last updated 6.19.

2012

Ineffective (1) Needs Improvement (2) Effective (3) Highly Effective (4)
Music Teacher Competency
[Score Range: 7 – 11 points] [Score Range: 12 – 17 points] [Score Range: 18 – 25 points] [Score Range: 26 – 28 points]

Rarely plans for and/or strives to Sometimes plans for and/or strives
Often plans for and strives to Frequently plans for and strives to
deliver instruction that focuses on to deliver instruction that focuses
deliver instruction that focuses on deliver instruction that focuses on
specific musical content, which is on specific musical content, which
specific musical content, which is specific musical content, which is
Teaches Comprehensively usually made known to students in is often made known to students in
made known to students through made known to students through
the absence of a musical context. the absence of a musical context.
structured activities that are based structured activities that are based
RISE STANDARDS: Ineffective music teachers rarely Teachers needing improvement
on the Indiana Music Standards. on the Indiana Music Standards. A
1.3, 1.4 consider the Indiana Music seldom consider the Indiana Music
An effective music teacher strives highly effective music teacher
2.1, 2.2, 2.3, 2.6, 2.9 Standards when planning for Standards when planning for
for balance between process and achieves balance between process
instruction, are especially product instruction, remain mostly product
product and connects students to a and product and connects all
MUSIC STANDARDS: driven, routinely make arbitrary driven, and sometimes make
diverse body of repertoire that students to a diverse body of
1, 2, 3, 4, 5, 6, 7, 8, 9 repertoire choices, and fail to see arbitrary repertoire choices without
maintains aesthetic and/or repertoire that maintains both
the value of a comprehensive considering the aesthetic or
educational value. aesthetic and educational value.
music education. educational needs of students.

