Complete Assessment System PDF - VanderCook College of Music

Bachelor of Music Education Assessment SystemAdmission to theCollege1. High school transcriptevaluation2. GPA and class rank3. ACT/SAT scores4. Participation in highschool musical activities5. Audition on majorinstrument or voice6. Personal Interview7. Theory placementexamTeacher CandidacySkills Assessment1. Theory, ear-training,applied music, and pianoproficiency assessments2. ISBE Test of AcademicProficiency (TAP)3. Performance juryassessment4. Candidates OutcomesProfessional ReadinessAssessment5. Minimum cumulativeGPA of 2.5Admission to StudentTeaching1. 100 hours of pre-clinicalexperiences2. Satisfactory fingerprintcriminal backgroundcheck3. Junior and seniorrecitals4. Comprehensiveperformanceexaminations5. Minimum cumulativeGPA of 2.56. Student teachingplacementCompletion ofStudent Teaching1. Complete 60 fullcontact days of studentteaching2. Student teachingperformance-basedworkbook3. Student teachingreflection journal4. Student teachingseminars5. Exit interview6. Final student teachinggrade of C or betterProgram Completionand Recommendationfor Entitlement1. Professional TeachingPortfolio review2. Completion of coursework as prescribed in theCollege Catalog3. ISBE Assessment ofProfessional TeachingTest4. Satisfy any outstandingfinancial obligations8. Three professionalreadiness profiles7. ISBE Music ContentTest7. Professional teachingassessments9. Essay8. ProfessionalReadiness AssessmentEach box represents a benchmark on the path to program completion. Data collected for each benchmark are listed.Benchmark data are used to inform revision of the curriculum.

Bachelor of Music EducationFive-stage Formal Assessment SystemVanderCook College of Music undergraduate candidates are subjected to a fivestageformal assessment. Each of these transitions is designed to assess potentialfor success at VanderCook College of Music and to help monitor and guide eachcandidate’s growth and development from admission through teacher certification.Transition 1: Criteria for Admission to the College (pre-candidate status)• High School transcript assessment.• High school class rank (weighed with assessment of the quality of the highschool and size of the class).• Grade point average (weighed with respect to course selection and high schoolquality or College GPA, if a transfer candidate).• High school musical activities (described on the application form).• In-school participation in band, chorus, orchestra, and other ensembles.• Private lessons and outside musical pursuits.• Participation in district and state musical activities.• ACT/SAT scores.• Personal audition and interview.• An audition committee of two or three faculty members assesses eachprospective candidate’s ability to perform on a major instrument or voice.• The audition committee interviews and assesses the prospective candidate’sinterest in beginning the process of becoming a music teacher.• Three professional readiness admission profiles completed by high schoolteachers (based on the institutional outcomes).• Written theory placement examination.• Prospective candidate essay assessed by the College’s English faculty todetermine basic language arts competency.• Admissions committee assesses completed file to determine candidate’scommitment to music teacher education.Back to chartTransition 2: Teacher Candidacy Skills Assessment (TCSA)• Written theory, ear training, applied music, and piano assessments are used todetermine satisfactory progress. The candidate may be required to completeremedial work and be given provisional candidacy.• Illinois State Board of Education Test of Academic Proficiency must be passed(or a score composite score of 22 on the ACT test that includes the writingcomponent) as a condition for taking professional education coursework• Assessment of performance jury history (e.g., the semester examination inwhich candidates perform in front of a faculty panel that assesses theirperformance and progress) is used to determine satisfactory progress. Applied212 TCSA jury includes the jury selection, sight-reading, enhanced scalecomponent and a rhythm component.• Professional readiness assessment (faculty and self assessments) used todetermine the degree to which the candidate meets the institutional outcomes.

• A minimum cumulative grade point average of 2.5 is required. If the candidatehas not achieved the GPA, they may be given provisional permission forprofessional education coursework, in addition to a remediation plan.Back to chartTransition 3: Admission to Student Teaching• Completion of at least 100 hours of documented pre-clinical experiencesrepresenting diverse subject areas, grade levels, school and socio-economicsettings.• Completion of satisfactory fingerprint criminal background check at the stateand federal levels,• Successful completion of junior and senior recitals.• Successful completion of comprehensive performance examinations, includingconducting.• Satisfactory completion of remediation programs (if applicable).• Cumulative grade point average of 2.5 in all coursework required prior tostudent teaching.• Completion of application, observation, interview, and paperwork associatedwith the student teaching placement.• Successful completion of the Illinois State Board of Education Test ofAcademic Proficiency (or a score of 22 on the ACT test that includes thewriting component) and the Music Content Test.Back to chartTransition 4: Completion of Student Teaching• Satisfactory completion of 60 full student contact days of student teaching• Submission of student teaching workbook, a performance-based set ofactivities designed to provide a breadth of experiences with the larger schoolprogram.• Student teaching journal that demonstrates daily reflection on the teachingand learning process (also reviewed regularly with the cooperating andsupervising teachers).• Participation in the student teacher seminars (an evaluation and discussionsession designed to strengthen the student teaching program and theeducational experiences during student teaching).• Exit interview with the director of student teaching that includes thepresentation of the candidate’s journal, assessment forms, and workbook fromthe experience.• Assessments and grades that include required conferences involving a reviewof progress on the eleven professional teaching standards (as applicable to theparticular teaching situation) and VanderCook’s institutional outcomes.• Receive a final grade of a “C” or better for the student teaching experience.• Cooperating Teacher (four assessments and one grade).• Supervising Teacher (four assessments and one grade).• Self (four self-assessments).Back to chart

Transition 5: Program Completion and Recommendation for Entitlement• Professional Teaching Portfolio review.• Completion of all coursework as prescribed in the College Catalog.• Successful completion of ISBE Assessment of Professional Teaching test(APT) before Entitlement.• Financial obligations to VanderCook and IIT discharged in full.Back to chart

Teacher Certification Entitlement Program Assessment SystemAdmission to the College1.Minimum of baccalaureatedegree in music2. College GPA of 3.0 orhigher3. Passed ISBE Test ofAcademic Proficiency4. VanderCook dispositionsessay5. Audition on majorinstrument or voice6. TCSA - written theory, eartraining,piano, form &analysis assessments7. Professional readinessinterviewAdmission to StudentTeaching1. Successfully completed allrequired course work2. 100 hours of pre-clinicalexperiences3. Satisfactory fingerprintcriminal background check atstate and federal levels4. Passed comprehensiveperformance examinations5. Minimum cumulative GPA of3.0 or higher6. Pass ISBE Music-areaContent Test7. Candidate OutcomesassessmentCompletion of StudentTeaching1. 60 full contact days ofstudent teaching2. Student teachingperformance-based workbook3. Student teaching reflectivejournal4. Attend student teachingseminars5. Exit interview6. Final student teaching gradeof B or better7. Professional teachingassessmentsRecommendation forEntitlement1. All prescribed course worksuccessfully completed2. Pass the ISBEAssessment of ProfessionalTeaching Test3. Name submitted to theIllinois State Board ofEducation for entitlementEach box represents a benchmark on the path to program completion. Data collected for each benchmark are listed.Benchmark data are used to inform revision of curriculum.

Teacher Certification Entitlement ProgramFour-stage Formal Assessment SystemThe Teacher Certification Entitlement Program was designed for candidates who haveearned a minimum of a baccalaureate degree in music and who wish to earn a certificateto teach in the public schools. The TCEP candidate must choose to follow the band,choral or string curriculum track. Upon successful completion of the program, thecandidate will be entitled for teacher certification in the State of Illinois.Transition 1: Admission to the College• Must have earned a degree in music from an accredited institution.• Admission essay requires the candidate’s philosophy of musiceducation and addressing the dispositions of strength in character,excellence in music and professionalism in teaching.• Audition on major instrument or voice; a high level of musicalperformance is expected as a result of having already completed abachelor’s degree in music.• Interview with the audition panel based on the VanderCookdispositions, using the candidate outcomes to guide questions.• TCEP candidates are expected to have satisfactorily completed awritten theory and ear training sequence, piano classes and form &analysis at their undergraduate institution.• Written theory, ear-training, piano, and form & analysis assessmentsare given to determine satisfactory preparedness. The candidatemay be required to complete remedial work.• All candidates must pass the Illinois State Board of Education Testof Academic Proficiency• The undergraduate GPA is closely scrutinized. If a candidate’s GPAis below 3.0, that candidate will be required to take the GraduateRecord Examination General Test (GRE) to be considered foradmission.• The graduate faculty committee assesses the candidate’s file todetermine commitment to music teacher education.• Three reference questionnaires completed by professionals in thefield that attest to the candidate’s musical, professional, andpersonal attributes (assessing the institutional outcomes).• Acceptance into the teacher education program.Back to chartTransition 2: Admission to Student Teaching• Satisfactory completion of all general education, professionaleducation and music education course work.• Complete at least 100 hours of pre-clinical experiences. Previousteaching experience is considered with proper documentation.• Complete a satisfactory fingerprint criminal background check at thestate and federal levels.• Complete comprehensive performance exams, including conducting.• Earn a cumulative grade point average of 3.0 or higher.

Master of Music Education and Certification Assessment SystemAdmission to theCollege1. Degree in music2. VanderCookdispositions essay3. Audition on majorinstrument or voice4. Professionalreadiness interview5. Passing score onISBE Test ofAcademic Proficiency6. UndergraduateGPA of 3.0 preferred7. TCSA - theory, eartraining,piano, form& analysisassessmentsAdmission toStudent Teaching1. Required coursework2. 100 hours of preclinicalexperiences3. Satisfactory stateand federal fingerprintcriminal backgroundchecks4. Comprehensiveperformanceexaminations5. Minimumcumulative GPA of3.06. ISBE MusicContent TestCompletion ofStudent Teaching1. 60 full contact daysof student teaching2. Student teachingperformance-basedworkbook3. Student teachingreflective journal4. Student teachingseminars5. Exit Interview6. Final studentteaching grade of Bor better7. ProfessionalteachingassessmentsGraduate ProgramCompletion1. Graduate corecourse work2. Track specific,graduate level coursework3. Master's Project4. WrittenComprehensiveExamination orProfessional TeachingPortfolio reviewDegreeConferment andRecommendationfor Entitlement1. All prescribedcoursework and exitrequirements3. ISBE Assessmentof ProfessionalTeaching Test4. Professionalreadinessassessment5. Awarding of Masterof Music Educationdegree6. Recommendationfor EntitlementEach box represents a benchmark on the path to program completion. Data collected for each benchmark are listed.Benchmark data are used to inform revision of the curriculum.

