TaskStream Stds.

University of Idaho Teacher Standards

TaskStream

Each music education stud= ent will compile evidence of meeting the ten standards listed herein. With each submitted artifact, mus= ic education students will need to write a brief synopsis of how the submitted evidence meets the particular standard.&n= bsp; Evidence of meeting the standard can be scanned materials, digital teaching or performing video, submitted/graded assignments, recital and co= ncert programs, case studies, teacher evaluation reports from mentor teachers or student teacher supervisors. The TaskStream website is a place to collect all of the artifacts that show th= at you have attained the skills necessary to teach music in the elementary, m= iddle, and high schools. As you sub= mit evidence, notify music education faculty of any new additions and you will receive constructive feedback. Compilation of evidence and uploading materials to TaskStream is pa= rt of the requirements for junior and senior music education students. Student teachers will be allotted= 10 minutes to present their TaskStream electronic portfolios at the end of the semester de-briefing session. Upper Division Music Education students need to begin the collection process and= start uploading materials as soon as the TaskStream account is opened and studen= ts are enrolled as portfolio “authors.” Students will be advised by email= when the enrollment process is completed – likely in February.=

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&= nbsp; Category Standard 1. Content Knowledge

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The teacher understands t= he central concepts, tools of inquiry, and structures of the discipline he/she teaches and can create learning experiences that make these aspects of sub= ject matter meaningful for students.

&= nbsp; &nb= sp; Requirement Music Theory Com= petency

&= nbsp; &nb= sp; = ; Example: Scan of graded theory exam or Fin= ale file

&= nbsp; &nb= sp; = ; of completed extensive theory assignment

&= nbsp; &nb= sp; Requirement Music History Competency

&= nbsp; &nb= sp; = ; Example: Scan of graded music history exam= or an

&= nbsp; &nb= sp; = ; extensive music history paper or project

&= nbsp; &nb= sp; Requirement Improvisation and Creativity

&= nbsp; &nb= sp; = ; Example: Digital video of a performance wh= ere improvisation

&= nbsp; &nb= sp; = ; is evident or a Finale file of a student composition

&= nbsp; &nb= sp; Requirement Keyboard Compete= ncy

&= nbsp; &nb= sp; = ; Example: Digital video of piano proficienc= y or scan of graded

&= nbsp; &nb= sp; = ; piano proficiency exam

&= nbsp; &nb= sp; Requirement Performance Comp= etency

&= nbsp; &nb= sp; = ; Example: Digital video of performance and/= or scans of recital

&= nbsp; &nb= sp; = ; or concert programs

&= nbsp; &nb= sp; Requirement Conducting Compe= tency

&= nbsp; &nb= sp; = ; Example: Digital video of conducting a reh= earsal or concert

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&= nbsp; Category Standard 2. Child Development

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The teacher understands h= ow children learn and develop, and can provide learning opportunities that su= pport their intellectual, social, and personal development.

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&= nbsp; &nb= sp; Requirement Age appropriate = instruction

&= nbsp; &nb= sp; Example: Lesson plans showing appropriate materials and

&= nbsp; &nb= sp; sequential instruction or digital video of teaching and corresponding

&= nbsp; &nb= sp; lesson plan showing age-appropriate materials, content and method.

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&= nbsp; Category Standard 3. Diversity of Learning

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The teacher understands h= ow students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

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&= nbsp; &nb= sp; Requirement Diverse Learning= Styles

&= nbsp; &nb= sp; Example: Lesson plans adjusted to meet the= needs of a

= = &n= bsp; an intellectually diverse student population and/or including

&= nbsp; &nb= sp; digital video of teaching said lesson.

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&= nbsp; Category Standard 4. Instructional Strategies

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The teacher understands a= nd uses a variety of instructional strategies to encourage students’ developme= nt of critical thinking, problem solving, and performance skills.

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&= nbsp; &nb= sp; Requirement Strategies for C= ritical Thinking

&= nbsp; &nb= sp; Example: Lesson plans showing logical sequ= encing to

&= nbsp; &nb= sp; higher-level thinking skills/critical thinking and/or accompanying

&= nbsp; &nb= sp; digital video of teaching critical thinking/problem solving.

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&= nbsp; Category Standard 5. Learning Environment

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The teachers uses an unde= rstanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement= in learning, and self-motivation.

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&= nbsp; &nb= sp; Requirement Classroom Manage= ment

&= nbsp; &nb= sp; Digital video of teaching and lesson plans or evidence of a

&= nbsp; &nb= sp; classroom management issue, written as a case study.

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&= nbsp; Category Standard 6. Communication

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The teacher uses knowledg= e of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom= .

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&= nbsp; &nb= sp; Requirement Communicating

&= nbsp; &nb= sp; Example: Copies of letters to parents, pee= rs, or school administration

&= nbsp; &nb= sp; or digital video of a presentation to parents or administration

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&= nbsp; Category Standard 7. Planning

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The teacher plans instruc= tion based upon knowledge of subject matter, students, the community, and curri= culum goals

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&= nbsp; &nb= sp; Requirement Effective Planni= ng

&= nbsp; &nb= sp; Example: Scan of a graded lesson plan and = digital video of

&= nbsp; &nb= sp; teaching the lesson

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&= nbsp; Category Standard 8. Assessment

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The teacher understands a= nd uses formal and informal assessment strategies to evaluate and ensure the conti= nuous intellectual, social and physical development of the learner.

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&= nbsp; &nb= sp; Requirement Assessment<= /o:p>

&= nbsp; &nb= sp; Example: Teacher designed rubric appropria= te to music

&= nbsp; &nb= sp; instruction.

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&= nbsp; Category Standard 9. Self-Reflection and Personal Development

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The teacher is a reflecti= ve practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learn= ing community) and who actively seeks out opportunities to grow professionally= .

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&= nbsp; &nb= sp; Requirement Reflective Practice/Growth

&= nbsp; &nb= sp; Example: Reflective journal from student teaching.

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&= nbsp; Category Standard 10. Community Involvement

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The teacher fosters relat= ionships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

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&= nbsp; &nb= sp; Requirement Relationships

&= nbsp; &nb= sp; Example: Evidence of advocacy for school m= usic – digital video

&= nbsp; &nb= sp; of a speech to the community, school board, or school faculty.

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Note: = It is important that students save written materials in MS Word format, to offer consistency for those evaluating the ePortfolios. Also, a high quality scanner will= be available in the future Mac lab in the Music Library. The proposed Mac lab will allow s= tudents the opportunity to download digital media such as still photos and digital video.

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