Reflecting on Standards-Based Grading

For our final assignment in my VanderCook class, Teaching Music in a Common Core World, we were asked to look reflect on the work we did for our choice assignment earlier this week. I chose to look at standards-based learning, grading, and reporting. PromptComplete a comprehensive reflection paper. Include a recap of the concepts and strategies learned from the assignment that you created and completed over the last week. Please explain why this project was important to you and how it helped deepen your understanding on the topic you chose.

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Standards-Based Grading and the Common Core

For the final week of our class, we were given the opportunity to choose a topic of our choice to research based on the work we have done in this class. Below is the prompt we were given:

For this assignment, you have the "choice" of creating a project of your own from any of the educational initiatives that we have covered in this course or choose a new educational topic you would like to learn more about.

Now, it is your turn to create your own project based on your interests. The goal is to give you time to continue learning about a topic you feel that you want or need to learn about.

I chose to do my project on the implementation of standards-based grading in my classroom.

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Reflecting on Implementing the Common Core in My Classroom

For the past three weeks, my VanderCook class, Teaching Music in the Common Core World, has been looking at how to implement the Common Core State Standardsin the music classroom. We were provided a wealth of resourcesto begin our study in the first week. The second week focused on the specific implementation of the English Language Arts CCSS. This week focused on the implementation of the CCSS of Mathematical Practice. At the end of each unit, we are asked to reflect on what we learned.

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Implementing the Common Core State Standards for Mathematics in my Classroom

This week marks the end of a three week unit of looking at how to implement the Common Core State Standardsinto our music classrooms. Last week, we focused on the implementation of the English Language Artsstandards. This week, we are focusing on the implementation of the Standards for Mathematical Practice.

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Implementing the English Language Arts CCSS in My Classroom

We are in the midst of the second of a three week look at implementing the Common Core State Standards (CCSS) into the music classroom. Last week, we looked at Unpacking the Common Coreand their relation to the habits and skills developed in the music classroom. This week, we are focusing specifically on the English Language Arts CCSS.

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Unpacking the Common Core

In our first of a three week focus on implementing the Common Core State Standards, we were asked to look at a document released by The College Board for the National Coalition for Core Arts Standards. The document, entitled The Arts and the Common Core: A Comparison of the National Core Arts Standards and the Common Core State Standards, looked at language in the National Core Arts Standards and the Common Core State Standards for alignment between the two sets of standards.

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Initial Thoughts on the Common Core State Standards

We are now in the a three week until on the Common Core State Standards (CCSS) for my VanderCook class, Teaching Music in a Common Core World. We have been provided with a wealth of resources to get us started:

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Student Learning Objectives (SLOs) and Measuring Student Growth Part 2

We are currently in the final week of a three week unit looking at measuring student growth in my VanderCook MECA class entitled Teaching Music in a Common Core World. Our assignment over the past two weeks has been to develop two Student Learning Objectives (SLOs) as a means of measuring student growth as part of our teacher evaluation. This post contains the second of my two SLOs as well as a comparison between Illinois' requirements for an SLO and my district's (Ankeny, Iowa) requirements for our Individual Teacher Professional Development Plan (ITPDP).

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Reflecting on Teacher Evaluation

Over the past five weeks in my VanderCook class, Teaching Music in a Common Core World, we have been working through the National Association for Music Educators (NAfME) Workbook, Building and Evaluating Effective Music Educators in the School Ensemble, as well as the new National Core Music Standards. The workbook and the process tie the NAfME expectations to the Charlotte Danielson Framework for Teaching. As a conclusion to this part of the course, we were asked to reflect on the process with the following prompt:

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Responding as an Artistic Process

My course, Teaching Music in a Common Core World, through VanderCook College of Music, is continuing to progress through the National Core Music Standards. The past two weeks, we looked at Creating and Performing as Artistic Processes. Those blog posts detail a lot about what NAfME and other organizations have crafted in the new Core Arts Standards. This post is a continuation along that line focusing on Responding. This week, we were delivered the following prompt:

