BERKLEE | Music Education Student Handbook http://www.berklee.edu/departments/handbooks/music_ed.html?

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Music Education Student Handbook

Revisions effective as of Spring 2006.

INTRODUCTION AND STATEMENT OF PURPOSE

MUSIC EDUCATION FACULTY
LAPTOP/MAJOR BUNDLE REQUIREMENTS
CURRICULUM
ADVISING
ATTENDANCE POLICY
GRADING POLICY
ACADEMIC POLICIES
MUSIC EDUCATION CONCENTRATE- 50 CREDITS
PRE-PRACTICUM AND PRACTICE TEACHING
MASSACHUSETTS TESTS FOR EDUCATOR LICENSURE (MTEL)
MUSIC EDUCATION PROFICIENCY EXAM
EVALUATION STANDARDS FOR TEACHER LICENSING
LICENSURE
GENERAL INFORMATION

INTRODUCTION AND STATEMENT OF PURPOSE

You have been approved for entrance into the curriculum for a Bachelor of Music Degree in
Music Education. This handbook is prepared to introduce you to department curriculum and
policies. If, after reading this material, you have any questions you may meet with either Cecil
Adderley, Chair of the Music Education Department or your departmental advisor. Please feel
free to contact them at anytime for an appointment.

The activities of the Music Education Department are designed to support the mission of the
Professional Education Division and the mission of the College in general, by insuring that its
graduates successfully meet the six standards for effective teaching as prescribed by the
Massachusetts State Department of Education. This will be accomplished by providing learning
experiences incorporating classroom, laboratory workshop, seminar, and field/practicum
formats, which are designed to achieve the seven educational objectives listed below:

1. To insure that the music education student is knowledgeable in the field of music and
music education both contemporary and past.
2. To provide the music education student with the means to communicate clearly,
understandably, and appropriately with teachers, students and parents.
3. To enable the music education student to design instruction which will facilitate learning,
consistent with the needs and interests of the learners; to provide classroom skills.
4. To enable the music education student to design various evaluative procedures, and use
the results of these procedures to assess the effectiveness of instruction.
5. To enable the music education student to analyse and think critically, about teaching and
learning, and to foster students' creative and analytical thinking skills.
6. To insure that the music education student is equitable, sensitive, and responsive to all
learners.
7. To ensure that the music education student understands legal and moral responsibilities
of the teaching profession.

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The curriculum for the Bachelor of Music Degree in Music Education at Berklee has two very
specific objectives: 1) to help the student become an accomplished teacher in the music
classroom through the acquisition of a basic traditional and contemporary knowledge, practical
teaching techniques, and the opportunity to observe and work under successful members of
the music teaching profession; 2) to help the student become eligible for licensing to teach
music in a public school.

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MUSIC EDUCATION FACULTY

Full-time

Cecil Adderley: Department Chair. Teaches pre-practicum apprenticeship and practice

teaching seminar.

Peter Cokkinias: Professor. Teaches instrumental conducting and instrumental rehearsal

techniques, instrumental methods and materials, double reed/saxophone class, and recital
class.

John Hagon: Professor. Teaches scoring for secondary school ensembles, introduction to music
education, and survey of instrumental literature.

Deanna Kidd-Szymczak: Professor. Supervises student teachers.

Stefani Langol: Assistant Professor. Coordinator of Technology. Teaches elementary methods,

computer applications, and multimedia for the educator.

Wayne Ward: Professor. Teaches vocal conducting, vocal rehearsal techniques, vocal methods
and materials, vocal arranging, keyboard classes, and theater production. Supervises student
teachers.

Part-time

Elizabeth Allison: Assistant Professor. Teaches elementary methods and special approaches to
music education.

Faith Lueth: Associate Professor. Teaches vocal conducting, teaching with a multicultural
perspective.

Nalora Steele: Associate Professor. Teaches concert choir and preparing for the music licensing
exam.

Adjunct

Charles Cassara: Professor (Harmony). Teaches secondary methods, harmony and arranging
courses.

Daryl Lowery: Associate Professor (Ear Training). Teaches computer applications.

