JACKSONVILLE UNIVERSITY

Music Education

Student Teaching Manual

Bachelor of Music Education, K-12,

Vocal/Choral and Instrumental Tracks

Revised August, 2018.

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Table of Contents
I. Introduction 4
Music Education Program Mission 4
Conceptual Framework 4

II. The Internship Program 5

Timeline 5
Internship Course Objectives 6
Policies and Procedures 6
I. Placement Process 6
II. Registration 7
III. Criminal Background Check 7
IV. Professional Dress 8
V. Transportation 8
VI. Substitute Teaching 8
VII. Outside Activities: Jobs 8
VIII. Absence 8
IX. Unsatisfactory Performance 9
Evaluation Policies and Procedures 9

III. Roles & Responsibilities 10

Music Education Program Coordinator 10
University Supervisor 11
Cooperating Teacher 13
Student Teacher 17

IV. Forms 24
Student Teaching Internship Application Forms 25
BME Student Teaching Application 25
Jacksonville University Internship Program Application 27
Student Teaching Intern Agreement Form 34
Evaluation Forms 35
Midterm Student Teacher Evaluation Form 35

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Final Student Teacher Evaluation Form 38
Observation Form 41
Student Teaching Formal Observation Checklist 42
Program Requirement Forms 43
University Supervisor’s Orientation Checklist for Cooperating Teacher 43
Student Teacher Responsibility Plan 44
Student Teacher Record of Attendance 46
Weekly Reflective Journal 49
Timetable for Student Teaching Responsibilities 50
Communication Information and Action Plan 53
Optional Forms 54
Teacher Questioning 54
Class Management Checklist 55
Lesson Plan Format (Template) 56
Lesson Plan Evaluation (Template) 58
Office Forms (University Supervisor) 60
University Supervisor Time Log 60
Incident Form 61
Student Update Form 62
Upon Completion 63
Student Teaching Exit Interview 63

V. Competencies and Musical Objectives 64

FEAPS and PECS 64
Essential Subject Area Knowledge and Music Teaching Competencies 71
NGSSS - Music 72

VI. Teacher Certification 84

Paths to Teacher Certification 84
The Temporary Certificate 84
The Professional Certificate 85
Reciprocity Agreements With Other States 85

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I. Introduction
Welcome to the Student Teaching field experience at Jacksonville University (JU). This
handbook is your guide to the full-time student teaching internship and provides the
information and documents you will need to be successful in the student teaching semester of
your Music Education Program. The term “Student Teacher” means that during a full-time
internship, you will assume two roles simultaneously, student and teacher. The Student
Teacher role differentiates interns from Cooperating Teachers in that you are gaining a full-time
exposure to all of the people and components in the school environment: including students,
administrators, teachers, parents, curriculum, equipment, and facilities, and must learn how
they all work together. The teacher role requires acceptance of responsibilities for delivering
instruction and ensuring pupils learn in ways that resemble the role of a full-time teacher. Your
student teaching semester has been designed to help you succeed and this handbook is a very
important reference for the field experience.

Music Education Program Mission

The Bachelor of Music Education (BME) program is designed for students preparing to teach
choral or instrumental music in a public or private school setting. The curriculum includes the
Professional Education Sequence completed jointly through the School of Education and
Division of Music and culminates with the Music Education Internship during the final semester
of study. Upon successful completion of degree requirements, candidates are prepared to earn
Florida teaching certification through application to the Florida Department of Education for a
3-year teaching certificate in music (Grades K-12). For further information, see Section VI,
Teacher Certification: “Paths to Certification – Temporary and Professional Certification” and
“Teacher Certification Reciprocity Agreements.”

Conceptual Framework
The experiential field-based approach to teaching reinforces a reflective, constructivist
framework and facilitates the development of skills and competencies in a variety of
educational settings. We are committed to developing music educators who employ best
practice principles and sound decision-making for integrating learning to reach diverse
students.

The Music Education Program seeks to develop music educators who possess content
knowledge and who subscribe to a connected and integrated pedagogy. They will embody the
three following ideals:

Reflective Teaching, which allows the meaning making process; a systematic, rigorous
disciplined way of thinking that occurs within a community and which requires attitudes that
value the personal and intellectual growth of self and others.

Constructivist Belief, that learners build understanding and that the “act of teaching” cannot be
disassociated from the “act of learning.”

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 Integrative Learning, ensuring that what teachers do is derived from and clearly related to what
they believe, and that those beliefs are grounded in ideas that are educationally sound.
The faculty are committed to helping students develop a perspective of the school change
process that can benefit their classroom performance and subsequent learning outcomes.
Students will have a broader understanding of what the school is aiming to accomplish and
how their performance as effective decision-makers will contribute to that vision.

II. The Internship Program

The internship is designed to provide student teachers with opportunities to work full-time in
classrooms with a variety of learners. Student Teachers will continue to develop their skills in
organizing, planning, teaching, and evaluating instruction and student learning. Student
Teachers will demonstrate their abilities to positively impact student learning and document
their skills by submitting artifacts that link to the Florida Educator Accomplished Practices
(FEAPs), Professional Education Competencies (PECs), and Next Generation Sunshine State
Standards in Music (NGSSS). In-depth classroom experiences, seminar topics, reflective
journaling, and feedback from University Supervisors and Cooperating Teachers will help
provide scaffolded experiences for developing preservice teachers.

Timeline
1. Two semesters before your internship.
a. Degree progress. At the beginning of the semester, check whether you are on
schedule to intern because you will be required to have completed all of your degree
with the possible exceptions of MUS 461, Measurement, Evaluation and Assessment
in Music Education, and MUS 400, Senior Recital, before enrolling in MUS 462, Music
Education Internship.
b. Florida Teacher Competency Exams (FTCE). Consider taking all three exams prior to
enrolling in MUS 462. Passing the General Knowledge (GK), Subject Area (Music),
and Professional Education (Ped) exams provide an important indicator of the
student’s preparation, increases the likelihood of subsequently gaining and retaining
employment, and of proceeding successfully toward obtaining a professional license.
Testing is available at the Pearson VUE centers (there is one at FSCJ Downtown and one on
Baymeadows Rd.). See: http://www.fl.nesinc.com/FL_prepPrepVideo.asp or
http://www.fl.nesinc.com/prepare.asp
Also, UCF keeps a useful site about the FTCE: https://education.ucf.edu/ftce/
Additional sample questions are available here:
https://www.testprepreview.com/ftce_practice.htm
c. Fingerprinting. Prior to the Student Teaching Semester, all applicants will have a
background check run by DCPS. Once applicants have passed a background check,
the process of finalizing placements will begin. Fingerprinting is $82.50 and
appointments are made online through fieldprint
https://schedule.fieldprint.com/User/SignIn?ReturnUrl=%2f
When completing the online form, enter your legal name and Jacksonville University as the
college you are attending. Enter TBD for the School Name, and Intern for the
Position.
fieldprint has many locations:
https://fieldprintusa.com/FBISubPage_2col.aspx?ChannelID=266

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 Please be sure to allow two to three weeks for processing and approval. For further
information, call 1-877-614-4364 or e-mail customerservice@fieldprint.com

2. One semester before your internship.

a. At the beginning of the semester, meet with the Coordinator of Music Education to
discuss possible placements with DCPS CET teacher supervisors.
b. By the end of the first month:
i. Submit proof of fingerprinting with DCPS.
ii. Complete the teacher education application forms.
iii. The Coordinator of Music Education will forward your application through the
School of Education to DCPS.
c. By the end of the semester the Coordinator of Music Education will inform the
prospective intern regarding whether the internships have been confirmed or
whether other CET supervising teachers are being sought.
3. The semester of your internship:
a. Make sure that you are enrolled in MUS 462, Music Teaching Internship. This
involves submitting your internship application to the Jacksonville University
Registrar’s Office.

Internship Course Objectives

1. Demonstration of all FEAPs/PECs (12 areas), subject area knowledge and music teaching
competencies (11 areas), and NGSSS (5 areas, at least one from each) at the fullfilled level by
submitting artifacts developed during the student teaching experience.
2. Demonstration of the ability to determine and use appropriate instructional methods and
strategies for a diverse group of learners - individuals and groups
3. Design and implement effective unit plans and daily lesson plans which meet all children’s needs
4. Demonstration of reflective practices through journaling, feedback, and lesson planning.
5. Demonstration of positive impact on K-12 students through completion of Teacher Work
Sample/Unit.
6. Evidence of professional development.
7. The resulting document will be a portfolio in a 2-3” binder that includes:
a. Title page (outide and inside)
b. Table of Contents indexing where in your lesson plans each of the FEAPs/PECs, subject area
knowledge and music teaching competencies, and NGSSS have been met.
c. Enough lesson plans, usually about a dozen, to demonstrate the various competencies.
d. The student teacher record of attendance.
e. A reflective weekly journal that includes a conclusion section at the end.
f. Evidence of professional development and plans for future professional development.

Policies and Procedures

I. Placement Process
Each Student Teacher candidate is required to complete a Student Teaching Application by the
end of the first month of the semester prior to the internship semester and provide it to the
Coordinator of the Music Education Program. This year, the application deadlines to DCPS are

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 October 1, 2018, and March 4, 2019, to intern the following semester; which means that the
completed forms need to be submitted to the JU coordinator of music education two weeks in
advance so that:
1. Music Education Coordinator consults with the prospective Student Teacher to identify
the type(s) and levels of placement.
2. Music Education Coordinator contacts DCPS CET trained teachers in those music
specializations to ascertain who is available and willing to host a Student Teacher for the
Fall semester.
3. Coordinator of Music Education signs agreement forms and send students’ Application,
Transcript, and Agreement Form, to DCPS Placement Office with request spreadsheet.

During the next two months:

1. Placement Office contacts each school identified to confirm placement and sends
Application packet to school. School Principal and Cooperating Teaching sign Agreement
Form and send forms back to Placement Office.
2. Placement Office sends Agreement Forms back to Coordinator of Music Education for
files.
3. Coordinator of Music Education, then confirms with the student that the placement(s)
have been made.

Occasionally, placements need to be readjusted as the teaching semester approached during to

teacher’s taking a leave of absence, deciding to leave the district, etc. When this occurs, other
placement arrangements will be made as soon as possible.

II. Registration
Following acceptance into the Teacher Education Preparation Program, prospective Music
Education Student Teachers must register for:

MUS 462 Music Education Internship 9 cr. hrs.

Most Measurement, Evaluation, & (3)
students also Assessment in Music Education
take MUS 461
Or MUS 400 Senior Recital plus Applied (0 + 2 or 3)
MUS 402/404 Lessons
Note: You are excused from MUS 100,
408, and Ensembles during your
internship.
Total: 12 credits

III. Criminal Background Check

Fingerprint documentation must be on file at the Duval County Public School (DCPS) Office.
Prior to the Student Teaching Semester, all applicants must have a background check run by
fieldprint for DCPS. Once applicants have passed the background check, the process of
finalizing placements will begin.

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 IV. Professional Dress
Student Teachers are professionals the day they step on the assigned school campus. Students
must realize that, at any time, the principal or other administrator will view the student
teacher as a potential hire. Dress and grooming must be, at a minimum, consistent with the
standards established at the assigned school. Student Teachers are expected to dress as
professionals and model appropriate appearance and hygiene for students under their care.
The Cooperating Teacher, Principal, or University Supervisor may excuse the Student Teacher if
dress is deemed inappropriate.

V. Transportation
Student Teachers are responsible for their own reliable transportation to and from the
internship site.

VI. Substitute Teaching

Jacksonville University prefers that Student Teachers do not serve the legal role of classroom
substitute teacher. In some instances, a Student Teacher may have completed the Duval County
Public School Substitute Course and be eligible to serve in this capacity. The Student Teacher
must advise the University Supervisor and Director of Field Placements prior to serving as their
own Substitute Teacher and provide documentation that all county requirements have been
fulfilled.

VII. Outside Activities: Jobs

The Student Teaching semester is a full-time placement and public-school music teachers often
have responsibilities that extend beyond the regular school day. Student Teachers are strongly
encouraged to curtail any employment and outside activities during this semester. An outside
activity cannot be used as an excuse for not performing the duties required by the student
teaching experience.

VIII. Absence
Student Teachers are required to be in their placements every day. In the event of a true
emergency (hospitalization, severe illness with a doctor’s note, or death of an immediate
family member) you must complete the following steps:

1. Contact your Cooperating Teacher as far in advance as possible - not any later than 1
hour before schools starts
2. Contact your University Supervisor at the same time by email and office phone
3. University Supervisor will notify the Coordinator of the Music Education Program
4. University Supervisor will complete incident form (see appendix) and notify you of
consequences
5. Any Absence may result in internship termination and/or failing grade

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IX. Unsatisfactory Performance
If a student is not performing up to the teaching and performance standards as set forth by the
Music Education Program, a remediation plan will be instituted. The remediation plan will be
written by the University Supervisor to include a checklist of behaviors and identification of
specific areas requiring improvement that the Student Teacher must perform and exhibit with
proficiency by a specified date. All remediation plans will be approved by the Coordinator of
the Music Education Program. The University Supervisor will elicit the Cooperating Teacher’s
help in documenting and ensuring the implementation of the plan for completion. Weekly
written feedback is required until the plan is complete.
The remediation plan will be signed by Student Teacher, Cooperating Teacher, the Coordinator
of the Music Education Program, and the Dean.
If the remediation plan is not completed by the specified date, placement will be terminated
and student will receive a failing grade for student teaching. A planning conference will be held
with student and all concerned parties to explore options.
In instances where a Student Teacher’s performance is deemed to be unethical or a danger to
others, the Student Teacher’s placement will be terminated and a failing grade will be given.

Non-Compliance Procedures
Failure to fulfill any or all of the requirements for Student Teaching may result in the student
teaching placement to be terminated and a failing grade to be given. Documentation will be
filed in your Music Division student file. In all cases, the Dean of the College of Fine Arts will be
informed of all proceedings.

Evaluation Policies and Procedures

Evaluation procedures are necessary to provide clear expectations and consistent standards for
all involved in the student teaching experience. The following formal evaluation procedures
have been established.
1. The Student Teacher will receive written feedback from the University Supervisor
(including strengths and areas of concern in planning, implementation, and evaluation
phases of lessons) at each observation post conference and within 48 hours.
2. The Cooperating Teacher will submit written evaluations to the University Supervisor of
progress using the Informal Observation Form and Formal Observation Form to include
midterm and final observations.
3. The Final Evaluation by the Cooperating Teacher using the Formal Observation Form will
be discussed with the Student Teacher and presented to the University Supervisor.

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 III. Roles & Responsibilities

● Music Education Program Coordinator

● University Supervisor
● Cooperating Teacher
● Student Teacher

Music Education Coordinator

The role of the Music Education Coordinator in Student Teaching is to:

1. Develop, conduct, and evaluate Student Teacher Seminars*

2. Request and confirm Student Teacher placements
3. Supervise University Supervisors.
4. Support system for students, Cooperating Teachers, and University Supervisors.
5. Open communication and assist with problem solving for all parties involved in the
Student Teaching process.
6. Assign final grades based upon Cooperating Teacher and University Supervisor input for
Student Teaching.

University Supervisor
The University Supervisor’s role in the preparation of future Jacksonville University music
educators is a significant one. The University Supervisor works with both the Student Teacher
and Cooperating Teacher and provides the link between the assigned school and the school
system and Jacksonville University. The University Supervisor works cooperatively with both
the Cooperating Teacher and Student Teacher to raise the overall effectiveness of the Student
Teacher and the student teaching experience.

Responsibilities
1. Contact the Cooperating Teacher within the first week of the semester:
a. Go over program expectations and any evaluation/program forms. Set protocol for the
semester. Let the Cooperating Teacher know how and when to contact you.
b. Work with the Cooperating Teacher to help structure the Student Teacher schedule:
planning, opportunity to teach alone, try new techniques, and structure towards full
time responsibility.
2. Meet with your Student Teacher to discuss Student Teacher expectations,
communication guidelines, formal observation requirements, professional dress,
emergency absence procedures, plan to take over a full teaching load, and any concerns.
3. Confer with the Student Teacher at least every two weeks in person, by e-mail, and/or
about the Student Teacher’s Professional Development Plan.
4. Keep a written log of all contacts with the Student Teacher to include positive
performances and growth opportunities.
5. Help the Student Teacher and Cooperating Teacher resolve any problems affecting the
Student Teacher’s professional growth.

