INTRODUCTION TO PORTFOLIO
MUSIC EDUCATION RUBRIC
Trait
Introduction to Portfolio
1
Unacceptable
Does not define the
purpose of the portfolio.
2
Beginning
Vaguely defines the
purpose of the portfolio.
3
Developing
Adequately defines
the purpose of the
portfolio.
4
Capable
Clearly and
accurately delineates
the purpose of the
portfolio.
5
Accomplished
Defines the purpose of the TWS
portfolio in a professional and
articulate manner.
There is no description (or
a very poor one) of the
music learning outcomes
selected.
There is a brief
description of music
learning outcomes, but
the number is less than
required.
There is an
acceptable
description of music
learning outcomes.
There is a specific
description of the
musiclearning
outcomes.
There is an exemplary
description of the music
learning outcomes.
There are no connections
made between the TWS
elements and the College
of Education Outcomes,
National Standards for
Music Education, and
New Jersey Core
Curriculum Standards for
Music
The connections made
between the elements of
the TWS and the COE
Outcomes, National
Standards for Music
Education, and New
Jersey Core Curriculum
Standards for Music are
minimal
The connections
made between the
elements of the TWS
and the COE
Outcomes, and
National Standards
for Music Education,
and New Jersey Core
Curriculum Standards
for Music are
satisfactory.
The connections
made between the
elements of the TWS
and the College of
Education Outcomes
National Standards
for Music Education,
andNew Jersey Core
Curriculum Standards
for Music are clear.
The connections made between
the elements of the TWS and
the COE Outcomes National
Standards for Music Education,
and New Jersey Core
Curriculum Standards for Music
are clear and focused.
There is no description of
the TWS portfolio
organization.
The description of the
organization of the TWS
portfolio is vague and not
easily understood.
The description of the
TWS portfolio
organization is
acceptable.
The description of the
TWS portfolio
organization is logical
and in an easy to
understand format.
The description of the
organization is excellent, well
thought out, and logical.
30
PHILOSOPHY STATEMENT
MUSIC EDUCATION RUBRIC
Trait
Philosophy Statement
1
Unacceptable
Offers no evidence
that the candidate has
the K-12 music
student as the focus.
2
Beginning
Offers minimal
evidence that the
candidate has the K-12
music student as the
focus.
3
Developing
Offers adequate
evidence that the
candidate has the K12 music student as
the focus.
4
Capable
Offers significant
evidence that the
candidate has the K12 music student as
the focus.
5
Accomplished
Offers superior evidence that
the candidate has the K-12
music student as the focus.
Offers no evidence
that the SPECTRUM
model is the
framework
Offers minimal
evidence that the
SPECTRUM model is
the framework.
Offers adequate
evidence that the
SPECTRUM model
is the framework.
Offers significant
evidence that the
SPECTRUM model
is the framework.
Offers superior evidence that
the SPECTRUM model is
the framework.
Offers no evidence
that the candidate
understands theory
and research relevant
to music education.
Offers minimal
evidence that the
candidate understands
theory and research
relevant to music
education.
Offers adequate
evidence that the
candidate
understands theory
and research
relevant to music
education.
Offers significant
evidence that the
candidate
understands theory
and research
relevant to music
education.
Offers superior evidence that
the candidate understands
theory and research relevant
to music education.
Offers no evidence
that the candidate has
gained insight into
teaching and learning
through field
experiences and
coursework.
Offers minimal
evidence that the
candidate has gained
insight into teaching
and learning through
field experiences and
coursework.
Offers adequate
evidence that the
candidate has
gained insight into
teaching and
learning through
field experiences
and coursework.
Offers significant
evidence that the
candidate has
gained insight into
teaching and
learning through
field experiences
and coursework.
Offers superior evidence that
the candidate has gained
insight into teaching and
learning through field
experiences and
coursework.
31
Writing Mechanics and Organization
MUSIC EDUCATION RUBRIC
Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English .
Trait
1
Unacceptable
2
Beginning
3
Developing
4
Capable
5
Accomplished
Writing Mechanics
The use of standard
written English is
unsatisfactory at this
level. More than 10
errors in punctuation,
capitalization, subjectverb agreement may
exist or excessive
fragments or run-ons
may detract from the
overall content of the
writing.
The use of standard
written English needs
attention. More than 9
errors in punctuation,
capitalization, subjectverb agreement may
exist or 2 or more
fragments or run-ons
may exist.
The use of standard
written English is
adequate with no
more than 8 errors in
punctuation,
capitalization, subjectverb agreement may
exist or 1 or more
fragments or run-ons
may exist.
The use of standard
written English is
good with no more
than 5 errors.