Master of Music Education and CertificationFive-stage Formal Assessment SystemMany prospective candidates who receive undergraduate degrees in musicaldisciplines other than music education express an interest in becoming certifiedto teach music in the public schools. To meet this need, VanderCook offerscandidates the opportunity to pursue a graduate degree in music education whilecompleting the necessary course work to satisfy the requirements for teachercertification as specified by the Illinois State Board of Education. A Master ofMusic Education and Certification candidate may select a course of study withband, choral or string emphasis.Transition 1: Admission to the College• Must have earned a degree in music from an accredited institution.• Admission essay requires the candidate’s philosophy of musiceducation and addressing the dispositions of strength in character,excellence in music and professionalism in teaching.• Audition on major instrument or voice; a high level of musicalperformance is expected as a result of having already completed abachelor’s degree in music.• Interview with the audition panel based on the VanderCookdispositions, using the candidate outcomes to guide questions.• MMEd/Certification students are expected to have satisfactorilycompleted a written theory and ear training sequence, piano classesand form & analysis at their undergraduate institution.• Written theory, ear-training, piano, and form & analysis assessmentsare given to determine satisfactory preparedness. The candidatemay be required to complete remedial work.• All candidates must pass the Illinois State Board of Education Testof Academic Proficiency• The undergraduate GPA is closely scrutinized. If a candidate’s GPAis below 3.0, that candidate will be required to take the GraduateRecord Examination General Test (GRE) to be considered foradmission.• The graduate faculty committee assesses the candidate’s file todetermine commitment to music teacher education.• Three reference questionnaires completed by professionals in thefield that attest to the candidate’s musical, professional, andpersonal attributes (assessing the institutional outcomes).• Acceptance into the teacher education program as well as themaster of music education program.Back to chart

Transition 2: Admission to Student Teaching• Satisfactory completion of all general education, professionaleducation and music education course work.• Complete at least 100 hours of pre-clinical experiences. Previousteaching experience is considered with proper documentation.• Complete a satisfactory fingerprint criminal background check at thestate and federal levels.• Complete comprehensive performance exams, including conducting.• Earn a cumulative grade point average of 3.0 or higher.• Pass the ISBE music content area test.• Complete the student teaching application and other paperwork asrequired.Back to chartTransition 3: Completion of Student Teaching• Satisfactory completion of a minimum of 60 full days of studentteaching.• Submission of the student teaching workbook: a performance-basedset of activities designed to provide a breadth of experiences withthe larger school program.• Completion of the student teaching journal, which demonstratesdaily reflection on the teaching and learning process (also reviewedregularly with the cooperating and supervising teachers).• Participation in the student teaching seminars (an evaluation anddiscussion session designed to strengthen the student teachingprogram and the educational experiences during student teaching).• Attend an exit interview with the director of student teaching thatincludes the presentation of the candidate’s journal, assessmentforms, and workbook.• Assessments and grades that include required conferences involvinga review of progress on the 9 professional teaching standards (asapplicable to the particular teaching situation) and VanderCook’seight candidate outcomes.• Receive a final student teaching grade of B or better.• Cooperating teacher submits four assessments and one grade.• Supervising teacher submits four assessments and one grade.• Student submits four self-assessments.Back to chartTransition 4: Graduate Program Completion• Satisfactory completion of all graduate core and track-specificgraduate level course work (courses not required for permission tostudent teach).• Satisfactory completion of the Master’s Project.

Back to chart• Satisfactory completion of the Professional Teaching Portfolio or theWritten Comprehensive Examination.Transition 5: Degree Conferment and Recommendation for Entitlement• Successful completion of the ISBE Assessment of ProfessionalTeaching Test (APT).• Professional readiness assessment (faculty and self-assessment) isused to determine the degree to which the candidate meets theeight candidate outcomes.• Satisfy all financial obligations to VCM and IIT.• Awarding of the degree Master of Music Education.• Recommendation for EntitlementBack to chart

Master of Music Education Assessment SystemAdmission to theCollege1. Degree in musiceducation2. Admission essay3. Minimumundergraduate GPA of 3.04. Three professionalreferences5. Professional resumeCourse Completion1. Required graduatecore, track-specific, andelective course work2. Knowledge of variousinstruments and the voice3. Skill in the area ofcomposition/arranging4. Understanding of musictechnology5. Knowledge of musichistory and literature6. Musical performanceand conducting7. Minimum cumulativeGPA of 3.0Exit Assessments1. Written comprehensiveexamination orprofessional teachingportfolio2. Evidence of additionalskills and knowledgelearned3. Reflections ofprofessional growth anddevelopment4. Representative worksamples, reflections andassessments5. Evidence ofpedagogical growthMaster's Project1. Research paper, lecturedemonstration or lecturerecital2. Beneficial to musiceducation3. Related to aprofessional teachingstandard4. Beneficial to othermusic educators5. Research is sharedDegree Conferment1. Minimum cumulativeGPA of 3.02. Written ComprehensiveExamination orProfessional TeachingPortfolio review3. Master's Projectassessment4. Poster Sessionassessment5. Awarding of Master ofMusic Education degreeEach box represents a benchmark on the path to degree completion. Data collected for each benchmark are listed.Benchmark data are used to inform revision of the curriculum.

Master of Music EducationFive-stage Formal Assessment SystemA well-rounded, well-educated person who is also a fine musician is of the utmostimportance to the field of music education. Music educators must serve asintellectual role models for students, be able to relate to and converse withcolleagues in other academic disciplines, and be advocates for music as anacademic subject.Transition 1: Admission to the College• Application and application fee submitted to the admissions office.• Submission of an essay that states the candidate’s philosophy of musiceducation and specifically addresses the dispositions of excellence inmusic, strength in character and professionalism in teaching.• Official transcripts from the candidate’s undergraduate institution(s),indicating a GPA of 3.0 or above, course work that supports a qualitymusic education program, and date of graduation. VanderCook reservesthe right to require the Graduate Record Examination (GRE) of anycandidate whose undergraduate GPA is lower than 3.0.• Official transcripts indicating any prior graduate level coursework that maybe considered for transfer to the VanderCook program.• Three letters of recommendation (recommendation form provided byVanderCook) from school principals, superintendents, department heads, orcolleagues that specifically address excellence in music, strength incharacter and professionalism in teaching.• Resume indicating educational and musical background, history ofsuccessful teaching, professional affiliations and references.• Successful completion of a state-approved teacher education program,certified to teach music, and have completed at least one year of teachingexperience in a school music program.• Three reference questionnaires completed by professionals in the field thatattest to the candidate’s musical, professional, and personal attributes(assessing the institutional outcomes).Back to chartTransition 2: Course Completion• Satisfactory completion of all graduate core, track-specific, and electivecourse work• A strong working knowledge of various musical instruments and the voice• Skill in the area of arranging/composition• An understanding of computer technology• Knowledge and appreciation for the history and literature of music• A strong grasp of various research techniques• A high level of musical performance and conducting• Satisfactory performance in the applied studio and required ensembles• Earn a GPA of 3.0 or higher through traditional assessment of student work(tests, projects, and presentations).Back to chart

Transition 3: Written Comprehensive Examination or Professional TeachingPortfolio• Graduate students admitted prior to the 2008-2009 academic year mustpass a Written Comprehensive Examination before the Master of MusicEducation degree is awarded.• The written exam consists of three areas: foundations, major area of studyand two secondary areas.• Beginning with the 2009-2010 academic year, MMEd candidates will havethe option to create a Professional Teaching Portfolio that reflectsprofessional growth and development throughout the degree program orsitting for the comprehensive written examination.• Representative work samples, reflection papers, self-assessments,programs, repertoire, arrangements, lesson plans, curricula, and similaritems derived from coursework studied while completing the MMEd degree(including MECA continuing education classes).• A Master's Project related to one of the professional teaching standards.• Work samples such as videos of lessons, concert programs, assessmentsand similar items related to the candidate’s growth as a teacher during theacademic year between summer school sessions.Back to chartTransition 4: Master’s Project• Candidates may choose to complete a research paper, present a lecturedemonstrationor perform a lecture-recital.• The project should address a topic in music education that is beneficial tothe writer’s life and work.• Ideally, the project will benefit other music educators who may learn fromand apply the outcomes of the project.• Project advisors and readers evaluate master’s project and assess thestudent’s work as A Honors, A, or Pass.• The research is shared at a formal poster session.Back to chartTransition 5: Degree Conferment• Successful completion of all course work with a minimum cumulative GPAof 3.0,• Successful completion of the Written Comprehensive Examination orProfessional Teaching Portfolio,• Proven competency on the Master’s Project.• Proven competency on the abstract and poster to communicate theproject’s main points.• Participation in the annual poster session.Back to chart

MECA Continuing Education Assessment SystemCandidate Acceptance1. Degree in music education(qualified non-music degreecandidates are considered)2. Minimum cumulative GPAof 3.0 is preferred3. Comply with VanderCook'spolicies4. Commitment to fullyparticipate in all requiredcourse activitiesCompletion ofAssessment Activities1. Class participation2. Projects, assignments andexit assessments3. Self-assessedlearning outcomesCompletion of Course1. Required assessmentactivities2. Rigorous participation and100% daily attendance3. High academic levelexpected (3.0 or higher on4.0 scale)Each box contains criteria used for candidates in the continuing education program.Data are examined to ensure that participants acquire the knowledge and skills necessary to enhance their effectiveness asmusic educators and maintain relevancy in their field.

Music Education Center of America (MECA) Continuing EducationThree-stage Formal Assessment SystemThe MECA Continuing Education Program at VanderCook College of Music is acomponent of the graduate division and offers graduate-level non-traditional,accelerated courses designed to fill the practical needs of band, choral, string andgeneral music educators. Although not a degree program, a limited number ofcredits earned in the continuing education program may be applied as electivecredits to the master of music education degree.Criterion 1: Candidate Acceptance• Candidates are eligible to take MECA courses if they have earned a degreein music from an accredited college or university.• A GPA of 3.0 or higher is preferred.• Students must agree to comply with VanderCook’s strict attendance policy.• Students must agree to fully participate in all activities required by theinstitution and by the instructor(s) of each course.• A candidate who does not have a degree in music and wants to beconsidered eligible to take MECA classes must:o Submit a letter stating why enrollment should be considered,o Submit an official transcript verifying a degree in another disciplineand at least 60 credits in music from an accredited college oruniversity,o Submit three professional references from school officials orcolleagues who can attest to the candidate’s musical andpedagogical abilities.Back to chartCriterion 2: Completion of Assessment Activities• Classes are monitored to evaluate the level of candidate participation andadherence to institutional policies.• In-class projects, outside assignments, and a final assessment for purposesof evaluating each candidate are assigned. The instructor has flexibility inthe type of assessment tool(s) or method(s) used such as:o Individual project or presentationo Team project or presentationo Research papero Journal or notebooko Written quiz or examo Curriculum projecto Lesson plan• Candidates formally evaluate their own academic achievements bycompleting the institution’s exit assessment form.Back to chart

Criterion 3: Completion of Course• Grades are based on attendance, class participation, quality of work on inclassprojects and outside assignments, and performance on the finalassessment.• Daily participation is rigorous and candidates must attend 100% of allclass sessions.• Candidates are expected to perform at a high academic level (grade of A orB on a 4.25 scale).Back to chart

• Pass the ISBE music content area test.• Complete the student teaching application and other paperwork asrequired.Back to chartTransition 3: Completion of Student Teaching• Satisfactory completion of a minimum of 60 full days of studentteaching.• Submission of the student teaching workbook: a performance-basedset of activities designed to provide a breadth of experiences withthe larger school program.• Completion of the student teaching journal, which demonstratesdaily reflection on the teaching and learning process (also reviewedregularly with the cooperating and supervising teachers).• Participation in the student teaching seminars (an evaluation anddiscussion session designed to strengthen the student teachingprogram and the educational experiences during student teaching).• Attend an exit interview with the director of student teaching thatincludes the presentation of the candidate’s journal, assessmentforms, and workbook.• Assessments and grades that include required conferences involvinga review of progress on the 9 professional teaching standards (asapplicable to the particular teaching situation) and VanderCook’seight candidate outcomes.• Receive a final student teaching grade of B or better.• Cooperating teacher submits four assessments and one grade.• Supervising teacher submits four assessments and one grade.• Student submits four self-assessments.Back to chartTransition 4: Recommendation for Entitlement• Successful completion of the ISBE Assessment of ProfessionalTeaching Test (APT).• Professional readiness assessment (faculty and self-assessment) isused to determine the degree to which the candidate meets theeight candidate outcomes.• Satisfy all financial obligations to VCM and IIT.• Recommendation for EntitlementBack to chart

Conceptual FrameworkThe mission of VanderCook College of Music is to enrich the lives of present andfuture generations through the preparation of teachers in the instrumental, choraland general music disciplines. Our broad-based curriculum is designed toprepare teachers with strong character,skill in the process of teaching, andrespect for the essential role of music in our culture.

