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Music Program

1.   Please describe your program's assessment process and what standards you are measuring in relation to the NCATE and State standards of knowledge (content, pedagogy and professional), skills (professional and pedagogical) and dispositions. Is the system course based, end of program based, or other? Be sure to reference how the faculty in your program was involved in developing the assessment process. In addition, describe how the assessment of standards relates to the unit's and program's conceptual framework.

Program Interpretations and Conclusions:

1. Students seeking music major status and certification in any of the three music endorsement areas (choral, general, and instrumental) first are required to demonstrate music literacy and performance skill through an on-campus audition before a panel of faculty in that performance area. Each performance area has its specific criteria for admission, and in general the standard for music education major status is the same as that for all music majors.

The core areas of musical knowledge addressed through applied instrumental or vocal study, ensemble study, and coursework in music theory, history, world music, piano, and conducting are assessed by course. Students must maintain a 3.0 grade point average and no grade lower than a C is counted toward graduation. The 2007 Washington State Endorsement competencies group these skills areas 1.1 through 6.9 (the numbering scheme varies slightly between the three endorsement areas—for the purposes of this report, the instrumental competency numbers are used).

Each quarter, students are required to complete a performance jury before a faculty panel or (in a policy adopted by faculty in Winter 2008) complete an applied final consisting of one of several performance options. The faculty as a whole is in the process of piloting rubric-based evaluation sheets for all music juries and applied finals, regardless of major. These cumulative evaluation sheets are maintained in a student’s advising file. Students requesting a level change (from 100 to 200 level, for example) must perform a jury. While policies vary from studio to studio, music education students are required to successfully reach the 364 level in applied performance, which generally requires a recital performance attended and evaluated by faculty. Some areas require performance in studio classes, community-based studio projects, and technique and excerpt classes as part of earning applied credit.

Prior to student teaching, students must pass the CWU Piano Proficiency test, a individual performance assessment of standard piano skills before a faculty member. This evidence is maintained in a student’s advising file.

We advise students to begin the process of application to the Professional Education sequence some time their sophomore year. This entails completing application forms, completing the Character and Fitness Supplement, passing the WEST-B exam, obtaining two recommendations (one from an educator), submitting fingerprints, purchasing LiveText software, and maintaining a 3.0 grade point average in the most recent 45 credits of study.

Courses in the Professional Education Sequence address endorsement competencies in areas 5.2, 5.6, 6.14, and 6.21 and the major music education methods classes (MUS 323, 325, and 329) address area-specific competencies in areas 5.1 to 6.20. These courses rely on course-based assessment contributing to a students’ cumulative grade point average, and portfolio assessment using the LiveText system. Music education faculty began implementing the LiveText rubric-based assessments in 2005, and based on our evaluation of the usefulness of the data and feasibility of the process completed a revision of the rubrics in Fall of 2007. The music area methods courses now require students to submit a standards-based lesson plan aligned with music EALRs that is evaluated on a common rubric. The rubric and lesson plan format are aligned with the Performance Pedagogy Assessment developed by OSPI and required during student teaching.

Students must complete EDCS 300, the Pre-Autumn field experience, under the supervision of CEPS field faculty. Prior to student teaching, students must pass the WEST-E exam and complete student teaching application materials. Applicants for student teaching are discussed at a full faculty meeting and faculty are encouraged to note any concerns about student performance or dispositions in this forum prior to approving recommendation for student teaching.

EDCS 442, Student Teaching, is completed under the supervision of field faculty, who are responsible for the Performance Pedagogy Assessment. Students are also evaluated by their cooperating teacher. In addition, music students are observed by music education faculty and evaluated using a rubric developed in Winter 2008. We are currently piloting this rubric, which is aligned with endorsement competencies 6.6 and 6.16-6.19.

The assessment system described above is the result of faculty collaboration on many levels. The five-member Music Education Committee is a standing committee which meets at least quarterly to discuss program matters, and the department Curriculum committee serves an advisory role to the faculty and department chair in developing policies. A representative from the music faculty attends Center for Teaching and Learning (CTL) meetings and served on the NCATE task force during the recent accreditation process. Currently, a music faculty member represents the College of Arts and Humanities on the Elementary Education Program’s Advisory Council.

We believe the music education program successfully provides opportunities to learn and assesses student progress toward program completion. Our use of individual and group performance assessment, portfolios, standardized examinations, and course-based study in multiple modes (research-based, inquiry-based) allows us to gain a comprehensive view of a students’ achievement in the critical areas defined by the endorsement competencies. To this end, we believe the program fulfills the intent of our department, College, and University mission statements as well as the values, philosophy, theme, knowledge base, competencies, and field experience elements of the Conceptual Framework of the Center for Teaching and Learning.