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 6. Should any occurrence out of the normal Student Teacher schedule arise (including an
absence), the University Supervisor must complete an incident report form within 48
hours and submit it to the Music Education Coordinator.
7. A minimum of three formal visits is required for each internship placement. Visit the
Student Teacher regularly for firsthand knowledge of the Student Teacher’s progress
with the Florida Educator’s Accomplished Practices, Professional Educator Competencies
and with the Florida Subject Area Standards.
8. Formal observations are to include a pre-conference, observation, and post-conference
with the Student Teacher.
9. Observe and evaluate using formal and informal methods and provide feedback within
48 hours on all aspects of Student Teacher’s performance.
10. Encourage the Student Teacher to use a variety of teaching styles and methods of
instruction.
11. Formal feedback must be given to the Student Teacher at a post-conference:
approximately 1 per month.
12. Take into consideration the Cooperating Teacher’s feedback and midterm evaluations to
help plan for improvement and foster growth.
13. Complete midterm and final evaluations through on-site observations, conferences,
assessment of requirements, and Cooperating Teacher evaluation. Inform Cooperating
Teacher of findings.
9. Coordinate and conduct pre- and post-observational conferences with Student Teacher.
10. Conduct a meeting with the Cooperating Teacher regarding the Student Teacher’s final
evaluation.
11. Submit the final evaluation and completed file to the Music Education Coordinator.
12. If a remediation plan is necessary, submit one copy and all updates of plan to the
Coordinator of Music Education.

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University Supervisor Forms
Form Name
University Time Log
Cooperating Teacher Orientation
Checklist
Incident Report Form
Student Teacher Update Form
Communication Form
JU Formal Lesson Plan Templates
Midterm Evaluation Form
Final Evaluation Form
Exit Interview
Written Feedback Forms:
Observation
Class Management Checklist
(optional)
Teacher Questioning (optional)
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Description
Used to document the days/times/ purpose
of visits with each Student Teacher
Used to orient Cooperating Teacher with JU's
system and forms
Documents any anomalies in Student Teacher
schedule
Updates completed monthly, noting progress
or concerns
Provides information on how and when to
contact all team members
The required format to be followed for all JU
music education teaching internship
observations
6 week evaluation form
Student Teacher Evaluation Completed
around week 13
Overall feedback on the student teaching
experience
Provides 3 areas to reflect on
Provides management overview
Provides Student Teacher questioning during
a lesson
Directions
Complete each field for each visit. Turn in completed form to
the Music Education Coordinator at the end of the semester.
(Please note this does not take the place of the University
Expense report)
University Supervisor will walk the Cooperating Teacher through
JU's Student teaching expectations and have them sign that
they understand. The form is returned to the Music Education
Coordinator.
Used by University Supervisor to report any absences or other
issues with Student Teacher. Form is completed and returned to
the Music Education Coordinator.
Used by University Supervisor to provide updates on each
Student Teacher. Reports are submitted to the Music Education
Coordinator and used to support evaluation of performance.
Used by all three team members to list forms of communication
and the desired times to use each before emergencies arise.
Student Teacher will use the template and will use the
Observation Checklist to establish dates. This plan will be shared
with Cooperating Teacher and University Supervisor BEFORE the
observation
At the midpoint of Student Teaching all 3 team members will
individually complete the Midterm Evaluation form. A meeting
will then be setup for all members to discuss the Student
Teacher performance. From this meeting, a final Midterm
Evaluation form will be completed and signed by all. This form is
intended to be useful to assist the Student Teacher specifying
areas most in need of further development, and should be
added to the Professional Development Plan.
At Week 13 of Student Teaching all 3 team members will
individually complete the Final Evaluation form. A meeting will
then be setup for all members to discuss the Student Teacher
performance. From this meeting, a Final Evaluation Form will be
completed and signed by all. This form is intended to provide
constructive advice to assist the Student Teacher about areas to
continue developing and should be added to the Professional
Development Plan.
To be completed by the Student Teacher and submitted to the
Music Education Coordinator before the grading deadline.
May be used by the Cooperating Teacher or University
Supervisor to provide written feedback on the teaching process.
The Student Teacher will use the feedback to make adjustments
to teaching strategies or performance.
May be used by the Cooperating Teacher or University
Supervisor to provide written feedback on the Student
Teacher’s management pattern before and while teaching. The
Student Teacher will use the feedback to make adjustments to
teaching strategies or performance.
May be used by the Cooperating Teacher or University
Supervisor to provide written feedback on the Student
Teacher’s questioning patterns while teaching. The Student
Teacher will use the feedback to make adjustments to teaching
strategies or performance.
Cooperating Teacher
The Cooperating Teacher plays a major role in the development of future educational
professionals. As one who introduces the student to the realities of life in the school, the
Cooperating Teacher guides the Student Teacher’s development throughout the experience,
and often serves as a primary reference for a student in pursuit of a job. The Cooperating
Teacher is in the position to exert a profound influence upon the Student Teacher.
An individual who serves as a Cooperating Teacher accepts a variety of responsibilities in
addition to those normally imposed by the everyday demands of teaching. Although this may
result in the expenditure of time that is in considerable excess of that normally involved
teaching, (please notify the University Supervisor if this becomes the case) the gratification of
seeing an inexperienced Student Teacher mature into a competent teacher often makes it well
worth the effort. The Cooperating Teacher receives a waiver for three-semester hours of
coursework at Jacksonville University for working with a Student Teacher.
It is common that each Cooperating Teacher has his or her own formula for guiding the progress
of student teachers; however, all Student Teachers must follow the Jacksonville University
requirements specified in the syllabus for this semester, including the use of observation
instruments provided for the Cooperating Teacher by the School of Education. Each Student
Teacher is unique and therefore, some variation in the arrangement of experiences may be
necessary to ensure optimal development. For this reason, there is no one set of guidelines
that will be applicable to all situations. There are, however, certain responsibilities that have
been identified as being universal to this teaching situation.

Responsibilities
1. Assist the Student Teacher in selecting, organizing, implementing and evaluating
instructional materials and appropriate instructional strategies.
2. Encourage the Student Teacher to use a variety of teaching styles and methods of
instruction.
3. Regularly observe and evaluate Student Teaching using formal and informal methods.
4. Conduct pre- and post-observational conferences with the Student Teacher, providing
written feedback on the Student Teacher’s performance within 48 hours.
5. Complete midterm and final evaluations and discuss the results with the University
Supervisor.
6. Submit the final evaluation and completed file to the Music Education Coordinator.
7. If a remediation plan is necessary, submit one copy and all updates of the plan to the
Coordinator of Music Education.

Responsibilities to the Student Teacher

1. Supervise the Student Teacher at all times; since daily direct responsibility for the actions
of a Student Teacher resides with the Cooperating Teacher. All activities directed by the
Student Teacher should be supervised by the Cooperating Teacher to ensure that
potentially dangerous or undesirable situations do not occur.
2. Review and provide feedback on Student Teacher’s lesson and/or unit plans prior to
implementation.
3. Orient the Student Teacher to the social, economic, and cultural make-up of the school
pertaining to the students and neighborhood.

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 4. Acquaint the Student Teacher with rules and regulations of the school pertaining to both
the students and faculty.
5. Familiarize the Student Teacher with organizational scheme, curriculum, methods of
evaluation, grading policies, program requirements, equipment and facilities of the school.
6. Introduce the Student Teacher to the students and promote the acceptance of the Student
Teacher as a leader or co-teacher in the class.
7. Announce and require the Student Teacher to attend all in-service days, faculty meetings
and workshops.
8. Establish a sequence of gradual immersion by which the Student Teacher’s responsibilities
progress from observing, through assisting, to teaching. The Student Teacher should
eventually have responsibility for planning and teaching a full schedule. The point at
which this occurs is dependent upon the capabilities of the Student Teacher, the nature of
this program, and particular activities that have been scheduled, and approval of the
University Supervisor.
9. Introduce the Student Teacher to other faculty, administrators, and staff.
10. Observe, provide feedback (written and oral), set goals, and establish accountability
procedures to help Student Teacher make progress on specific aspects of their teaching.
Use required assessments and instruments where appropriate.
11. Schedule with the Student Teacher, ahead of time, the content and sequence of teaching
experiences.
12. Conduct preplanning conferences to assist and determine the Student Teacher’s progress
in formulating daily lessons plans and unit planning.
13. Help serve as a model teacher, advisor, critic, confidant and nurturer for the Student
Teacher.
14. Design learning opportunities for the Student Teacher so that confidence can be
developed.
15. Encourage and provide the Student Teacher with the opportunity to try a variety of
teaching styles and methods.
16. Involve the Student Teacher in non-teaching activities such as homeroom, cafeteria duty,
bus duty, playground duty, faculty meetings, in-service meetings, parent-teacher
conferences, etc.
17. Provide written feedback weekly and complete midterm and final evaluations.
18. See Pacing Guide and Forms for further support.
14. Each visit/observation will be documented by Student Teacher using written feedback
provided by University Supervisor through formal and informal observations.

Responsibilities to the University

1. Be aware of all university policies and procedures concerning the Student Teacher field
experience. In particular, be aware of how to complete observations, provide written
weekly evaluations using a variety of instruments, completion of midterm evaluation
report and at the end of the semester, the final evaluation instruments.
2. Contact the University Supervisor immediately if any problems occur that cannot be
directly resolved between the Cooperating Teacher and Student Teacher.
3. Provide feedback to the University Supervisor regarding perceived strengths and weakness
of the Student Teacher’s professional preparation.

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 4. Your Student Teacher has a University Supervisor who is available to help you structure the
student teaching experience. Please feel free to contact the University Supervisor if you
have questions, concerns, or to share a positive note about the student teaching.

General Suggestions
1. Student Teachers vary in their backgrounds of working with children and youth. It is not
unusual for Student Teachers to need help in shifting from college level vocabulary and
viewpoint to that of the age group they will be teaching. Student Teachers may also need
help putting theories into practice and shifting from the role of student into that of a
teacher.
2. It is important for the Student Teacher to be given something to do on the first day. These
activities help them begin to be identified as a teacher. Examples of these first day duties
maybe taking roll, assisting in small group work, serving as a demonstrator, or setting up
equipment.
3. A common request from the Student Teacher is for more specific constructive feedback
from the Cooperating Teacher. Feedback may come in many ways, oral and written, using
the forms and templates in this manual is helpful. It is important that Cooperating
Teachers make frequent and specific suggestions to the Student Teacher. Feedback
conferencing should occur in private rather than in front of pupils.
4. Daily and/or weekly conferencing and discussions of specific aspects of teaching are
necessary to meet the needs of most Student Teachers.
5. The Cooperating Teacher should point out to the Student Teacher the important
techniques that contribute to the smooth functioning of the classroom. These techniques
are often subtle, or not readily apparent to novice teachers. For example, Cooperating
Teachers should point out techniques for group organization, use of student assistants,
locker procedures, equipment policies and lunchroom procedures. Such responsibilities
may be second nature to experienced teachers but unfamiliar to the Student Teacher.
6. It is desirable for the Cooperating Teacher to promote the use of creative methods of
teaching.
7. The Student Teacher may stay after school to help with extracurricular activities but at the
discretion of the University Supervisor and Cooperating Teacher.
8. Student Teachers are expected to emulate effective teaching behaviors, techniques and
strategies.

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Cooperating Teacher Forms
Form Name
Cooperating Teacher Orientation
Checklist
Description Directions
University Supervisor will walk the Cooperating Teacher through
Used to orient Cooperating Teacher with JU's
JU's Student teaching expectations and have them sign that they
system and forms
understand. Form is returned to Coordinator.

Outlines all areas of school life and how
Responsibility Plan Cooperating Teacher and Student Teacher will
work together
A week by week outline of where & how the
Pacing Guide
student teacher should be performing
Student Teacher will schedule a meeting time with the
Cooperating Teacher and lead a professional conversation to
become aware and plan how they will become immersed in
Student Teaching. The form is due to US within the first 2 weeks.
A checklist used by the University Supervisor and Cooperating
Teacher to help the Student Teacher meet all deadlines and goals

Provides information on how and when to

Communication Form Used by all three team members to list forms of communication
contact all team members
and the desired times to use each before emergencies arise.

At midpoint of Student Teaching all 3 team members will

Midterm Evaluation Form
6 week evaluation form
individually complete the Midterm Evaluation form. A meeting
will then be setup for all members to discuss the Student Teacher
performance. From this meeting, a final Mid Term Evaluation
form will be completed and signed by all. This form is then
forwarded to the Music Education Coordinator. This form is
intended to be useful to assist the Student Teacher, with areas to
continue developing, and should be added to the Professional
Development Plan

At Week 13 of Student Teaching, all 3 team members will

individually complete the Final Evaluation form. A meeting will
Student Teacher Evaluation Completed then be setup for all members to discuss the Student Teacher’s
Final Evaluation Form performance. From this meeting, a final Evaluation form will be
around week 13
completed and signed by all. This form is then turned in to the
Music Education Coordinator. This form is intended to be useful
to assist the Student Teacher with areas to continue developing,
and should be added to the Professional Development Plan
Written Feedback Forms:

May be used by the Cooperating Teacher or University Supervisor

Observation Provides 3 areas to reflect on to provide written feedback on teaching process. The Student
Teacher will use the feedback to make adjustments to teaching
strategies or performance
May be used by the Cooperating Teacher or University Supervisor
to provide written feedback on the Student Teacher s
Class Management Checklist
Provides management overview management pattern before and while teaching. The Student
(optional)
Teacher will use the feedback to make adjustments to teaching
strategies or performance.
May be used by the Cooperating Teacher or University Supervisor
to provide written feedback on Student Teacher’s questioning
Provides Student Teacher questioning during
Teacher Questioning (optional) patterns while teaching. The Student Teacher will use the
a lesson
feedback to make adjustments to teaching strategies or
performance.

16
Student Teacher

Legal Description of the Student Teacher and Liability Insurance Issues

In many states, including Florida, the student teacher is given the same legal status,
responsibility under the law, and the protection of the law as the fully certified teacher.

Florida School Laws, 1980 Edition (Title XVI, Education, Chapter 228 Public Education:
General Provisions, Section 228.041, 9). This original legislation contained
these definitions:
Instructional Personnel - ‘Instructional Personnel’ means any member of the
instructional staff as defined by regulations of the state board and shall be used
synonymously with the word ‘teacher’ and shall include teachers, librarians,
and others engaged in an instructional capacity in the schools. A student who is
enrolled in an institution of higher education approved by the state board for
teacher training, and who is jointly assigned by such institution of higher
education and the school board to perform practice teaching under the
direction of a regularly employed and certificated teacher, shall be accorded
the same protection of the laws as that accorded the certificated teacher while
serving such supervised internship, except for the right to bargain collectively
with employees of the school board”

The 1999 Florida Legislature reaffirmed this legal protection with the addition of subsection (3)
to Section 231.1725, Florida Statues. “The legislation extends the same protection to a
certified teacher, except the right to bargain collectively, to students enrolled in a state
approve teacher preparation program that has been approved by the State Board of
Education. The student must be jointly assigned by the institution of higher education and
the school district to perform clinical field experiences under the direction of a regularly
employed and certified educator.” (From FLDOE Summary of 1999 Legislative Action)
Student teachers are not covered by the school districts’ liability insurance policies and thus
must purchase their own liability policies. Liability insurance is available from various
professional organizations as well as from independent insurance agencies.

Code of Ethics and the Principles of Professional Conduct of the Education Profession in
Florida
Florida Education Standards Commission Professionalism through Integrity State Board of
Education Rule 6B-1.006, FAC.
1. The following disciplinary rule shall constitute the Principles of Professional Conduct of the
Education Profession in Florida.
2. Violation of any of these principles shall subject the individual to revocation or suspension
of the individual educator’s certificate, or the other penalties as provided by law.
3. Obligation to the student requires that the individual:
a. Shall make reasonable effort to protect the student from conditions harmful to
learning and/or to the student’s mental and/or physical health and/or safety.
b. Shall not unreasonably restrain a student from independent action in pursuit of
learning.
c. Shall not unreasonably deny a student access to diverse points of view.