2CONCEPTUAL FRAMEWORKExcellence in music Professionalism in teaching Strength inPurpose of this DocumentcharacterApproved by the Faculty – November 9, 2010It is the purpose of this document, our conceptual framework, to present thefollowing:1. The mission and vision of VanderCook College of Music2. The philosophy, purposes and goals of the College• Philosophy• Goals with respect to teaching and learning• Commitment to diversity• Commitment to technology• Candidate dispositions3. Knowledge base• Theories of teaching and learning• Current literature• Best practices• Influence of the conceptual framework on educational policies andpractices4. Candidate proficiencies aligned with the expectations in professional, stateand institutional standards.• Context for alignment between and among professional, state, andVanderCook’s standards• Strategies for assuring that candidates meet the Illinois State Board ofEducation content-area standards5. The system by which candidates are regularly assessed.• The College’s assessment system, including the performanceexpectations of students• Explanation of how the evaluation system will be used to continuouslyupdate and evaluate the conceptual frameworkIntroductionVanderCook College of Music traces its roots to 1909, when Hale A. VanderCookestablished the institution as a school where professional musicians could learn tofunction as public school band directors. The early curriculum focused upon techniquesfor developing skills in conducting, music composition and arrangement, organizing thehigh school band program, performing music with expression, and principles of musical

3performance. This early program was offered in an old brownstone on Chicago’s westside neighborhood to groups of 6 to 8 students. A “hands-on” performance-orientedlearning environment -- essentially an expanded music teaching studio -- characterizedthe program (Wilson, 1969).The College’s reputation as a teacher-training institution grew through the earlydecades of the 20 th century, in part because of correspondence courses in conductingand cornet performance that were marketed nationwide. Also, early monographs onteaching the high school band and musical expression were widely disseminated, aswere an extensive series of solos and ensembles for young band students(VanderCook, 1916a, 1916b, 1923-24, c.1928).In 1928, the college was incorporated as a not-for-profit educational institutionand a curriculum designed to prepare music teachers was recognized by the State ofIllinois. Largely through the work of Hubert E. Nutt, co-founder of the College,VanderCook became one of the first three institutions in the United States to offer adegree in instrumental music teacher education.Although the curriculum has expanded, to this day it remains exclusively focusedupon music teacher education, the only such institution in the United States. The 2,100living alumni of the College teach music to school children in most states of the countryand abroad.Today, VanderCook serves prospective and practicing music teachers throughfour programs: the Bachelor of Music Education teacher certification program; theMaster of Music Education Teacher certification program; the Master of MusicEducation program for certified teachers; and an ongoing continuing education programof graduate level classes offered in an intensified format known as the Music EducationCenter of America (MECA). A well-established Outreach Program serves K-12 childrenenrolled in school music programs through workshops, festivals, and clinics.There are approximately 140 prospective teachers from about 10 states enrolledin the teacher certification programs. Most teacher candidates are enrolled in theundergraduate program and elect concentrations in Band, Chorus or Orchestra. Allcandidates complete coursework in five areas: Applied Music Performance,Fundamentals and Theory, General Education, Professional Education, and MusicEducation.Mission of VanderCook College of MusicMission and VisionThe mission of VanderCook College of Music is to enrich the lives of present andfuture generations through the preparation of teachers in the instrumental, choral, andgeneral music disciplines. Our broad-based curriculum is designed to prepare teacherswith strong character, skill in the process of teaching, and respect for the essential roleof music in our culture.Core Dispositions

4Excellent teachers demonstrate that they value the essential role of music in ourculture through:• Strength in character• Excellence in music• Professionalism in teachingInstitutional Values and BeliefsThe teaching of music is very important.There exists a need for a place to train the best possible music teachers, and asingle-purpose institution is a unique and effective way to meet that need.The lives of present and future generations may be positively enhanced throughexperiences structured by teachers in the instrumental, choral, and general musicdisciplines.The teaching constructs of H.A. VanderCook and H.E. Nutt represent elementsof tradition and pride for students of the College and are of value to contemporary musiceducation.The educational environment, towards which we strive, is characterized bypersonal relationships among students, faculty and staff members; a high level of activestudent engagement in “hands-on,” studio-style classes; and the creation of authenticlearning experiences. 1Ideal students demonstrate the desire to be excellent music educators,manifested through continuous development of the following skills and attributes:1. a high level of musicianship2. academic ability and diligence leading to a lifetime of learning3. skill in the process of teaching4. self-discipline and persistence5. interpersonal and intrapersonal skills6. good citizenship and personal integrity7. building of pragmatic links with educational programs in diverse communities8. professionalism in action, word and appearanceIdeal faculty members demonstrate expertise within their discipline and a deepappreciation for music education, manifested through skills and attributes such as thefollowing:1. cultivation of pragmatic links with diverse schools2. personal integrity1 Learning situations that include many of the same variables that exist in the professional world of musicteachers and musicians.

53. service as a resource to students and the profession4. professional growth and dedication5. desire and ability to educate6. well-developed interpersonal and intrapersonal skills7. demonstrated commitment to the College’s mission8. demonstrated dedication to their role in the College9. professionalism in action, word and appearance10. a willingness to work with all students and all other members of the College’sconstituencies11. the ability to work as a member of a team12. flexibility and adaptability to changes in routine, schedule and needs13. willingness to facilitate the educational experience for VanderCook’s studentsIdeal staff members demonstrate the willingness to advance the mission ofVanderCook College and facilitate the educational experience of VanderCook’sstudents, manifested through skills and attributes such as the following:1. ongoing professional growth2. an appreciation for education3. willingness to work with all students and all other members of the College’sconstituencies4. demonstrated commitment to the College’s mission5. demonstrated dedication to their role in the College6. professionalism in action, word and appearance7. the ability to work as a member of a team8. expertise in their field9. flexibility and adaptability to changes in routine, schedule and needs10. personal integrityVisionVanderCook’s vision for the future incorporates the following ten points:1. Curriculum: Prepare music educators and teacher candidates to teach 21 stcentury learnersBuilding upon the history of our founders, we seek to provide an innovativecurriculum that provides a portal to the teaching profession, preparing ourcandidates to become leaders in the music education community.2. Enrollment: Increase the College enrollment by attracting a diversepopulation of high quality candidates.All aspects of the College, from the quality of performing ensembles andclassroom discussion to the ability to attract and support a diverse faculty, areaffected by enrollment. Even more important, future generations depend upon awell-trained corps of qualified candidates willing to provide them with excellentinstruction.

63. Facility: Create a physical environment to meet the 21 st century instructionaland performance needs of the band, choral, string and general music educationprograms.A dignified, acoustically comfortable environment, supportive of music activity, isintrinsic to the music education process. The environment needs toaccommodate our increasing enrollment and to include flexible space for practiceand rehearsal, instrument storage, library, technology, general music, studentlife, instruments, applied instruction, and concerts.4. Finances: Provide for the College’s future through financial stability.The delivery of high quality music teacher education programs is expensive. Theneed to increase the College’s sources of funding is needed to preserve theinstitution for present and future generations.5. Faculty: Develop a diverse faculty and staff committed to the mission of thecollege.The faculty is responsible for the day-to-day realization of the College’s corevalues and curriculum. We continually seek highly qualified individuals withexperience in diverse educational environments who are committed tocontemporary music teacher education.6. Technology: Acquire and advance the use of instructional technology.Integrate technology into all phases of the music teacher education process sothat prospective teachers are able to provide a more differentiated, learnerorientedenvironment that enhances the learning of every child. Teachers shouldalso be able to identify and use technology and related instructional resources toexpand and enhance their own skill as a teacher and musician.7. Partnerships: Advance the quality of candidate preparation throughpartnerships with diverse K-12 schools.We strive to strengthen the authentic experience of teaching and learning ofmusic in a variety of educational settings representative of urban, suburban, andrural schools of diverse socio-economic status, ethnic make-up, and educationalphilosophy.8. Student Life: Support collegial relationships among diverse students, andpromote public service values.Recognizing that quality of life is deeply influenced by the quality of personalrelationships, we seek to provide an environment for students that is supportiveof collegiality and friendships among all students, and allows opportunities tocontribute to the community.9. Communication: Use 21 st century communication techniques andtechnologies to share information with the VanderCook community, itsconstituencies, and the general public.

