The total number of plans in the Teaching Log should equal the number of lessons taught that focus on the main objective(s) of the Project
Contract.
4) Completes a Reflective Log (see Appendix for requirements).
5) Formulates a portfolio of concert recordings, programs, etc., reflecting ancillary work not seen in other teaching formats, when appropriate.
6) Writes a summary essay of the accomplishments during the field-based
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experience and submits it with the final project materials.
7) Meets with the on-sit mentor on a regular basis and documents meetings in Teaching Log.
VI. EVALUATION OF THE FIELD-BASED EXPERIENCE
A.
Grading—the grade for the field-based experience will reflect the following:
1) A Field-Based Experience Contract and demonstrated response to action plan proposed in contract.
8) Notifies the appropriate personnel, including the college supervisor, if an observation has to be cancelled.
2) Three observation summaries submitted by the mentor. This evaluation will be comprehensive and include all professional obligations and requirements related to the field-based experience, such as planning, instruction, management, record-keeping, etc. (see
Common Teaching Competencies and Competencies for Specific
Areas of Licensure in Appendix).
3) A Reflective Log submitted at the close of the assignment as well as each scheduled observation time (see Appendix).
4) A portfolio of ancillary materials, when appropriate.
5) Mid-term and final evaluation forms by the college supervisor.
6) Summary essay of accomplishments during the field-based experience
(no more than five typed, double-spaced pages).
B.
Supervisor’s On-Site Evaluation
1) Each student will be observed at or around the midterm by the college supervisor, and a midterm evaluation will be filed. It is the student’s responsibility to contact the supervisor to arrange a date and time for this observation.
2) A student who fails to demonstrate adequate progress on the midterm evaluation will be revisited by the college supervisor.
3) A student who is judged to be “below average” on the final evaluation form by the college supervisor must repeat the field-based experience.
A grade of “I” will be given for the initial field-based experience and the student will be given additional time to demonstrate the necessary
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teaching competencies.
VII. LICENSURE REQUIREMENTS AND PROCEDURES
A.
Completion of a masters degree in music education includes:
1) Graduate course work or other experience in the area of the license that reflects the field of knowledge competencies as identified in Standard I.
(See Appendix)
2) Course work or other experiences which address the Common Teaching
Competencies II–VII required for the Professional license. (See
Appendix)
3) Course work or other experiences that address the elements defined in
Competency I: Pedagogical Content Knowledge for the certificate sought.
B.
Completion of a field-based experience at the post-baccalaureate level, in the role and at the level of the licensure sought, demonstrating ability to teach in the area of the license and achievement of Competency I for the licensure sought and the Common Teaching Competencies II–VIII required for the
Professional License.
C.
Application for licensure—to apply for licensure the applicant must:
1) Complete the appropriate application form;
2) Submit completed Field-Based Experience Report form;
3) Pay required fees;
4) Provide all of the above to the Licensure Officer at Gordon College
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Instructional Objectives
PST A.1
Students will be able to draw on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.
Assessment
 FBE Lesson
Plans
 FBE Lesson
Plans
PST A.2
Students will be able to draw on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of
English language proficiency, and range of cognitive levels being taught.
PST A.3
Students will be able to identify appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
PST A.4
Students to will be to identify prerequisite skills, concepts, and vocabulary needed for the learning activities.
PST A.5
Students will be able to plan lessons with clear objectives and relevant measurable outcomes.
PST A.6
Students will be able to draw on resources from colleagues, families, and the community to enhance learning.
PST A.7
Students will be able to incorporate appropriate technology and media in learning planning.
PST A.8
Students will be able to use information in Individualized
Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.
PST B.1
Students will be able to communicate high standards and expectations when beginning the lesson:
PST B.2
Students will be able to communicate high standards and expectations when carrying out the lesson:
PST B.3
Students will be able to communicate high standards and expectations when extending and complete the lesson:
 FBE Lesson Plans
 FBE Lesson Plans
 FBE Lesson Plans
 FBE Lesson Plans
 FBE Lesson Plans
 FBE Lesson Plans
 FBE Lessons
 FBE Lessons
 FBE Lessons
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PST B.4
Students will be able to communicate high standards and expectations when evaluating student learning:
PST C.1
Students will be able to create an environment that is conducive to learning.