Plans for and engages students in Regularly plans for and engages
Plans for and engages students in a
an especially limited variety of students in a variety of listening Regularly plans for and engages
Engages Students in a Variety of limited variety of musical
musical activities. An ineffective and performing activities, but less students in a variety of listening,
Music Experiences activities. Teachers needing
music teacher typically engages frequently provides opportunities performing, and creating activities.
improvement typically engage
students in one primary musical for students to create musical A highly effective music teacher
RISE STANDARDS: students in one primary musical
activity (e.g. singing, listening, or products. An effective music provides several opportunities for
1.3, 1.4 activity (e.g. singing, listening, or
playing instruments), seldom teacher provides several students to develop vocal,
2.1, 2.2, 2.3, 2.6, 2.9 playing instruments), rarely
encourages students to express opportunities for students to instrumental, and critical listening
provide students with opportunities
themselves through music, and develop vocal, instrumental, and skills and frequently encourages all
MUSIC STANDARDS: to create musical products, and
fails to see the need for all students critical listening skills and students to express themselves
1, 2, 3, 4, 6 seldom encourage students to
to develop vocal, instrumental, and sometimes encourages students to through music.
express themselves through music.
critical listening skills. express themselves through music.
Rarely fosters a welcoming Sometimes fosters a welcoming Fosters a welcoming atmosphere
Fosters a welcoming atmosphere
atmosphere where students of all atmosphere where students of all where students of all ability and
where students of all ability and
ability and interest levels are ability and interest levels are interest levels are encouraged to
Differentiates Instruction interest levels are encouraged to
encouraged to participate in music encouraged to participate in music participate in music making and
participate in music making and
making and other classroom making and other classroom other classroom activities. An
RISE STANDARDS: other classroom activities. A
activities. An ineffective music activities. Teachers needing effective music teacher strives to
1.1 highly effective music teacher
teacher rarely considers the improvement rarely consider the provide experiences that will
2.5, 2.8 provides experiences that resonate
specific needs of aural, visual, and specific needs of aural, visual, and resonate with aural, visual, and
3.1, 3.4 with aural, visual, and kinesthetic
kinesthetic learners, and fails to kinesthetic learners, but attempt to kinesthetic learners and attempts to
learners and modifies instruction to
see a need to modify instruction to modify instruction to meet modify instruction to meet
meet all individual students’ needs.
meet individual students’ needs. individual students’ needs. individual students’ needs.
Often provides students with Frequently provides students with
Rarely provides students with
Provides for the Application of Sometimes provides students with opportunities to apply musical opportunities to apply musical
opportunities to apply musical
Musical Skills and Knowledge opportunities to apply musical skills and knowledge to other skills and knowledge to other
skills and knowledge to other
skills and knowledge to other learning situations and/or real learning situations and real world
learning situations and/or real
RISE STANDARDS: learning situations and/or real world contexts. An effective music contexts. A highly effective music
world contexts. An ineffective
2.2, 2.6, 2.9 world contexts. Teachers needing teacher prepares students to be teacher prepares all students to be
music teacher fails to see a need
improvement vaguely attempt to informed consumers of music and informed consumers of music and
for all students to be musically
MUSIC STANDARDS: improve students’ music literacy purposefully attempts to improve ensures all students are musically
literate or able to audiate music
5, 7 and audiation skills. students’ music literacy and literate and able to audiate music
notation.
audiation skills. notation.
Sometimes assesses students’
Rarely assesses students’ Often assesses both students’ Frequently assesses both students’
knowledge and/or skills related to
knowledge and/or skills related to knowledge and skills related to knowledge and skills related to
specific musical content. Teachers
specific musical content. specific musical content. Effective specific musical content. Highly
needing improvement recognize a
Utilizes Musically-Appropriate Ineffective music teachers fail to music teachers recognize the need effective music teachers recognize
need for assessment, but focus on
Assessments recognize the importance of and importance of both individual the need and importance of both
only group or individual
assessment and do so in arbitrary and group assessments, and often individual and group assessments,
assessments that are not always
RISE STANDARDS: ways. Assessment data is rarely utilize assessment data when and frequently utilize assessment
utilized when planning.
1.1, 1.2, 1.3, 1.4, 1.5 utilized when planning, planning. Assessments are data when planning. Assessments
Assessments do not always lead to
assessments are not aligned with somewhat ambitious, mostly are ambitious, especially authentic,
student growth, lack authenticity,
learning outcomes, and do not lead authentic, and aligned with specific and aligned with specific learning
and are not always aligned with
to student growth. learning outcomes. outcomes.
specific learning outcomes.
Demonstrates a Commitment to Rarely plans for and/or strives to
Sometimes plans for and/or strives Often plans for and strives to Frequently plans for and strives to
Cross-Curricular Instruction deliver instruction that integrates
to deliver instruction that deliver instruction that integrates deliver instruction that integrates
core content into music teaching
integrates core content into music core content into music teaching core content into music teaching
RISE STANDARDS: and learning processes. An
teaching and learning processes. and learning processes. An and learning processes. A highly
1.3, 1.4 ineffective music teacher fails to
Teachers needing improvement effective music teacher seeks effective music teacher finds
2.1, 2.2, 2.3, 2.6, 2.9 recognize the importance of
sometimes integrate the curriculum creative ways to integrate the creative ways to integrate the
3.2 integrating the curriculum and
in ways that minimize the curriculum that might not curriculum that do not minimize
does so in ways that minimize the
importance of music and music minimize the importance of music the importance of music and music
MUSIC STANDARDS: importance of music and music
making activities. and music making activities. making activities.
8, 9 making activities.
Sometimes models for students Frequently models for students
Rarely models for students Often models for students
exemplary musicianship though exemplary musicianship though
exemplary musicianship though exemplary musicianship though
continued music making with their continued music making with their
continued music making with their continued music making with their
voice and/or instruments. Teachers voice and instruments. Highly
voice and/or instruments. An voice and/or instruments. Effective
Provides a Model for needing improvement usually do effective music teachers regularly
ineffective music teacher does not music teachers occasionally seek
Professionalism not seek professional development seek professional development
seek professional development professional development
opportunities that might inform opportunities that might inform
opportunities to inform their opportunities that might inform
RISE STANDARDS: their instruction, seldom include their instruction, include parents
instruction, does not include their instruction, occasionally
2.8 parents and families in the and families in the education
parents and families in the include parents and families in the
3.3, 3.5 education process, and less process, and skillfully use
education process, does not use education process, and use
frequently use demonstration to demonstration to improve the
demonstration to improve student demonstration to improve student
improve student learning, which learning of all students and
learning, and lacks personal learning and increase personal
does not improve credibility with increase personal credibility with
credibility with stakeholders. credibility with all stakeholders.
stakeholders. all stakeholders.