7Using current communication technology to consistently and proactively informthe public about VanderCook College of Music, provide for two-waycommunication between and among the school’s supporters, and to expand thescope of our communication.10. Advocacy: Inspire children and adults to achieve excellence through musiceducation.Through coursework, outreach, and professional development, advocate onbehalf of three causes: inclusion of music in our schools, selection of musiceducation as a profession, and the advancement of selected music educators topositions in higher education.Philosophy, Purposes and GoalsSince its inception, the philosophy of VanderCook College of Music has beenpragmatic. Policies at every level within the institution reflect the fact that, upon programcompletion, the VanderCook graduate will receive the K-12 Special Certificate in Musicand will be prepared to work effectively within the context of the public school musicprogram.Our practical orientation rests upon the work of the founders of VanderCookCollege of Music, Hale A. VanderCook and Hubert E. Nutt. Their work was influencedby John Dewey and characterized by its practicality, precision, and belief in the potentialof every human being to learn and experience music (Borich, 1984).Influenced by contemporary thinking in music education, the College’sphilosophy has expanded to incorporate a broader vision of the music experience, onein which the right of every child to high quality music education is realized (Jellison,2000; Madsen, 2000). The words of Bennett Reimer (2000), a leading philosopher inmusic education, embrace these ideas:“Consequences of musical experience, in addition to the sheer pleasure andfulfillment brought about by creating and sharing musical sounds, include thesense of deepened individuality it yields, the societal beliefs it enables to beembodied and shared, the breadth and depth of feelings it adds to our inner lives,the awareness we gain of both the universality and cultural specificity of thehuman condition, the dimension of depth (or ‘specialness’) it adds to ourexperience of life, the fulfillment of an inborn capacity to create and share themeanings expressive sounds afford.” (p. 30)VanderCook and Nutt built their approach to music teaching and learning basedupon an analysis of excellent musicianship and assessment of their own theories andmethodologies with children. They placed musical expression at the core of musicallearning, explicitly addressed as one develops competence in conducting, teaching,performing, composing and arranging (Wilson, 1969).As early as the 1940s, performance-based assessments were used to determinestudents’ mastery of musical and teaching skills, and to gauge student progress (seeH.E. Nutt Archives). Both then and now, “hands-on,” performance-based teaching and

8learning prevailed. Creation of authentic learning experiences, accompanied byperformance-based assessments, continue to pervade the program (Paul, Teachout,Sullivan, et al., 2001).Candidate OutcomesThe outcomes that the College strives to instill in its teacher candidates arederived from the institution’s core dispositions. The outcomes are as follows:1. A high level of musicianshipa. Study a diverse and comprehensive music curriculumb. Accumulate extensive performance and pedagogical experience in all phases ofmusic education.c. Appreciate the aesthetic value of music’s unique capacity to express humanemotion and feeling.d. Understand that the arts in general and music specifically enhance the student’sindividual experience and the school environment.e. Develop the ability to think and speak intelligently about music.2. Academic ability and diligence leading to a lifetime of learninga. Perform academically at or above the required minimum cumulative grade pointaverage for regular academic status.b. Complete coursework and experiences required for certification.c. Commit to the continual development of personal, teaching, and musicalknowledge.3. Skill in the process of teachinga. Develop an understanding of the national and state standards for music,technology, language arts, and professional teaching.b. Acquire the skill to incorporate educational standards into the design ofcurriculum and instruction.c. Recognize that all students have the ability to learn.d. Become familiar with appropriate assessment tools and strategies.e. Develop the sensitivity and knowledge to serve diverse communities andlearners.4. Self-discipline and persistencea. Demonstrate the ability to organize and plan successfully for both short-term andlong-term goals.b. Persist in following a task to completion.c. Attend and participate in classes and rehearsals regularly.d. Plan and maintain an effective practice and study schedule.5. Interpersonal and intrapersonal skills

9a. Engage in honest self-evaluation and seeks feedback from colleagues andprofessionals.b. Develop a global perspective and the skill of observing human behavior in thecontext of the community, school, and classroom environments.c. Modify classroom instruction and feedback based on observation and evaluation.6. Good citizenship and personal integritya. Demonstrate respectfulness towards people and environments.b. Demonstrate law-abiding citizenship.c. Acquire through reflection and demonstrates through action an understanding ofhonesty, trustworthiness, and personal integrity.7. Building of pragmatic links with educational programs in diverse communitiesa. Develop a broad-based understanding of the range of educational systems andthe role of music within those systems.b. Acquire an appreciation for every phase and level of education throughobservation of and interaction with educators in diverse schools andcommunities.8. Professionalism in action, word and appearancea. Behave, speak, and dress in an appropriate and respectful manner in allinteractions with children, colleagues, parents, and community members.b. Understand the need to function as a positive role model for the school and localcommunity in which they work.c. Demonstrate flexibility and adaptability to changes in routine, schedule, andneeds.d. Develop the ability to work with parents, the community, and colleagues in anorganized and professional manner.e. Acknowledge and seek to understand different approaches and points of view.Commitment to DiversityVanderCook College is committed to diversity in its student body, coursework,musical experiences, faculty and staff. We demonstrate diversity through the following:1. Coursework and musical experiences. Candidates fulfill requirements inSpecial Education, World Music, and Socio-Political Geography. In addition,candidates perform music of diverse cultures, composers, nationalities andethnicities; create lessons in classes that include multi-cultural approaches; andprovide for differentiated instruction.2. Recruitment. Prospective candidates are recruited by VanderCook fromurban, suburban and rural areas, inclusive of all socio-economic strata. Thedemographic profile of candidates and recent graduates demonstrates theeffectiveness of the recruiting techniques as approximately 39% of the candidate

10population represents varied ethnicities, which is more diverse than the generalpopulation for this age group (18-24) according to data from 2007, published bythe U.S. Census Bureau. The candidate population is approximately 50% femaleand 50% male.3. Field experiences. All candidates complete at least 20% of pre-clinicalteaching experiences in schools representative of ethnic, cultural and socioeconomicdiversity, and in which special education students are included inmusic classrooms.4. Faculty and staff. The College seeks to diversify its faculty and staff members,and to create an environment supportive of all faculty and staff regardless ofgender, ethnicity, or any handicapping condition.Commitment to TechnologyVanderCook is committed to helping teacher candidates develop the skills anddispositions needed to help them incorporate technology into music making, musiccreating, music reproduction, music organization, and music teaching. All candidatescomplete coursework that explicitly develops their use of technology in music. Facultymembers use technology on a routine basis to illustrate musical examples via soundrecording, and to create class demonstrations. The College employs one full-time andtwo part-time faculty members who teach technology courses, and a full-time ITDirector. The College also supports a Computer Music Laboratory (the “MIDI lab”) inwhich candidates may undertake word processing, multimedia production, musicnotation, composition and arranging, computer-assisted instruction, and web-basedactivities. All candidates are assigned e-mail accounts. There is approximately onecomputer available for every six candidates and prospective candidates. Over half ofthe students own laptop computers, and the institution is equipped with wireless Internetand provides ample bandwidth for accessing resources and information through theWorld Wide Web.VanderCook’s Harry Ruppel Music Library utilizes state-of-the-art computerbasedbibliographic search tools. We also have acquired sound recording technology,which enables our students to review high quality reproductions of their musicalperformances.All faculty and staff members are provided with a desktop computer, e-mailaccounts, and are supported in their development of technology skills.Dispositions VanderCook expects its candidates to demonstrateThe following three attributes have been adopted as umbrella terms for thedispositions that the College seeks to develop in its candidates. Dispositions are derivedfrom our core values.1. Excellence in music2. Professionalism in teaching

113. Strength in characterEach disposition is aligned with the outcomes of the College, standards,coursework, and the College’s assessment system. Attributes of each disposition areas follows:1. Excellence in music. VanderCook graduates are broad-based musicians who:• Have personally performed and studied many styles of music• Understand musical structure, think in terms of sound, and use standards ofbeauty and expressiveness to gauge music’s quality• Possess a mixed and unique set of musical skills and experiences thatcomplement their particular interests and talents2. Professionalism in teaching. VanderCook strives to produce candidates who:• Respect the dignity of music education• Are adaptable, flexible, and able to make the best out of any circumstance inwhich they find themselves• Are able to work with children of all ability levels and background• Are able to observe, analyze, reflect and grow throughout their professionalcareers• Are attuned to the need to “be concerned with music of the past(acculturation), the music of the present (the transition period betweenacculturation and innovation), and the music of the future (innovation)”(Yarbrough, 2000)• Are aware that great teachers are life-long learners3. Strength in character. The VanderCook graduate demonstrates:• The need for cooperation, forgiveness, helpfulness, respectfulness, andhonesty in all situations• Unconditional respect for other human beings, treating them with dignity(Rogers, 1961, 1980)• Respect for the property of others, and the space in which he or she works,treating and caring for it well• Respect for the community, behaving in accordance with prevailing norms• The ability to accept and deal with responsibility at increasingly greater levelsthroughout their careersKnowledge BaseThe knowledge base of VanderCook College of Music supports the threedispositions set forth in this document, which are infused throughout the curricula of ourprograms: excellence in music, strength in character, and professionalism in teaching.The primary sources of the College’s knowledge base are described below.Excellence in Music. This includes masterworks of music created by major andminor composers in this and previous centuries. It also includes solos, method books,and ensemble music composed for developing musicians, in addition to the specificselections studied by candidates on primary and secondary instruments. It is estimated

that certification candidates may perform, conduct or hear a live performance ofapproximately 1,000 pieces of musical literature each year while in attendance atVanderCook College of Music. These selections represent music within various genres(e.g., popular and traditional repertoire for concert band, solo performances, large andsmall vocal ensembles, string ensemble, jazz band), in addition to a cross-section ofdiverse music representative of different cultures and composers within the UnitedStates and throughout the world. Candidates in the graduate programs, by virtue oftheir previous education and teaching experience, enhance the discussion of andexposure to a more comprehensive knowledge of music and musical styles. (Literaturelists are developed and maintained for band, chorus and orchestra, and concert andrecital programs are archived in the Ruppel Memorial Library.)Candidates also study numerous musical compositions within courses in musichistory, world music, and other areas. Some pieces are studied deeply, while othersserve as exemplars of a musical attribute.The repertoire studied by the VanderCook candidate serves the institution’scurricular goals and includes (but is not limited to) the methods, solos, chamberensembles, and large ensembles that are appropriate for study by children atelementary through advanced high school levels.Musical repertoire establishes the core knowledge base that may be drawn uponby the candidate throughout his or her career. Much of a music teacher’s effectivenessat all levels of instruction is derived from the ability to understand the structure of themusic, to break it down into manageable portions, and to be able to perform, conduct,explain and rehearse it. As learning to do so in a successive, systematic fashion is anessential trait of effective musicianship and music teaching, much emphasis is placedupon this ability.Similarly, excellence in music is epitomized in the live performances of schoolbands, choruses, and orchestras; the performances of professional musicians; the peakperformances exemplified by, for example, the students performing in the Illinois MusicEducators All-state ensembles, and in the vast collection of music recordings, scoresand videos available in today’s market. Because of the aural nature of music, theprofessional ensembles working in the city of Chicago, such as the Chicago SymphonyOrchestra, the Lyric Opera of Chicago, chamber groups, and numerous jazz bands andcombos provide an unparalleled source of musical knowledge to the College.Technology plays an important role in the musical education of our candidates.The Ruppel Library subscribes to online reference tools, including the InternationalIndex of Music Periodicals, Groves Music Online, and the Statewide Illinois LibraryCatalog. Used together, they provide access to major historical and contemporaryarticles in music, education, psychology and related subjects. Also, candidates maylisten to music and create music play lists compiled from the programs available inMusic Online (Classical Music, Garland Encyclopedia of Music, and African-Americanmusic). A library of compact discs, videos and DVDs complements our onlineresources.The Computer Music Lab provides software that enables candidates to createonline portfolios of work samples (Google Sites, Dreamweaver) and to access theInternet. Software is available to all students on lab computers so that candidates maycreate and edit routine word-processed documents (Word, Google Docs), spreadsheets12