PST C.2
Students will be able to create a physical environment appropriate to a range of learning activities.
PST C.3
Students will be able to maintain appropriate standards of behavior, mutual respect, and safety.
PST C.4
Students will be able to manage classroom routines and procedures without loss of significant instructional time.
PST D.1
Students will be able to encourage all students to believe that effort is a key to achievement.
PST D.2
Students will be able to work to promote achievement by all students without exception.
PST D.3
Students will be able to assess the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.
PST D.4
Students will be able to help all students to understand
American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.
PST E.1
Students will be able to understand his or her legal and moral responsibilities.
PST E.2
Students will be able to convey knowledge of and enthusiasm for his/her academic discipline to students.
PST E.4
Students will be able to collaborate with colleagues to improve instruction, assessment, and student achievement.
PST E.5
Students will be able to work actively to involve parents in their child’s academic activities and performance, and
 FBE Lessons
 FBE Lessons
 FBE Lessons
 FBE Lessons
 FBE Lessons
 FBE Lessons
 FBE Lessons
 FBE Lessons
 FBE Lessons
 FBE Journals
 FBE Lessons
 FBE Log
 FBE Log
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communicates clearly with them.
PST E.6
Students will be able to reflect critically upon his or her teaching experience, identifies teaching experiences, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.
PST E.7
Students will be able to understand legal and ethical issues as they apply to responsible and acceptable use of the
Internet and other resources.
 FBE Log
 FBE Log
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Music Requirement A (included on test of subject matter knowledge)
1.
Traditional Western music theory and harmony
2.
Score reading and musical analysis
3.
Music history and literature, including the following: a.
Western (European) – early Gregorian chant to present b.
American music – 1650 to present (including ethnic folk, jazz,
Broadway, and classic streams) c.
Introductory knowledge of at least two other musical traditions with contrasting compositional and performance characteristics and genres
6.
Musical development in children and adolescents
7.
Introductory knowledge of choral literature and conducting techniques
8.
Introductory knowledge of instrumental literature and conducting techniques
Music Requirement B (included in program but not tested on state subject matter test)
1.
Singing skills and basic vocal production
2.
Sight singing and music reading, using standard notation
3.
Intermediate level of keyboard proficiency
4.
Use of technologies in music
4.
Music criticism: analysis and critique of musical works and performance
5.
Knowledge of at least one special approach to music education for students, such as Orff Schulwerk, Kodaly, Dalcroze, Suzuki, Gordon
5.
Advanced vocal proficiency
6.
Choral methods for treble, changing, and high school voices
7.
Advanced instrumental proficiency on one instrument
8.
Instrumental methods on strings, woodwinds, brass, percussion
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Massachusetts and NASM Subject Matter Knowledge
Requirements for Music: Vocal/Instrumental/General at the Graduate Level
Professional Licensure
1. Traditional Western music theory and harmony.
2. Score reading and musical analysis.
3. Music history and literature, including the following: a. Western
(European) – early Gregorian chant to present.
GMU610
GMU671
GMU610
GMU618A
GMU618B
GMU612
GMU671
GMU671
GMU612
3. Music history and literature, including the following: b. American music - 1650 to present (including ethnic folk, jazz, Broadway, and classic streams).
3. Music history and literature, including the following: c. Introductory knowledge of at least two other musical traditions with contrasting compositional and performance characteristics and genres
4. Music criticism: analysis and critique of musical works and performance.
5. Knowledge of at least one special approach to music education for students, such as Orff Schulwerk, Kodály, Dalcroze, Suzuki, Gordon
6. Musical development in children and adolescents.
7. Introductory knowledge of choral literature and conducting
GMU671
GMU622
GMU612
GMU630
GMU614
GMU612
GMU671
GMU610
GMU612
GMU671
GMU624
GMU626
GMU619
GMU671
GMU624
GMU619
GMU630
GMU682
GMU671
GMU616
14

techniques.