Scott McCormick: Professor (Harmony). Teaches Orff/Kod" ly and computer applications.

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David Vose: Professor (Ear Training). Teaches marching band methods.

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LAPTOP/MAJOR BUNDLE REQUIREMENTS

Participation in the BLPP (Berklee Laptop Purchase Program) is required of all entering
students as of Fall 2003. The Music Education Software Bundle purchase is required for those
entering the major as of Fall 2004. The department strongly urges students to opt-in for both
the laptop and software bundle if not already purchased.

Information (pricing, contents) about the BLPP and Majors Bundles can be found at
http://www.berklee.edu/computers/default.html

Major Bundle Opt-in: Students who declare Music Education are automatically reserved a
bundle for the effective semester. The opt-in period for all major bundles is during the third
week of classes (all semesters) and closes at 11:59 PM on the Friday of that week. Students
must go to the following secure site to enroll: https://secure.berklee.edu/mbopp You must use
your Berklee student email address* - confirmation of enrollment will be sent.

The Music Education Software Bundle is designed to support the needs and requirements of
the Music Education curriculum**, and consists of the following:

(1) Sibelius Educational Suite

Sibelius Notation (music notation)

Instruments (guide to band and orchestral instruments)
Notes (resource pack for teaching with Sibelius)
Auralia (ear training)

For more information about the products listed above, visit the Sibelius website at
http://www.sibelius.com

(2) Band-in-a-Box (accompaniment program)

For more information, visit the PG Music website at http://www.pgmusic.com/band.htm

(3) Additional 512MB RAM Card (programs need the memory)

Bundle waivers need to be discussed with the Music Education Department Chair. Waivers will
only be granted if proof of equivalent equipment is provided.

Bundle Pick-up Procedures: The pick-up period is approximately two weeks after the close of
the opt-in enrollment. You will need to bring your Berklee ID and a copy of your email
confirmation to Berkleebooks (1080 Boylston). Pay for your bundle (credit card, money order,
cashier's check, or cash) - remember that 5% Massachusetts sales tax will be added. The
bookstore will give you a sales receipt and a copy of the completed purchase-registration form
for the bundle.

Bundles will be distributed during designated times at 168 Massachusetts Ave., lower level by
the Archer Management Systems (AMS) staff. Please present your Berklee ID, sales receipt,

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and purchase-registration form to the AMS staff member. AMS will confirm all paperwork and
issue your bundle.

Clinics: The department will hold bundle configuration/registration clinics after the pick-up
period has ended. All the software needs to be installed and registered immediately, even if
you won't be using it right away. The registration keys for certain products expire in a short
amount of time and you will not be eligible for any of the free updates if you haven't registered
your software.

*The department makes extensive use of the student email system in communicating with our
majors. All department majors are encouraged to check their student email accounts
frequently.

**As courses are revised, it may be necessary to delete/include items in the MUED Bundle.
Please check the website regularly for updates.

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CURRICULUM

The Bachelor of Music Degree with a major in Music Education requires 130 credits for
graduation to be taken as described below.

Core Music: 22 credits to include Arranging 1, Harmony 1-4, Ear Training 1&2, Solfege 1&2,
and Computer Applications for Music Education.

Traditional Studies: 12 credits to include Traditional Materials/Structure of Music 1&2,

Traditional Counterpoint 1 & 2, and General Music History 1&2.

Instrumental Instruction: 8 credits, (an additional 4 credits required as part of the

concentrate).

Liberal Arts: 33 credits to include College Writing 1&2, Prep. for the MA Communication Skills
Licensing Exam, History of Art 1&2, History of Western Civilization 1&2, General Psychology,
Child Psychology, Philosophy of Education and a Physical Science Selection.

Ensemble/Lab: 5 credits (tip: make sure you complete the labs required of your principal
instrument- see the Chair or Assistant Chair of your instrumental department). Note: Music
Education Concert Choir and Music Education Orff Ensemble cannot be used to satisfy this
requirement.

Concentrate: 50 credits to be used as specified in the concentrate chart of 44 core

requirements and 6 approved specified electives. Note: Courses not listed under Approved
Specified Electives (ASEs) may be applied, but you MUST have the approval of the Music
Education Chair prior to registering for the course.