17
 d. Shall not intentionally suppress or distort subject matter relevant to a student’s
academic program.
e. Shall not intentionally expose a student to unnecessary embarrassment or
disparagement.
f. Shall not intentionally violate or deny a student’s legal rights.
g. Shall not harass or discriminate against any student on the basis of race, color, religion,
sex, age, national or ethnic origin, political beliefs, marital status, handicapping
condition, sexual orientation, or social and family background and shall make
reasonable effort to assure that each student is protected from harassment or
discrimination.
h. Shall not exploit a relationship with a student for personal gain or advantage.
i. Shall keep in confidence personally identifiable information obtained in the course of
professional services, unless disclosure serves professional purpose or is required by
law.
4. Obligation to the public requires that the individual:
a. Shall take reasonable precautions to distinguish between personal views and those of
any educational institution or organization with which the individual is affiliated.
b. Shall not intentionally distort or misrepresent facts concerning an educational matter
in direct or indirect public expression.
c. Shall not use institutional privileges for personal gain or advantage.
d. Shall accept no gratuity, gift, or favor that might influence professional judgment.
e. Shall offer no gratuity, gift, or favor to obtain special advantages.
5. Obligation to the profession of education requires that the individual:
a. Shall maintain honesty in all professional dealings.
b. Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political
beliefs, marital status, handicapping condition if otherwise qualified, or social and
family background deny to a colleague professional benefits or advantages or
participation in any professional organization.
c. Shall not interfere with a colleague’s exercise of political or civil rights and
responsibilities.
d. Shall not engage in harassment or discriminatory conduct which unreasonably
interferes with an individual’s performance of professional or work responsibilities or
with the orderly processes of education or which creates a hostile, intimidating,
abusive, offensive, or oppressive environment; and further, shall make reasonable
effort to assure that each individual is protected from such harassment or
discrimination.
e. Shall not make malicious or intentionally false statements about a colleague.
f. Shall not use coercive means or promise special treatment to influence professional
judgment of colleagues.
g. Shall not misrepresent one’s own professional qualifications.
h. Shall not submit fraudulent information on any document in connection with
professional activities.
i. Shall not submit a fraudulent statement or fail to disclose a material fact in one’s own
or another’s application for a professional position.
j. Shall not withhold information regarding a position from an applicant or misrepresent
an assignment or conditions of employment.

18
 k. Shall provide upon the request of the certificated individual, a written statement of
specific reason for recommendations that lead to the denial of increments, significant
changes in employment, or termination of employment.
l. Shall not assist entry into or continuance in the profession of any person known to be
unqualified in accordance with these Principles of Professional Conduct of the
Education Profession in Florida and other applicable Florida Statutes and State Board
of Education Rules.
m. Shall report to appropriate authorities any known allegation of a violation of the
Florida School Code or State Board of Education Rules as defined in Section 231.28(1),
Florida Statutes.
n. Shall seek no reprisal against any individual who has reported any allegation of a
violation of the Florida School Code or State Board of Education Rules as defined in
Section 231.28(1), Florida Statutes.
o. Shall comply with the conditions of an order of the Education Practices Commission
imposing probation, imposing a fine, or restricting the authorized scope of practice.
p. Shall, as the supervising administrator, cooperate with the Education Practices
Commission in monitoring the probation of a subordinate.

The Code of Ethics of the Education Profession in Florida

State Board of Education Rule 6B-1.001, FAC
1. The educator values the worth and dignity of every person, the pursuit of truth, devotion
to excellence, acquisition of knowledge, and the nurture of democratic citizenship.
Essential to the achievement of these standards are the freedom to learn and to teach and
the guarantee of equal opportunity for all.
2. The educator’s primary professional concern will always be for the student and for the
development of the student’s potential. The educator will therefore strive for professional
growth and will seek to exercise the best professional judgment and integrity.
3. Aware of the importance of maintaining the respect and confidence of one’s colleagues, of
students, or parents, and of other members of the community, the educator strives to
achieve and sustain the highest degree of ethical conduct.

19
 Expectations of a Student Teacher
1. Practice Professionalism
a. Plan to be in your placement from the appropriate starting time through the end of
the Cooperating Teacher’s work day (this may vary by placement-University
Supervisors and Cooperating teachers will set the hours and days)
b. Arrive dressed as a professional: Business Casual
c. Arrive with well-planned activities for each day
d. Use positive professional verbal and body language at all times.
e. Accept personal responsibility for all of your actions (this includes maintaining contact
with your University Supervisor when necessary)
f. Daily schedules should indicate that student teaching is the priority- all other activities
(job, sports, etc.) must be cleared with University Supervisor and CANNOT conflict with
student teaching obligations
g. Remember: you are a professional role model. Any personal and private issues
should not overlap into your academic life
h. Develop a professional relationship with the Cooperating Teacher and University
Supervisor - they are your supervisors, not your friends.
i. Set up an introductory appointment with the school Principal. Introduce yourself and
thank them for hosting your internship. Plan to invite them to observe you teaching
(secure approval from your Cooperating Teacher first). This is your professional career
beginning-make every opportunity a positive one that will assist your future.
j. Create and maintain open communication with your University Supervisor. This will
include weekly journals, requests for professional support, and/ or sharing of
successes.
k. Adhere to the State of Florida Code of Ethics (see Ethics section of handbook).

2. Daily Responsibilities
a. Plan to be in your placement every day, on time (prior to student arrival), ready to
teach and learn
b. Plan for reliable transportation
c. Establish emergency contact procedures with your Cooperating Teacher and University
Supervisor
d. Refer to the week by week Pacing Guide and Responsibility Plan for more specifics
e. Adhere to all placement specifications (dress code, curriculum standards, student code
of conduct and discipline, and teacher expectations)
f. Additional school requirements may include: open houses, workshops, parent
conferences, concerts/marching band events, and in-services. Team meetings are all
considered part of the school day.

3. Emergency Procedures
a. You are required to be in your placement every day
b. In the event of a true emergency (hospitalization, severe illness with a doctor’s note,
or death of an immediate family member) you must complete the following steps:

20
 i. Contact your Cooperating Teacher as far in advance as possible - not any later than 1
hour before schools starts
ii. Contact your University Supervisor at the same time by email and office phone
iii. The University Supervisor will notify the Coordinator of Music Education.
iv. The University Supervisor will complete an incident form (see appendix) and notify
you of the consequences.
v. Any Absence may result in internship termination and/or failing grade

4. Requirements to Successfully Complete Your Internship

a. Follow the Student Teacher Syllabus
b. Complete all required assignments by deadlines- University Supervisors will help
provide oversight.
c. Attend and participate in all student teacher seminars
d. Complete the Formal Observation Checklist (see appendix) before each formal
observation
e. Set up mid-term and final evaluations dates with your Cooperating Teacher
f. Complete your teaching portfolio and meet with the Coordinator of Music Education
to discuss the results.
g. Don’t forget to apply for graduation at the Registrar’s Office one semester in advance
of graduating.

21
 Student Teacher Forms
Form Name
Questions to help Student Teacher reflect on activities
Weekly Reflective Journal
Outlines all areas of school life and how Cooperating
Responsibility Plan
Timetable for Student Teaching A week by week outline of where & how the student
Responsibilities
Record of Attendance
Incident Report Form
Student Teacher Update Form
Provides information on how and when to contact all
Communication Form
JU Formal Lesson Plan Templates
Midterm Evaluation Form
Final Evaluation Form
Exit Interview Overall feedback on the student teaching experience
22
Description
of the week
Teacher and Student Teacher will work together
teacher should be performing
A log of all days/hours completed
Documents any anomalies in Student Teacher
schedule
Updates completed prior to: mid-term, to
Thanksgiving or Spring Break, and the final week of
the semester, noting progress or concerns
team members
The required format to be followed for all JU
observations
Week 6 evaluation form
Student Teacher Evaluation
completed around week 13
Directions
Student Teacher is expected to complete a Weekly
Reflective Journal.
Student Teacher will schedule a meeting time with
Cooperating Teacher and lead a professional
conversation to become aware and plan how they will
become immersed in Student Teaching. Form is due to
University Supervisor within first 2 weeks.
A checklist used by University Supervisor and
Cooperating Teacher to help Student Teacher meet all
deadlines and goals
Student Teacher will daily update log showing time
started and time ended
Used by University Supervisor to report any absences
or other issues with Student Teacher. Form is
completed and return to Director.
Used by University Supervisor to provide periodic
updates on each Student Teacher throughout the
semester. Reports are collected by Music Education
Coordinator and used to support evaluation of
performance.
Used by all three team members to list forms of
communication and the desired times to use each
before emergencies arise.
Student Teachers will use the correct template and
present the plan to the Cooperating Teacher and
University Supervisor 24 hours BEFORE the
observation.
At midpoint of Student Teaching, the University
Supervisor, Classroom Teacher, and Music Education
Coordinator will individually complete the Midterm
Evaluation form. A meeting will then be setup for all
members to discuss the Student Teacher performance.
A final Mid Term Evaluation form will then be
completed and signed by all. This form is then turned in
to the Coordinator of Music Education. This form is
intended to be useful to assist the Student Teacher with
areas to continue developing and should be added to
the Professional Development Plan.
At week 13 of Student Teaching all 3 team members
will individually complete the Final Evaluation form. A
meeting will then be setup for all members to discuss
the Student Teacher performance. From this meeting, a
final Evaluation form will be completed and signed by
all. This form is intended to be useful to assist the
Student Teacher with areas to continue developing and
should be added to the Professional Development Plan
To be completed by the Student Teacher and submitted
to the Music Education Coordinator before the grading
deadline
 Written feedback forms:
Observation
Class Management Checklist
Provides management overview
(optional)
Provides STUDENT TEACHER questioning during a
Teacher Questioning (optional)
May be used by Cooperating Teacher or University
Supervisor to provide written feedback on teaching
Provides 3 areas to reflect on
process. Student Teacher will use the feedback to make
adjustments to teaching strategies or performance
May be used by Cooperating Teacher or University
Supervisor to provide written feedback on STUDENT
TEACHER's management pattern before and while
teaching. STUDENT TEACHER will use the feedback to
make adjustments to teaching strategies or
performance
May be used by Cooperating Teacher or University
Supervisor to provide written feedback on STUDENT
TEACHER's questioning patterns while teaching.
lesson
STUDENT TEACHER will use the feedback to make
adjustments to teaching strategies or performance

23
 IV. Forms

Student Teaching Internship Application Forms

o BME Program Student Teaching Application
o JU Internship Program Application
o Student Teaching Intern Agreement

Evaluation Forms
o Midterm Evaluation
o Final Evaluation
o Observation Form
o Formal Observation Checklist (Student Teacher)

Program Requirement Forms

o Cooperating Teacher Orientation Checklist (for University Supervisor and
Cooperating Teacher)
o Responsibility Plan (Cooperating Teacher and Student Teacher)
o Record of Attendance (Student Teacher)
o Weekly Reflective Journal (Student Teacher)
o Timetable for Student Teacher Responsibilities
o Communication Form (for all involved)

Optional Forms
o Teacher Questioning
o Classroom Management Checklist
o JU Lesson Plan Template

University Supervisor Office Forms

o University Time Log
o Incident Report Form
o Student Teacher Update Form

Upon Completion
o Student Teaching Exit Interview

24
 Student Teaching Internship Application Forms

Bachelor of Music Education Program

Student Teaching Application
Please type or clearly print all information. Two copies of the Application and your current transcript are
due by September 30th to the Music Education Office.

Placement requested for: Spring of 20 _ _ Today’s Date:

_______________

Name:__________________________________________________________________________
(Last) (First) (Middle) (Maiden)

Local Home Phone: ________ ____________ Cell Phone: ________ ___________ JU ID: ___________
(Area Code) (Number) (Area Code) (Number)

Email Address: _______________________________________

Local Address:
_________________________________________________________________________________

Permanent Address:
_____________________________________________________________________________

BackgroundCheck:
Please indicate the date on which you completed the Duval County finger printing ____/____
Mo. Yr.

Do you have relatives working at a local school? Which school?

___________________________
Special Requests:
___________________________________________________________________

Student Signature: _________________________________ Date: _____________

Music Division use only

Coordinator of Field Placements Signature: ________________ Date: _____________

JU Request: __________________________________________________________________

Date: _____________

25
Name: _______________________________________________ JU ID: _______________
(Last) (First)

Placement Experiences:

Please list all of your field placements

Semester: Grade Level: School: * Contextual Factors:

______ _________ ________________________________ _____________

______ _________ ________________________________ _____________

______ _________ ________________________________ _____________

______ _________ ________________________________ _____________

______ _________ ________________________________ _____________

______ _________ ________________________________ _____________

______ _________ ________________________________ _____________

* Please indicate, using the following contextual factor codes:

E = ESOL Center School
ENS = Working with Ensembles
LES = Giving Private Lessons
R = Reading Placement

26
 JACKSONVILLE UNIVERSITY
INTERNSHIP PROGRAM – APPLICATION FORM
(Revision June 2007)

An unofficial transcript and resume must be attached to this form when submitted.

NAME____________________________________________ ID#______________

SEMESTER FOR WHICH I AM APPLYING:_____Fall _____Spring _____Summer

Year_________

PROPOSED NUMBER OF INTERNSHIP CREDITS_________ (1 credit = a minimum

of 45 contact hours)

HOW MANY OTHER CREDIT HOURS DO YOU PLAN TO TAKE WHILE COMPLETING
THE INTERNSHIP? ___________

TOTAL CREDIT HOURS COMPLETED____________ CUMULATIVE GPA_______

MAJOR CREDIT HOURS COMPLETED______________ MAJOR GPA___________

HOME ADDRESS___________________________________
___________________________________
___________________________________

PHONE__________________

COLLEGE ADDRESS________________________________
________________________________
________________________________

PHONE__________________

E-MAIL ADDRESS__________________________________

COLLEGE MAJOR______________________ MINOR________________________

I understand that this application is for a credit bearing internship, which may or may not be a
paid position. If I am placed with a sponsor, I will complete the internship for credit.

Signature of Applicant___________________________ Date_____________________

This application form, along with an unofficial transcript, resume and contact information on at
least two references should be returned to the internship coordinator in your department.

27
 JACKSONVILLE UNIVERSITY
INTERNSHIP PROGRAM CONTRACT

SEMESTER: _____Fall _____Spring _____ Summer Year_______ DATE__________

INTERNSHIP CREDIT HRS_______ TOTAL CREDIT HRS______ COURSE#______

STUDENT NAME____________________________________

SS#____________________

ADDRESS DURING INTERNSHIP________________________________________________

________________________________________________
________________________________________________

PHONE_____________________ E-MAIL ADDRESS_________________________

FACULTY SUPERVISOR______________________ PHONE____________________

SPONSOR SUPERVISOR______________________ TITLE______________________

SPONSOR ORGANIZATION_____________________ PHONE___________________

ADDRESS_____________________________________________ FAX_____________

CITY/ZIP_______________________________________________________________

INTERNSHIP LOCATION_________________________________________________
(if different from above)

INTERNSHIP TITLE______________________________________________________

DURATION OF FIELD RESPONSIBILITIES

From:_____________________ To:________________________
(date) (date)

APPROXIMATE INTERNSHIP HOURS/WEEK_______________________________

INTERNSHIP PAY/BENEFITS/WEEK_______________________________________

28
DESCRIPTION OF FIELD RESPONSIBILITIES

See Attached “Learning Plan”

INTERNSHIP EVALUATION
The Faculty Supervisor will determine the final grade based on the following factors:
(to be filled out by Faculty Supervisor prior to obtaining signatures)

___20___% Lesson Plans demonstrating FEAPs, PECs, and NGSSS (portfolio)

___20___% Your reflection essay (portfolio)

___20___% Teaching observations by your JU Faculty Supervisor

___20___% Evaluation by your Supervising Teacher(s)

___10___% Oral report

(in the form of discussions regarding your teaching and other related issues)

___10___% Evidence of professional development (portfolio)

APPROVAL OF CONTRACT

STUDENT’S SIGNATURE ________________________________ DATE__________

SPONSOR SUPERVISOR’S SIGNATURE____________________ DATE__________

FACULTY SUPERVISOR’S SIGNATURE____________________DATE__________

DIVISION CHAIR’S SIGNATURE__________________________ DATE__________

DEAN’S SIGNATURE____________________________________ DATE__________

It is understood that the student intern shall keep confidential any information designated by the
sponsor as privileged.