The use of standard
written English is
outstanding with no
more than 2 errors in
punctuation,
capitalization, subjectverb agreement may
exist. No fragments or
run-ons may exist
Syntax
Syntax and word choice
may be unsatisfactory,
or the writing may lack
cohesion.
Syntax and word
choice may need
attention, or the writing
may lack cohesion.
Syntax and word
choice are
satisfactory, and the
writing is cohesive.
Syntax and word
choice are
appropriate, and the
writing is cohesive.
Syntax and word choice
are clearly superior, and
the writing is very
cohesive.
32
Writing Mechanics and Organization
MUSIC EDUCATION RUBRIC
Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English.
Trait
Organization of TWS
Portfolio
1
Unacceptable
Poorly organized
with no section
dividers.
No table of
contents.
Not placed in a
binder, no cover
page.
2
Beginning
Subsection not well
defined and papers
poorly placed in
sections.
Table of contents is
brief and vague.
Binder or notebook is
in poor condition with
a poorly worded,
difficult to read cover
page.
3
Developing
Subsections are
labeled and papers
placed in appropriate
sections.
Table of contents is
well organized.
Binder or notebook is
organized with an
appropriate cover page.
33
4
Capable
Subsections are
labeled and stand
out from folder and
papers are placed in
appropriate
sections.
Table of contents is
clear and reader can
locate information
with ease.
Binder is appropriate
and the cover page
is professionally
done.
5
Accomplished
Subsections are labeled
and tabs stand out from
the contents of the
portfolio with thoughtful
placement of contents in
appropriate places.
Table of contents is clear
and alerts reader to
contents of portfolio;
reader can locate material
easily.
Binder is attractive and
cover page is professional,
eyecatching and
appropriate.
Learning Goals
MUSIC EDUCATION RUBRIC
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Significance,
Challenge and
Variety
Clarity
Appropriateness
for Students
Alignment with
National, State
or Local
Standards
1
Unacceptable
Goals are not in
evidence.
2
Beginning
Goals reflect only one
type or level of learning
Goals are vague or
not in evidence.
Goals are not stated
clearly and are activities
rather than music
learning outcomes.
Goals are not
developmentally
appropriate; nor address
pre-requisite knowledge,
skills, experiences, or
other K-12 music
student needs.
Goals presented are
inappropriate for the
class or set unrealistic
expectations for K-12
students.
Fails to develop goals
aligned with National
Standards for Music
Education, New
Jersey Core
Curriculum Standards
for Music, and COE
standards
Goals are not aligned
with National Standards
for Music Education, NJ
Core Curriculum
Standards for Music,
and COE standards.
3
Developing
Goals reflect several
types or levels of
learning but lack
significance or
challenge
Some of the goals are
clearly stated as music
learning outcomes.
4
Capable
Goals reflect several
types or levels of
learning and are
significant and
challenging.
Most of the goals are
clearly stated as music
learning outcomes
5
Accomplished
Goals are significant
and challenge thought
and expectations
including three or
more levels and types.
Goals are clearly
stated in behavioral
terms.
Some goals are
developmentally
appropriate and
address some prerequisite knowledge,
skills, experiences,
and other K-12 music
student needs.
Most goals are
developmentally
appropriate;
addresses prerequisite knowledge,
skills, experiences and
other K-12 music
student needs are
considered.
Most of the goals are
explicitly aligned with
National Standards for
Music Education, New
Jersey Core
Curriculum Standards
for Music and COE
standards.
Goals demonstrate
realistic expectations
for all students in
addition to providing
for K-12 music
students’ critical
thinking and reflection.
Some goals are
aligned with National
standards for Music
Education, New
Jersey Core
Curriculum Standards
for Music and COE
standards.
34
Goals are aligned with
National Standards for
Music Education, New
Jersey Core
Curriculum Standards
for Music, and COE
standards and are
articulated through the
lesson presentations.
Alignments are
explained.
Score
Assessment Plan
MUSIC EDUCATION RUBRIC
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Alignment with
Learning Goals
and Instruction
Clarity of
Criteria and
Standards for
Performance
Multiple Modes
and
Approaches
Technical
Soundness
1
Unacceptable
Minimal plans for
pre and post
assessments are
provided; music
assessments do not
measure learning
goals.
The assessments
contain no criteria
for measuring music
student performance
relative to the
learning goals.
The assessment
plan fails to
demonstrate
evidence of music
student assessment
other than after
instructions. No
knowledge of
formal/informal
assessments
2
Beginning
Music content and
methods of assessment
lack congruence with
learning goals or lack
cognitive complexity.