Prototype courses (ME-PROTO) can also be applied as ASEs. Once a course has been
permanently added to the Music Education offerings, it will be added to the ASE list.

Dual majors with Performance must complete an additional 4 credits of approved specified
electives to replace the credits for Private Instruction 5 and 6.

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It is important to note that COND 211 (Conducting 1) and COND 212 (Conducting 2) are not
equivalent to COND 221 (Vocal Conducting for Music Ed.) and COND 222 (Instrumental
Conducting for Music Ed.). Our introductory conducting courses involve working with a live
ensemble. If you believe you have sufficient experience to warrant CBX for either of these
courses, you may apply for CBX with the appropriate faculty member.

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ADVISING

All majors will be assigned a music education faculty advisor upon acceptance to the program.
Meetings will be required upon program entry and in your 2nd, 4th, and 6th semesters in the
major. Additional meetings may be scheduled at your request, but are not mandatory.

Don't rely on the "rumor mill" for academic advising. See your departmental advisor, the
Department chair, or the department Administrative Assistant for any questions.

Also, a Prerequisites Guide is available in PDF format on the Music Education Homepage to
help eliminate the flipping back-and-forth through all those cryptic course numbers in the
Registration Manual.

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ATTENDANCE POLICY

Prior to the end of the ninth week of the term, any unexcused absence exceeding three will
result in withdrawal from the course. The instructor will determine whether or not an absence
is excused or unexcused. In order for an absence to be excused, the student must inform the
instructor of the reason for the absence. Unexcused absences after the ninth week of the term
will be averaged as part of the final grade.

Students are urged to make note of the Withdrawal date each semester. If you are falling
behind in a class, withdraw. Don't take the "F" because you may end up on Academic
Probation, which puts you at risk from being dropped from the major.

If you do withdraw from a course, make sure that you complete the form correctly (complete
course number, course name, instructor). The Registrar's Office doesn't check your work for
discrepancies.

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GRADING POLICY

All course work (i.e. papers, arrangements, final projects) must be completed by assigned
completion date. No incomplete grades will be given at the end of the term for work not
completed. Student's grades will be based on work turned in by completion dates. In the event
of a prolonged illness, the student should make special arrangements to make up the work. All
examinations, written or played, must be taken at the scheduled time. In the event of illness or
emergency a make-up exam time may be arranged with the instructor.

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According to college policy, there are established fees for missed exams/projects (midterm
$10; final $20) and instructors have the right to require you to pay the appropriate fee before
making any arrangements with you. Be advised there are instructors that will exercise this
right.

In order to remain in the music education major students must maintain a grade point average
of 2.7 in the concentrate courses and an overall cumulative grade point average of 2.00.

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ACADEMIC POLICIES

It is up to you, the student, to be informed of the many academic policies in place throughout
the College. The majority of these policies can be found in the introductory pages of the
Registration Manual or the Bulletin. "No one ever told me that," is not a valid excuse. Academic
Probation, other departments having different grading policies, not following up on
paperwork, etc. can have serious, negative consequences for you.

Some helpful websites:

Office of the Registrar

http://www.berklee.net/re/ (graduation info, deadlines, major grids)

Student Affairs
http://www.berklee.net/sa/ (Student Handbook - you didn't know we had one, did you?)

Visit these websites often for important updates. The Bulletin is produced by the Office of
Admissions and is available at Check-In each semester. You may also request a copy from the
Registrar's Office or Admissions.

Also, make sure to follow-up on all paperwork (CBX, grade changes, withdrawals) and keep all
the copies sent to your student mailbox.