13(Excel, Google Spreadsheets), and presentations (PowerPoint, Google Presentations).Software is also available to enable professional level music notation (Finale andSibelius), instrumental and vocal practice (SmartMusic), audio editing (Audacity,SoundStudio), audio mixing (GarageBand, Logic), video editing (iMovie, QuickTime),video observation (Scribe), and marching band drill design.Faculty members enhance their teaching, complement course work, andultimately improve candidate learning through technology. Resources such as notationprograms (Finale and Sibelius), My MathLab, Google Sites, SmartMusic, BlackBoard,Easy Grade Pro, and a new integrated computer system serve to expand the learningenvironment of our institution.Of the eight Wenger practice modules installed at VanderCook, one is equippedwith electronic capabilities, which allows candidates to practice in nine different levels ofacoustical environments from practice room and recital hall to concert hall, cathedraland arena.Professionalism in Teaching. Observation of expert teachers and musicians isalso a primary and powerful source of knowledge in developing teaching, musical, andpersonal qualities (Bandura, 1977). Observing a teacher, how he or she plans,interacts, paces a lesson, provides feedback, and conducts themselves with others, is atime-honored tradition in music education and teacher education in general (Madsen &Yarbrough, 1985). We seek excellent teachers for candidates to observe, both atVanderCook and in schools, and have chosen to retain the 100 hours of pre-clinicalexperiences once mandated by the ISBE. In addition, guest artists are invited to ourcampus each year to conduct, lecture, rehearse ensembles, and perform. Candidatesare guided to observe teachers who are accomplished and effective, and to choose adiverse array of situations: rural, suburban, urban, general music, choral, band, string,music technology and piano classes, etc. Opportunities for more than 100 pre-clinicalexperiences are embedded in required coursework and activities. Through our MECAcontinuing education program, we are able to provide numerous models of expertise forour candidates by bringing in leaders in all areas and disciplines of music and musiceducation.Our teacher certification candidates have ample opportunity to interact withexperienced teachers who study in our master of music education degree program andin our MECA continuing education program. Pedagogical interactions amongundergraduates, graduates and continuing education students promote learning wheneach group functions interchangeably as colleagues and role models.The Urban Music Education Initiative was created to improve the state of musiceducation in Chicago schools through outreach to students and teachers (ISBE Selfstudy,2007). VanderCook candidates have the opportunity to work with students inguitar classes at local elementary and secondary schools through the VanderCookCommunity Music Program (private music lessons on various instruments), weeklydrum circles, and a classical guitar ensemble. The VanderCook PhilharmonicOrchestra is open through audition to college students attending the Illinois Institute ofTechnology, the Illinois College of Optometry, and Shimer College.Each year, VanderCook alumni are invited to speak with our candidates abouttheir experiences and what to expect during their first year of teaching. Candidates are

given the opportunity to learn from each other through student-led ensembles, allowingthem to share ideas, make musical suggestions, and interact as musicians andcolleagues.Candidates study a variety of theories of learning. The basic theories of classicaland operant conditioning (Pavlov, Guthrie, Thorndike, Skinner, et al.) are examined withrespect to learning in general, and music in particular. A positive, systematic approachto teaching and learning, derived from the work of behavioral psychology, is applied tomusic teaching and learning in private music lessons, ensembles, and classrooms(Duke, 2001; Madsen & Kuhn, 1994; Madsen & Yarbrough, 1985).Since modeling plays an important role in the development of motor skills(Bandura, 1977), candidates acquire the skill of demonstrating a wide variety of musicaltasks. In fact, this ability is so highly valued that one element of VanderCook’suniqueness is the sequence of performance-oriented techniques classes studied by ourcandidates. These courses enable our graduates to model instrumental techniques,including instruments on which they have limited prior experience.Candidates acquire the ability to break down musical ideas into concepts andattributes. Thus, the ideas of Jerome Bruner, David Ausubel and other cognitivetheorists are discussed and applied to music situations (Salvin, 2002; Sternberg &Williams, 2002). The work of Howard Gardner, particularly with respect to multipleintelligences and the uniqueness of musical intelligence, is also examined (Gardner,1983).Since development of expertise in music is a long-term process involving asustained and deliberate effort over a long period of time, candidates develop skill atassessing students’ abilities along a developmental continuum. The work of Piaget,Kohlberg, and those who describe physical development is presented and related to thedevelopment of musicianship.What is most important, however, is that the long-term nature of the developmentof musical expertise, whether in candidates themselves or in their students, bethoroughly appreciated so that candidates are able to pinpoint goals, direct instruction,provide feedback to children, and properly gauge assessment. Thus, in the manymethods classes completed by candidates, the developmental progression ofknowledge and skill is applied to specific instruments and the voice, large and smallensemble rehearsals, and general music.Musical development is unique in many ways. For example, musicalperformance is “effortful” in the sense that one develops a complex understanding of ahighly evolved art form over time (Ericsson, 1996). On the other hand, musicalperformance needs to appear effortless when it is presented to and perceived by anoutsider (Werner, 1996). Developmental theory in educational psychology issupplemented with theories that relate to the specific acquisition of musical knowledgeand skill.Research has determined that children learn in different ways and that theinstruction needed to reach each student must be varied and fair to the differentlearning styles present in the classroom. Treating each child fairly “means more thaneveryone doing the same thing, the same way, at the same time. Fair means everyonegetting what they need when they need it” (Moorman & Haller, 2004). Quality educatorsmust know their learners, offer a quality curriculum, create a positive learning14

15environment, use flexible teaching and learning resources, vary their instructionaldelivery and employ best practices, and assess students to determine that learning hastaken place (Forsten, et al, 2010). The study and practice of music serves to ensurethat each child acquires intellectual skills (cognitive domain), that they grow in feelingsor emotional areas (affective domain), and develop manual or physical skills(psychomotor domain) (Bloom, 1956). Various methods and techniques for engagingstudents in the learning process are discussed in methods of teaching classes, andcandidates have the opportunity to apply these strategies in simulated teachingsituations, in authentic teaching situations (such as the Community Music Program) andduring the student teaching experience.Studies show that many students are turned on to learning when classroomexperiences incorporate artistic, athletic, and musical activities. To this end, thetheory of multiple intelligences allows students to understand how they areintelligent. When students understand the balance of their own multipleintelligences, they begin to manage their own learning and value their individualstrengths. (Gardner, 1999)Candidates also acquire the ability to teach children cognitive musical strategies.This is particularly relevant to the teaching of applied musical performance, since theinstructional period is relatively short and the child is left to practice on his or her own forseveral hours over a week or more. Assuring that the child develops strong habits bothin skill and in mind is critical to the child’s progress. Studies with children suggest thatthose students who acquire a rich repertoire of cognitive strategies are strongermusicians (McPherson, 1997). Studies with developing musicians suggest thatmusicians, young and old, who continue to develop, learn to employ cognitive strategiesthat enable them to practice music deliberately and constructively, particularly when notin the presence of a music teacher (Woody, 2001).The transfer of learning principle is emphasized throughout the music educationcomponent of the curriculum. Music contains principles that cross over situations,instruments, musical styles, and repertoire. Technical principles involve aspects ofbreathing, muscular tension/relaxation, embouchure, vowel sound shapes, position,listening, etc. Interpretive commonalities relate to expressive emphasis, timing, pitchand duration. Such principles are found in the early work of VanderCook and Nutt(archived sources), Carl Seashore (1967), as well as in studies on the development ofmusical expertise being conducted in contemporary research (Ericsson, 1996; Sloboda,1988).Strength in Character. Children are directly influenced by the people with whomthey are most closely associated whether in or out of the classroom. “A child watchesall that goes on around him. He draws his own conclusions from what he sees, and hesearches for guiding lines for his behavior” (Dreikurs, 1964). By virtue of their specialtyand the long-term involvement necessary for any music program, music teachers oftenhave a great amount of influence on students’ lives and learning.It takes a special person to be a music teacher: they must have self-disciplineand persistence, and be influential, inspirational, engaging, captivating, and honest

16(Fleischfresser, 2009). A teacher is the decisive element in the classroom andpossesses a tremendous power to make a child’s life either miserable or joyous, butabove all a teacher should provide encouragement (Lautzenheiser, 2006).Encouragement is at the heart of teaching, “for a child cannot grow and develop or gaina sense of belonging without encouragement” (Dreikurs, 1964).The importance of modeling strength in character cannot be emphasized enoughfor those in the teaching profession. This core value is laced throughout our institutionand modeled by administration, faculty, staff, and students. It is embedded in thecurricula and is a key component of the admissions process as we select candidateswho personify the VanderCook mission to enrich lives of present and future generationsthrough music.Candidates are encouraged to be impeccable in their word, to not take anythingpersonally, to avoid making assumptions, to always do their best, and to guide others tofind the personal strength required to be compassionate, effective members of society.“To speak with integrity and to communicate with others to avoid misunderstandingscan completely transform a life” (Ruiz, 1997). A teacher’s approval is very important toa child and is a most effective reward that should not be given indiscriminately. It takescourage to do the right thing and to identify those behaviors in others that can leaddown a path of destruction (Madsen, 1998). A teacher’s responsibility is to holdstudents accountable for their own behaviors and choices. “Confidence and trust arenecessary to promote growth” in any individual (Brown, 2002), and “the best teachersassume that learning has little meaning unless it produces a sustained and substantialinfluence on the way people think, act, and feel” (Bain, 2004).Finally, a prevailing spirit of humanistic and unconditional positive regard forchildren and adults is fostered within the general College environment (Rogers, 1961,1980).Standards in Music. Diverse representatives of the music education professionworked together with individuals in the visual and the other performing arts to develop aset of standards, referred to as national standards in music. These standards describe“what every young American should know and be able to do in the arts” (MusicEducators National Conference, 1994). They are as follows:1. Singing, alone and with others, a varied repertoire of music.2. Performing on instruments, alone and with others, a varied repertoire of music.3. Improvising melodies, variations and accompaniments.4. Composing and arranging music within specific guidelines.5. Reading and notating music.6. Listening to, analyzing, and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts, and disciplinesoutside the arts.9. Understanding music in relation to history and culture.The national standards, in turn, have filtered into state and local standards inIllinois and throughout the nation (ISBE, 1997). States, schools and individual music

17teachers are developing strategies to organize, teach and assess children as theydevelop competency in these areas. Excellent examples for music educators are givenin the Music Resource Manual for Curriculum Planning (Illinois Music EducatorsAssociation, 2002). Understanding and applying the music standards is now part of theknowledge that music education candidates acquire during their program of study(Illinois State Board of Education, 2000). Graduate candidates in the master of musiceducation degree program and teachers completing professional development work inthe MECA continuing education program are expected to know and use the standardsin their teaching.Professional Teaching Standards. The Illinois Professional Teaching Standardsdescribe what all teachers should know and be able to do as professionals (ISBE,1999). They are based directly upon the work of the Interstate National TeacherAssessment and Support Consortium (INTASC): “Drafted by representatives from 17state agencies, these standards represent a common core of teaching knowledge andskills which will help all candidates acquire 21 st century knowledge and skills” (INTASC,1992). These standards, representative of the reasoned arguments of professionals ineducation, have been adopted nationwide.The standards describe the work of the many fine, accomplished music teacherswho work in our schools today. They also provide a scheme for organizing professionaleducation experiences, particularly the clinical, pre-clinical and in-class authenticcontextteaching experiences of our teacher candidates. The goal set forth by thesestandards is to improve teacher education and teaching for each child. The state ofIllinois has proposed a new set of nine professional teaching standards, which imbedslanguage arts and technology into one set of standards, and focuses on differentiatedinstruction for diverse populations of students. Until the new standards are approved,VanderCook will continue to align with the ISBE’s current 11 professional teachingstandards. These standards will become the unifying theme around which candidatesdevelop their professional portfolios. They are as follows:1. Content Knowledge: The teacher understands the central concepts, methods ofinquiry, and structures of the discipline(s), and creates learning experiences thatmake the content meaningful.2. Human Development and Learning: The teacher understands how individualsgrow, develop and learn, and provides learning opportunities that support theintellectual, social and personal development of all students.3. Diversity: The teacher understands how students differ in their approaches tolearning, and creates instructional opportunities that are adapted to diverselearners.4. Planning for Instruction: The teacher understands instructional planning anddesigns instruction based upon knowledge of the discipline, students, thecommunity, and curriculum goals.5. Learning environment: The teacher uses an understanding of individual andgroup motivation and behavior to create a learning environment that encouragespositive social interaction, active engagement in learning, and self-motivation.