2. Below is an analysis of the frequency with which your program cites CTL, WA State Standards/Competencies, and/or national standards within your LiveText artifacts, rubrics, and reports. Please examine the charts and write your program's interpretations and conclusions based on the information provided. (e.g., Are the standards dispersed appropriately in your program? Are all the standards represented as you wish them to be? After reviewing this analysis are there changes your program would recommend making to the way you cite standards or assess your candidates using LiveText?)

Program Interpretations and Conclusions:

2. Please note that in sections 2, 3, and 4, MUS 326 should not be included as it is a part of the Elementaery Education degree, although it is taught in the music department.

The music endorsement competencies (and the related CTL, NCATE, and disciplinary standards of the National Association of Schools of Music) are broad and varied, and best taught and assessed in a variety of ways both on campus and in the field. Our music education methods classes are taught in the classroom with only limited opportunity for field or peer teaching. Therefore, the faculty decided to model our LiveText artifact on an assignment which was viewed as common to all areas--the ability to design a developmentally appropriate lesson plan that is aligned with Washington’s EALRs, takes into account student diversity and special needs, and contains quality embedded assessment. The 7 endorsement competencies identified on the LiveText rubric address these specific aspects of lesson planning and design. The Music Education Committee meets quarterly to discuss LiveText assessment data. We believe that although broad, the assessed competencies allow us to evaluate the overall effectiveness of these courses in addressing the identified aspects of music lesson planning and design. While the rubric was specifically aligned with the Washington endorsement competencies, the LiveText reports generated by the CTL are linked to CTL standards. In general, the music department relies on the endorsement competencies in designing courses and assessments.

The 2007 revision of the endorsement competencies was substantial and CWU faculty initiated a serious dialogue among music educators and chairs of music departments in the state. This led to a subsequent revision of the competencies under the leadership of Arlene Hett in November of 2007. The new competencies have caused our faculty to examine the distribution of competencies in the program overall and within the music department’s purview. In general, we feel that discipline-specific courses will better serve our student needs in critical areas of curriculum, assessment, program administration, and technology. To that end, we are currently developing new course templates that can serve as the basis of a curriculum revision. This process is strictly guided by the 2007 endorsement competencies.

3. Below you will find one sample of your Live Text Report that identifies an aggregation of candidate learning outcome data. Please examine all of your reports in the LiveText exhibit area and discuss the accuracy, consistency, and fairness of the data, as well as what improvements could be made in the program assessment rubrics, courses, artifacts, or reporting. Include your interpretations relative how well your candidates are meeting standards. After examining all of your report data, list any changes your program is considering.

Program Interpretations and Conclusions:

3. Based on the Music Education Committee’s meeting, report, and minutes of February 1, 2008, we feel that the current implementation of LiveText in our courses is accurate, consistent, and fair. We noted the need to clarify the difference between “not met” and “not submitted” and investigate the overall effect of these categories in the numerical aggregation of student data. Across the three courses, students are achieving above 90% met in all but two rubric areas. Ideally, we seek 100% of our students at this level.

The primary value of this data is to note the percentage and number of students scoring “not met” in various areas. A particular concern is the relatively higher number of students not meeting the standard for lesson alignment, and this will be a focus of future presentations of the assignment. As we proceed, we will find better ways to explain the assignment and rubric to students. We will revisit the idea of advising and pre-requisites, especially in the area of lesson alignment with standards and adaptation of instruction for students with special needs. We feel these areas cannot be adequately addressed for the first time in a junior-level, discipline-specific methods class. We will seek closer alignment of disciplinary content and courses in the Professional Education Sequence.

While aggregated data across quarters and instructors is valuable for identifying long-term trends, we will investigate the possibility of maintaining quarterly or annual reports in the department to better judge the effectiveness of specific program or instructional changes

4. Below you will find a chart of the CTL Standards aggregated by course. Please examine the data results and discuss any improvements if any you might consider for your program. Using these data, please reflect upon your candidates' success in meeting standards. Compare these data to the data provided in the WEST B and E charts that follow. Is there consistency in the rates of success? What do these data tell you?

Program Interpretations and Conclusions:

4. As noted in the previous section, while student performance is currently satisfactory (above 80%) we will strive for 100% completion of the artifact at the “met” level. We would like to see the majority of these students performing at the “exemplary” level. To this end, we intend to collect and distribute student samples at each level to serve as benchmarks for instructors. Model assignments will also be useful to allow students to develop a clear concept of the goal of the completed lesson plan.

Although the WEST-B data is not broken out by department, we feel that the data from LiveText, the WEST-B, and the WEST-E indicate an acceptable degree of student achievement across the music education program. We believe the structures and procedures are in place to identify and assist students who are having difficulty meeting program standards as measured by these instruments. We plan to develop a more formal mid-point evaluation and advisement opportunity for all students to identify other areas of concern and to ensure efficient program progress and minimize time to degree.