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MUSIC EDUCATION CONCENTRATE- 50 CREDITS

CORE REQUIREMENTS- 44 Credits

Course Number Title Credits

COND 221 Vocal Conducting for Music Education 2
COND 222 Instrumental Conducting for Music Education 2
COND 321 Vocal Rehearsal Techniques for Music Education 2
COND 322 Instrumental Rehearsal Techniques for Music Education 2
ENVC 361 Music Education Concert Choir (Fall/Spring only) 1
ISBR 221/231 Trumpet or Trombone Class for Music Education 1
ISKB 221-322 Keyboard 1-4 for Music Education 4
ISWD 222 Clarinet Class 1

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ME 111 Introduction to Music Education 1

ME 211 Elementary Classroom Methods (Fall/Spring only) 3
ME 311 Secondary Classroom Methods (Fall/Spring only) 3
ME 321 Vocal Methods and Materials 1 1
ME 322 Vocal Methods and Materials 2 1
ME 325 Orff/Kodaly: Approaches to Music Education 2
ME 326 Multimedia for the Educator 2
ME 341 Teaching with a Multicultural Perspective 2
ME 381 or ENLB Survey of Instrumental Literature or Contemporary Wind
1
271 Orchestra
ME 431 Instrumental Methods and Materials 1
ME 475 Pre-Practicum Apprenticeship/Seminar 1
ME 495 Practice Teaching/Seminar 6
PIXX 311/312 Private Instruction 5 & 6 4
PSME 311 Recital Class for Music Education 1

APPROVED SPECIFIED ELECTIVES

Course
Title Credits
Number
AR 112 Arranging 2 2
AR 313 Arranging for Sec. School Instr. Ensembles (Fall-odd years) 2
AR 314 Arranging for Sec. School Vocal Ensembles(Spring-odd years) 2
AR 316 Arranging for High School Jazz Ensembles (Spring-even years) 2
Trumpet or Trombone Class for Music Education (whichever not
ISBR 221/231 1
taken)
ISGT 221 Guitar Class 1
ISPC 221 Percussion Class 1
ISST 221 String Class 3
ISWD 221 Flute Class 1
ISWD 223 Double Reed/Saxophone Class 1
ME 352 Preparing for the Music Licensing Exam(Fall/Spring) 2
ME 355 Music Education Orff Ensemble (Spring) 2
ME 385 Marching Band Methods and Materials (Fall) 2
Suzuki, Gordon, or Dalcroze: Approaches to Music Education
ME PROTO 2
(Fall/Spring)
ME PROTO Survey of Vocal Music Literature 1
MTEC 111 Introduction to Music Technology 2
PST 385 Elements of Theater Production(Fall/Spring) 2

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PRE-PRACTICUM AND PRACTICE TEACHING

There are three concentrate courses that require field experience in the public schools as part
of the course work:

ME 211 Elementary Classroom Methods requires 15 hours of observation time to

be completed during the term that the course is taken.
ME 311 Secondary Classroom Methods requires 15 hours of observation time to be
completed during the term that the course is taken.
ME 475 Pre-practicum Apprenticeship requires 45 hours of work as an assistant
instructor in the school system in which you plan to student teach the
following semester. For licensing the hours should be divided equally between
elementary and secondary level. It is also recommended that students spread
their hours out over several weeks to ensure a "good fit" in the chosen school
system.

Important Notes:
A passing score (70 or higher) on BOTH the Communications Skills and Music Massachusetts
Tests for Educator Licensure (MTEL) and a proficiency examination in music education are
required for all students before admission to ME 475: Pre-practicum Apprenticeship. The
exam will be taken during the final examination week the term prior to entrance into ME 475.
In order to schedule an exam appointment, students must have (1) passed the Communication
Skills portion of the MTEL; (2) passed or have proof of registration for the Music portion of
the MTEL, and (3) completed (or currently enrolled in) all prerequisite courses listed in the
Registration Manual. Students given an unsatisfactory evaluation may retake the exam
during registration week of the next fall or spring term.

Students WILL NOT be allowed into ME 495: Practice Teaching/Seminar without a passing
score on the licensure exams.

Field Experience Dress Code:

No extreme dress ("belly" shirts, exposed and/or excessive piercings, etc.), poor grooming,
lack of personal hygiene will be tolerated in the field.

Men - shirt, tie, dress slacks or pressed khakis

Women - skirt, blouse, dress, or pantsuit

Sneakers are not considered appropriate footwear unless you provide us with documentation
of a medical condition.