3
Developing
Some of the learning goals
are assessed through the
music assessment plan, but
many are not congruent with
learning goals in content and
cognitive complexity.
Assessments contain
poorly stated criteria for
measuring music student
performance leading to
student confusion.
Assessment criteria have
been developed, but they
are not clear or are not
explicitly linked to the
learning goals.
The assessment plan
includes only one
assessment mode and
does not assess music
students before, during,
and after instruction.
Limited knowledge of
formal/informal
assessments
The assessment plan
includes multiple modes but
all are either pencil/paper
based (i.e., they are not
performance assessments)
and/or do not require the
integration of knowledge,
skills and critical thinking.
Some knowledge of
formal/informal assessments
Assessments are
not designed to
measure music
lessons goals and
objectives; scoring
procedures are
inaccurate.
Assessments are not
valid; scoring procedures
are inaccurate; items or
prompts are poorly
written; directions and
procedures are confusing
to music students.
Assessments appear to have
some validity. Some scoring
procedures are explained;
some items or prompts are
clearly written; some
directions and procedures
are clear to music students
35
4
Capable
Each of the learning goals
is assessed through the
music assessment plan;
assessments are
congruent with the
learning goals in content
and cognitive complexity.
Assessment criteria are
clear and are explicitly
linked to the learning
goals.
The assessment plan
includes multiple
assessment modes
(including performance
assessments, lab reports,
research projects, etc.)
and assesses music
student performance
throughout the
instructional sequence.
Good knowledge of
formal/informal
assessments
Assessments appear to be
valid; scoring procedures
are explained; most items
or prompts are clearly
written; directions and
procedures are clear to
music students.
5
Accomplished
All learning goals are
assessed by the
music assessment
plan, and provide
music students with
constructive feedback
on their learning.
Assessment criteria
are linked to learning
goals; accurately
documenting
student’s music
learning.
The assessment plan
uses formal/informal
assessments and
music student’s selfassessments to
assess music student
performance and
effectiveness of the
instructional
sequence.
Assessments appear
to be valid and clearly
written. Assessments
data used to
document music
students’ strengths
as well as
opportunities for
learning.
Score
Adaptations
Based on the
Individual
Needs of
Students
Teacher does not
address or link
music assessments
to identified
contextual factors.
Teacher does not adapt
music assessments to
meet the individual needs
of music students or
these assessments are
inappropriate.
Teacher makes adaptations
to music assessments that
are appropriate to meet the
individual needs of some
music students.
36
Teacher makes
adaptations to music
assessments that are
appropriate to meet the
individual needs of most
music students.
Teacher’s
adaptations of music
assessments for all
music students needs
to be met.
Adaptations are
creative and show
evidence of
outstanding problemsolving skills by
teacher candidate.
Design for Instruction
MUSIC EDUCATION RUBRIC
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning
contexts.
Rating →
Indicator ↓
Alignment with
Learning Goals
Accurate
Representation
of Content
Lesson and Unit
Structure
Use of a Variety
of Instruction,
Activities,
Assignments
and Resources
1
Unacceptable
No lesson is
linked to learning
goal. Music
activities are not
aligned to
learning goals.
2
Beginning
Few lessons are explicitly
linked to learning goals.
Few music activities,
assignments and resources
are aligned with learning
goals. Not all learning
goals are covered in the
design.
Teacher does not
demonstrate
purpose and
relevancy of
music content.
Teacher’s use of music
content appears to contain
numerous inaccuracies.
Content seems to be
viewed more as isolated
skills and facts rather than
as part of a larger
conceptual structure.
The music lessons within
the unit are not logically
organized
(e.g., sequenced).
The music
lessons within
the unit do not
demonstrate
knowledge of
how content is
created and
developed.
A single,
instructional
modality is used
with a textbook
as only
reference.
Little variety of music
instruction, activities,
assignments, and
resources. Heavy reliance
on textbook or single
resource (e.g., work
sheets).
3
Developing
Most lessons are
explicitly linked to
learning goals. Most
music activities,
assignments and
resources are aligned
with learning goals. Most
learning goals are
covered in the design.
Teacher’s use of music
content appears to be
mostly accurate. Shows
some awareness of the
big ideas or structure of
the discipline.
4
Capable
All lessons are explicitly
linked to learning goals.
All music activities,
assignments and
resources are aligned
with learning goals. All
learning goals are
covered in the design.
5
Accomplished
All lessons are
explicitly linked to
learning goals,
demonstrating critical
thinking and reflection
in music activities and
assignments.
Teacher’s use of music
content appears to be
accurate. Focus of the
content is congruent with
the big ideas or structure
of the discipline.
Teacher provides
cross-content
approach to student
learning, stressing
depth and breadth of
music content.