THE MUSIC EDUCATION COORDINATOR WILL PROVIDE A COPY

OF THE COMPLETE INTERNSHIP PACKET TO BOTH FACULTY
SUPERVISOR AND SPONSOR SUPERVISOR.

29
 JACKSONVILLE UNIVERSITY
LEARNING PLAN

The intern, in consultation with the sponsor supervisor, should complete the learning plan and
submit with the contract.

STUDENT NAME_______________________________________________________

SPONSOR SUPERVISOR________________________________________________

ORGANIZATION_______________________________________________________

FACULTY SUPERVISOR________________________________________________

JOB DESCRIPTION: Briefly describe the duties, responsibilities, or projects expected to be

completed during the internship.

LEARNING OBJECTIVES: Identify the specific learning objectives that you hope to achieve
through the internship. Learning objective must be specific and measurable.

1. _____The student will demonstrate competence in lesson planning (selection of appropriate

material and difficulty level of assignment connected to previous skills and concepts,
well-written objectives, effective instructional techniques, pacing of lessons, use of
assignments and exams, utilization of student engagement, and evidence of satisfactory
learning outcomes.

2. _____The student will demonstrate a competent skillset (knowledge, conducting, singing,

keyboard proficiency, and other performance skills as appropriate.

3. _____The student will document effective lesson planning that meets FEAP, PEC, and NGSSS
requirements, including a reflective essay and evidence of professional development.

Student’s Signature______________________________________ Date______________

Sponsor Supervisor’s Signature_____________________________ Date_____________

Faculty Supervisor’s Signature_____________________________ Date_____________

30
31
 FOR INTERNSHIP ACTIVITIES

THIS RELEASE executed by _______________________________________________________whose address

is______________________________________________________________________________

Social Security Number is:______________________ to Jacksonville University, their officers, employees and
agents (“RELEASEES”).

I understand and agree to participate as a participant in the following program (description of program including
name and address of off campus facility site)
______________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________________________________

and I fully understand and appreciate the dangers, hazards and risks inherent in participating in the above described
program, including the transportation to and from the program premises; and in any independent activities I
undertake as a participant in the program (collectively referred to as “Program”) which may include property
damage, personal injury or death. I accept any and all risks, associated with my participation in the Program.

Knowing the dangers, hazards and risks of the Program, and in consideration of being admitted to the University and
enrolled in the university on behalf of myself, my family, heirs, executors, administrators and assigns, I the
undersigned, release, waive, forever, discharge the Releases from and against any and all liability for any harm,
injury, damage, claims of demands which may accrue to me arising from or related to my participation in the
Program. I agree that under no circumstances will I or any claiming on my behalf, prosecute or present any claim for
personal injury, property damage or wrongful death against any or all the Releases. IT IS MY INTENTION BY
THIS RELEASE TO RELIEVE THE RELEASEE(S) OF ANY LIABILITY FOR PERSONAL INJURY
PROPERTY DAMAGE OR WRONGFUL DEATH CAUSED BY THE RELEASEE(S)’ NEGLIGENCE OR
OTHERWISE.

It is my expressed intent that this Agreement shall bind members of my family and spouse, if I am alive, and my
estate, family, heirs, personal representatives, or assigns, if I am deceased, and shall be deemed as a release, waiver,
discharge and covenant not to sue RELEASES. I further agree to save and hold harmless indemnify and defend
releases from any claim by me or my family, arising out of my participation in this Program.

In signing this release, I acknowledge and represent that I have fully informed myself of the content of this
Agreement by reading it before I sign it, and I understand that I sign this document as my own free act and deed. I
further state that I am at least 18 years of age and fully competent to sign this Agreement; and that I execute this
release for full adequate and complete consideration fully intending to be bound hereby.

I further agree that this Release shall be construed in accordance with the laws of State of Florida.

THIS IS A RELEASE OF LEGAL RIGHTS, READ AND BE CERTAIN YOU UNDERSTAND IT BEFORE
SIGNING.

Student/Participant: Witnesses:

________________________________________ _______________________________________
Print Name Date Signature Date

________________________________________ _______________________________________
Signature Date Signature Date

32
 JACKSONVILLE UNIVERSITY
INTERNSHIP PROGRAM

The Internship Program at Jacksonville University is designed to provide junior and senior students
practical experience in an area related to their major field of study. Since the internship involves the
awarding of academic credit, this experience is expected to:

a. Require the student to apply the concepts, theories or practices learned in the classroom and
to test the application of these ideas in actual situations encountered in the non-academic setting.

b. Expand the knowledge base of the student through challenging assignments. While it is
expected that the student intern will be asked to perform some routine duties, this cannot be the
primary function of the internship. The student pays regular internship tuition for hours of academic
credit earned during an internship. The amount of knowledge gleaned from the internship is expected
to approximate that provided a classroom setting. This becomes a value judgment as experiential
learning is compared to classroom learning, but it is a critical factor in evaluating an internship.

c. Expose the student to the wealth of actual behaviors, situations and incidents that occur in an
organizational setting and cannot be taught in the classroom. Often this is part of the socialization
process that occurs when an individual joins an organization even if only on a part time bases.

d. Provide a valuable interface between the sponsoring organization and the university. Students
selected to participate in internship programs become representatives of the student body to the
community just as the faculty members acting as internship academic advisors represent the faculty
and administration of the university. This responsibility can be one of the most valuable assets to the
program. It provides the community with a first hand evaluation of the fine quality students and
faculty at Jacksonville University.

INTERNSHIP CREDIT. No more than 12 hours of academic credit can be earned through the
internship program and applied toward the fulfillment of the 120 semester hours credit required for a
degree. The number of hours that count toward the major will be determined by each department.
Internship courses will carry the suffix number of 90.

ACADEMIC STANDARDS: A student applying for an internship must:

(a) have Junior or Senior standing or departmental approval.

(b) have a faculty sponsor with expertise in the field of the internship.

(c) secure the agreement of a sponsoring agency or employer.

(d) have the permission of the Division Chair and the College Dean.

(e) be in good academic standing (a student on probation is not eligible for an

internship). Departments/divisions may set higher academic qualification for
participation in their internships.

33
 JACKSONVILLE UNIVERSITY

INTERNSHIP PROGRAM
FACULTY RESPONSIBILITIES

♦ Review and sign both the “Learning Plan” and “Contract.”

♦ Conduct consultations at least every other week with your interns. This may be
done individually, in a group or groups, or any arrangement that works for you
and the students. Primary objectives of these consultations are to help with any
problems the student may have on the job, to provide them with the
“connection” between the theory and the practice, and to assist them in
completing the learning objectives of the internship.

♦ Visit your interns’ field supervisors, if practical, at least once during

the term to check on the student’s progress.

♦ Maintain contact with the intern’s field supervisor

♦ Grade report, presentations or other requirements and compute the final grade
for each intern based upon the agreed upon learning objectives.

♦ Maintain a log of all contacts with the intern and the field supervisor

_______________________________ ____________________________
Faculty Signature Date Print Name

34
 Jacksonville University
Music Division

Student Teaching
Intern Agreement Form

We, the undersigned, agree that ______________________________________________

(Name of Student)

Be assigned to intern during the Spring of year ___________

At the placement of: _______________________________________________________

(School) (School Number)
_______________________________________________________ (School Phone Number)

_______________________________________________________
(School Address)

___________________________ ________________________
(Name of Directing Teacher) (Grade/Subject)

CET Trained: ____ Yes ____ No Date Trained: ____________

Approving Signatures: Please Print Name: Date:

__________________________ ________________________ ______

(JU Director of Field Placements)

__________________________ ________________________ ______

(County Coordinator)

__________________________ ________________________ ______

(Principal)

___________________________________ ________________________________ ________

(Directing Teacher)

35
Evaluation Forms

Jacksonville University
Music Education

Midterm Student Teacher Evaluation Form

Student Teacher: ___________________________ Cooperating Teacher: ________________________________

School: __________________________County: __________________ University Supervisor: _________________

Directions: Throughout the student teaching experience, the student teacher should demonstrate growth. In
using this evaluation, the student teacher should be viewed as a pre-professional as described in the Florida
Educator Accomplished Practices (FEAP) and the Professional Education Competencies (PEC) of the Florida
Education Standards Commission. Use the following rating scale to rate the student teacher on the Accomplished
Practice and make overall comments at the end on his/her strengths and ways to improve.

Definition of Rating Terms

3 – Often Demonstrates: The student teacher demonstrates 1 - Needs Improvement: The student teacher
the skills consistently in an acceptable manner does not demonstrate the skill

2 – Rarely Demonstrates: The student teacher ID – Insufficient Data: There is not

demonstrates the skill in an acceptable manner but enough data to make a judgment or
not frequently opportunity to observe these skills

Florida Educator Accomplished Practices Rating

Instructional Design and Lesson Planning. Applying concepts from human development and
learning theories
● aligns instruction with state-adopted standards at the appropriate level of rigor
● sequences lessons and concepts to ensure coherence and required prior knowledge
● designs instruction for students to achieve mastery
● selects appropriate formative assessments to monitor learning
● uses a variety of data, independently, and in collaboration with colleagues, to evaluate
learning outcomes, adjust planning and continuously improve the effectiveness of the
lessons
● develops learning experiences that require students to demonstrate a variety of
applicable skills and competencies
The Learning Environment. To maintain a student-centered learning environment that is safe,
organized, equitable, flexible, inclusive, and collaborative
● organizes, allocates, and manages the resources of time, space, and attention
● manages individual and class behaviors through a well-planned management system
● conveys high expectations to all students
● respects students’ cultural, linguistic and family background
● models clear, acceptable oral and written communication skills
● maintains a climate of openness, inquiry, fairness and support
● integrates current information and communication technologies
● adapts the learning environment to accommodate the differing needs and diversity of
students

36
 ● utilizes current and emerging assistive technologies that enable students to participate
in high quality communication interactions and achieve their educational goals
Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and
comprehensive knowledge of the subject taught to
● deliver engaging and challenging lessons
● deepen and enrich students’ understanding through content area literacy strategies,
verbalization of thought, and application of the subject matter
● identify gaps in students’ subject matter knowledge
● modify instruction to respond to preconceptions or misconceptions
● relate and integrate the subject matter with other disciplines and life experiences
● employ higher-order questioning techniques
● apply varied instructional strategies and resources, including appropriate technology,
to provide comprehensible instruction, and to teach for student understanding
● differentiate instruction based on an assessment of student learning needs and
recognition of individual differences in students
● support, encourage, and provide immediate and specific feedback to students to
promote student achievement
● utilize student feedback to monitor instructional needs and to adjust instruction
Assessment.
● analyzes and applies data from multiple assessments and measures to diagnose
students’ learning needs, informs instruction based on those needs, and drives the
learning process
● designs and aligns formative and summative assessments that match learning
objectives and lead to mastery
● uses a variety of assessment tools to monitor student progress, achievement and
learning gains
● modifies assessments and testing conditions to accommodate learning styles and
varying levels of knowledge
● shares the importance and outcomes of student assessment data with the student and
the student’s parent/caregiver(s)
● applies technology to organize and integrate assessment information
Continuous Professional Improvement.
● designs purposeful professional goals to strengthen the effectiveness of instruction
based on students’ needs
● examines and uses data-informed research to improve instruction and student
achievement
● collaborates with the home, school and larger communities to foster communication
and to support student learning and continuous improvement
● engages in targeted professional growth opportunities and reflective practices, both
independently and in collaboration with colleagues
● implements knowledge and skills learned in professional development in the teaching
and learning process.

37
Professional Responsibility and Ethical Conduct.
● Understanding that educators are held to a high moral standard in a community, the
effective educator adheres to the Code of Ethics and the Principles of Professional
Conduct of the Education Profession in Florida, pursuant to State Board of Education
Rules 6B-1.001 and 6B-1.006, F.A.C, and fulfills the expected obligations to students,
the public and the education profession.
Professional Educators Competencies 13 and 14
ESOL strategies listed appropriately in plans
Reading strategies listed appropriately in plans
** Trainings:

Overall comments on strengths and/or ways to improve:

_________________________ _________________________
Cooperating Teacher Signature Student Teacher Signature

______________________________ ______________________________
University Supervisor Signature Date

38
 Jacksonville University
Music Education

Final Student Teacher Evaluation Form

Student Teacher: ___________________________ Cooperating Teacher: ________________________________

School: __________________________County: __________________ University Supervisor: _________________

Directions: Throughout the student teaching experience, the student teacher should demonstrate growth. In
using this evaluation, the student teacher should be viewed as a pre-professional as described in the Florida
Educator Accomplished Practices (FEAP) and the Professional Education Competencies (PEC) of the Florida
Education Standards Commission. Use the following rating scale to rate the student teacher on the Accomplished
Practice and make overall comments at the end on his/her strengths and ways to improve.

Definition of Rating Terms

4 – Outstanding: The student teacher demonstrates the skills 1 - Needs Improvement: The student teacher
consistently in an exemplary manner. does not demonstrate the skill.

3– Often Demonstrates: The student teacher demonstrates

the skills consistently in an acceptable manner.
2 – Rarely Demonstrates: The student teacher
demonstrates the skill in an acceptable manner but
not frequently.
ID – Insufficient Data: There is not
enough data to make a judgment or
opportunity to observe these skills.

Florida Educator Accomplished Practices Rating

Florida Educator Accomplished Practices Rating

Instructional Design and Lesson Planning. Applying concepts from human development and
learning theories
● aligns instruction with state-adopted standards at the appropriate level of rigor
● sequences lessons and concepts to ensure coherence and required prior knowledge
● designs instruction for students to achieve mastery
● selects appropriate formative assessments to monitor learning
● uses a variety of data, independently, and in collaboration with colleagues, to evaluate
learning outcomes, adjust planning and continuously improve the effectiveness of the
lessons
● develops learning experiences that require students to demonstrate a variety of
applicable skills and competencies
The Learning Environment. To maintain a student-centered learning environment that is safe,
organized, equitable, flexible, inclusive, and collaborative
● organizes, allocates, and manages the resources of time, space, and attention
● manages individual and class behaviors through a well-planned management system
● conveys high expectations to all students
● respects students’ cultural, linguistic and family background
● models clear, acceptable oral and written communication skills
● maintains a climate of openness, inquiry, fairness and support
● integrates current information and communication technologies

39
 ● adapts the learning environment to accommodate the differing needs and diversity of
students
● utilizes current and emerging assistive technologies that enable students to participate
in high quality communication interactions and achieve their educational goals
Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and
comprehensive knowledge of the subject taught to
● deliver engaging and challenging lessons
● deepen and enrich students’ understanding through content area literacy strategies,
verbalization of thought, and application of the subject matter
● identify gaps in students’ subject matter knowledge
● modify instruction to respond to preconceptions or misconceptions
● relate and integrate the subject matter with other disciplines and life experiences
● employ higher-order questioning techniques
● apply varied instructional strategies and resources, including appropriate technology,
to provide comprehensible instruction, and to teach for student understanding
● differentiate instruction based on an assessment of student learning needs and
recognition of individual differences in students
● support, encourage, and provide immediate and specific feedback to students to
promote student achievement
● utilize student feedback to monitor instructional needs and to adjust instruction
Assessment.
● analyzes and applies data from multiple assessments and measures to diagnose
students’ learning needs, informs instruction based on those needs, and drives the
learning process
● designs and aligns formative and summative assessments that match learning
objectives and lead to mastery
● uses a variety of assessment tools to monitor student progress, achievement and
learning gains
● modifies assessments and testing conditions to accommodate learning styles and
varying levels of knowledge
● shares the importance and outcomes of student assessment data with the student and
the student’s parent/caregiver(s)
● applies technology to organize and integrate assessment information
Continuous Professional Improvement.
● designs purposeful professional goals to strengthen the effectiveness of instruction
based on students’ needs
● examines and uses data-informed research to improve instruction and student
achievement
● collaborates with the home, school and larger communities to foster communication
and to support student learning and continuous improvement
● engages in targeted professional growth opportunities and reflective practices, both
independently and in collaboration with colleagues
● implements knowledge and skills learned in professional development in the teaching
and learning process.