Please find below the West B data for the teacher residency program. Please use these data, the LiveText data, and the West E data found below to predict candidate success in your program. Given theses summaries, are there changes to your program or to the unit your program recommends the CTL consider?

  • Between 2005-2007, 49% of the candidates passed all three sections of the exam their first attempt, 84% passed the reading portion in their first attempt, 82% math their first attempt, and 65% passed writing their first attempt.
  • The mean number of candidates not passing reading portion is 11%, math 12%, and writing 25%.

CTL WEST B Data Summary 2002 to Present


Program Interpretations and Conclusions:

5. In the CTL as a whole, the pass rate for the WEST-B writing portion is 65% since 2002. Although our coursework is not specifically designed to develop or assess writing skill, we feel it is valuable to remain alert to students displaying difficulties writing, and be proactive in advising them to take additional writing courses and make use of the campus Writing Center. Music education faculty serve as student advisors, and can also recommend courses in the General Education program that can support student development as writers.

6. The WEST E is administered by ETS as a state requirement for program Exit, measuring content knowledge by endorsement area. ETS has not sent the final corrected data summary at the time of this report, however, the data we keep on a continuously updated basis is described below in the following graph. The graph compares 2005-2006 and 2006-2007 data by endorsement area. We suspect the 2006-2007 data will change after all scores are received from ETS. According to this set of data, 2005-06 pass rates were 90%. Remember all candidates must pass the test to be certified, so they take it multiple times. We are working on authenticating a different process that will show how many times candidate take the test and when. The 2006-07 data indicates pass rates of 87%. If your program is one of those with a pass rate below 80%; what program recommendations are you considering that will positively affect the rate of passing the WEST-E for 2007-2009?

Program Interpretations and Conclusions:

6. We are satisfied with the near 100% pass rate on the WEST-E exam since 2005. We feel this reflects well on the comprehensiveness and thoroughness of our existing program. Three music education faculty members participated in the item review process for the new WEST-E exam, and CWU music students will participate in the pilot testing process in the Spring of 2008. This test revision is being undertaken to better align this examination with the 2007 endorsement competencies. We believe that by basing all program decisions on the competencies, we will be able to seamlessly transition to the new exam an continue to enjoy near-perfect pass rates. Should pass rates fall below 90%, we will direct our attention to the particular areas of concern.


Please find below the EBI teacher and principal data for all program completers. Discuss and report in the space provided what your program recommends the unit should accomplish to improve overall satisfaction, or what your program is doing to improve the trend.

  • This survey is administered through OSPI and is contracted through Educational Benchmarking Inc. These data are collected for all new teachers in public schools by surveying new teachers and their principals.
  • Response rate average over the seven years n=105
  • The graph represents a seven year average satisfaction trend by category
  • Highest satisfaction ratings are in the areas of:
    • Student learning
    • Instructional strategies
    • Management, control and environment
  • Lowest satisfaction ratings are in the areas of:
    • Reading skills
  • 5 year Principal responses followed similar patterns as teachers n=41


Program Interpretations and Conclusions:

7. It is difficult to draw specific interpretations regarding the effectiveness of the music education program from the aggregated data of the principal and teacher surveys as they are combined across all CTL programs. The lowest “agree” rates for the areas “program effectiveness” and “reading skills” indicate that we need to be aware of these trends and continue to identify ways in which we can support student reading/writing skills across the curriculum. While the profile of responses seems consistent from 2001-2007, it appears that there is a slight trend overall in the positive direction.


Please find below first year and third year teacher survey results summarized by graphing mean responses for each question.

  • This survey is administered by CTL and data trend summary represents 2004-07
  • The average response rate for 2004-2007 is 15%
  • First year teacher N= 375, Third year teacher n =200
  • The graph and subsequent ANOVA demonstrates a significantly higher average satisfaction rating from first year teachers when compared to third year teachers (p<.05)
  • Highest satisfaction ratings are in the areas of:
    • Subject matter knowledge
    • Application of EALR's
  • Lowest satisfaction ratings are in the areas of:
    • Classroom management
    • Involving and collaborating with parents

Program Interpretations and Conclusions:

8. The first- and third-year teacher surveys overall reveal relatively high satisfaction ratings in the areas of subject matter knowledge and application of EALRs, and relatively lower satisfaction ratings in the areas of classroom management and involving and collaborating with parents. We would agree that the latter two areas are difficult to address authentically in non-discipline-specific courses. We would advocate for more field experience in the schools as part of methods courses, and the continued development of community based or service learning experiences for music students. We have restructured the laboratory component of MUS 329 to permit weekly field experiences in the Ellensburg Public Schools. In addition, the CWU Preparatory String Program allows music majors to gain teaching experience on campus through coaching and directing a community music program. Students that have participated in the program agree that their classroom management skills and ability to interact with parents greatly improved as a result of this structured teaching experience.