Click here to download the 2006-2007 Music Education Dress Code Manual as a PowerPoint
Presentation.

Field Experience:
The practicum course (ME 495) requires 450 hours of student teaching contact in a
public school system in the Boston area and should include the following types of experiences:

For PreK-12 licensing-Teaching general music at the elementary and/or secondary school
level, rehearsing instrumental ensembles at the elementary, middle school level, teaching high
school music classes (theory, music history, etc.) rehearsing vocal ensembles at the high

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school level, and rehearsing instrumental ensembles at the high school level.

The student teaching practicum can be scheduled as follows:

One level five days per week for eight weeks followed by the second level five days per week
for seven weeks, or both levels for 15 weeks.

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MASSACHUSETTS TESTS FOR EDUCATOR LICENSURE (MTEL)

For more information about the exams, please visit http://www.doe.mass.edu/mtel/.

The Massachusetts Tests for Educator Licensure (MTEL) are designed to measure candidates'
ability to communicate effectively - that is, to read and write with comprehension and clarity
- as well as to measure the breadth and depth of their knowledge in specific subject areas. The
tests have both multiple-choice questions and open-response questions, typically requiring
responses in essay or problem-solving form.

Credit-by-Exam (CBX)
We encourage students to take the licensing exams as early in the program as possible. As an
incentive, you will receive credit-by-exam for the following courses:

For a passing score on the Communication Skills exam:

LHUM 221: Preparing for the MA Communication Skills Licensing (3 credits)

For a passing score on the Music exam:

CM 251: Traditional Materials/Structure of Music 1 (2 credits)
CM 252: Traditional Materials/Structure of Music 2 (2 credits)
LHAN 251: General Music History 1 (2 credits)
LHAN 252: General Music History 2 (2 credits)

Please see the Administrative Assistant for Music Education after the scores are released to
apply for CBX. If your scores were not reported to Berklee, you must provide a copy of your
score report.

Note: If you take CM 211/212 (Traditional Harmony 1 & 2) and LHAN 211/212 (History of
Music 1 & 2), you will not receive CBX for the courses listed above after passing the Music
exam. These courses will satisfy the Traditional Studies requirements with permission of the
Music Education Department Chair.

Communication and Literacy Skills Test:

The Communication and Literacy Skills test comprises two sub tests: reading and writing.
Candidates taking the test are asked to demonstrate that they have the communication and
literacy skills necessary for effective instruction and communication between school and
parents. Areas tested include the comprehension and analysis of readings; development of
ideas in essay for on specific focused topics; outlining and summarizing; interpretation of
tables and graphs; and mastery of vocabulary, grammar, and mechanics. The reading sub
test contains multiple-choice questions and work meaning (vocabulary) questions to test the
knowledge of educator candidates. The writing sub test contains four sections: written
summary, written composition, grammar and usage, and written mechanics. The written

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mechanics section contains multiple-choice questions that test a candidate's ability to spell,
punctuate, and capitalize material from printed passages.

To meet the qualifying score on the Communication and Literacy Skills test, you must meet the
qualifying score on each of the sub tests. Once you meet the qualifying score on a sub
test, you do not have to take that sub test again.

This test is four hours in length.

Music Test:
The music test consists of multiple-choice questions and open-response questions. It assesses
proficiency and depth of understanding of the subject at a level required of an educator in
Massachusetts schools, including wide-ranging knowledge and insights, conceptual
understanding, and methodology of the discipline.

Field Objectives for Music (PDF document)

http://www.mtel.nesinc.com/MA_testobjectives.asp

This test is four hours in length.

Testing Fees
See MTEL Registration Bulletin or http://www.mtel.nesinc.com/ for current exam and
registration fees.

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MUSIC EDUCATION PROFICIENCY EXAM

All music education students will be required to demonstrate satisfactory competencies in

certain areas in order to enroll in the student teaching practicum program (ME 475:
Pre-Practicum Apprenticeship).

Please visit http://classes.berklee.edu/ped/mued/mued_proficiency_materials for

procedures, topics to be tested, and resource materials.