40
Professional Responsibility and Ethical Conduct.
● Understanding that educators are held to a high moral standard in a community, the
effective educator adheres to the Code of Ethics and the Principles of Professional
Conduct of the Education Profession in Florida, pursuant to State Board of Education
Rules 6B-1.001 and 6B-1.006, F.A.C, and fulfills the expected obligations to students,
the public and the education profession.
Professional Educators Competencies 13 and 14
ESOL strategies listed appropriately in plans
Reading strategies listed appropriately in plans
** Trainings:

Overall comments on strengths and/or ways to improve:

_________________________ _________________________
Cooperating Teacher Signature Student Teacher Signature

______________________________ ______________________________
University Supervisor Signature Date

41
 Jacksonville University
Music Education

Observation Form

Student Teacher: _______________________ Date: ______________

Observer’s Name: _____________________ Position held: ___________________

Cooperating Teacher: __________________ Subject/Grade Level: _____________

Observation # (circle): 1 2 3 Other ___

General Observations:

Strengths:

Areas to improve:

Recommendations:

Signature: __________________________________ Date: __________

42
 Jacksonville University
Music Education
Student Teaching Formal Observation Checklist

Directions: Complete the following steps for each formal observation:

1. Meet with Cooperating Teacher and schedule day for observation.

2. Establish date with University Supervisor for the pre-conference, formal observation,
and post conference and confirm via email. Confirm times with Cooperating Teacher.

3. Construct a formal JU lesson plan with clear and complimentary/matching objectives,

procedures, and assessment.

4. Share lesson plan with Cooperating Teacher

5. Email lesson plan to University Supervisor at least 24 hours in advance of observation.

6. Complete pre-conference with University Supervisor.

7. Observation completed by University Supervisor.

8. Complete post-conference with University Supervisor including post-conference

exercise.

9. Obtain University Supervisor observation feedback at post-conference.

10. Follow-up: Incorporate feedback/suggestions into following lesson plans.

43
Program Requirement Forms
Jacksonville University
Music Education

University Supervisor’s Orientation Checklist for Cooperating Teacher

Directions: Prior to Student Teacher beginning the University Supervisor will meet with Cooperating
Teacher and go over the expectations and requirements to include forms with each Cooperating Teacher.
This form will be signed and returned to Director.

Cooperating Teacher Name: __________________ Student Teacher’s Name: _______________

______ Received a Cooperating Teacher Manual

______ Has met with Student Teacher
______ Communication Plan (form that outlines methods and specifics for maintaining communication)
______ Pacing Guide (guidelines for when Student Teacher should be able to handle responsibilities)
______ Responsibility Guide (discussion guide for Student Teacher and Cooperating Teacher to be clear
on all duties and responsibilities)
______ Written Feedback Forms (written feedback concerning all phases of teaching should occur at
least weekly)
______ Midterm Evaluation Form (Cooperating Teacher, University Supervisor and Student Teacher will
complete each individually and then at scheduled meeting complete form for Coordinator of
Music Education)
______ Final Evaluation Form (Cooperating Teacher, University Supervisor and Student Teacher will all
complete each individually and then at scheduled meeting complete form for Coordinator of
Music Education)
______ Responsibilities and Supervision Coverage
______ Cooperating Teacher tentative schedule for feedback and conferences with Student Teacher and
University Supervisor
______ University Supervisor tentative schedule of observations
______ Questions:

We have completed the Cooperating Teacher Checklist

______________________ _____________ _______________________ _____________

University Supervisor Date Cooperating Teacher Date

44
 Jacksonville University
Music Education

Student Teacher Responsibility Plan

To be completed together by the Cooperating Teacher and Student Teacher within the first two weeks of
student teaching. Both should keep a copy and one should be sent to the University Supervisor.

Student Teacher: ____________________________ Phone (H): _______________________

Phone (C): __________________________________ Email: __________________________

Placement School: ___________________________ Phone #: ________________________

Cooperating Teacher: _________________________ Phone (W): ______________________

Phone (C) (Optional): _________________________ Email: ___________________________

University Supervisor: ________________________ Phone #: (W) ______________________

Phone (H): _________________________________ Email: ____________________________

************************************************************************
DISCUSS THE FOLLOWING CONCERNS AND WRITE DOWN JOINT EXPECTATIONS
************************************************************************

Observation and Assisting Time:

Full Teaching Responsibilities (which class
and when – should be a gradual induction
to all classes):
Establish Preparation and Conference
Times:
(time to plan and discuss lessons)

Lesson Plans and Unit Plans (when due):

Hall Duty:

Cafeteria Duty:

Extracurricular Activities:

Resource Times:

Parent Nights:

Bus Service:

45
In-service Days:

Time to Report to School and Time

Dismissed:

Faculty Meeting:

Other Committee Meetings:

Official Last Day of Student Teaching:

Other:

cc. University Supervisor

46
 Jacksonville University
Music Education

Student Teacher Record of Attendance

Name Semester
: : Fall ____ Year: _____

Date Day Time In Time Out Total Hours

Week
1: M
T
W
Th
F
Week
2: M
T
W
Th
F
Week
3: M
T
W
Th
F
Week
4: M
T
W
Th
F
Week
5: M
T
W
Th
F

47
 Week 6: M
T
W
Th
F
Week 7: M
T
W
Th
F
Week 8: M
T
W
Th
F
Week 9: M
T
W
Th
F
Week 10: M
T
W
Th
F

48
 Week 11: M
T
W
Th
F
Week 12: M
T
W
Th
F
Week 13: M
T
W
Th
F
Week 14: M
T
W
Th
F
Week 15: M
T
W
Th
F

49
 Jacksonville University
Music Education
Weekly Reflective Journal

Directions: Student Teachers must reflect on daily performance as a way of improving teaching
skills. Each week this form will be completed and emailed to your University Supervisor before
noon on Sunday. US may add questions/ areas as needed to this form. For each question write a
paragraph style answer.

1) What were your greatest successes of the past week and what factors contributed to
these?

2) What caused you concern this week and what factors contributed to this? Or what is a
continuing concern and its contributing factors?

3) What is your plan or next step to improve/solve the issue? (please complete this for
each concern)

4) What are your questions/concerns/comments or Ah-Ha moments from this week?

5) Other:

50
 Jacksonville University
Music Education
Timetable for Student Teaching Responsibilities

Prior to Student Teaching

______ The student teacher will attend orientation meeting.
______ The student teacher will meet with the Cooperating Teacher prior to experience.
______ The student teacher will go over expectations with cooperating teacher.
______ The student teacher will begin and maintain sign-in and time log sheets.
______ The student teacher will evaluate professional teaching attire and ensure professional
responsibility for presentation.

WEEK ONE
______ The student teacher is required to complete a weekly reflection journal.
______ The student teacher will meet with the Principal and all other school personnel.
______ The student teacher will have a tour of the school and all facilities.
______ The student teacher will find out where to park and locate a place for keeping personal
equipment.
______ The student teacher will obtain a class list and daily schedule.
______ The student Teacher will obtain and read the Cooperating Teachers Classroom
Management Plan and a current copy of Duval County’s Student Code of Conduct. The
student teacher should also directly ask the Cooperating Teacher about the process for
referring students for disciplinary actions. This conversation should also cover the
policy concerning corporal punishment.
______ The student teacher will meet all classes and be introduced as a teacher.
______ Establish a weekly conference/lesson planning time for the Cooperating Teacher and
student teacher.
______ The student teacher will be advised by the Cooperating Teacher of the lesson
topics/content areas of instruction presently being conducted and those planned for
the future. The student teacher will begin to plan first lesson plan. Plans must be
shared with Cooperating Teacher before being taught. Plans(s) for each lesson must be
completed and placed in notebook. Lesson plans must be completed before teaching
the lesson.
______ The student teacher will become acquainted with emergency procedures such as fire
drills and accident reports. The student teacher should become aware of all students
requiring special medical consideration during class and emergency procedures (for
example: asthma, walking difficulties, diabetes).
______ The student teacher will observe classroom procedures such as attendance and
resources and help/assist immediately.
______ The student teacher will make or obtain an equipment inventory, to include classroom
technology and media center resources.
______ The student teacher and Cooperating Teacher will together fill out the Student Teacher
Responsibility Plan and a copy should be sent to the University Supervisor.

51
______ The student teacher will complete and submit to the University Supervisor an accurate
daily time schedule to include classes, planning, lunch, and other duties and
responsibilities.
______ The student teacher will submit to the University Supervisor a school calendar or
listing that includes early release days and holidays.
______ The student teacher will observe, record, and reflect upon the behavior and activity of
the students in the class to include skill level, quality of performance, amount of
participation, interaction among students, interaction between student and teacher,
etc.
______ The student teacher will observe, record, and reflect upon the instructional strategies
enlisted by the cooperating teacher that enhanced student performance.
______ Create a tentative outline of observing, assisting, and taking over of a succession of
classes.

WEEK TWO
______ The student teacher will start a notebook to include:
● Student teacher Contract
● Student teacher Responsibility Plan
● Weekly Assignment Checklist
● Pacing Guide
● Lesson Plans
● Unit Plans
● Substitute Plans

This notebook should be available for University Supervisor upon request.

______ The student teacher will begin to learn students’ names.
______ The student teacher will become familiar with the Cooperating Teacher’s substitute
folder or procedures to be followed when the Cooperating Teacher is absent.
______ The student teacher will become familiar with the school and school district reporting
systems (report cards, notes to parents, school improvement, FSA scores, and student
safety)
______ The student teacher will learn evaluations used with students (formal and informal,
standardized testing, knowledge tests, etc.)
______ The Student Teacher will begin writing lesson plans.
______ Student Teacher should begin to assist in planning and teaching selected classes such
as taking roll, working with small groups, starting students in activity, preparing
equipment for class, making charts and bulletin boards.

WEEK THREE THROUGH WEEK NINE

______ During the third week, the student teacher should have full responsibility for at least
one class.
______ The student teacher will use lesson plans and the Cooperating Teacher should review
plans prior to teaching, observing lessons, and meet to set goals during weekly
conference.
______ At least one formal conference per week should be held by the student teacher and
Cooperating Teacher to discuss progress and formulate plans for the future.

52
______ The student teacher should take more responsibility by the end of the second week
and eventually teach a full load of classes.
______ The Cooperating Teacher should continue to review lesson plans, observe classes, and
spend time reflecting on the student teacher’s progress.
______ The Cooperating Teacher must fill out an Informal Observation Form every week and
submit to the University Supervisor. They should be completed with different classes
on different days.
______ With guidance from Cooperating Teacher, the student teacher may invite the Principal
or other school administrator to observe a lesson.

MIDTERM EVALUATION:
______ At midterm (6th or 7th week), a formal evaluation must be completed by the
Cooperating Teacher, University Supervisor & student teacher using the Midterm
Evaluation form. A formal conference must be held at midterm to discuss student
teacher’s progress. This should be conducted with the University Supervisor. Specific
data should be discussed and goals should be set for improvement. The Midterm
Evaluation Form must be completed, shared with the student teacher and submitted
to the University Supervisor.

WEEK ELEVEN THROUGH WEEK FIFTEEN

______ Plan with Cooperating Teacher for gradual phase out from teaching after verifying last
day with University Supervisor. Schedule should be copied and submitted to University
Supervisor. Student teacher returns all materials and/or grades for students.
______ Schedule an appointment with Principal. Student Teachers should view this meeting as
a chance to thank the Principal for the opportunity to work in their school and as an
opportunity to seek assistance for jobs.
______ The Final Evaluation Form report must be completed by the Cooperating Teacher,
University Supervisor and student teacher at the end of the experience. A formal
conference must be held at the end to discuss student teacher’s progress. This should
be conducted with the University Supervisor. Specific data should be discussed and
goals should be set for improvement. The Final Evaluation Form must be completed,
shared with the student teacher and submitted to the University Supervisor.

53
 Jacksonville University
Music Education
Communication Information and Action Plan

Directions: University Supervisors, Cooperating Teachers and Student Teachers will discuss and formalize
the methods for maintaining regular and emergency contact. After all three sections are completed-the
student teacher will make 4 copies. Provide one copy for each team member and one for the
Coordinator of Music Education. For each communication style, list times and expectations. The
STUDENT TEACHER is REQUIRED to make contact with the Cooperating Teacher and University
Supervisor for any schedule changes: i.e. emergency absence, or crisis.

University Supervisor

Name: ___________________________

Email address:_______________________ Expectations: ___________________________

Office phone: _______________________ Expectations: ___________________________

Home phone: _______________________ Expectations: ___________________________

Cooperating Teacher

Name: ___________________________

Email address: ______________________ Expectations: ___________________________

Office phone: _______________________ Expectations: ___________________________

Home phone: _______________________ Expectations: ___________________________

Student Teacher

Name: ___________________________

Email address: ______________________ Expectations: ___________________________

Other phone: ________________________ Expectations: ____________________________

Home phone: _______________________ Expectations: ___________________________

54
Optional Forms

Jacksonville University
Music Education
Teacher Questioning
TARGET: Help Student Teacher become aware of questioning practices
PURPOSE: Was question used to increase student awareness of:
▪ Major concepts of the lesson (MC) – for example: Who can define a noun?
Who can tell me the cue for dribbling a soccer ball?
▪ Management issues (MI) – for example: does everybody have a book open to pg. 15?
Is the ball between your feet like I asked?
▪ Non-academic questions (NA) – FOR EXAMPLE: Who is still talking?
BLOOM’S: Student Teacher should classify questions according to Bloom’s Taxonomy and use
data in reflective journal to transform teaching.

Question (Write exact question as ST stated?) Target Purpose Blooms Taxonomy

55
 Jacksonville University
Music Education

Class Management Checklist

X = Observed O = Not Observed NA = Not Applicable

PRE CLASS Rating

Punctuality and attendance
Dress and appearance
Lessons plans are written using N. G. Sunshine State Standards
Unit Plan is prepared

CLASS MANAGEMENT Rating

Starts activity quickly (less than two minutes)
Equipment/materials and environment is safe
Equipment/materials is easily accessible
Stop and go signals are well established and reinforced
Behavior rules and expectations are clearly communicated and consistently
enforced
Consequences for inappropriate behavior are given quickly and consistently
Directions are clear and quick
Tells or demonstrates to students what to do before getting equipment/materials
Demonstrations are effectively used
Observations of class is from the perimeter
Moves around class and keeps pupils on task
Transitions are planned and efficient
Speaks to students only when they are quiet and listening
Uses positive reinforcement to promote appropriate behavior
Conducts a lesson closure (less than two minutes)

Comments:

56
 Jacksonville University
Music Education
Lesson Plan Format (Template)

STAGE I – Brainstorm the main highlights of the lesson

What do you know about the students you are planning to teach?
● What do they already know?

● What do they need to know/understand before this can be taught?

● How do you know what they know?

● Introductory Hook:
o Statement of approach, activity question being used to engage the student’s interest

● Learning Activities: (choose and list all that apply)

o Descriptions of activities that are part of your lesson that will use multiple intelligences.
▪ Musical:
▪ Visual-Spatial:
▪ Linguistic:
▪ Naturalist:
▪ Existential:
▪ Bodily-Kinesthetic
▪ Intrapersonal:
▪ Mathematical-Logical:
▪ Interpersonal:

● Concrete=Abstract sequencing
o Steps you will take to help student move from the concrete to the abstract

● Accommodations/Modifications for learners

o How you will make accommodations using specific strategies to meet students’ needs
(i.e., culture, gender, disabilities, levels of ability, levels of language acquisition, etc.)