The music lessons within
the unit have some
logical organization and
appear to be somewhat
useful in moving students
toward achieving the
learning goals.
Most music lessons
within the unit are
logically organized and
appear to be useful in
moving students toward
achieving the learning
goals.
Some variety in music
instruction, activities,
assignments, or
resources but with limited
contribution to learning.
Significant variety across
music instruction,
activities, assignments,
and/or resources. This
variety makes a clear
contribution to learning.
All music lessons
within the unit
demonstrate how
knowledge of content
is created and
organized and
integrates knowledge
from other fields of
content.
Instructional strategic
assignments are
varied to
accommodate
individual learners and
to achieve music
lesson goals.
37
Score
Use of
Contextual
Information and
Data to Select
Appropriate and
Relevant
Activities,
Assignments
and Resources
Use of
Technology
Music instruction
has not been
based upon
knowledge of
subject matter,
students or preassessment data.
Music instruction has been
designed with very limited
reference to contextual
factors and preassessment data. Music
activities and assignments
do not appear productive
and appropriate for each
student.
Teacher does not
use technology
during
instruction.
Technology is
inappropriately used and
inappropriate rationale is
provided.
Some music instruction
has been designed with
reference to contextual
factors and preassessment data. Some
music activities and
assignments appear
productive and
appropriate for each
student.
Teacher uses technology
but it does not make a
significant contribution to
teaching and learning or
teacher provides limited
rationale for not using
technology.
38
Most music instruction
has been designed with
reference to contextual
factors and preassessment data. Most
musicactivities and
assignments appear
productive and
appropriate for each
student.
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning or provides
a strong rationale for not
using technology.
All music instruction
addresses the diverse
needs of individual
students and
contextual factors of
community, school
and class.
Teacher integrates a
variety of media and
technology into
instruction and relates
both directly to lesson
goals.
Instructional Decision-Making
MUSIC EDUCATION RUBRIC
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating →
Indicator ↓
Sound
Professional
Practice
Modifications
Based on
Analysis of
Student Learning
Congruence
Between
Modifications
and Learning
Goals
1
Unacceptable
Instructional
decisions are
inappropriate for
age of student,
content, and
community.
Teacher treats
class as “one
plan fits all” with
no modifications.
Fails to
demonstrate
evidence of
instructional
modifications.
2
Beginning
Many instructional
decisions are inappropriate
and not pedagogically
sound.
3
Developing
Instructional decisions are
mostly appropriate, but
some decisions are not
pedagogically sound.
4
Capable
Most instructional
decisions are
pedagogically sound (i.e.,
they are likely to lead to
student learning).
Limited modifications of the
instructional plan have
been made, to
accommodate individual
learners.
Some modifications of the
instructional plan are
made to address individual
student needs, but these
are not based on the
analysis of student
learning, best practice, or
contextual factors.
Inappropriate
modification in
instruction.
Modifications in instruction
lack congruence with
learning goals.
Modifications in instruction
are somewhat congruent
with learning goals.
Appropriate modifications
of the instructional plan
are made to address
individual student needs.
These modifications are
informed by the analysis of
student
learning/performance, best
practice, or contextual
factors.
Modifications in instruction
are congruent with
learning goals.
39
5
Accomplished
Most instructional
decisions are
pedagogically
sound and build on
concepts and skills
previously learned.
Appropriate
modifications of
the plan are made
to individualize
instruction.
Rational to
improve student
progress is
provided.
Modifications in
instruction are
congruent with
learning goals and
cites current
research as the
rationale for the
modifications.
Score
Analysis of Student Learning
MUSIC EDUCATION RUBRIC
TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student
progress and achievement.
Rating →
Indicator ↓
Clarity and
accuracy of
Presentation
Alignment with
Learning Goals
1
Unacceptable
Presentation does not
include data.
2
Beginning
Presentation is not clear
and accurate; it does not
accurately reflect the data.
3
Developing
Presentation is
understandable and
contains few errors.
4
Capable
Presentation is easy to
understand and contains
no errors of presentation.
Neither analysis of music
student learning nor visual
representation is aligned
with learning goals.
Analysis of music student
learning is aligned with
learning goals. Visual
representations do not
include whole class, subgroups or individual
students.
Analysis is fully aligned
with learning goals and
provides a comprehensive
profile of music student
learning for the whole
class, subgroups, and two
individuals.
Interpretation is unsupported
by data
Interpretation is
inaccurate, and
conclusions are missing.
Analysis of music student
learning is general with
learning goals and/or fails
to provide a
comprehensive profile of
student learning relative to
the goals for the whole
class, subgroups, and two
individuals.