Please find below a comparative analysis of candidate dispositions from beginning candidates to finishing candidates. Please comment on the changes you observe in your candidates over time and describe how and why you think this occurs. What does your program specifically do to engage candidates in developing professional teacher dispositions?

  • This inventory is administered by the CTL at admissions (N=645), and again at the end of student teaching (N= 195). Some of the 645 candidates have not yet student taught, which is why the n's are different.
  • There is a significant difference in 12 of 34 items (p<.05) between beginning candidates and candidates completing student teaching
  • Change is in the preferred direction from agree to strongly agree
  • This means somewhere between entry and before exit, the teacher program candidates are developing stronger professional beliefs and attitudes that reflect the underlying values and commitments of the unit's conceptual framework. Future work will include data that tells us where this change is occurring and if there are difference caused by demographic variables. If you want to read more about this disposition instrument, the validation study is published on the OREA web site under research.

Program Interpretations and Conclusions:

9. The data for student professional dispositions indicate that overall, CTL students are developing stronger professional beliefs and attitudes through the programs. We agree that these trends are consistent with our observations of music education students. The greatest growth in professionalism seems to occur during the Pre-Autumn and Student Teaching experiences, as well as in those students engaging in other pre-service teaching opportunities. CWU’s student chapters of MENC, ACDA, ASTA, and IAJE are among the largest and most active in the state, and the majority of recent state presidents have been CWU students. Those students most active in these organizations also tend to be most diligent in their academic an musical pursuits and most likely to take advantage of extra-curricular professional development activities such as regional and national conferences. We will continue to encourage students to actively engage in these experiences, become a part of the professional network in the region, and seek strong mentors both on campus and in the schools and community.



Final Student Teaching Evaluation Report on LiveText

  • The data report is too large to be placed in this document. Please access the data by going to this link on our assessment system web site
  • The report reveals the final assessment of elements found in state standards IV and V
  • Candidates are generally performing at a high level, although there are some candidates as depicted by the colors green and red who are not performing to standard.
  • Examination of those elements indicates some agreement with results provided in the 1st and 3rd year teacher survey.

Please look at these data carefully and discuss with your program faculty some ways the teacher residency program can begin to address the few but common deficits occurring in candidate knowledge and skills relative to the State standard elements. If you need to refer to state standards please refer to this link in the assessment system website:


Program Interpretations and Conclusions:

10. Aggregated data presented in the LiveText report of Final Student teaching evaluations indicate that across the CTL, students are achieving about 90% in all categories. Among the lowest categories are “reporting assessment results to students” and several categories relating to using community and home resources to enhance instruction. While we are not able to infer music education student performance from these data, we do believe that these areas should be continued priorities in our methods classes. We intend to continue to focus on student assessment, especially the new music Classroom-Based Performance Assessments. Music educators have many opportunities to interact with a broad spectrum of community resources in the form of private instructors, professional performers and ensembles, and the retail music industry. We can emphasize the importance of community involvement in a successful music program in courses and special events.


Please examine these data and report any discussions your program has regarding the reported results.

  • This survey is conducted by Career Services and reported to OSPI. The report, however, has been reanalyzed and the summary reflects the new analysis, which covers 2002-2006.
  • Average response rate = 57%
  • Of that 57%, the average percent of graduates who get jobs in state is 94%
  • The average percent of graduate still seeking a position is 27%
  • Two percent of the 57% have decided not to teach
  • For 2005-2006; 35 % of the program graduates responded to questions regarding ethnicity and gender. Out of the 35% who responded, 90% were Caucasian, 5% were Hispanic, 3% were African-American, and 1.8% were Asian.

Program Interpretations and Conclusions:

11. Our ongoing monitoring of student job placement is consistent with the high placement rates noted through the CWU Career Services survey. Almost every one of our recent graduates has been able to secure a full-time position in their specialty area, generally in their chosen geographic region. We feel that CWU music education students are well prepared, and tend to be viewed as highly recruitable first-year teachers. Our faculty’s constant interaction with K-12 teachers throughout the state gives us opportunities for informal discussion of student and program effectiveness relative to other higher education institutions, and we generally hear very positive things regarding our program’s graduates. We are proud of the high regard with which CWU’s program is viewed, and are appreciative of the decades of commitment to teacher education both within the music department and the University as a whole. The faculty is unanimous in our focus on quality teachers, quality music programs, and quality schools, and view continued program success and improvement as one of our top departmental priorities.






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