Mississippi Bend Area Education Agency
Course Syllabus
Mississippi Bend Area Education Agency
Course Syllabus (new course)
The syllabus is the basis for license renewal course* approval, and informs the course participants of
the requirements and learning outcomes. It contains identified essential components to meet
indicators of quality**.
* “course” can be used to include any planned adult learning opportunity such as class, in-service, training,
learning team, endorsement/graduate level, etc. that is not less than 15 contact hours for Relicensure credit
and additional hours of outside class work to total 45 hours for Graduate Credit through Drake University.
** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:
1) The courses address specific student, teacher, and school needs evidenced in local school improvement
plans, or
2) The courses assist teachers in improving student learning performance, or
3) The courses assist teachers in improving teaching evidenced through the adoption or application of practices,
strategies, and information.
Course Overview
Date Submitted: Sept 6, 2015
Course title: Standards and Growth in the Music Room
Instructor: Wendy Barden
Address: 15223 Lake Street Ext, Minnetonka, MN 55345
Phone Number: 952-237-9079
Email Address: wbarden@seguecp.com
Dates and Location
Face to Face Dates
Times
Other info.
(allow time for breaks/meals: 1 hour for
lunch; 2 – 15 minute breaks are standard)
Minimum of 15 hours of seat time
per credit
Thursday, April 7, 2016 8:00-9:45 am; 10:00-11:45 am;
12:45-2:45 pm; 3:00-5:00 pm
Friday, April 8, 2016
8:00-10:00 am; 10:15-11:45 am;
12:45-2:30 pm; 2:45-5:00 pm
All assignments due by: Friday, April 8, 5:00 pm (end of workshop)
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Course Syllabus
Dates grades will be posted: Friday, April 15, 2016
Location of course:
Address:
Hampton Inn & Suites Davenport
5290 Utica Ridge Road
Davenport, IA 52807
Additional information about course registration:
To register for this course, Standards and Growth in the Music Room, go to the
following link: http://seguecp.com. You must register for two consecutive workshop
days that together make up the course Standards and Growth in the Music Room.
These workshops are Standards-Based Assessment and Grading in Music on
April 7 and Measuring Student Growth in the Music Room on April 8.
The registration fee paid to Segue Consulting Partners for each day is $135 ($270
total) and includes materials and morning/afternoon beverages and snacks. Options
include online payment with a credit card at the time of registration or by school
district check (please email Wendy to request an invoice).
Workshop registration will close when seats are filled, or no later than one week
prior to the workshop.
If you have any questions, please contact Wendy Barden at
wbarden@seguecp.com or 952-237-9079.
Additional fee: The fee for license renewal credit from Mississippi Ben AEA is $100,
payable through Mississippi Bend AEA. Information in regards to license renewal
credit from Mississippi Bend AEA will be available the first day of the Institute.
NOTE: The ability to register for license renewal credit will not be available until the first
day of the course (April 7).
Credit and Format Information
Type of Credit
X
Relicensure credit only
(15 hours/credit, no outside work required)
Number of Credits:
X
1
2
3
Audit
Yes X
No
CEUs available from AEA
Yes: no. of Hours:
Appropriate for Paraeducator certificate Renewal
Appropriate for Substitute Authorization certificate Renewal
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X
No
Yes X
X Yes
No
No
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Course Syllabus
Type of professional development proposed (check those that apply):
X Course open to ALL
Instructor Reimbursement by:
X no pay (teaching as part of AEA employee assignment or other arrangements)
Target Audience:
Grade Level(s)
Content Area(s)
K-12
Music
Minimum class size
1
Course Type
Content x
Maximum class size 24
Pedagogy
Category
The Arts
Course materials needed
x None or provided by the instructor at no cost to participants
Course Outline
Published Course Description for website:
Standards-based, assessment, measuring growth, data! What do these all mean in the music room?