8. Introductory knowledge of instrumental literature and conducting techniques.
1. Singing skills and basic vocal production.
2. Sight singing and music reading, using standard notation.
3. Intermediate level of keyboard proficiency.
4. Use of technologies in music.
5. Advanced vocal proficiency.
6. Choral methods for treble, changing, and high school voices.
7. Advanced instrumental proficiency on one instrument.
8. Instrumental methods on strings, woodwinds, brass, percussion
GMU618B
GMU620
GMU671
GMU616
GMU618A
GMU620
GMU671
GMU620
GMU624
GMU621
GMU614
GMU671
GMU620
GMU621
GMU624
GMU671
Applied Music
GMU671
GMU630
GMU671
GMU614
GMU620
Applied Music
GMU671
GMU618B
GMU620
GMU630
GMU621
GMU671
Applied Music
GMU671
GMU620
GMU630
GMU618A
GMU620
GMU630
15

GMU671
Additional Advanced Content Areas of the M.M.Ed.
1. Knowledge of history and philosophy of music education
MU622 - Foundations of Music Education explores the foundational roots of music study in the American schools, and challenges students to determine their own rationale for the value of including music in the school curriculum.
(2). This course
2. Knowledge of clinical supervision techniques and administrative procedures
3.
MU628 - Supervision and Administration in Music Education (2).
The clinical supervision process is explored in the first half of the course, which is most helpful for working with student teachers. Administrative techniques such as budgeting, grant writing, personnel management, etc., are studied in the second part of the course.
Knowledge and application of research to the music classroom
MU630 - Introduction to Research in Music (2). This course explores an understanding of the quantitative and qualitative research processes, and provides the means for interpreting and applying this research to music processing.
4.
5.
MU690 - Thesis (3). For those students considering a doctoral program
(Ph.D.) in their future, the thesis provides a way to explore a suitable research topic. The student can expect to spend a minimum of one full year in completing the written thesis.
Knowledge and application of advanced teaching skills
MU682 – Field-Based Teaching Experience (3). This independent teaching practicum is carried out in the teacher’s own classroom and includes goal setting, mentoring, journaling, and portfolio building.
The candidate for the master’s degree is expected to demonstrate those qualities in teaching that one would expect from as “master” teacher.
A final, comprehensive exam is the capstone of this practicum experience.
Advanced areas of special concentration in vocal, instrumental, general music,
strings, music history, theory, composition, and music technology
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MU5_ _ - Music Workshops strings, and music technology. Students may elect up to 6 credits of workshops in 3 summers.
(1-6). A mini-term of one week is held each summer for the presentation of up to 10 workshops that concentrate upon advanced instruction in vocal, instrumental (band), general music,
MU671 - Special Topics in Music (1-3). Students may elect to study a specialized area independently as an in-depth study. A final paper or project is required of each special topic taken.
Gordon College
Master of Music Education
REFLECTIVE TEACHING LOG
The log should be kept up to date in all areas and should be organized as follows.
SECTION I – Personal Information
Personal Information Form (form included in Manual)
Personal Learning Contract (form in Manual and provided separately)
Personal Time Record (form in Manual; min. 50 hours)
SECTION II – Lesson Plans, Post Analyses
Lesson Plans
1.
Objectives (knowledge, skills, affect, etc.)
2.
Curriculum Frameworks and Standards
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3.
Materials
4.
Procedures
5.
Assessment
Post-Analyses of Lesson Plans (too much, too little, flow, etc.)
SECTION III – Observations, Feedback, Reflections
Observations of the Lessons/Students
Feedback from Students
Teacher’s Reflections
SECTION IV – Project Summary
Final Summary of Project Outcomes (written narrative)
Final Assessment (short list of pros and cons)
SECTION V – Evaluation
Mentor Summary Evaluations (3)
Final Written Evaluation by Mentor (sent directly to Dr. Phillips)
Midterm Evaluation by Director of Graduate Studies (formal observation)
Final Evaluation by Director of Graduate Studies (submission of Log)
SECTION VI - Addendum
List of Supplementary Readings
Teaching Materials, Tests, Music, etc.
Examples of Student Work
2.
3.
Gordon College
Master of Music Education
FORMS TO BE COMPLETED AND PASSED IN WITH TEACHING LOG
1.
