Proficiency Learning and Grading in
the Secondary Music Rehearsal
Setting
A step-by-step approach to moving from
traditional grading to proficiency-based
teaching and learning
Julie Weller, North Medford High School Choir
What is Proficiency Learning
and Grading?
(see handouts)
Overview
• Step 1: Create a Mission Statement for your
program
• Step 2: Get to know your Standards
• Step 3a-b: Select your Priority and Reporting
Standards
• Step 4: Map your curriculum
• Step 5: Teach and Assess
• The Coda: Some final thoughts
Step 1: Create a Mission Statement
Why is this important?
• Your mission statement provides a solid
framework on which you base everything you do
in the classroom.
• If you include your mission statement on your
introductory letters, parents and students will
know that your program is serious, pedagogical,
and educationally sound. Consider including on
all exams and assessments.
Mission Statement
• Keep it short and simple.
• Use parent-friendly language.
• Consider tying yours into your district’s or
school’s existing statement.
Take a few minutes and brainstorm your mission
statement.
Julie’s Mission Statement:
The choir ensembles at NMHS honor the
mission of the Medford Public Schools by
preparing students to become independent
musicians and critical thinkers. Participating
in the choirs will promote mastery of musical
skills and knowledge, and cultivate a sense of
self-worth and social responsibility.
Step 2: Know Your Standards
• State or National???
• Post in your classroom
• Refer to them regularly
(see handouts)
Take a few minutes to discuss the pros and cons
of the State and National Standards.
Which sets feels more usable to you? Why?
I chose the National Standards
Step 3a: Pick the Priority Standards for
each class you teach.
• Priority Standards are the ones that you plan to teach
and assess in your class on a regular basis. (Research
says 3-6 per quarter)
• Students must meet proficiency in all of these standards
to earn credit in your class.
• Your Priority Standards CAN change from quarter to
quarter.*
*Your school’s grading system may or may not support this. If not, I have a
way to get around this issue.
Take a minute and discuss the standards that you would
consider “Priority Standards” for your classes.
National Standards for Music
Education
Julie’s Priority Standards
• 1. Singing, alone and with others, a varied repertoire of music.
• 2. Performing on instruments, alone and with others, a varied repertoire
of music.
• 3. Improvising melodies, variations, and accompaniments.
• 4. Composing and arranging music within specified guidelines.
• 5. Reading and notating music.
• 6. Listening to, analyzing, and describing music.
• 7. Evaluating music and music performances.
• 8. Understanding relationships between music, the other arts, and
disciplines outside the arts.
• 9. Understanding music in relation to history and culture.
Step 3b: Create Reporting Standards
from your Priority Standards
• Decide how you will report on these standards
to parents and students: “Reporting
Standards.”
• Reporting Standards must be in parentfriendly language.
• Post these in your room too.
• Julie’s example
Julie’s Reporting Standards:
Performance
(Standard 1)
Music Reading
(Standard 5)
Musical Concept
Analysis
(Standards 6, 7, 9)
Step 4: Map Your Curriculum
• This is the hard part…
• Find a format that works for you.
• Connect each item in your curriculum to the
Priority Standards.
• Remember, your curriculum map is for you;
the teacher. This is not a document that
needs to be parent-friendly.
• Julie’s example (handout)
Step 5: Teach and Assess
Some important aspects of Proficiency Teaching
and Learning that may be different from “the old
way”:
• You will grade most of your assessments using rubrics.
Try to base your rubrics on your school’s “Proficiency
Continuum.” Example handout
• You will make use of pre-assessments, formative and
summative assessments. Only summative assessments
will factor into a student’s grade. Example handouts
Step 5 Continued…
• You will need to be very
clear on your learning
targets for each unit of
study. “I can” statements
are great for this.
Example
Step 5 Continued…
• You can no longer grade on attendance,
punctuality, class participation alone. ALL
assessments must relate to a content
standard. “Ensemble Skills” example
The Coda
A few final thoughts
• Don’t go it alone!
• Find a PLC or a group of colleagues willing to
work with you.
• Keep in mind, we are all on a journey…