Also, please note that you cannot register for ME 475 until all exam (MTEL and departmental
proficiency) requirements have been completed. The department will issue electronic waivers
once all requirements have been met. Students may then register for the course during the
Add/Drop period.

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EVALUATION STANDARDS FOR TEACHER LICENSING

603 CMR 7.00: Regulations for Educator Licensure and Preparation Program
Approval (see http://www.doe.mass.edu/lawsregs for more information)

All student teachers, as part of their evaluation for initial licensing, must be rated favorably
on the following standards:

7.06: Subject Matter Knowledge Requirements for Teachers

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Demonstrated by a passing score on the MTEL: Music

(20) Music: Vocal/Instrumental/General (Levels: All)

a. The following topics will be addressed on the test of subject matter knowledge:
1. Traditional Western music theory and harmony.
2. Score reading and musical analysis.
3. Music history and literature, including the following:
a. Western (European) - early Gregorian chant to present.
b. American music - 1650 to present (including ethnic folk, jazz, Broadway, and
classic streams).
c. Introductory knowledge of at least two other musical traditions with
contrasting compositional and performance characteristics and genres.
4. Music criticism: analysis and critique of musical works and performance.
5. Knowledge of at least one special approach to music education for students, such
as Orff Schulwerk, Kodaly, Dalcroze, Suzuki, Gordon.
6. Musical development in children and adolescents.
7. Introductory knowledge of choral literature and conducting techniques.
8. Introductory knowledge of instrumental literature and conducting techniques.
b. The following topics shall be included in an approved program but will not be
addressed on the test of subject matter knowledge:
1. Singing skills and basic vocal production.
2. Sight singing and music reading, using standard notation.
3. Intermediate level of keyboard proficiency.
4. Use of technologies in music.
5. Advanced vocal proficiency.
6. Choral methods for treble, changing, and high school voices.
7. Advanced instrumental proficiency on one instrument.
8. Instrumental methods on strings, woodwinds, brass, percussion.

7.08: Professional Standards for Teachers

Most recently amended by the Board of Education: April 26, 2005
Effective: May 20, 2005

1. Application.The Professional Standards for Teachers define the pedagogical and other
professional knowledge and skills required of all teachers. These Standards are used by
teacher preparation providers in preparing their candidates, by the Department in
reviewing programs seeking state approval, and by the Department as the basis of
performance assessments of candidates. Candidates shall demonstrate that they meet
the Professional Standards by passing a Performance Assessment for Initial License:
a. In the practicum or practicum equivalent phase of preparation for the Initial
License; or
b. As part of the Performance Assessment Program.

The Department will issue guidelines for each type of performance assessment to reflect
differences in growth in professional knowledge and skills.

2. Standards for All Teachers Except Library and Speech, Language, and Hearing
Disorders Teachers
a. Plans Curriculum and Instruction.

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1. Draws on content standards of the relevant curriculum frameworks to plan

sequential units of study, individual lessons, and learning activities that
make learning cumulative and advance students' level of content knowledge.
2. Draws on results of formal and informal assessments as well as knowledge
of human development to identify teaching strategies and learning activities
appropriate to the specific discipline, age, level of English language
proficiency, and range of cognitive levels being taught.
3. Identifies appropriate reading materials, other resources, and writing
activities for promoting further learning by the full range of students within
the classroom.
4. Identifies prerequisite skills, concepts, and vocabulary needed for the
learning activities.
5. Plans lessons with clear objectives and relevant measurable outcomes.
6. Draws on resources from colleagues, families, and the community to enhance
learning.
7. Incorporates appropriate technology and media in lesson planning.
8. Uses information in Individualized Education Programs (IEPs) to plan
strategies for integrating students with disabilities into general education
classrooms.
b. Delivers Effective Instruction.
1. Communicates high standards and expectations when beginning the lesson:
a. Makes learning objectives clear to students.
b. Communicates clearly in writing and speaking.
c. Uses engaging ways to begin a new unit of study or lesson.
d. Builds on students' prior knowledge and experience.
2. Communicates high standards and expectations when carrying out the
lesson:
a. Uses a balanced approach to teaching skills and concepts of elementary
reading and writing.
b. Employs a variety of content-based and content-oriented teaching
techniques from more teacher-directed strategies such as direct
instruction, practice, and Socratic dialogue, to less teacher-directed
approaches such as discussion, problem solving, cooperative learning,
and research projects (among others).
c. Demonstrates an adequate knowledge of and approach to the
academic content of lessons.
d. Employs a variety of reading and writing strategies for addressing
learning objectives.
e. Uses questioning to stimulate thinking and encourages all students to
respond.
f. Uses instructional technology appropriately.
g. Employs appropriate sheltered English or subject matter strategies for
English learners
3. Communicates high standards and expectations when extending and
completing the lesson:
a. Assigns homework or practice that furthers student learning and
checks it.
b. Provides regular and frequent feedback to students on their progress.
c. Provides many and varied opportunities for students to achieve