In Day 1 of this course we will use music-specific examples to understand standards-based
curriculum, assessment, and grading. We will discuss the significance of standards, focused
assessment objectives, rubrics, feedback, student reflection, and higher-level thinking in music
classes. Work time is allocated (with peer and instructor support) to apply what you’re learning by
revising one assessment of musical performance and one assessment music knowledge you
currently use in your classroom. In Day 2 we will build on our assessment work to understand how to
use it to measure student growth. Together we will study a basic data cycle, then practice various
steps in the cycle as Professional Learning Communities (PLCs) using case studies from music
classrooms. Work time is allocated, again, to apply what you’re learning by creating a plan for
measuring one aspect of student growth in your own classroom.
Describe the best practices to support the course goals/outcomes described in the next
section:
 Time to reflect and summarize is critical to absorbing new learning
 Immediate, hands-on application of new learning is critical to turn knowledge into practice
 Explaining a concept to someone else helps you understand it better yourself
 Feedback is a powerful strategy impacting learning
 Collaboration with multiple perspectives often result in stronger solutions
Teacher impact statement: As a result of this course, participants will have:
 Deep understanding of standards-based teaching and learning with music-specific examples
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Course Syllabus




Significant understanding of a data cycle with music-specific application
Many ideas for collecting and using data in their music classrooms
Support from a knowledgeable, music-experienced leader
The opportunity to share ideas and collaborate with job-alike colleagues (as in a PLC).
Student impact statement: As a result of their teacher’s participation in this course, students will
experience:
 More standards-based curriculum, Instruction, assessment, and grading in their music class
 More specific, descriptive feedback on their achievement of music skills and knowledge
 Assessments that are better aligned with objectives and standards
 Instruction that more closely meets their needs.
Iowa Teaching Standard(s) being addressed; check all that apply:
X 1: Demonstrates ability to enhance academic performance and support for implementation of
the school district’s student achievement goals.
2: Demonstrates competence in content knowledge appropriate to the teaching position.
3: Demonstrates competence in planning and preparing for instruction.
4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
X 5: Uses a variety of methods to monitor student learning.
6: Demonstrates competence in classroom management.
7: Engages in professional growth.
8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
X 1: An educational leader promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported by
the school community. (Shared Vision)
X 2: An educational leader promotes the success of all students by advocating, nurturing and
sustaining a school culture and instructional program conducive to student learning and staff
professional development. (Culture of Learning)
3: An educational leader promotes the success of all students by ensuring management of the
organization, operations and resources for a safe, efficient and effective learning environment.
(Management)
4: An educational leader promotes the success of all students by collaborating with families and
community members, responding to diverse community interests and needs and mobilizing
community resources. (Family and Community)
X 5: An educational leader promotes the success of all students by acting with integrity, fairness
and in an ethical manner. (Ethics)
6: An educational leader promotes the success of all students by understanding the profile of the
community and responding to, and influencing the larger political, social, economic, legal and cultural
context. (Societal Context)
For District-only courses
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Course Syllabus
Course Equity Information
What strategies are you providing to help your participants meet the needs of diverse
learners? Mark as many boxes that apply to the professional development outlined in this
syllabus and then provide a description of the learning activities for this course.
Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures
are successful in the classroom? 2) Does this course promote the diversity of ideas and thoughts in
curriculum and assignments, such as knowledge of different world views and cultural perspectives?
3) Does your course acknowledge the learning styles of culturally diverse peoples? 4) Does your
course promote/utilize resources that portray the various dimensions of a culturally diverse
population? 5) Does this course include strategies to form partnerships with families, particularly
with those who are culturally diverse?
Gender-fair Issues 1) Does this course include discussion about ensuring both male and female
learners are successful in the classroom (e.g. math and science classes)? 2) Does this course
promote/utilize resources that portray both sexes in active and passive activities? 3) Does this
course promote/utilize resources that portray both sexes in “nontraditional” ways as role models? 4)
Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as they relate to
school or community climate and/or student achievement?
Socio-economic Issues 1) Does this course include discussion about ways to ensure that
students from low socio-economic backgrounds are successful in the classroom? 2) Does this
course include discussion/understanding about who are SES students and the culture of poverty? 3)
Does this course include discussion or analysis about disaggregating data based on socio-economic
status? 4) Does this course promote/utilize resources that may interest students from low socioeconomic backgrounds who may struggle academically? 5) Does this course include learning about
instructional strategies that will engage SES students in learning?