● Content Specific Vocabulary:

o Specify content vocabulary needed to familiarize students with content related to the
lesson

57
 STAGE II – Teacher Procedures and Questioning
Teacher Procedure and Questioning Strategy:
o This is where all the brainstormed activities now are sequenced and fitted into a
coherent lesson structure. It must be very detailed.
o May be done using boxes or just plain scripted text

Version A – plain scripted text

1:00-3:00 min I will meet students at the door. Students will walk in a straight
line to the designated area inside the cones facing me. I will introduce the lesson of basketball.
HOOK: Can someone raise their hand and tell me who Kobe
Bryant or Lisa Leslie are? What type of ball do basketball players
use?
3:00 – 5:00 min Teacher procedures continue.
25:00-30:00 min Closure
● Revision of key points of lesson. Draws it to a close
● Questioning to guide students to summarize what they’ve
learned during the lesson
Version B – with text boxes
Time Teacher Procedure and Questioning
(need to show (needs to be very descriptive – think of it as writing a script. What
elapsed time – i.e., exactly are you going to tell students to do, how to do it, where to
1:00 min – 3:00 min) go, etc – DETAILED)
1:00 – 3:00 min I will meet students at the door. Students will walk in a straight
line to the designated area inside the cones facing me. I will
introduce the lesson of basketball. HOOK: Can someone raise their
hand and tell me who Kobe Bryant or Lisa Leslie are? What type of
ball do basketball players use?
3:00 – 5:00 min Teacher procedures continue.
25:00 – 30:00 min Closure
● Revision of key points of lesson. Draws it to a close
● Questioning to guide students to summarize what they’ve
learned during the lesson

● Assessment Procedures:
o What will you ask, do, etc. to know if the students have learned (these must agree
with your stated lesson/unit objectives)
● Assessment:
o Set of statements about what you expect from the students. Describes in detail
what those who have fully achieved objective will be able to do, what those who are
on the way can do etc.
o Must include the actual assessment you will use for the lesson to measure
performance (i.e., rubric, checklist, informal observation, specific questions, tests,
worksheets, etc.)

58
 Jacksonville University
Music Education
Lesson Evaluation (Template)

Student Teacher: ____________________ Class and Grade Level: _____________________

University Supervisor: _______________ Cooperating Teacher: ______________________
Lesson Topic: _______________________ Date: _______________________

Level of difficulty of the material:

FEAPs/PECs/NGSSS/ESOL/Music Knowledge and Skills Standards:

1. Review of prior related learning

2. Objectives
- State what you want students to know or be able to do by the end of the lesson
(including behavior, condition, and criteria), and how you will assess/evaluate each
student’s learning of the objective(s).
(Consider http://www.nwlink.com/~donclark/hrd/bloom.html )

3. Learning activities
- list any materials used during the lesson, including how much of each
- include an introduction
- the closure portion should review key points and give students opportunities to
summarize what they have learned during the lesson.

4. Instructional techniques

5. Pacing
- provide a timeline of the learning activities

6. Assignments, exams, and grading

- Consider using rubrics, checklists, informal observation, specific questions, tests,
worksheets, etc. to assess/evaluate how well each student achieved the lesson’s
objectives.

7. Teacher/student interaction:

59
 8. Student Engagement:

9. Student Learning/Outcomes:

10. Professional skill set (for example, knowledge of subject matter, conducting, singing,
keyboard, other performance skills, compositional-improvisational skills):

11. Additional comments:

- strengths in the lesson’s preparation and presentation
- areas to improve

12. Summary:

60
Office Forms (University Supervisor)
Jacksonville University
Music Education

Field Placement
University Supervisor Time Log

Supervisor: ___________________________ Semester: Fall _____ Spring _____

Year: ______

Please fill in the below information with each school visit and turn this form in to the Coordinator of
Music Education at the end of each semester.

Date School Student Module Arrival Time Departure Time

Mileage

61
 Jacksonville University
Music Education

Student Teacher
Incident Form
Directions: To be completed by University Supervisor anytime anything out of ordinary from daily rituals
and routines of student teaching occurs during student teaching internship. This form must be submitted
to Coordinator of Music Education within 48 hours of event. The Student Teacher will be notified by the
University Supervisor of action taken once the Music Education Coordinator has approved the corrective
action.

Name of Student Teacher: ______________________________________ Today’s Date: ____________

School Placement: ___________________________ Cooperating Teacher: _____________________
Name of University Supervisor: __________________________________ Date of Incident: _________

Incident Number (please circle): 1 2 Other: ____

Description of Incident:

Possible Plan of Action #1:

Possible Plan of Action #2:

_____________________________________________________ _____________
University Supervisor Signature Date

Office Use Only

Date Received: ____________
Coordinator of Music Education Decision:

____________________________________________________ _____________
Director of Field Placements Signature Date

62
 Jacksonville University
Music Education
Student Update Form

Directions: Please complete this form on each STUDENT TEACHER by the end of each month
and forward to the Coordinator of Music Education.

Student Teacher: ________________________ Date: __________________

Lessons Taught:
FEAPs, PECs, and NGSSS addressed this month:

Strengths:

Weaknesses:

Absences:

Upcoming plans:

Concerns:

Contact with CT:

Indicate the level of STUDENT TEACHER performance demonstrated this month:

Use the scale of (lowest) from average college student to beginning field experience student to
(highest) preservice teacher and provide specific examples as support. Indicate level by using an
“X”

average college student beginning field experience student preservice teacher

.

63
Upon Completion
Jacksonville University
Music Education
Student Teaching Exit Interview

Semester of Student Teaching: Fall: ________ Spring: ________ Year: ________

This information will be kept anonymous. Please provide as much detail as possible to help the School of
Education improve its programs.

1. Describe your field placements that were the most insightful. (Please be specific)

2. Describe Cooperating Teachers’ behaviors that were most helpful in helping you become a
stronger teacher. Why?

3. Which were least helpful? Why?

4. What are your suggestions for improving Music Education’s student field experiences?

64
V. Competencies and Musical Objectives

Florida Educator Accomplished Practices (FEAPs)

and Professional Educator Competencies (PECs)
Competencies and Related Objectives:
KEY: FEAP = Florida Accomplished Practices
PEC = Professional Education Competencies

ASSESSMENT FEAP 1; PEC 14

The intern will be able to:

1. select and design the appropriate instruments or techniques for

assessing individual student learning
2. collect, analyze, and utilize student data from a variety of sources,
including traditional, alternative, formal and informal instruments and
strategies.
3. utilize assessment data to modify instruction for optimal student learning.
4. evaluate assessment strategies or instruments utilized on the basis of
content validity, reliability, and student responses.
5. demonstrate the ability to orient students to test-taking strategies; reduce
students’ test-taking anxiety; control potential distractions; and, provide
students with feedback that corrects errors in understanding.
6. utilize a system for recording student progress.
7. demonstrate an understanding of the contents and procedures for
maintaining student records and the laws and policies governing student
records.
8. demonstrate the ability to utilize the technology available at the school site
to record and/or analyze student progress.

COMMUNICATION FEAP 2/PEC14

The intern will be able to:

1. establish a positive learning climate by communicating procedures effectively;

encouraging students in a positive way; communicating high expectations for
all students; and maintaining standards for mutually respectful interaction.

2. provide students opportunities to learn from one another.

3. motivate, encourage, and support individual and group inquiry.
4. communicate with colleagues, administrators, school and community
specialists, and families consistently and appropriately.

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 5. show acceptance and value of student responses by seeking clarification
or elaboration.
6. utilize student’s comments to foster or redirect further discussion.
7. ignore or redirect digressions without devaluing a student’s response.
8. utilize verbal and non-verbal communication to demonstrate acceptance,
encouragement, support, and respect as well as to enhance student performance.
9. utilize specific academic praise to indicate what was praiseworthy about, or
the implications of, a student’s response.
10. correct students’ errors by giving a correction, or assist students in correcting
their own errors by providing an explanation, additional information, or asking
additional questions.
11. communicate with ESOL teachers and parents regarding the progress of their
ESOL students.
12. print/write legibly and accurately according to the school model.
13. utilize standard forms of spelling, grammar, punctuation, and capitalization
during instruction and in all written work and correspondence.
14. modulate voice quality and level to add interest and stress important
information.
15. utilize the most effective technology available related to communication
needs.
16. develop professional short and long-term goals related to communication.

CONTINUOUS IMPROVEMENT FEAP/PEC 3, PEC14

The intern will be able to:

1. realize that the pre-professional teacher is in the initial stages of a life-long

learning process and self-reflection is a key component of the process.

2. self-reflect upon classroom events and make modifications accordingly

to instruction, communication, and management strategies.
3. invite, accept, and utilize feedback from the supervising teacher, colleagues,
administrators, and the university supervisor and make modifications
accordingly (in a non-defensive manner).

4. participate in the development of a personal professional development plan

to guide improvement.
5. demonstrate respect for diverse perspectives, ideas, and opinions.
6. participate in and support the school’s improvement process as applicable.
7. increase own professional growth by participating in training and
professional development activities as available and applicable.
8. observe others and be able to demonstrate the skills involved.
9. work as a reflective practitioner and develop the skills to recognize
problems, research solutions, and evaluate outcomes.

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 10. learn from peers and colleagues and develop professional relationships.
11. react appropriately under stress; demonstrate flexibility and self control;
respect responsibility for own actions and not blame others or project
weaknesses onto others.
12. develop professional short and long-term goals related to continuous growth.

CRITICAL THINKING FEAP/PEC 4

The intern will be able to:

1. provide students opportunities to learn higher order thinking skills.

2. demonstrate effective questioning skills, other instructional strategies, and
technologies which lead students to utilize higher order thinking skills.
3. utilize discussions, group interactions, and writing to encourage student problem
solving.
4. pose problems, dilemmas, and questions in lessons.
5. vary roles used in the instructional process (instructor, coach, mentor, facilitator,
audience, critic, etc.)

6. encourage students to develop open-ended projects and other activities that are
creative and innovative.
7. develop short and long-term professional goals related to critical thinking.

DIVERSITY FEAP/PEC 5, PEC 14

The intern will be able to:

1. establish a comfortable classroom climate that accepts and fosters diversity.

2. demonstrate knowledge and awareness of varied cultures.
3. create a climate of openness, inquiry and support by practicing strategies such as
acceptance, tolerance, resolution, and mediation.
4. accept and value students from diverse cultures and treat all students
equitably.
5. demonstrate knowledge about different learning styles and provide a variety of
activities to meet the various students’ learning styles.
6. acknowledge the importance of family and family structure to the individual
learner.
7. promote student responsibility, appropriate social behavior, integrity, and valuing of
diversity through learning techniques.
8. provide learning activities that will encourage the students to practice skills and
gain knowledge needed in a diverse society.
9. demonstrate knowledge of similarities and differences among various ethnic,
cultural, linguistic, and economic groups.
10. apply cross-cultural knowledge to classroom management techniques.
11. utilize technology in the instruction of diverse groups.
12. develop short and long-term professional goals relating to diversity.

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ETHICS FEAP/PEC 6

The intern will be able to:

1. adhere to the Code of Ethics and Principles of Professional Conduct of the

Education Profession in Florida.
2. make reasonable effort to protect the student from conditions harmful to learning
and/or to the student’s mental and/or physical health or safety.
3. encourage a student’s independent action in pursuit of learning.
4. take reasonable precaution to distinguish between personal views and those of any
educational institution or organization of affiliation.
5. not intentionally distort or represent facts concerning an educational matter in
direct or indirect public expression.
6. not use institutional privileges for personal gain.
7. maintain honesty in all professional dealings.
8. demonstrate a sound work ethic by being dependable, on-time, putting forth
adequate effort, investing adequate time in this experience, and being a
team-player.

HUMAN DEVELOPMENT AND LEARNING FEAP/PEC 7, PEC 14; ESOL 8

The intern will be able to:

1. recognize developmental levels of students and identify differences among

groups of students including the cognitive, physical, social, emotional, and
language acquisition aspects of development.

2. use previously acquired knowledge to link new knowledge and ideas to familiar
ideas.
3. use multiple activities and strategies that engage and motivate students at
appropriate developmental levels.
4. vary activities to take into account students’ various learning needs,
developmental levels, and experiential backgrounds.
5. be knowledgeable about learning theories, curriculum development, and student
development processes.
6. demonstrate instructional interpersonal skills that assist students in developing a
positive self-concept.
7. distinguish between typical behavior and severe emotional distress.
8. recognize physical, mental, emotional, and social behavioral indicators of child
abuse and neglect.
9. know all rights and responsibilities of all parties involved and the procedure for
reporting abuse/neglect incidents.
10. know how to interact appropriately with a child after an abuse/neglect report has
been made.

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 11. know and utilize resources and procedures for referral of students based on their
academic, emotional, social, and physical needs.
12. become familiar with technology and other tools that are appropriate to
students’ developmental levels to enhance instruction.
13. develop short and long-term professional goals related to human development and
learning.

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KNOWLEDGE OF SUBJECT MATTER FEAP/PEC 8, PEC 14, All applicable FSAC

The intern will be able to:

1. demonstrate a basic understanding of the subject matter and communicate

knowledge about subject matter that enables students to learn.
2. increase subject matter knowledge in order to integrate topics of study.
3. use the materials and technologies of the subject field to develop learning
activities for students.
4. continually acquire currency in subject matter related to his/her field.
5. teach concepts by providing or inducing definitions, examples, non-examples,
attributes, and by distinguishing related concepts.
6. teach laws or law-like principles by analyzing cause and effect, stating the causal
principle/law, using linking words to connect effects to causes, and providing for
application of law or principle.
7. state academic rules, describe/analyze the situation in which the rule applies, and
provide for practice in applying the rule.

8. teach value knowledge by stating and exploring the value question, developing
criteria of judgment, assembling facts, and testing the value judgment.
9. utilize multiple instructional strategies to introduce new concepts.
10. assess for prior knowledge and link new concepts to previously learned material.
11. develop short and long-term professional goals related to subject matter
knowledge.

LEARNING ENVIRONMENTS FEAP/PEC 9, PEC 14

The intern will be able to:

1. understand the importance of setting up effective learning environments using

techniques and strategies to do so including those with student input and work
with individuals, small groups, and the entire class.
2. practice a variety of techniques for establishing smooth and efficient routines.
3. apply the established rules and standards for behaviors consistently and equitably.
4. recognize cognitive and affective needs of students and establish learning
environments and use activities to meet those needs.
5. provide students opportunities to be accountable for own behaviors.
6. monitor learning activities and behaviors for understanding off-task behaviors;
demonstrate general classroom awareness.
7. use learning time effectively and efficiently to maintain instructional momentum.
8. establish routines to ensure smooth transitions between activities.
9. provide clear and age appropriate directions for activities and routines.
10. maintain students’ academic focus by use of varied motivational techniques.

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 11. arrange classroom furniture, equipment, and instructional aids to facilitate
teaching, learning and safety.
12. state expectations about student conduct, giving rules or developing them with
students, and illustrating rules and consequences for clarification.
13. recognize factors in and out of school that contribute to misconduct.
14. use appropriate verbal and non-verbal cues for reinforcing and modifying student
behavior.
15. identify and use parental and/or school and community resources to modify
student behavior (only with the guidance of the supervising teacher).
16. inform students about objectives, learning tasks, and performance expectations
and summarize main points at end of lesson.
17. provide opportunities for review and practice.
18. make adjustments as needed for second language learners related to the
learning environment.
19. develop short and long-term professional goals related to learning environments.

PLANNING FEAP/PAC 10, PEC 14

The intern will be able to:

1. identify student performance outcomes for planned lessons.

2. plan instruction based on performance standards required of students in Florida Public
Schools (Sunshine State Standards with benchmarks).

3. utilize multiple instructional strategies and activities in planning.

4. demonstrate instructional flexibility and an awareness of the teachable moment.
5. plan and conduct lessons that are interdisciplinary.
6. complete plans in a timely manner.
7. work cooperatively with colleagues in planning instruction.
8. construct and sequence learning activities for short-range objectives for subject
areas and for longer-range units of study.
9. construct objectives for identified knowledge, skills, and attitudes.
10. consider individual differences and special needs in planning.
11. select or develop appropriate learning activities to achieve objectives.
12. make certain that objectives, activities and the assessment component are
interrelated.
13. research topics and access additional resources as needed to enhance meeting the
stated objectives, especially through the use of technology.
14. use the technology available to complete planning.
15. develop short and long-term professional goals related to planning.