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competence.
4. Communicates high standards and expectations when evaluating student
learning:
a. Accurately measures student achievement of, and progress toward, the
learning objectives with a variety of formal and informal assessments,
and uses results to plan further instruction.
b. Translates evaluations of student work into records that accurately
convey the level of student achievement to students, parents or
guardians, and school personnel.
c. Manages Classroom Climate and Operation.
1. Creates an environment that is conducive to learning.
2. Creates a physical environment appropriate to a range of learning activities.
3. Maintains appropriate standards of behavior, mutual respect, and safety.
4. Manages classroom routines and procedures without loss of significant
instructional time.
d. Promotes Equity.
1. Encourages all students to believe that effort is a key to achievement.
2. Works to promote achievement by all students without exception.
3. Assesses the significance of student differences in home experiences,
background knowledge, learning skills, learning pace, and proficiency in the
English language for learning the curriculum at hand and uses professional
judgment to determine if instructional adjustments are necessary.
4. Helps all students to understand American civic culture, its underlying
ideals, founding political principles and political institutions, and to see
themselves as members of a local, state, national, and international civic
community.
e. Meets Professional Responsibilities.
1. Understands his or her legal and moral responsibilities.
2. Conveys knowledge of and enthusiasm for his/her academic discipline to
students.
3. Maintains interest in current theory, research, and developments in the
academic discipline and exercises judgment in accepting implications or
findings as valid for application in classroom practice.
4. Collaborates with colleagues to improve instruction, assessment, and student
achievement.
5. Works actively to involve parents in their child's academic activities and
performance, and communicates clearly with them.
6. Reflects critically upon his or her teaching experience, identifies areas for
further professional development as part of a professional development plan
that is linked to grade level, school, and district goals, and is receptive to
suggestions for growth.
7. Understands legal and ethical issues as they apply to responsible and
acceptable use of the Internet and other resources.

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LICENSURE

Applying For Licensing In Massachusetts

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In order to receive the Massachusetts teaching license in music you must:

1. Apply online (for faster service) at http://www.doe.mass.edu/educators. You will

need to setup a username and password to access the secure portal [ELAR]. You
may also submit a completed paper application form, which is available for
download on http://www.berklee.net/me/licensure.html.
2. Request a degree transcript in writing. We have created a PDF fill-in form, which
can also be downloaded from http://www.berklee.net/me/licensure.html. Your
transcript MUST be appropriately endorsed by the Music Education Chair or your
license application will be put on hold. This may jeopardize obtaining a teaching
position.
3. Pay the Commonwealth of Massachusetts $100.00 (check the DOE website for any
fee changes) via money order or bank/cashier's check. No personal checks are
accepted, however the DOE does accept Mastercard or Visa for payment.

Evidence of having passed required two-part state test of communication skills and
subject matter (music and music education) knowledge is verified between the DOE and
the testing company.

All entry-level licenses will be initial and valid for five years.