186. Instructional delivery: The teacher understands and uses a variety of instructionalstrategies to encourage students’ development of critical thinking, problemsolving and performance skills.7. Communication: The teacher uses knowledge of effective written, verbal,nonverbal, and visual communication techniques to foster active inquiry,collaboration, and supportive interaction in the classroom.8. Assessment: The teacher understands various formal and informal assessmentstrategies and uses them to support the continuous development of all students.9. Collaborative Relationships: The teacher understands the role of the communityin education and develops and maintains collaborative relationships withcolleagues, parents/guardians, and the community to support student learningand well being.10. Reflection and Professional Growth: The teacher is a reflective practitioner whocontinually evaluates how choices and actions affect students, parents, and otherprofessionals in the learning community and actively seeks opportunities to growprofessionally.11. Professional Conduct and Leadership: The teacher understands education as aprofession, maintains standards of professional conduct, and provides leadershipto improve student learning and well being.Context for the alignmentCandidate Proficiencies, Aligned With The Expectations InProfessional, State and Institutional StandardsThe College is aligning the professional, state and institutional standards with thecurriculum. Grids of standards and coursework are available on-site.The attached tables illustrate the context for alignment between and amongprofessional standards prescribed by the National Association of Schools of Music(NASM), the ISBE content standards (which were aligned with NASM standards whenoriginally developed), and VanderCook’s candidate outcomes.VanderCook will ensure that candidates meet ISBE content-area standardsthrough the following mechanisms: 1) continued alignment with NASM standards ofthe, which accredits the College’s music program; 2) regular, annual review of thestandards, coursework and assessments; 3) gathering of data using our assessmentsystem and the assessments that occur within coursework to determine if candidatesare, in fact, meeting standards.

19Undergraduate Institutional Disposition: Excellence in MusicCandidate Outcomes1. A high level ofmusicianship2. Academic abilityand diligence leadingto a lifetime of learning3. Skill in the processof teaching4. Self-discipline andpersistence5. Interpersonal andintrapersonal skillsIllinois State Board of EducationStandards & National Association ofSchools of Music GuidelinesProfessional Teaching Standard 1Content Standards 1, 2, 3, 4, 5Technology Standards 1, 2National Association of Schools of MusicA. PerformanceB. Aural Skills and AnalysisC. Composition and ImprovisationD. History and RepertoireE. TechnologyF. SynthesisAdditional music competencies for MusicEducation students:1. Conducting2. Arranging3. Performance4. Analysis/history/literature5. Additional competencies for choraland instrumental majors.Undergraduate Coursework andOther ExperiencesFundamentals and Theory (18 credits)• Music Fundamentals• Written Theory 1-IV• Sight-singing/Ear Training I-IV• Form & Analysis• Instrumental & Choral Arranging• Jazz Harmony & ImprovisationMusic Education (22.5 credits)• Introduction to Music Education• 5 Instrumental Methods courses• 5 Choral Methods courses• 2 Music Technology courses• Adv. Conducting/ RehearsalTechniques• Instrument RepairApplied Music Performance (41 credithours)• 7 Band Techniques courses• 3 String Techniques courses• 6 Piano techniques courses• 2 Vocal Techniques courses• Beginning Conducting• 7 Applied Study courses• 7 semester large ensemble• 7 semesters chamber ensembleUndergraduate Assessment PlanAdmission:• Audition and interview• Theory Assessment• High school music activities• Admission EssayTeacher Candidacy Skills Assessment• Jury Grades• Theory/Ear Training Assessment• Professional Readiness Selfassessment/Facultyassessment• Grades in music classes• Assessment of jury history• Keyboard Assessment• Scale & Rhythm AssessmentAdmission to Student Teaching• Comprehensive Performance Exams(all instruments, voice, andconducting)• Junior & Senior Recitals• Grades in music classes• Portfolio review• Professional Readiness• Successful completion of Pre-clinicalObservations and Practicums• Completion of ISBE Music ContentTestGeneral Education (9 credits)• History of Music I and II• World MusicProfessional Education (14 credits)• Methods of Teaching I and II• Student Teaching• 100 Pre-clinical Observation HoursOther Musical Opportunities• Tours• ConcertsCompletion of Student Teaching• Field Experience Assessments (4 eachfor Self, Cooperating, Supervisor)• Reflective Journal• Student Teaching Notebook• Student Teacher Retreat• 3 Student Teaching Seminars• Professional Teaching PortfolioRecommendation for Entitlement• Completion of ISBE Assessment ofProfessional Teaching Test• Coursework completion at 2.5 GPA

• Clinics• Outreach Programs• Community Music Program20

21Undergraduate Institutional Disposition: Professionalism in TeachingCandidate Outcomes2. Academic abilityand diligence leadingto a lifetime of learning3. Skill in the processof teaching4. Self-discipline andpersistence5. Interpersonal andintrapersonal skills6. Good citizenshipand personal integrity7. Building ofpragmatic links witheducational programsin diverse communities8. Professionalism inaction, word andappearanceIllinois State Board of Education Standards &National Association of Schools of MusicGuidelinesProfessional Teaching Standards 2, 3, 4, 5, 6, 7,8, 9, 10, 11Content Standard 5Technology Standards 3, 5, 6, 7, 8, 9Language Arts Standards 1, 2, 3National Association of Schools of Music –Desirable Attributes, Essential Competencies,and Professional Procedures1. Personal commitment2. Ability to lead.3. Capability to inspire.4. Ability to articulate logical rationales for music.5. Ability to work productively within specificeducational systems.6. Ability to evaluate ideas, methods, and policies inthe arts.7. Ability and desire to remain current withdevelopments in the art of music.NASM Teaching Competencies1. Ability to teach at various levels to different gradelevels2. An understanding of child growth and development.3. Ability to assess and plan programs4. Knowledge of current methods, materials andrepertoire.5. Ability to accept, amend or reject methods andmaterials.6. Understanding of evaluative techniques.Undergraduate Courseworkand Other ExperiencesProfessional Education (17 – 29credits)• Methods of Teaching I-III• Educational Psychology• History & Philosophy of Ed• Special Education• 100 Pre-clinicalObservation Hours• Student TeachingMusic Education (22.5 credits)• Introduction to MusicEducation• 5 Instrumental Methodscourses• 5 Choral Methods courses• 2 Music Technologycourses• Adv. Conducting/Rehearsal Techniques• Instrument RepairGeneral Education (6 credits)• Public Speaking• Socio-Political GeographyApplied Music Performance (41credit hours)• 7 Band Techniquescourses• 3 String Techniquescourses• 6 Piano techniquescourses• 2 Vocal Techniquescourses• Beginning Conducting• 7 Applied Study courses• 7 semesters largeensemble• 7 semesters chamberensembleUndergraduate Assessment PlanAdmission• Interview• Three Professional Readinessadmission profiles completed by highschool teachers• Admission EssayTeacher Candidacy Skills Assessment• State Basic Skills Test• Professional Readiness Selfassessment/Facultyassessment• Candidate Essay• Cumulative GPAAdmission to Student Teaching• Comprehensive Performance Exams(all instruments, voice, andconducting)• Junior & Senior Recitals• Grades in music classes• Portfolio review• Professional Readiness• Successful completion of Pre-clinicalObservations and Practicums• Completion of ISBE Music ContentTestCompletion of Student Teaching• Field Experience Assessments (4 eachfor Self, Cooperating, Supervisor)• Reflective Journal• Student Teaching Notebook• Student Teacher Retreat• 3 Student Teaching Seminars• Professional Teaching PortfolioRecommendation for Entitlement• Completion of ISBE Assessment ofProfessional Teaching Test• Completion of all required coursework,experiences and assessments

23Undergraduate Institutional Disposition: Strength in CharacterCandidate OutcomesIllinois State Board of EducationStandardsUndergraduate Coursework and OtherExperiencesUndergraduate Assessment Plan3. Academic ability anddiligence leading to alifetime of learning4. Self-discipline andpersistence5. Interpersonal andintrapersonal skills6. Good citizenship andpersonal integrityProfessional Teaching Standards10 and 11Infused into:• Coursework• Ensembles• Tours• Concert Performances• Recital preparations• Pre-clinical observations• Student teachingInfused into the College environment• VCM Seminar• Tuesday Lecture Series• Constitution Day• Work Study Program• Community Service• Student Organization Service Projects• Peer Tutoring InitiativesAdmission• Interview• Three Professional Readinessadmission profiles completed by highschool teachers• Admissions EssayTeacher Candidacy Skills Assessment• Professional Readiness Selfassessment/Facultyassessment• Candidate EssayAdmission to Student Teaching• Comprehensive Playing Exams• Junior & Senior Recitals• Course GPA• Portfolio review• Professional Readiness• Successful completion of Pre-StudentTeaching Observations andPracticums• Completion of ISBE Music ContentTestCompletion of Student Teaching• Field Experience Assessments (4 eachfor Self, Cooperating, Supervisor)• Reflective Journal• Student Teaching Notebook• Student Teacher Retreat• 3 Student Teaching Seminars• Professional Teaching PortfolioRecommendation for Entitlement• Completion of ISBE Assessment ofProfessional Teaching Test• Completion of all required coursework,experiences and assessments