English Language Learners 1) Does this course include discussion of the impact of second
language learning on academic achievement? 2) Does this course address specific cultural issues
impacting student learning? 3) Does this course promote cross cultural communication and
involvement with ELL parents/family? 4) Does this course address legal/academic responsibilities of
school districts with educating ELL students?
X
Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course
address who are diverse learners, how to identify and/or how to serve diverse learners in the
classroom? 2) Do the learning expectations of this course include application of knowledge about
diverse learners? 3) Does this course deliver specific information about individual diverse groups?
Please provide a description of the issues checked above.
We hear about achievement gaps in math and language arts, but is there an achievement gap in
music? How do we start to look at individual student achievement when our classes are generally
structured as group music-making experiences. This course will help music teachers learn to collect
and disaggregate achievment data. At different times, disaggregation may include factors such as
culture, gender, SES, EL, TAG, and/or special needs. In this course we will model how to: a) identify
diversity of learners, b) identify/quantify/document their strengths and needs in a specific area of
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Course Syllabus
musical knowledge or skill, and c) work in a Professional Learning Community (PLC) to
collectively/collaboratively meet the identified needs with best practices. These processes can be
applied in short-term units to inform/improve teaching and learning, or in year-long initiatives to
measure growth in music on a bigger picture.
Course Goals, Outcomes and Evaluation
Iowa Core statement
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
Literacy
Mathematics
Science
Social Studies
21st Century Skills
Outline the course goals and outcomes that a student will achieve upon completion of this course.
The description should be a statement that is a specific and measureable knowledge/skill, and tie
directly to the Iowa Core Components that were checked above.
An outcome is the specific learning behavior that participants in the course should demonstrate in
the context of achieving the goal. There may be more than one outcome for each goal.
To write goals, consider the following. These items will help dictate the grading rubric.
 What will participants know, be able to do, or value at the conclusion of the course?
 What specific observable or measurable actions should participants demonstrate when they
have met the outcome(s)?
 How will you know if participants achieved the outcome? How will this new knowledge be
demonstrated? These outcomes will be used in the rubric to assess and grade the
success of learning.
 The goal of courses offered for relicensure and/or graduate credit is that the outcomes are a
way to ensure that the Iowa Core is being transmitted into action. Please be specific in
documenting this through the goals and outcomes.
Course Goal(s) fill out as many as
appropriate
Outcome(s) (to be used in Rubric below)
1. Participants will be able to explain
principles of standards-based
curriculum, assessment, and grading
and their application in the music
classroom.
a) Summarize principles of standards-based
curriculum, assessment, and grading, making
connections to your prior knowledge and
practices in the music classroom.
b)
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Course Syllabus
c)
2. Participants will be able to develop
assessments to reflect principles of
standards-based education.
a) Revise one assessment of musical
performance currently used in your
classroom and explain how revisions align
assessment with principles of standardsbased education.
b) Revise one assessment of music
knowledge currently used in your classroom
and explain how revisions align assessment
with principles of standards-based
education.
c)
3. Participants will be able to
demonstrate understanding of a data
cycle and how it is used in measuring
student growth in the music classroom.
a) Summarize steps of a data cycle with
connections to current practices used in your
school or classroom.
b)
c)
4. Participants will be able to create a
plan to measure student growth in
music.
a) Use the data cycle and create a plan to
measure student growth in one skill or area
of knowledge in music.
b)
c)
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement. Office of Academic Planning and
Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory: 25%
Demonstration: 25%
Practice: Collaboration (coaching, feedback, reflection): 50%
Theory (research and basic information) will be presented in lecture/powerpoint format to include
principles of the standards-based system, formative and summative assessment, Webb’s Depth
of Knowledge, higher-level thinking, Professional Learning Communities (PLCs), a basic data
cycle, and data disaggregation.
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Course Syllabus
Demonstration of theory will include use of sample rubrics and other systems for giving students
feedback, constructing quizzes, grade calculation, and four case studies highlighting analysis of
data from music classrooms.