Applying For The Northeast Regional Credential

The Northeast Regional Credential (NRC) is available, upon request, to anyone who
holds at least an initial regular license in a particular field in any of the seven states.
Issued pursuant to the Interstate Agreement on Qualification of Personnel, the NRC
entitles you to be employed in the credential title(s) for a period not exceeding one year
in the schools in Maine or two years in the schools for the following jurisdictions:
Connecticut (Connecticut will issue all NRCs, but will only accept a NRC in
Occupational/Trade for purposes of employment in Connecticut), Massachusetts, New
Hampshire, New York, Rhode Island, and Vermont. It is not renewable; however, in the
event that you are not employed during the regional credential's initial validity period,
it may be reissued for an additional full-term to those who continue to hold a valid state
certificate/license/endorsement.

Applying For Licensing In Other States

Massachusetts has a reciprocal agreement with many other states under the NASDTEC
Interstate Agreement to honor its certificates toward licensing in those states. This will
allow you to bypass many specific requirements in other states. For more information,
please visit http://www.nasdtec.org/ and click the "Interstate Agreement" link. A
number of states require licensing applicants to pass a written examination before
granting licensing. Some have developed their own state test while many others require
the Praxis Tests. A sample of this examination is available at http://www.ets.org
/praxis. The interstate agreement does not allow you to bypass any testing
requirements.

A manual containing Alternate Certification requirements for all 50 States is available

in the Berklee library. The Department Chair also has a copy.

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GENERAL INFORMATION

Instrumental Rental

Instruments needed for instructional course requirements may be checked-out from the
department for the semester at no charge. The Administrative Assistant will hold
check-out and returns at designated times. All other times are by appointment only. We
may also be contracting with outside instrument leasing companies to ensure that we
have a sufficient quantity of instruments each semester. You will be advised of any
changes in the procedure listed above.

Resource Center

Music Education resources compiled by the department are located in the Stan Getz
Media Center and Library for use by students and faculty of the College. The collection
contains books, periodicals, music, recordings, audio equipment, video series, classroom
music series, and other teaching resource materials for utilization by students in
preparing classroom and rehearsal instruction. Several instructors also have materials
at the reserve desk for specific courses. DON'T BE AFRAID TO ASK FOR HELP FROM
THE LIBRARY STAFF.

MENC Student Chapter

The Music Education Department sponsors a student chapter of the National

Association for Music Education (formerly Music Educators National Conference, hence
the acronym MENC). MENC is dedicated to music education advocacy and providing
resource materials to educators in both the public and private schools. Membership is on
an academic year basis (September through June). Dues are $25.00-30.00 for the
school year for both the national and state chapters. Membership expires June 30th
(online access continued through September 30th) and includes subscriptions to The
Music Educators Journal (odd months), Teaching Music (even months), and
Massachusetts Music News (quarterly). Other benefits to MENC membership are
reduced admission charges for the MMEA (Massachusetts Music Educators Association)
All-State Conference, as well as, national and regional conferences, discounted prices for
MENC published resources, and a 50% discount on a professional membership if you
belong in your senior year.

The student chapter organizes workshops that are presented throughout the school
year, which are open to all Music Education majors, and also participates in the
Massachusetts All-State Music Conference. Information on membership is available
from department Administrative Assistant in F48, 22 Fenway or online at
http://classes.berklee.edu/ped/mued/menc575.

Links for MENC and MMEA can be found on http://www.berklee.net/me/Links.html.

Teaching Club

Formed as a companion to our MENC chapter, the Teaching Club provides another
opportunity to learn outside of the music education courses and to practice teaching

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concepts in a more relaxed setting . It brings in experienced teachers from Berklee and
other schools to discuss either specific subjects or teaching methods; has scheduled and
impromptu teaching experiences in front of the club members with the intention of
constructive commentary and the conveyance of knowledge; and mentors students in
their progression through the music education through fellow student guidance, mock
proficiency presentations, and MTEL advice.

Membership is free and meetings are open to all Music Education majors.

Music Education Web Sites

The Music Education Department maintains several course companion web sites that
were developed under the PT3 "Preparing Tomorrow's Teachers to Teach with
Technology" Grant Program which ended June 1, 2003. These are in addition to the
my.berklee.net CampusCruiser portal.

Links for these sites can be found on http://www.berklee.net/me/Links.html.

Note: These sites are protected. Please contact the department for the username and
password if you are not enrolled in the courses.

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