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MUED 4470: Student Teaching/Seminar
Music Department
College of the Arts
2008-09
Instructors: Culvahouse, Mann, Hammond
Contact Information: Hammond: (770) 423-6553, Mann (770) 423-6392,
Culvahouse (770) 423-6426
Seminar Meetings: See Schedule
Suggested Texts:
Teacher Success Kit: How to Succeed in Music Education. Reston, Va.:
MENC Resources
Tips: Discipline in the Music Classroom. Reston. Va.: MENC Resources
Strategies for Teaching Series (Appropriate to Teaching Level) MENC Resources
CATALOG COURSE DESCRIPTION:
Full-time teaching experience in music education within a designated school district,
under the supervision of a cooperating teacher in the field, and a university supervisor.
The student must have approval from the School of Music and the Center for Field
Experience of the Bagwell College of Education. The student will attend a regularly
scheduled team-taught music education seminar.
PURPOSE/RATIONALE:
A vital component of preparing to be a professional learning facilitator is student
teaching—that period of time when students are directly involved in a sustained and
concentrated period of training within a local education agency under the auspices of the
Department of Music and the School of the Arts. Music teaching in the schools involves
constant action and decision making. Student teachers need to be prepared to analyze
situations, and to build and evaluate action plans on their own. This field experience and
seminar will allow the student to use their knowledge in music education and to analyze
curricular models and refine teaching and classroom management strategies. The
student teacher will be enabled to reflect and problem-solve within all areas of the school
environment in order to enhance professional development by bridging the gap between
theory and practice.
CONCEPTUAL FRAMEWORK: COLLABORATIVE DEVELOPMENT OF
EXPERTISE IN TEACHING AND LEARNING:
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are ethnicity, race, socioeconomic status, gender,
giftedness, disability, language, religion, family structure, sexual orientation, and
geographic region. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(770-423- 6443) and develop an individual assistance plan. In some cases, certification
of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw
State University that address each of the multicultural variables outlined above. For more
information contact the Student Life Center at 770-423-6280.
PTEU PARTICIPATION STATEMENT:
While participating in all field experiences, you are encouraged to be involved in a
variety of school-based activities directed at the improvement of teaching and learning.
Activities may include but are not limited to, tutoring students, assisting teachers or other
school personnel, attending school board meetings, and participating in education-related
community events. As you continue your field experiences, you are encouraged to
explore every opportunity to learn by doing.
TECHNOLOGY:
Students will use many facets of instructional technology, including those appropriate to
instruction, curriculum design, survey of materials, arranging of musical scores, and
record-keeping in music education.
GOALS AND OBJECTIVES:
The student will:
1. Integrate theory into practice through the Teacher Performance Outcomes Assessment
Instrument, to improve instruction and increase student achievement.
2. Connect the Quality Core Curriculum of the State of Georgia and the National
Standards in Music Education to the design and implementation of curriculum and
instruction.
3. Engage in a collaborative sharing of strategies and techniques for successful
facilitation and assessment of learning.
4. Explore and conceptualize practical aspects of a music education program within a
school which would include space needs, time management, equipment, budgets, and
instrument and materials procurement.
5. Reflect standards of excellence in teaching which foster aesthetic response, critical and
creative thinking.
6. Complete a Professional Employment Portfolio reflective of personal growth and
philosophy in becoming a Professional Learning Facilitator in Music Education.
COURSE REQUIREMENTS/ASSIGNMENTS:
The student will:
Prepare appropriate music lessons, rehearsal plans and/or units and implement instruction
under the guidance of a cooperating teacher or Master Teacher. (Conceptual Framework;
Objectives 2, 3, 4, 5)
Evaluate and assess the learning of students, according to the procedures used within the
school environment. (C.F.; Objectives. 3, 4)
Develop a plan for maintaining appropriate classroom management. (Objectives. 3)
Review and implement a variety of materials and soft wear. (Objectives. 4)
Video lessons and rehearsals in order to incorporate self and peer evaluation. (Objectives.
1, 6)
Attend any appropriate faculty meetings, parent-teacher conferences, in-service meetings,
festivals, or competitions. (Objectives. 3, 4)
Follow guidelines contained in the current Field Experience Handbook, published by the
KSU College of Education regarding professional behavior, legal issues, dress and
grooming, attendance and punctuality, etc. (C.F.; Objectives. 1)
Maintain regular communication with University Supervisor, informing her/him of
problems, absences, and specific needs. (Objectives. 1)
Keep a notebook containing a journal, copies of school policies, evaluations, observation
notes, lesson and rehearsal plans, and any other materials assigned by the College
Supervisor or Master Teacher. (Objectives. 1-6)
THE ROLE OF THE UNIVERSITY SUPERVISOR IN THE MASTER TEACHER
MODEL PROGRAM:
The Master Teacher Coordinator (University Supervisor) will maintain contact with the
Supervising Master Teachers through phone conversations, e-mail, and possible on-site
visits. Master Teachers will be invited to Seminars, but his/her attendance is optional.
Daily guidance and assignments will be provided by the Master Teacher.
THE ROLE OF THE UNIVERSITY SUPERVISOR IN THE TRADITIONAL
COOPERATING TEACHER MODEL PROGRAM:
The University Supervisor will maintain contact with the Cooperating Teacher through
phone, e-mail, and scheduled on-site visits. Daily guidance and assignments are made by
the Cooperating Teacher with assistance from the University Supervisor, as necessary.
EVALUATION AND GRADING:
The student teaching experience/seminar will be graded on a S/U basis. The University
Supervisor or Master Teacher will assign a grade. The Master Teacher or Cooperating
Teacher will submit a Mid-Semester and Final Evaluation to the College Supervisor and
to the Field Experience Coordinator of the Bagwell College of Education.
ACADEMIC INTEGRITY:
Each student teacher will be expected to uphold the academic honesty policy as outlined
in the KSU Catalog and the Field Experience Handbook.
SEMINAR:
(The Music Education faculty conduct at least eight Seminars during the semester, due to
the nature and special challenges faced in a music class. Present for the seminars are all
Music Education Supervisors, and all Music Education Student Teachers who are placed
in schools for the current semester. It is noted that student teachers are responsible for
classes which are often quite large and complex. Often, there are only one or two music
teachers in a school and opportunities for sharing experiences are few. It is felt that a
wide Seminar experience for all music educators is imperative. Attendance at Seminars
by student teachers is mandatory.)
Topics for Seminars are chosen from the following and adapted to the individual student
teachers’ needs and questions:
Overview of Seminar Goals
The Role of the Music Educator in the School Environment
Classroom Management and Organization in Diverse Settings
Sensitive Issues for the Music Teacher
Evaluation in the Classroom and Rehearsal
Special Curriculum Issues/Strategies
Mainstreaming the Student with Special Needs into the Music Class/Rehearsal
Resume Writing, Job Interviews
Professional Organizations, Resources
Festival and Competition Preparation
Peer Evaluation via Video Tapes