24MMEd/Certification Institutional Disposition: Excellence in MusicCandidate Outcomes1. A high level ofmusicianship2. Academic abilityand diligence leadingto a lifetime of learning3. Skill in the processof teaching4. Self-discipline andpersistence5. Interpersonal andintrapersonal skillsIllinois State Board of EducationStandards and National Associationof Schools of Music GuidelinesProfessional Teaching Standard 1Content Standards 1, 2, 3, 4, 5Technology Standards 1, 2National Association of Schools of MusicG. PerformanceH. Aural Skills and AnalysisI. Composition and ImprovisationJ. History and RepertoireK. TechnologyL. SynthesisAdditional music competencies for MusicEducation students:1. Conducting2. Arranging3. Performance4. Analysis/history/literature5. Additional competencies for choraland instrumental majorsMaster of Music Education andCertification Coursework and OtherExperiencesTheory and Arranging (4 credits)• Theory Review• Teaching Theory Secondary Level• Band Arranging• Choral Arranging• Jazz Arranging• String ArrangingMusic Education (18 credits)• 6 Instrumental Methods courses• 6 Choral Methods courses• 2 Music technology courses• Adv. Conducting/RehearsalTechniques• Band Conducting/RehearsalTechniques• Choral Conducting/RehearsalTechniques• Orchestral Conducting/RehearsalTechniques• Vocal MechanismApplied Music Performance (21 credits)• 11 Band Techniques credits• 6 String Techniques credits• 6 Piano Techniques credits• 2 Applied Study courses• 2 semesters of major ensembles• 2 Semesters of chorusGeneral Education (11 credits)• History of Music I & II• Survey of Music History• World MusicMaster of Music Education andCertification Assessment PlanAdmission:• Undergraduate degree in music• Admission essay• Audition and interviewTeacher Candidacy Skills Assessment:• Theory, aural skills, form & analysis,and piano Assessments• Professional Readiness Selfassessment/FacultyassessmentAdmission to Student Teaching:• Comprehensive Playing Exams (allinstruments, voice and conducting)• Required coursework with 3.0 GPA• Portfolio review• Professional Readiness• Complete Pre-clinical Observations• Pass ISBE Music Content TestCompletion of Student Teaching:• Field Experience Assessments (4each for Self, Cooperating,Supervisor)• Student Teaching Notebook• Student Teacher Retreat• 3 Student Teaching Seminars• Professional Teaching PortfolioGraduate Program Completion:• Core & track-specific coursework• Complete Master’s Project• Pass Written Comprehensive Exam orProfessional Teaching Portfolio (2010)Professional Education (12-15 credits)• Methods of Teaching I & II• Curriculum & Administration• 100 Pre-clinical Observation Hours• Student Teaching• Introduction to Graduate StudyRecommendation for Entitlement:• Pass ISBE Assessment ofProfessional Teaching Test• Earn Cumulative GPA of 3.0

25MMEd/Certification Institutional Disposition: Professionalism in TeachingCandidate Outcomes2. Academic abilityand diligence leadingto a lifetime of learning3. Skill in the processof teaching4. Self-discipline andpersistence5. Interpersonal andintrapersonal skills6. Good citizenshipand personal integrity7. Building ofpragmatic links witheducational programsin diverse communities8. Professionalism inaction, word andappearanceIllinois State Board of EducationStandards and National Association ofSchools of Music GuidelinesProfessional Teaching Standards 2, 3, 4, 5, 6, 7,8, 9, 10, 11Content Standard 5Technology Standards 3, 5, 6, 7, 8, 9Language Arts Standards 1, 2, 3National Association of Schools of Music –Desirable Attributes, Essential Competencies,and Professional Procedures1. Personal commitment2. Ability to lead.3. Capability to inspire.4. Ability to articulate logical rationales formusic.5. Ability to work productively within specificeducational systems.6. Ability to evaluate ideas, methods, andpolicies in the arts.7. Ability and desire to remain current withdevelopments in the art of music.NASM Teaching Competencies1. Ability to teach at various levels to differentgrade levels2. An understanding of child growth anddevelopment.3. Ability to assess and plan programs4. Knowledge of current methods, materials andrepertoire.5. Ability to accept, amend or reject methodsand materials.6. Understanding of evaluative techniques.Master of Music Education andCertification Coursework andOther ExperiencesProfessional Education (17-20 credits)• Methods of Teaching I & II• Educational Psychology• History & Philosophy ofEducation• Special Education• Curriculum & Administration• 100 Pre-clinical ObservationHours• Student TeachingMusic Education• 6 Instrumental Methods courses• 6 Choral Methods courses• 2 Music technology courses• Adv. Conducting/RehearsalTechniques• Band Conducting/RehearsalTechniques• Choral Conducting/RehearsalTechniques• Orchestral Conducting/RehearsalTechniques• Vocal Mechanism• Introduction to Graduate StudyApplied Music Performance (21credits)• 11 Band Techniques credits• 6 String Techniques credits• 6 Piano Techniques credits• 2 Applied Study courses• 2 semesters of major ensembles• 2 Semesters of chorusGeneral Education (6 credits)• Public Speaking• Socio-Political GeographyMaster of Music Education andCertification Assessment PlanAdmission• Interview• Three Professional Readinessadmission profiles• Admission essayTeacher Candidacy Skills Assessment• Pass ISBE Basic Skills Test• Professional Readiness Selfassessment/Facultyassessment• Cumulative GPA of 3.0Admission to Student Teaching• Comprehensive Performance Exams(all instruments, voice and conducting)• Required coursework with 3.0 GPA• Portfolio review• Professional Readiness• Complete Pre-clinical Observationsand Practicums• Pass ISBE Music Content TestCompletion of Student Teaching• Student Teaching Notebook• Student Teaching Log• Supervising Teacher Symposium• Review of eight conferences• Professional Teaching Portfolio reviewRecommendation for Entitlement• Pass ISBE Assessment ofProfessional Teaching Test• Completion of all required coursework,experiences, assessments andmaster’s project

26MMEd/Certification Institutional Disposition: Strength in CharacterCandidate Outcomes Illinois State Standards Master of Music Education andCertification Coursework and OtherExperiences3. Academic ability anddiligence leading to alifetime of learning4. Self-discipline andpersistence5. Interpersonal andintrapersonal skills6. Good citizenship andpersonal integrityIllinois Professional TeachingStandards 10 and 11National Association of Schools of Music– Desirable Attributes, EssentialCompetencies, and ProfessionalProcedures1. Personal commitment2. Ability to lead3. Capability to inspire5. Ability to work productively withinspecific educational systemsInfused into:• Coursework• Ensembles• Concert Performances• Tours• Pre-clinical Observations• Student Teaching• Master’s Project Preparation• Poster Session PreparationInfused into the College environment• Lecture-recitals• Lecture-demonstrations• Graduate Assistantships• Work Study Program• Tuesday Lecture Series• Community Service• Outreach Programs• Student Organization ServiceProjects• Poster SessionMaster of Music Education andCertification Assessment PlanAdmission• Interview• Three Professional Readiness admissionprofiles completed• Admission EssayTeacher Candidacy Skills Assessment• Professional Readiness Selfassessment/Facultyassessment• Admission EssayAdmission to Student Teaching• Comprehensive Performance Exams• Required coursework with 3.0 GPA• Portfolio review• Professional Readiness• Successful completion of Pre-StudentTeaching Observations and Practicums•Completion of Student Teaching• Student Teaching Notebook• Student Teaching Log• Supervising Teacher Symposium• Review of eight conferences• Portfolio reviewGraduate Program Completion• Graduate core & track specific courseworkwith 3.0 GPA• Master’s Project & Poster Sessionassessments• Written Comprehensive Exam orProfessional Teaching PortfolioassessmentsRecommendation for Entitlement• Completion of ISBE Assessment ofProfessional Teaching Test• Completion of all required coursework,

experiences, and assessments27

28Graduate Institutional Disposition: Excellence in MusicCandidate Outcomes1. A high level ofmusicianship2. Academic abilityand diligence leadingto a lifetime of learning3. Skill in the processof teaching4. Self-discipline andpersistence5. Interpersonal andintrapersonal skillsIllinois State Board of EducationStandards and National Associationof Schools of Music GuidelinesProfessional Teaching Standards 1through 11Content Standards 1 through 5Language Arts Standards 1 through 3Technology Standards 1 and 2National Association of Schools of Music –Desirable Attributes, Essential Competencies,and Professional Procedures1. Personal commitment2. Ability to lead3. Capability to inspire4. Ability to articulate logical rationales formusic5. Ability to work productively within specificeducational systems6. Ability to evaluate ideas, methods, andpolicies in the arts7. Ability and desire to remain current withdevelopments in the art of musicNASM Teaching Competencies1. Ability to teach at various levels todifferent grade levels2. An understanding of child growth anddevelopment3. Ability to assess and plan programs4. Knowledge of current methods, materialsand repertoire5. Ability to accept, amend or reject methodsand materials6. Understanding of evaluative techniquesMaster of Music EducationCoursework and OtherExperiencesGraduate Core (4 credits)• Introduction to Graduate Study• Instructional Design: Integrating Artsand Technology• Curriculum & Administration• Survey of Music History I• Survey of Music History II• American Music History• 2 Applied Study courses• 2 semesters of major ensembles• 2 Semesters of chorusBand Track (14 credits)• Band Conducting & RehearsalTechniques• Band Arranging• Jazz Arranging• Methods of Teaching Woodwinds• Methods of Teaching Brass• Methods of Teaching Percussion• Two Residency ElectivesChoral Track (14 credits)• Choral Arranging• Choral Conducting & RehearsalTechniques• Elementary General/Choral Methods• Secondary General Music Methods• Secondary Choral Methods 6-12• The Vocal Mechanism• One Residency ElectiveString Track (14 credits• String Arranging• Orchestral Conducting & RehearsalTechniques• Integrating Winds & Percussion IntoOrchestra• Survey of String Literature• String Methods I• String Methods II• One Residency ElectiveMusic Education Electives (12 credits)Exit Requirement (0 credit)Master of Music EducationAssessment PlanAdmission:• Undergraduate degree in music• Admission essay• 3.0 GPA• Professional references• Professional resumeCourse Completion:• Graduate Core• Track specific course work• Elective courses• Knowledge of instruments and voice• Skill in composition/arranging• Understand music technology• Knowledge of music history andliterature• Musical performance• Minimum 3.0 GPAWritten Comprehensive Examination orProfessional Teaching Portfolio:• Knowledge of foundations, major areaand two secondary areas• Reflections of professional growth anddevelopment• Representative work samples,reflections and assessments• Evidence of pedagogical growthMaster’s Project:• Research paper, lecturedemonstration or lecture recital• Beneficial to music education• Relate to a professional teachingstandard• Research is sharedDegree Conferment:• Minimum cumulative GPA 3.0• Teaching Portfolio review or Examassessment• Master’s Project assessment• Master’s Project Poster Session