College Supervisor’s Evaluation mid-term final
Mentor’s Written Observations
1 st
2 nd
3 rd
final
Field-Based Experience Time Record
All heading data supplied
Initialed by mentor
Signed by college supervisor
Hours totaled
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4.
5.
1.
2.
3.
Field-Based Experience Data Form
Mentor Voucher Form
MATERIALS FOR MASSACHUSETTS CERTIFICATION
Application completed (items 1-8, 12)
On-line application
Proof of name change if applicable
(copy of marriage certificate, court order, or valid driver’s license)
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Gordon College
Master of Music Education
Expected Competencies—Professional License
MID-TERM FIELD-BASED EXPERIENCE EVALUATION FORM
Student Name __________________________________________ Date _____________
Grade Level Taught __________ Area: _____ Choral _____ Instrumental _____ General
Licensure sought _________________________________________________________
Cooperating school _______________________________________________________
************************************************************************
OBSERVATION
Evaluator signature ______________________________ Title _____________________
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Gordon College
Master of Music Education
Expected Competencies—Professional License
FINAL FIELD-BASED EXPERIENCE EVALUATION FORM
Student Name __________________________________________ Date _____________
Grade Level Taught __________ Area: _____ Choral _____ Instrumental _____ General
Licensure sought _________________________________________________________
Cooperating school _______________________________________________________
************************************************************************
Indicate your appraisal of this student’s overall effectiveness as a teacher by checking one of the following statements:
_____ Superior candidate
_____ Above average candidate Has significant strengths and continues to develop in weak areas
Recommend with confidence
_____ Average candidate
Outstanding, has significant strengths in all areas, very creative in presenting lessons
Recommend without reservations
Adequate progress in several areas, needs time and some support to develop weak areas
Recommend for teaching under normal conditions
_____ Worthy of consideration Adequate progress in some areas, shows potential for growth in weak areas, needs time and substantial support to develop weak areas
Recommend with reservations
_____ Not recommended Inadequate progress in teaching competencies
Evaluator signature ______________________________ Title _____________________
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Gordon College
Master of Music Education
MENTOR’S FINAL APPRAISAL OF GRADUATE STUDENT
Name of Student _________________________________________________________
School _________________________________________________________________
Dates of Field-Based Experience ____________________________________________
The written appraisal of the mentor should be a reasonably detailed assessment of the student’s overall performance, both in the classroom and in the broader professional context. This appraisal will be a part of the student’s permanent college record.
Mentor Name ____________________________________________
Signature _______________________________________________ Date ____________
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Gordon College
Master of Music Education
TIME RECORD
Student ____________________________________________ ID# _________________
Semester: ___ SP ___ FA Year _________ School ______________________________
School Address __________________________________________________________
Grade level _________________ Area: _____ Choral _____ Instrumental _____ General
On-site Supervisor(s) ______________________________________________________
College Supervisor(s) ______________________________________________________
Week Mon Tue Wed Thurs Fri
1
Totals Initals
2
3
4
5
6
7
8
9
10
11
12
13
14
15
TOTAL:___________
Supervising Teacher Signature ______________________________________________
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Gordon College
Master of Music Education
DATA SHEET
Personal Information
Last name __________________________ First name ___________________ MI _____
SSN ______________________________ Student ID ____________________________
Address _________________________ City _____________ State ____ Zip _________
Home phone ____________________ Work phone ____________________ Ext. ______
Email __________________________________________________________________
Licensure sought ____________________________
School Information
School Name ____________________________________________________________
Principal ________________________________________________________________
Address _________________________ City _____________ State ____ Zip _________
Mentor Name ____________________________________________________________
Area of licensure ___________________________________ Cert.# ________________
Beginning date ________________________ Ending date ________________________
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GORDON COLLEGE
MASTER OF MUSIC EDUCATION
COMPENSATION TO MENTOR
Graduate student _________________________________________________________
Mentor _________________________________________ Date ___________________
School _________________________________________________________________
Address ________________________________________________________________
Gordon College offers mentors a voucher in the amount of $250 to be applied to a summer graduate course or workshop. In order to take advantage of this offer, please complete the information above and mail with the course registration form when registering for the course or workshop. You may request a registration bulletin by phone at 978.867.4429 or online at www.gordon.edu/gradprog/mmed .
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