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ROLE OF THE TEACHER FEAP/PEC 11, PEC 14

The intern will be able to:

1. gain an understanding of the multitude and complexity of the teacher’s role.

2. gain an understanding of the realities of the classroom community, the school
community, and the surrounding community.
3. work with school volunteers effectively.
4. work with colleagues to identify students’ educational, social, and emotional
needs.
5. communicate with families including families of culturally and linguistically
diverse backgrounds.
6. assume all roles and accept all responsibilities of the teacher included in the
experience including attending faculty meetings, parent-teacher conferences, open
house, trainings, etc.
7. develop short and long-term professional goals related to the role of the teacher.

TECHNOLOGY FEAP/PEC 12, PEC 14, ESOL 15, 17

The intern will be able to:

1. operate computers as applicable to the school site.

2. utilize criteria for selecting software for use in instruction.
3. understand the ethical and legal impacts and consequences of a computerized
society.
4. identify appropriate school and classroom management applications of computers.
5. select methods for integrating computers in instruction.
6. operate all equipment expected of teachers at the school site.
7. develop short and long-term professional goals related to technology.

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Essential Subject Area Knowledge and Music Teaching Competencies

The intern:

1. Creates a positive environment (e.g., seeks to provide motivation, attempts to

make learning fun; learns names of students, seeks to set students up for success
rather than failure).
2. Effectively implements classroom management (attempts to re-engage students
who are not paying attention; attempts to address off-task behavior).
3. Rehearses efficiently and effectively.
a. Hears individual inaccuracies and musical problems in an ensemble setting and
prescribes effective strategies.
b. Continually reinforces part accuracy, technique/tone and expression in student
performance.
4. Prepares an appropriate learning plan (e.g., objectives linked to standards,
sequential steps to achieve objectives, assessments) for every class/rehearsal.
5. Demonstrates ability to “think in action;” knows when to move on, change the
pace or try something different.
6. Demonstrates competence at classroom management responsibilities and duties
(e.g., taking attendance, distributing instruments, allowing students to leave the
room).
7. Uses assessment effectively (communicates expectations, monitors/adjusts, adapts
instruction as needed, maintains awareness of individual skill development).
8. Makes connections to other subjects when appropriate.
9. Uses musicianship to enhance student musicianship (modeling, accompanying,
gesture/conducting, describing music, etc).
10. Demonstrates musical preparation (e.g., knows all music being studied and
rehearsed; can audiate/play/sing parts; knows transpositions; head not in score;
recognizes where musical problems are likely to occur and makes efforts to prevent
them through instructional strategies (rather than allowing students to fail and
then provide a method of correction).
11. Knows basic performance technique (e.g., playing positions, ranges of
instruments; fingerings for instruments) and methods of correction.

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 Next Generation Sunshine
State Standards - Music
Competencies and Related Objectives:

C - CRITICAL THINKING AND REFLECTION

KEY: 1. Cognition and reflection: appreciate, interpret, and create with artistic intent.
2. Assess one’s own and others’ artistic work, using critical thinking, problem
solving, and decision-making skills.
3. Critique works of art leading to development of critical thinking skills
transferable to other contexts.

The student will be able to:

MU.K.C.1.1 Respond to music from various sound sources to show awareness of steady beat.
MU.K.C.1.2 Identify various sounds in a piece of music.
MU.K.C.1.3 Identify, visually and aurally, pitched and unpitched classroom instruments.
MU.K.C.1.4 Identify singing, speaking, and whispering voices.
MU.K.C.2.1 Identify similarities and/or differences in a performance.
MU.K.C.2.3 Share opinions about selected pieces of music.

MU.1.C.1.1 Respond to specific, teacher-selected musical characteristics in a song or

instrumental piece.
MU.1.C.1.2 Respond to music from various sound sources to show awareness of differences
in musical ideas.
MU.1.C.1.3 Classify instruments into pitched and unpitched percussion families.
MU.1.C.1.4 Differentiate between music performed by one singer and music performed by a
group of singers.
MU.1.C.2.1 Identify the similarities and differences between two performances of a familiar
song.
MU.1.C.2.2 Respond to music from various sound sources to show awareness of differences
in musical ideas.
MU.1.C.2.3 Classify instruments into pitched and unpitched percussion families.
MU.1.C.2.4 Differentiate between music performed by one singer and music performed by a
group of singers.
MU.1.C.3.1 Share different thoughts or feelings people have about selected pieces of music.

MU.2.C.1.1 Identify appropriate listening skills for learning about musical examples selected
by the teacher.
MU.2.C.1.2 Respond to a piece of music and discuss individual interpretations.
MU.2.C.1.3 Classify unpitched instruments into metals, membranes, shakers, and wooden
categories.
MU.2.C.1.4 Identify child, adult male, and adult female voices by timbre.

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MU.2.C.2.1 Identify strengths and needs in classroom performances of familiar songs.
MU.2.C.3.1 Discuss why musical characteristics are important when forming and discussing
opinions about music.

MU.3.C.1.1 Describe listening skills and how they support appreciation of musical works.
MU.3.C.1.2 Respond to a musical work in a variety of ways and compare individual
interpretations.
MU.3.C.1.3 Identify families of orchestral and band instruments.
MU.3.C.1.4 Discriminate between unison and two-part singing.
MU.3.C.2.1 Evaluate performances of familiar music using teacher-established criteria.
MU.3.C.3.1 Identify musical characteristics and elements within a piece of music when
discussing the value of the work.

MU.4.C.1.1 Develop effective listening strategies and describe how they can support
appreciation of musical works.
MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical
work.
MU.4.C.1.3 Classify orchestral and band instruments as strings, woodwinds, brass,
percussion, or keyboard.
MU.4.C.1.4 Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass.
MU.4.C.2.1 Identify and describe basic music performance techniques to provide a
foundation for critiquing one's self and others.
MU.4.C.2.2 Critique specific techniques in one's own and others performances using
teacher-established criteria.
MU.4.C.3.1 Describe characteristics that make various musical works appealing.

MU.5.C.1.1 Discuss and apply listening strategies to support appreciation of musical works.
MU.5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer's intent
for a specific musical work.
MU.5.C.1.3 Identify, aurally, selected instruments of the band and orchestra.
MU.5.C.1.4 Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a
mixed choir.
MU.5.C.2.1 Define criteria, using correct music vocabulary, to critique one's own and others
performance.
MU.5.C.2.2 Describe changes, using correct music vocabulary, in one's own and/or others
performance over time..
MU.5.C.3.1 Develop criteria to evaluate an exemplary musical work from a specific period or
genre.

MU.68.C.1.1 Develop strategies for listening to unfamiliar musical works.

MU.68.C.1.2 Compare, using correct music vocabulary, the aesthetic impact of a performance
to one’s own hypothesis of the composer’s intent.
MU.68.C.1.3 Identify, aurally, instrumental styles and a variety of instrumental ensembles.
MU.68.C.1.4 Identify, aurally, a variety of vocal styles and ensembles.

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MU.68.C.2.1 Critique personal performance, experiment with a variety of solutions, and make
appropriate adjustments with guidance from teachers and peers.
MU.68.C.2.2 Critique, using correct music vocabulary, changes in one’s own or others’ musical
performance resulting from practice or rehearsal.
MU.68.C.2.3 Critique personal composition and/or improvisation, using simple criteria, to
generate improvements with guidance from teachers and/or peers.
MU.68.C.3.1 Apply specific criteria to evaluate why a musical work is an exemplar in a specific
style or genre.

MU.912.C.1.1 Apply listening strategies to promote appreciation and understanding of

unfamiliar musical works.
MU.912.C.1.2 Compare, using correct music vocabulary, the aesthetic impact of two or more
performances of a musical work to one’s own hypothesis of the composer’s
intent.
MU.912.C.1.3 Analyze instruments of the world and classify them by common traits.
MU.912.C.1.4 Compare and perform a variety of vocal styles and ensembles.
MU.912.C.2.1 Evaluate and make appropriate adjustments to personal performance in solo and
ensembles.
MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances.
MU.912.C.2.3 Evaluate one’s own or other’s compositions and/or improvisations and generate
improvements independently or cooperatively.
MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and
effectiveness of performances and apply the criteria to personal development in
music.

H - HISTORICAL AND GLOBAL CONNECTIONS

KEY: 1. Learn about and honor others and the worlds in which they live(d).
2. Reflect and document cultural trends and historical events, explaining how
new directions in the arts have emerged.
3. Transfer connections among the arts and other disciplines to knowledge and
skills from other fields.

The student will be able to:

MU.K.H.1.1 Respond to music from diverse cultures through singing and movement.
MU.K.H.2.1 Respond to and/or perform folk music of American cultural sub-groups.
MU.K.H.3.1 Perform simple songs, finger plays, and rhymes to experience connections
among music, language, and numbers.

MU.1.H.1.1 Perform simple songs, dances, and musical games from a variety of cultures.
MU.1.H.1.2 Explain the work of a composer.
MU.1.H.2.1 Identify and perform folk music used to remember and honor America and its
cultural heritage.
MU.1.H.3.1 Explore the use of instruments and vocal sounds to replace or enhance specified
words or phrases in children's songs, choral readings of poems and stories,
and/or chants.

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MU.2.H.1.1 Perform songs, musical games, dances, and simple instrumental
accompaniments from a variety of cultures.
MU.2.H.1.2 Identify the primary differences between composed and folk music.
MU.2.H.2.1 Discuss how music is used for celebrations in American and other cultures.
MU.2.H.3.1 Perform and compare patterns, aurally and visually, found in songs, finger plays,.

MU.3.H.1.1 Compare indigenous instruments of specified cultures.

MU.3.H.1.2 Identify significant information about specified composers and one or more of
their musical works.
MU.3.H.1.3 Identify timbre(s) in music from a variety of cultures.
MU.3.H.2.1 Discuss how music in America was influenced by people and events in its history.
MU.3.H.3.1 Perform and compare patterns, aurally and visually, found in songs, finger plays,
or rhymes to gain a foundation for exploring patterns in other contexts.

MU.4.H.1.1 Examine and describe a cultural tradition, other than one's own, learned through
its musical style and/or use of authentic instruments.
MU.4.H.1.2 Describe the influence of selected composers on the musical works and practices
or traditions of their time.
MU.4.H.1.3 Identify pieces of music that originated from cultures other than one's own.
MU.4.H.2.1 Perform, listen to, and discuss music related to Florida's history.
MU.4.H.2.2 Identify ways in which individuals of varying ages and cultures experience music.
MU.4.H.3.1 Identify connections among music and other contexts, using correct music and
other relevant content-area vocabulary, and explore how learning in one
academic area can help with knowledge or skill acquisition in a different
academic area.

MU.5.H.1.1 Identify the purposes for which music is used within various cultures.
MU.5.H.1.2 Compare and describe the compositional characteristics used by two or more
composers whose works are studied in class.
MU.5.H.1.3 Compare stylistic and musical features in works originating from different
cultures.
MU.5.H.2.1 Examine the contributions of musicians and composers for a specific historical
period.
MU.5.H.2.2 Describe how technology has changed the way audiences experience music.
MU.5.H.3.1 Examine critical-thinking processes in music and describe how they can be
transferred to other disciplines.

MU.68.H.1.1 Describe the functions of music from various cultures and time periods.
MU.68.H.1.2 Identify the works of representative composers within a specific style or time
period.
MU.68.H.1.3 Describe how American music has been influenced by other cultures.
MU.68.H.1.4 Classify authentic stylistic features in music originating from various cultures.
MU.68.H.1.5 Using representative musical works by selected composers, classify
compositional characteristics common to a specific time period and/or genre..

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MU.68.H.2.1 Describe the influence of historical events and periods on music composition and
performance.
MU.68.H.2.2 Analyze how technology has changed the way music is created, performed,
acquired, and experienced.
MU.68.H.2.3 Classify the literature being studied by genre, style, and/or time period.
MU.68.H.3.1 Identify connections among music and other content areas and/or contexts
through interdisciplinary collaboration.
MU.68.H.3.2 Discuss how the absence of music would affect other content areas and contexts.

MU.912.H.1.1 Investigate and discuss how a culture’s traditions are reflected through its music.
MU.912.H.1.2 Compare the work of, and influences on, two or more exemplary composers in
the performance medium studied in class.
MU.912.H.1.3 Compare two or more works of a composer across performance media.
MU.912.H.1.4 Analyze how Western music has been influenced by historical and current world
cultures.
MU.912.H.1.5 Analyze music within cultures to gain understanding of authentic performance
practices.
MU.912.H.2.1 Evaluate the social impact of music on specific historical periods.
MU.912.H.2.2 Analyze current musical trends, including audience environments and music
acquisition, to predict possible directions of music.
MU.912.H.2.3 Analyze the evolution of a music genre.
MU.912.H.2.4 Examine the effects of developing technology on composition, performance, and
acquisition of music.
MU.912.H.3.1 Apply knowledge of science, math, and music to demonstrate, through an
acoustic or digital performance medium, how sound production affects musical
performance.
MU.912.H.3.2 Combine personal interest with skills and knowledge from a non-music class to
explore, design, and present a music-based or music-enhanced topic of interest
to demonstrate the ability to make transfers across contexts.

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F - INNOVATION, TECHNOLOGY, AND THE FUTURE

KEY: 1. Create, interpret, and respond to the arts: stimulating the imagination and
encouraging innovation and risk-taking.
2. Careers in and related to the arts significantly and positively impact local and
global economies.
3. Through study of the arts, embed 21st century thinking skills necessary for
success as citizens, workers, and leaders in a global economy.

The student will be able to:

MU.K.F.1.1 Respond to and explore music through creative play and found sounds in the
music classroom.
MU.K.F.3.1 Exhibit age-appropriate music and life skills that will add to the success in the
music classroom.

MU.1.F.1.1 Create sounds or movement freely with props, instruments, and/or found
MU.1.F.2.1 Describe how he or she likes to participate in music..
MU.1.F.3.1 Demonstrate appropriate manners and teamwork necessary for success in a
music classroom.

MU.2.F.1.1 Create a musical performance that brings a story or poem to life.

MU.2.F.2.1 Describe how people participate in music.
MU.2.F.3.1 Collaborate with others in a music presentation and discuss what was successful
and what could be improved.

MU.3.F.1.1 Enhance the meaning of a story or poem by creating a musical interpretation

using..
MU.3.F.2.1 Identify musicians in the school, community, and media.
MU.3.F.2.2 Describe opportunities for personal music-making.
MU.3.F.3.1 Enhance the meaning of a story or poem by creating a musical interpretation
using voices, instruments, movement, and/or found sounds.

MU.4.F.1.1 Create new interpretations of melodic or rhythmic pieces by varying or adding

dynamics, timbre, tempo, lyrics, and/or movement.
MU.4.F.2.1 Describe roles and careers of selected musicians.
MU.4.F.3.1 Identify the characteristics and behaviors displayed by successful student
musicians, and discuss how these qualities will contribute to success beyond the
music classroom.
MU.4.F.3.2 Discuss the safe, legal way to download songs and other media.

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MU.5F.1.1 Create a performance, using visual, kinesthetic, digital, and/or acoustic means to
manipulate musical elements.
MU.5.F.2.1 Describe jobs associated with various types of concert venues and performing
arts centers.
MU.5.F.2.2 Explain why live performances are important to the career of the artist and the
success of performance venues.
MU.5.F.3.1 Examine and discuss the characteristics and behaviors displayed by successful
student musicians that can be applied outside the music classroom.
MU.5.F.3.2 Practice safe, legal, and responsible acquisition and use of music media, and
describe why it is important to do so.

MU.68F.1.1 Create a composition and/or performance, using visual, kinesthetic, digital,

and/or acoustic means to manipulate musical elements.
MU.68.F.1.2 Create an original composition that reflects various performances that use
"traditional" and contemporary technologies.
MU.68.F.2.1 Describe several routes a composition or performance could travel from creator
to consumer.
MU.68.F.2.2 Describe how concert attendance can financially impact a community.