29• Master’s Project• Written Comprehensive Exam• Professional Teaching PortfolioassessmentGraduate Institutional Disposition: Professionalism in TeachingCandidate Outcomes2. Academic abilityand diligence leadingto a lifetime of learning3. Skill in the processof teaching4. Self-discipline andpersistence5. Interpersonal andintrapersonal skills6. Good citizenshipand personal integrity7. Building ofpragmatic links witheducational programsin diverse communities8. Professionalism inaction, word andappearanceIllinois State Board of EducationStandards and National Association ofSchools of Music GuidelinesProfessional Teaching Standards 2, 3, 4, 5, 6, 7,8, 9, 10, 11Content Standard 5Technology Standards 3, 5, 6, 7, 8, 9Language Arts Standards 1, 2, 3National Association of Schools of Music –Desirable Attributes, Essential Competencies,and Professional Procedures1. Personal commitment2. Ability to lead3. Capability to inspire.4. Ability to articulate logical rationales for music5. Ability to work productively within specificeducational systems6. Ability to evaluate ideas, methods, andpolicies in the arts7. Ability and desire to remain current withdevelopments in the art of music.NASM Teaching Competencies1. Ability to teach at various levels to differentgrade levels2. An understanding of child growth anddevelopment3. Ability to assess and plan programs4. Knowledge of current methods, materials andrepertoire5. Ability to accept, amend or reject methodsand materials6. Understanding of evaluative techniquesMaster of Music EducationCoursework and Other ExperiencesProfessional Education (4 credits)• Introduction to Graduate Study• Instructional Design: Integrating Artsand Technology• Curriculum & AdministrationBand Track (14 credits)• Band Conducting & RehearsalTechniques• Band Arranging• Jazz Arranging• Methods of Teaching Woodwinds• Methods of Teaching Brass• Methods of Teaching Percussion• Two Residency ElectivesChoral Track (14 credits)• Choral Arranging• Choral Conducting & RehearsalTechniques• Elementary General/Choral Methods• Secondary General Music Methods• Secondary Choral Methods 6-12• The Vocal Mechanism• One Residency ElectiveString Track (14 credits• String Arranging• Orchestral Conducting & RehearsalTechniques• Integrating Winds & Percussion IntoOrchestra• Survey of String Literature• New Millennium for String Education• Bridging the Gap to Artistry in StringEducation• One Residency ElectiveApplied Music Performance (4 credits)• 2 Applied Study courses• 2 semesters of major ensembles• 2 Semesters of chorusMaster of Music EducationAssessment PlanAdmission:• Undergraduate degree in music• Admission essay• 3.0 GPA• Professional references• Professional resumeCourse Completion:• Graduate Core• Track specific course work• Elective courses• Knowledge of instruments andvoice• Skill in composition/arranging• Understand music technology• Knowledge of music history andliterature• Musical performance• Minimum 3.0 GPAWritten Comprehensive Examinationor Professional Teaching Portfolio:• Knowledge of foundations,major area and two secondaryareas• Reflections of professionalgrowth and development• Representative work samples,reflections and assessments• Evidence of pedagogical growthMaster’s Project:• Research paper, lecturedemonstration or lecture recital• Beneficial to music education• Relate to a professionalteaching standard• Research is sharedDegree Conferment:

30General Education (2 credits)• Survey of Music History I• Survey of Music History II• American Music HistoryMusic Education Electives (12 credits)• Minimum cumulative GPA 3.0• Teaching Portfolio review orExam assessment• Master’s Project assessment• Master’s Project Poster SessionassessmentGraduate Institutional Disposition: Strength in CharacterCandidate Outcomes Illinois State Standards Master of Music EducationCoursework and OtherExperiences3. Academic ability anddiligence leading to alifetime of learning4. Self-discipline andpersistence5. Interpersonal andintrapersonal skills6. Good citizenship andpersonal integrityIllinois Professional TeachingStandards 10 and 11National Association of Schools of Music– Desirable Attributes, EssentialCompetencies, and ProfessionalProcedures1. Personal commitment2. Ability to lead3. Capability to inspire5. Ability to work productively withinspecific educational systemsInfused into:• Coursework• Ensembles• Concert Performances• Tours• Pre-clinical Observations• Student Teaching• Master’s Project Preparation• Poster Session PreparationInfused into the College environment• Lecture-recitals• Lecture-demonstrations• Graduate Assistantships• Work Study Program• Tuesday Lecture Series• Community Service• Outreach Programs• Student Organization ServiceProjects• Poster SessionMaster of Music EducationAssessment PlanAdmission:• Undergraduate degree in music• Admission essay• 3.0 GPA• Professional references• Professional resumeCourse Completion:• Graduate Core• Track specific course work• Elective courses• Knowledge of instruments and voice• Skill in composition/arranging• Understand music technology• Knowledge of music history and literature• Musical performance• Minimum 3.0 GPAWritten Comprehensive Examination orProfessional Teaching Portfolio:• Knowledge of foundations, major area andtwo secondary areas• Reflections of professional growth anddevelopment• Representative work samples, reflectionsand assessments• Evidence of pedagogical growthMaster’s Project:• Research paper, lecture demonstration orlecture recital• Beneficial to music education• Relate to a professional teaching standard• Research is sharedDegree Conferment:

• Minimum cumulative GPA 3.0• Teaching Portfolio review or Examassessment• Master’s Project assessment• Master’s Project Poster Sessionassessment31

32Assessment SystemVanderCook College of Music’s assessment system is derived from six sources,each with overlapping but distinct purposes. They are as follows:1. Evaluation of Candidate Qualifications. A multiple-stage system to assessundergraduate, master of music education and certification, and graduatecandidates’ progress at the following points. Aspects of this assessment arealigned with the Dispositions, Outcomes, Standards and Courseworkdescribed in the previous charts.Bachelor of Music Education• Admission to the College• Teacher Candidacy Skills Assessment (TCSA)• Admission to Student Teaching• Completion of Student Teaching• Program Completion and Recommendation for EntitlementMaster of Music Education and Certification• Admission to the College• Teacher Candidacy Skills Assessment (TCSA)• Admission to Student Teaching• Completion of Student Teaching• Graduate Program Completion• Degree Conferment and Recommendation for EntitlementMaster of Music Education• Admission to the College• Graduate Course Completion• Written Comprehensive Examination or Professional Teaching Portfolio• Master’s Project• Degree ConfermentThe graduate and undergraduate deans track candidate performance from the gradepoint averages and test scores (ACT, SAT, GRE) at the point of admissionthroughout each candidate’s time in the degree program (grades, creditsattempted/credits earned, performance juries, TCSA, comprehensive performanceexams, graduate comprehensive written exam or professional teaching portfolio, andmaster’s project). Remediation or curriculum adjustments are implemented basedon performance data.2. Institutional Tracking. In 2008, the institution began the conversion to CAMSEnterprise TM (Comprehensive Academic Management System), which is acompletely integrated, web-based Academic Enterprise Resource Planning forhigher education. This system will allow data for candidates in all VanderCook’sprograms to be collected and tracked, and is expected to track retroactive data by

332012. Prior to 2008, the respective deans monitored grades, ISBE test scores,IPEDS reports and other data.3. Semester assessments. Undergraduate assessments may include juryexaminations or recitals; performance in VCM Seminar; credit hoursattempted/credit hours earned; GPA; Musicianship, Scholarship, Citizenship(MSC) Grids; and course evaluations. Graduate assessments may include GPA,credit hours attempted/credit hours earned, MSC Grids (MMEd/Cert candidatesonly), graduate course exit assessments, and course evaluations. Semesterassessments for all programs also incorporate qualitative and/or quantitativeassessments of candidates’ performance in ensembles and classes.Standards for candidates are articulated within coursework, the StudentHandbooks, and the College Catalog.4. Faculty and Staff Professional Development & Assessment. As an institution ofhigher education, we embrace and encourage life-long learning and growth. To thisend, faculty and staff of the college are involved in annual professional developmentand review. Professional development plans are written at the beginning of eachacademic year. During the spring semester, faculty and staff members assess theirperformance on a standardized form. A meeting is set with the president, dean ordirector of each program to discuss assessment and future goals.Faculty participates in an academic collaboration team that enables eachinstructor to receive feedback from a peer at a post-observation conference in anarea discussed prior to the observation. Applied instructors participate in peerassessment through review of video taped lessons. Professional developmentworkshops, conferences and classes are made available to faculty to attend asappropriate.End of the semester course evaluations and annual curriculum maps providefeedback to faculty and the deans. Faculty members are able to assess their courselearning objectives, their delivery of instruction, and through data analysis, are ableto adjust and enhance instruction to best meet the needs of each student.5. Accreditation reviews. Institutional reviews by NASM, The Higher LearningCommission of the North Central Association, and ISBE. The process of preparingreviews is frequent, comprehensive, and significant in the way programs areassessed and redesigned.6. Long-range Planning. In the 2009-2010 academic year, VanderCook College ofMusic began to develop an updated long-range plan, Directions for a SecondCentury. This long-range plan is being written to articulate the needs and directionsfor the College as it enters its second century.The College’s long-range plan is being built around three tenets: inspire, build,sustain. The college will also make these goals central in its upcoming capitalcampaign designed to provide funds necessary to transform a second building on the

34IIT campus into a teaching, learning and performance venue for VanderCook and thecommunity.These three tenets will serve as a foundation to help define the college’s futurepaths in the areas of curriculum (Inspire), facilities and resources (Build) and humanand financial capital (Sustain). Through the work of faculty committees, informalmeetings with various College constituencies, and the Board of Trustees, this plan willwork to identify the College’s strengths, weaknesses, opportunities and threats, and willdevelop a series of goals and strategies to ensure the College’s future.References CitedBain, Ken (2004). What the best college teachers do. Harvard University Press.Bandura, Albert (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice HallInc.Borich, George Richard (1984). The Lives of Howard Raymond Lyons and Hubert EstelNutt, Co-Founders of the Mid-West Band Orchestra Clinic. Ph.D. diss.,Northwestern University.Brown, Dick (2002). Speech given at the Executive’s Club of Chicago. May 16, 2002.Available at www.eds.com/thought/thought_speeches_brown051602.shtml.Dreikurs, Rudolf (1964). Children The Challenge. New York, NY: Penguin Books USALimited.Duke, Robert A. (2001). Intelligent Music Teaching. The University of Texas at Austin.Ericsson, K. Anders (1996). The Road to Excellence: The Acquisition of ExpertPerformance in the Arts and Sciences, Sports and Games. Mahwah, NJ:Lawrence Erlbaum Associates.Fleischfresser, Vaughan (2009). Graduate Admission Essay. Chicago, IL:VanderCook College of Music.Forsten, Char; Grant, Jim; Hollas, Betty (2010). A Framework for Understanding theSeven Building Block of Differentiated Instruction. Peterborough, NH. Available atwww.sde.com.Gardner, Howard (1983). Frames of Mind. New York, NY: Basic Books Inc.Illinois State Board of Education (2000). Content-Area Standards for Educators.Springfield, IL.Illinois State Board of Education (1999). Illinois Professional Teaching Standards.Springfield, IL.

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37Werner, Kenny (1996). Effortless Mastery. New Albany, IN: Jamey Aebersold JazzInc.Wilson, Gilbert (1969). The Influence of H.A. VanderCook on Instrumental Music in theUnited States. Ph.D. diss., University of Missouri at Kansas City.Woody, Robert H. (2001). “Learning from the experts: Applying research in expertperformance to music education.” Update. Spring/Summer, pp.9-14.Yarbrough, Cornelia (2000). “What should be the relationship between schools andother sources of music learning?” Vision 2020, The Housewright Symposium onthe Future of Music Education. Washington, DC: MENC-The NationalAssociation for Music Education, pp. 193-208.