Interpretation is
technically accurate, but
conclusions are missing or
not fully supported by
data.
Interpretation is
meaningful, and
appropriate conclusions
are drawn from the data.
Interpretation is
comprehensive.
Appropriate conclusions are
drawn from the data.
Candidate has detailed the
assessment and evaluation
of student’s musical gains.
Analysis is weak and fails to
provide subgroup
achievement
Analysis of student
learning fails to include
evidence of impact on
student ‘s musical learning
in terms of numbers of
students who achieved
and made progress
toward learning goals. No
remediation is provided.
Analysis of student
learning includes
incomplete evidence of
the impact on student’s
musical learning in terms
of numbers of students
who achieved and made
progress toward learning
goals. Limited
remediation is provided.
Analysis of student
learning includes evidence
of the impact on student ‘s
musical learning in terms
of number of students who
achieved and made
progress toward each
learning goal.
Remediation is specific.
A thorough analysis of the
learning gains of all
students and subgroups is
presented. Remediation is
specific.
Interpretation of
Data
Evidence of
Impact on
Student
Learning
40
5
Accomplished
Contains no errors of
presentation. Presentation
is communicated with the
use of technology and
media.
Analysis is thorough and
complete, recognizing
music student progress in
developing content
proficiency. Visual and
narrative summaries
demonstrate the extent of
student’s musical progress.
Score
Reflection and Self-Evaluation
MUSIC EDUCATION RUBRIC
TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Rating →
Indicator ↓
Interpretation of
Student
Learning
Insights on
Effective
Instruction and
Assessment
Alignment
Among Goals,
Instruction and
Assessment
Implications for
Future Teaching
Implications for
Professional
Development
1
Unacceptable
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section.
2
Beginning
Provides one possible
reason as evidence to
support conclusions
drawn in Analysis of
Student Learning.
3
Developing
Provides evidence but
simplistic, superficial
reasons are given or
hypotheses to support
conclusions drawn in
“Analysis of Student
Learning” section.
4
Capable
Uses evidence to support
conclusions drawn in
“Analysis of Student
Learning” section.
Provides no rationale for
why some music activities
or assessments were
more successful than
others.
Rationale for music
activities or
assessments presented
in confusing manner;
insights limited to
knowledge-based
instruction and use of
formal assessments.
Identifies successful and
unsuccessful music
activities or assessments
and superficially explores
reasons for their success or
lack thereof (no use of
music education theory or
research).
Identifies successful and
unsuccessful music activities
and assessments and
provides plausible reasons
(based on music education
theory or research) for their
successes or lack thereof.
Does not connect learning
goals, instruction, and
assessment results in the
discussion of music
student learning and
effective instruction
and/or the connections
are irrelevant or
inaccurate.
Provides no ideas or
inappropriate ideas for
redesigning learning
goals, instruction, and
music assessment.
Connections among
learning goals,
instructions and
assessments are
irrelevant or inaccurate.
Logically connects learning
goals, instruction, and
assessment results in the
discussion of music student
learning and effective
instruction.
Provides no professional
learning goals.
Provides goals that are
not related to the
insights and
experiences described
in this section.
Connects learning goals,
instructions, and
assessment results in the
discussion of music student
learning and effective
instruction, but
misunderstandings or
conceptual gaps are
present.
Provides ideas for
redesigning learning goals,
instruction, and music
assessment but offers no
rationale for why these
changes would improve
music student learning.
Presents professional
learning goals that are not
strongly related to the
insights and experiences
described in this section
and/or provides a vague
plan for meeting the goals.
Provides limited ideas
for redesigning learning
goals, instruction, and
music assessment.
Rationale is inadequate;
or absent.
41
Provides ideas for
redesigning learning goals,
instruction, and music
assessment and explains why
these modifications would
improve music student
learning.
Presents professional
learning goals that emerge
from the insights and
experiences descried in this
section.
5
Accomplished
Uses evidence to support
more than four
conclusions drawn in
“Analysis of Student
Learning” section.
Explores multiple
hypotheses for why some
students did and others
did not meet learning
goals.
Reflects on own
performance as a music
teacher focusing on the
impact of the experience
on student learning.
Current music education
research findings are
incorporated as supportive
documentation.
Connects learning goals,
instruction and
assessment results in the
discussion of music
student learning and
effective instruction.
Current research findings
are incorporated as
supportive documentation.
Provides a repertoire of
strategies, offering specific
alternative actions
complete with probable
successes for music
student learning.
Presents four or more
professional learning goals
that clearly emerge from
the insights and
experiences described in
this section. Describes at
least two specific steps to
meet these goals.
Score
42