In collaboration and individually with feedback, participants will practice writing reporting
standards, revising assessments of musical performance, revising assessments of music
knowledge, completing an item analysis in two examples, and creating a plan to use the data
cycle in their classrooms. They will continuously reflect on new learning using given prompts,
summarize ideas into a succinct “elevator speech,” and share it at the end of each day.
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Course Syllabus
Course Rubric
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric: http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific
description of the criteria that will be used to evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.
Course Requirements
(enter each criteria in the
boxes below and assign a
point value)
Exemplary Demonstrates
good understanding and
skill
Accomplished
Demonstrates satisfactory
understanding and skill
Developing
Demonstrates some
understanding and skill
Beginning
Demonstrates little or no
understanding or skill
Not completed or not
able to be scored
Points: 5
Points: 4
Points: 2
Points: 1
Goal 1 Outcomes:
Summarize principles
of standards-based
curriculum,
assessment, and
grading, making
connections to your
prior knowledge and
practices in the music
classroom. Verbal
presentation.
Summary is accurate,
and complete, making
more than two
insightful connections
to prior knowledge and
practices in the music
classroom.
Summary is accurate
and complete, making
two connections to
prior knowledge and
practices in the music
classroom.
Summary is mostly
accurate and complete,
making a connection to
prior knowledge and
practices in the music
classroom.
Summary is mostly
inaccurate, or makes no
connection to prior
knowledge and
practices in the music
classroom.
Verbal presentation
not completed.
Goal 2 Outcomes:
Revise one assessment
of musical performance
and one assessment of
musical knowledge
currently used in your
classroom and explain
One assessment of
musical performance is
complete and aligns
with principles of a
standards-based
system.
One assessment of
One assessment of
musical performance is
complete and reflects
some of the principles
of a standards-based
system.
One assessment of
One assessment of
musical performance is
complete and reflects
one principle of a
standards-based
system.
One assessment of
One assessment of
musical performance is
complete but makes no
connection to
principles of a
standards-based
system.
One assessment of
music performance is
not completed, and/or
one assessment of
musical knowledge is
not completed.
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how revisions align
assessments with
principles of a
standards-based
system. Verbal
presentation.
(Points x 2)
musical knowledge is
complete and aligns
with principles of a
standards-based
system
musical knowledge is
complete and reflects
some of the principles
of a standards-based
system
musical knowledge
complete and reflects
one principle of a
standards-based
system
One assessment of
musical knowledge is
complete but makes no
connection to
principles of a
standards-based
system
Goal 3 Outcomes:
Summarize steps of a
data cycle with
connections to current
practices used in your
school or classroom.
Verbal presentation.
Summary is accurate
and complete, making
more than two
insightful connections
to prior knowledge and
practices in the school
and/or music
classroom.
Summary is accurate
and complete, making
two connections to
prior knowledge and
practices in the school
and/or music
classroom.
Summary is mostly
accurate and complete,
making a connection to
prior knowledge and
practices in the school
and/or music
classroom.
Summary is mostly
inaccurate, or makes no
connection to prior
knowledge and
practices in the school
or music classroom.
Verbal presentation not
completed
Goal 4 Outcomes:
Use the data cycle and
create a plan to
measure student
growth in one skill or
area of knowledge in
music. Verbal
presentation.
(Points x 2)
Completed plan to
measure student
growth on one skill or
area of musical
knowledge is detailed
and clearly aligns with
each step of the data
cycle.
Completed plan to
measure student
growth on one skill or
area of musical
knowledge reflects
some steps of the data
cycle.
Completed plan to
measure student
growth on one skill or
area of musical
knowledge reflects one
step of the data cycle.
Completed plan to
measure student
growth on one skill or
area of musical
knowledge is mostly
inaccurate, or makes no
connection to the data
cycle.
Plan to measure
student growth is not
completed.
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
NOTE: Do not include attendance as
criterion in the scoring; 100% attendance is
required for all levels of credit.
Participation Requirement
Mississippi Bend Area Education Agency
Course Syllabus
Reflects 15 collaborative hours completed per

--------------This criterion is
each credit.
either met or not met. -------------
To pass, participants must earn an A or a B.
A = 30 to 26
B = 25 to 20
F = 19 and below
Additional Comments:
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Does not reflect 15 collaborative hours
completed per each credit.