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Performing as an Artistic Process

My course, Teaching Music in a Common Core World, through VanderCook College of Music, is continuing to progress through the National Core Music Standards. Last week, we were looking at Creating as an Artistic Process. That blog post details a lot about what NAfME and other organizations have crafted in the new Core Arts Standards. This post is a continuation along that line focusing on Performance. This week, we were delivered the following prompt:

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Creating as an Artistic Process

Our course, Teaching Music in a Common Core World, is in the midst of working through the NAfME workbook: Building and Evaluating Effective Music Education in the School Ensemble. For the next few weeks, we are working through the four domains of the Danielson Framework, the system my school district uses and NAfME recommends for teacher evaluation. We are also reviewing the new National Core Music Standards as part of the process. Part of our assignment this week is to discuss the following prompt in reference to these standards:

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Upcoming Posts

I am in the midst of a bunch of different things grabbing my attention on which I would like to share my learning: I am currently spending a week at the Vandercook College of Music taking a MECA course entitled Developing the Successful Jazz Ensemble with Mike Steinel, professor of jazz studies at the University of North Texas and author of Essential Elements for Jazz Ensemble.

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PLC at Work Institute Reflection

Over this past week, over 150 teachers from my district attended Solution Tree's Professional Learning Communities at Work Institute in Minneapolis. Each school was allotted a number of teachers to bring or the three day workshop. Three of us from our Vertical PLC attended as well as many teachers, counselors, and administrators from districts across the country. The Institute is designed to help schools and districts implement professional learning communities effectively. I will explain a little more before delving in to the sessions I attended.

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Reflection on Formative Assessment

In the past several days, I have been reading a bit of Shawn Cornally's blog, ThinkThank Thunk. I began with his second post back in February 2010 on Standards-Based Grading. At the time, Shawn was a math/science/programming teacher at Solon High School in Iowa. He experimented with implementing standards-based grading practices in his classrooms and blogged quite a bit about his experiences. He has several articles about standards-based grading, calculus, physics, and a variety of other topics. Shawn is now the Headmaster of Iowa Big Ideas Group, a competency based high school in Cedar Rapids, Iowa. Many of Shawn's post on Standards-Based Grading got me thinking about what I am currently doing in my Instrumental Music 10 course (10th Grade Band), Music Fundamentals course (non-AP Music Theory), and brass lessons in terms of implementation of standards-based practices. As we approach the summer and a time to plan out what next year will look like, I wanted to lay out my thinking.

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JumpRope - an SBL Grading Tool

This year, I have been experimenting with JumpRope, a standards-based grade book. Our district currently uses Infinite Campus as their student information system to track grades, attendance, behavior, and many other data points (more on how we currently use IC). I am currently on an Infinite Campus sub-committee of our district's committee on Standards-Based Grading. We are looking at ways we can make the grade book more standards-based learning friendly. While I don't think we will be able to transition completely to JumpRope, I think our 6-12 Instrumental Music PLC can use it effectively during our lessons next year.

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SmartMusic as an Assessment Tool

SmartMusic is an "interactive music learning software" by MakeMusic, creators of the music notation software Finale. It can pretty accurately assess pitch and rhythm for nearly all of the instruments in the wind band. There is a multitude of method books, solo literature, concert band literature, and jazz band literature in their library with new material being added frequently. SmartMusic can also incorporate files created in Finale. It is an outstanding tool we use daily in our work with students

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Infinite Campus and Standards-Based Learning

Our district uses Infinite Campus as a student information system that tracks grades, attendance, behavior, and many other data points. Our 6-12 PLC has been playing around with making Infinite Campus work well with our transition to Standards-Based Learning. Before I get to in-depth, let me refresh you on the document our district has released regarding Standards-Based Learning entitled Fair and Consistent Practices

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