MU.68.F.3.1 Describe how studying music can enhance citizenship, leadership, and global
thinking.
MU.68.F.3.2 Investigate and discuss laws that protect intellectual property, and practice safe,
legal, and responsible acquisition and use of musical media.
MU.68.F.3.3 Identify the tasks involved in the compositional process and discuss how the
process might be applied in the work place.

MU.912F.1.1 Analyze and evaluate the effect of "traditional" and contemporary technologies
on the development of music.
MU.912.F.1.2 Incorporate or adapt new, emerging, or previously unfamiliar technology to
create an innovative composition, music project, or related product.
MU.912.F.2.1 Design or refine a résumé for application to higher education or the workforce
that highlights marketable skills and knowledge gained through music training.
MU.912.F.2.2 Analyze the effect of the arts and entertainment industry on the economic and
social health of communities and regions.
MU.912.F.2.3 Compare the organizational structure of a professional orchestra, chorus,
quintet, or other ensemble to that of a business.
MU.912.F.3.1 Analyze and describe how meeting one’s responsibilities in music offers
opportunities to develop leadership skills, and identify personal examples of
leadership in school and/or non-school settings.
MU.912.F.3.2 Summarize copyright laws that govern printed, recorded, and on-line music to
promote legal and responsible use of intellectual property and technology.
MU.912.F.3.3 Define, prioritize, monitor, and successfully complete tasks related to individual
musical performance or project presentation, without direct oversight,
demonstrating skills for use in the workplace.

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MU.912.F.3.4 Design and implement a personal learning plan, related to the study of music,
which demonstrates self-assessment, brain-storming, decision-making, and
initiative to advance skills and/or knowledge.

O - ORGANIZATIONAL STRUCTURE
KEY: 1. Understand the organizational structure of an art form to provide a foundation
for appreciation of artistic works and respect for the creative process.
2. Describe how the structural rules and conventions of an art form serve as
both a foundation and departure point for creativity.
3. Explore how art forms use their own unique language, verbal and nonverbal,
to document and communicate with the world.

The student will be able to:

MU.K.O.1.1 Respond to beat, rhythm, and melodic line through imitation.
MU.K.O.1.2 Identify similarities and differences in melodic phrases and/or rhythm patterns.
MU.K.O.3.1 Respond to music to demonstrate how it makes one feel.

MU.1.O.1.1 Respond to contrasts in music as a foundation for understanding structure.

MU.1.O.1.2 Identify patterns of a simple, four-measure song or speech piece.
MU.1.O.3.1 Respond to changes in tempo and/or dynamics within musical examples.

MU.2.O.1.1 Identify basic elements of music in a song or instrumental excerpt.

MU.2.O.1.2 Identify the form of a simple piece of music.
MU.2.O.3.1 Describe changes in tempo and dynamics within a musical work.

MU.3.O.1.1 Identify, using correct music vocabulary, the elements in a musical work.
MU.3.O.1.2 Identify and describe the musical form of a familiar song.
MU.3.O.2.1 Rearrange melodic or rhythmic patterns to generate new phrases.
MU.3.O.3.1 Describe how tempo and dynamics can change the mood or emotion of a piece
of music.

MU.4.O.1.1 Compare musical elements in different types of music, using correct music
vocabulary, as a foundation for understanding the structural conventions of
specific styles.
MU.4.O.2.1 Create variations for selected melodies.
MU.4.O.3.1 Identify how expressive elements and lyrics affect the mood or emotion of a
song.
MU.4.O.3.2 Apply expressive elements to a vocal or instrumental piece and, using correct
music vocabulary, explain one's choices.

MU.5.O.1.1 Analyze, using correct music vocabulary, the use of musical elements in various
styles of music as a foundation for understanding the creative process.
MU.5.O.2.1 Create a new melody from two or more melodic motifs.
MU.5.O.3.1 Examine and explain how expressive elements, when used in a selected musical
work, affect personal response.

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MU.5.O.3.2 Perform expressive elements in a vocal or instrumental piece as indicated by the
score and/or conductor.

MU.68.O.1.1 Compare performances of a musical work to identify artistic choices made by

performers.
MU.68.O.2.1 Create a composition, manipulating musical elements and exploring the effects
of those manipulations.
MU.68.O.2.2 Demonstrate knowledge of major and minor tonalities through performance and
composition.
MU.68.O.3.1 Describe how the combination of instrumentation and expressive elements in a
musical work can convey a specific thought, idea, mood, and/or image.
MU.68.O.3.2 Perform the expressive elements of a musical work indicated by the musical
score and/or conductor, and transfer new knowledge and experiences to other
musical works.

MU.912.O.1.1 Evaluate the organizational principles and conventions in musical works and
discuss their effect on structure.
MU.912.O.2.1 Transfer accepted composition conventions and performance practices of a
specific style to a contrasting style of music.
MU.912.O.2.2 Transpose melodies into different modalities through performance and
composition.
MU.912.O.3.1 Analyze expressive elements in a musical work and describe how the choices and
manipulations of the elements support, for the listener, the implied meaning of
the composer/performer.
MU.912.O.3.2 Interpret and perform expressive elements indicated by the musical score and/or
conductor.

S - SKILLS, TECHNIQUES, AND PROCESSES

KEY: 1. The arts are inherently experiential and actively engage learners in the processes
of creating, interpreting, and responding to art.
2. Development of skills, techniques, and processes in the arts strengthens our
ability to remember, focus on, process, and sequence information.
3. Through purposeful practice, artists learn to manage, master, and refine
simple, then complex, skills and techniques.

The student will be able to:

MU.K.S.1.1 Improvise a response to a musical question sung or played by someone else.
MU.K.S.2.1 Sing or play songs from memory.
MU.K.S.3.1 Sing songs of limited range appropriate to the young child and use the head
voice.
MU.K.S.3.2 Perform simple songs and accompaniments.
MU.K.S.3.3 Match pitches in a song or musical phrase in one or more keys.
MU.K.S.3.4 Imitate simple rhythm patterns played by the teacher or a peer.

MU.1.S.1.1 Improvise a four-beat response to a musical question sung or played by someone

else.

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MU.1.S.1.2 Create short melodic and rhythmic patterns based on teacher-established
guidelines.
MU.1.S.2.1 Sing or play songs, which may include changes in verses or repeats, from
memory.
MU.1.S.3.1 Sing simple songs in a group, using head voice and maintaining pitch.
MU.1.S.3.2 Play three- to five-note melodies and/or accompaniments on classroom
instruments.
MU.1.S.3.3 Sing simple la-sol-mi patterns at sight.
MU.1.S.3.4 Match simple aural rhythm patterns in duple meter with written patterns.

MU.2.S.1.1 Improvise short phrases in response to a given musical question.

MU.2.S.1.2 Create simple ostinati to accompany songs or poems.
MU.2.S.2.1 Sing or play songs, which may include changes in dynamics, lyrics, and form, from
memory.
MU.2.S.3.1 Sing songs in an appropriate range, using head voice and maintaining pitch.
MU.2.S.3.2 Play simple melodies and/or accompaniments on classroom instruments.
MU.2.S.3.3 Sing simple la-sol-mi-do patterns at sight.
MU.2.S.3.4 Compare aural melodic patterns with written patterns to determine whether
they are the same or different.

MU.3.S.1.1 Improvise rhythms or melodies over ostinati.

MU.3.S.1.2 Create an alternate ending to a familiar song.
MU.3.S.2.1 Identify patterns in songs to aid the development of sequencing and
memorization skills.
MU.3.S.3.1 Sing rounds, canons, or ostinati in an appropriate range, using head voice and
maintaining pitch.
MU.3.S.3.2 Play melodies and layered ostinati, using proper instrumental technique, on
pitched and unpitched instruments.
MU.3.S.3.3 Sing simple la-sol-mi-re-do patterns at sight.
MU.3.S.3.4 Match simple aural rhythm patterns in duple and triple meter with written
patterns.
MU.3.S.3.5 Notate simple rhythmic and melodic patterns using traditional notation.

MU.4.S.1.1 Improvise phrases, using familiar songs.

MU.4.S.1.2 Create melodic patterns using a variety of sound sources.
MU.4.S.1.3 Arrange a familiar song for voices or instruments by manipulating form.
MU.4.S.2.1 Apply knowledge of musical structure to aid in sequencing and memorization
and to internalize details of rehearsal and performance.
MU.4.S.3.1 Sing rounds, canons, and/or partner songs in an appropriate range, using proper
vocal technique and maintaining pitch.
MU.4.S.3.2 Play rounds, canons, or layered ostinati on classroom instruments.
MU.4.S.3.3 Perform extended pentatonic melodies at sight.
MU.4.S.3.4 Play simple ostinati, by ear, using classroom instruments.
MU.4.S.3.5 Notate simple rhythmic phrases and extended pentatonic melodies using
traditional notation.

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MU.5.S.1.1 Improvise rhythmic and melodic phrases to create simple variations on familiar
melodies.
MU.5.S.1.2 Compose short vocal or instrumental pieces using a variety of sound sources.
MU.5.S.1.3 Arrange a familiar song by manipulating specified aspects of music.
MU.5.S.1.4 Sing or play simple melodic patterns by ear with support from the teacher.
MU.5.S.2.1 Use expressive elements and knowledge of musical structure to aid in
sequencing and memorization and to internalize details of rehearsals and
performance.
MU.5.S.2.2 Apply performance techniques to familiar music.
MU.5.S.3.1 Sing part songs in an appropriate range, using proper vocal technique and
maintaining pitch.
MU.5.S.3.2 Play melodies and accompaniments, using proper instrumental technique, on
pitched and unpitched instruments.
MU.5.S.3.3 Perform simple diatonic melodies at sight.
MU.5.S.3.4 Play melodies and accompaniments, by ear, using classroom instruments.
MU.5.S.3.5 Notate rhythmic phrases and simple diatonic melodies using traditional notation.

MU.68.S.1.1 Improvise rhythmic and melodic phrases to accompany familiar songs and/or
standard harmonic progressions.
MU.68.S.1.2 Compose a short musical piece.
MU.68.S.1.3 Arrange a short musical piece by manipulating melody, form, rhythm, and/or
voicing.
MU.68.S.1.4 Sing or play melodies by ear with support from the teacher and/or peers.
MU.68.S.1.5 Perform melodies with chord progressions.
MU.68.S.1.6 Compose a melody, with or without lyrics, over a standard harmonic progression.
MU.68.S.1.7 Explain and employ basic functions of MIDI for sequencing and/or editing,
including interface options and types of controllers.
MU.68.S.1.8 Demonstrate specified mixing and editing techniques using selected software
and hardware.
MU.68.S.1.9 Describe the function and purposes of various types of microphones and
demonstrate correct set-up and use of two or more microphones for recording a
music performance.
MU.68.S.2.1 Perform music from memory to demonstrate knowledge of the musical
structure.
MU.68.S.2.2 Transfer performance techniques from familiar to unfamiliar pieces.
MU.68.S.3.1 Sing and/or play age-appropriate repertoire expressively.
MU.68.S.3.2 Demonstrate proper vocal or instrumental technique.
MU.68.S.3.3 Sight-read standard exercises and simple repertoire.
MU.68.S.3.4 Compare written notation to aural examples and analyze for accuracy of rhythm
and pitch.
MU.68.S.3.5 Notate rhythmic phrases and/or melodies, in varying simple meters, performed
by someone else.
MU.68.S.3.6 Develop and demonstrate efficient rehearsal strategies to apply skills and
techniques.

MU.912.S.1.1 Improvise rhythmic and melodic phrases over harmonic progressions.

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MU.912.S.1.2 Compose music for voices and/or acoustic, digital, or electronic instruments.
MU.912.S.1.3 Arrange a musical work by manipulating two or more aspects of the composition.
MU.912.S.1.4 Perform and notate, independently and accurately, melodies by ear.
MU.912.S.1.5 Research and report on the impact of MIDI as an industry-standard protocol.
MU.912.S.1.6 Synthesize music, MIDI, pod-casting, webpage-development, and/or similar
technology-based skills to share knowledge.
MU.912.S.1.7 Combine and/or create virtual and audio instruments.
MU.912.S.1.8 Record, mix, and edit a recorded performance.
MU.912.S.1.9 Score music and use Foley art for a video segment or full video.
MU.912.S.2.1 Apply the ability to memorize and internalize musical structure, accurate and
expressive details, and processing skills to the creation or performance of music
literature.
MU.912.S.2.2 Transfer expressive elements and performance techniques from one piece of
music to another.
MU.912.S.3.1 Synthesize a broad range of musical skills by performing a varied repertoire with
expression, appropriate stylistic interpretation, technical accuracy, and
kinesthetic energy.
MU.912.S.3.2 Sight-read music accurately and expressively to show synthesis of skills.
MU.912.S.3.3 Transcribe aurally presented songs into melodic and/or rhythmic notation to
show synthesis of aural and notational skills.
MU.912.S.3.4 Analyze and describe the effect of rehearsal sessions and/or strategies on
refinement of skills and techniques.
MU.912.S.3.5 Develop and demonstrate proper vocal or instrumental technique.

http://www.cpalms.org/Public/search/Standard#0

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VI. Teacher Certification

Paths to Certification
The steps to application and certification may be found at:
http://www.fldoe.org/teaching/certification/steps-to-certification/index.stml

The Temporary Certificate

Upon completion of your music education degree from Jacksonville University:

1. Start by completing the online CG-10 Application Form on the Florida Department of
Education website ($75 per subject), which will be forwarded to the Bureau of Educator
Certification in Tallahassee. If you answer “Yes” for a criminal offense record, you must
provide details in the boxes provided. Otherwise, the application will be considered
incomplete and will not be evaluated.
2. Submit an official transcript of your BME degree from Jacksonville University. Be sure
that your social security number or Florida DOE# is on each transcript. (Your application
is good for one year but, if you delay submitting your transcript or paying the fee, you
will have to wait longer for your application to be processed. A DOE number will be
assigned to you after you have successfully submitted your application).
3. A professional certification specialist will evaluate your document to determine your
eligibility and then prepare an Official Statement of Status of Eligibility. The statement is
valid for three years and outlines all the requirements for a Temporary and a
Professional Certificate.
4. To be issued a Temporary Certificate:
a. you must provide proof of passing the Subject Area Knowledge Exam in Music,
b. your GPA must be 2.5 or higher in Music,
c. clearance of your fingerprints (and criminal record check) must be received. If not
cleared, it will be referred to Professional Practices Services for review and issuance
of the certificate will depend on the results of the review.
d. AND you apply for and gain employment as an educator in Florida.
5. Many districts, Duval County Public Schools, for example, require their teachers to pass
all three Florida Certification Exams (General Knowledge (GK), Subject Area (Music), and
Professional Education (Ped) these exams by the end of the first year of employment.
Failure to do so, results in non-renewal of the teaching contract.

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The Professional Certificate
To obtain a professional (5-year) renewable certificate:
1. The temporary certificate is not renewable after the first three years so progressing to
professional certification is essential. Once employed, each public school district, charter
schools, and some private schools provide professional certification assistance for their
employees under the District Professional Development Certification Program (PDCP).
2. Provide proof of having passed all three Florida Teacher Certification Exams.

Teacher Certification Reciprocity Agreements

Although the requirements to become a licensed teacher vary on a state-by-state basis, the
Florida Department of Education has reciprocity agreements with all other states in the U.S.
(except Iowa) and even some Canadian provinces. The aim is to increase teacher mobility, in
the hope that teachers will move across state lines into areas of high need. Under the rules of
reciprocity, you will not be required to go through another entire teacher education program
when you apply for a license in that state. You may, however, be required to take a test,
complete state-specific courses, or gain classroom experience before receiving a full
professional certificate in the new state.

A baccalaureate degree in the subject area from a regionally-accredited institution is required to

obtain a temporary license.

A professional license requires several years of successful teaching experience (the amount
varies from state to state).

A National Board Certification, is an advanced teaching certificate that demonstrates knowledge

and qualifications above and beyond your license.

As of 2015, thirty states required completion of a master’s degree in a recognized endorsement

area within five years of beginning teaching but this has been somewhat relaxed due to the
nationwide shortage of teachers.

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