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Music Education Student Handbook Revisions effective as of Spring 2006. INTRODUCTION AND STATEMENT OF PURPOSE MUSIC EDUCATION FACULTY LAPTOP/MAJOR BUNDLE REQUIREMENTS CURRICULUM ADVISING ATTENDANCE POLICY GRADING POLICY ACADEMIC POLICIES MUSIC EDUCATION CONCENTRATE- 50 CREDITS PRE-PRACTICUM AND PRACTICE TEACHING MASSACHUSETTS TESTS FOR EDUCATOR LICENSURE (MTEL) MUSIC EDUCATION PROFICIENCY EXAM EVALUATION STANDARDS FOR TEACHER LICENSING LICENSURE GENERAL INFORMATION INTRODUCTION AND STATEMENT OF PURPOSE You have been approved for entrance into the curriculum for a Bachelor of Music Degree in Music Education. This handbook is prepared to introduce you to department curriculum and policies. If, after reading this material, you have any questions you may meet with either Cecil Adderley, Chair of the Music Education Department or your departmental advisor. Please feel free to contact them at anytime for an appointment. The activities of the Music Education Department are designed to support the mission of the Professional Education Division and the mission of the College in general, by insuring that its graduates successfully meet the six standards for effective teaching as prescribed by the Massachusetts State Department of Education. This will be accomplished by providing learning experiences incorporating classroom, laboratory workshop, seminar, and field/practicum formats, which are designed to achieve the seven educational objectives listed below: 1. To insure that the music education student is knowledgeable in the field of music and music education both contemporary and past. 2. To provide the music education student with the means to communicate clearly, understandably, and appropriately with teachers, students and parents. 3. To enable the music education student to design instruction which will facilitate

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4. 5. 6. 7.

learning, consistent with the needs and interests of the learners; to provide classroom skills. To enable the music education student to design various evaluative procedures, and use the results of these procedures to assess the effectiveness of instruction. To enable the music education student to analyse and think critically, about teaching and learning, and to foster students' creative and analytical thinking skills. To insure that the music education student is equitable, sensitive, and responsive to all learners. To ensure that the music education student understands legal and moral responsibilities of the teaching profession.

The curriculum for the Bachelor of Music Degree in Music Education at Berklee has two very specific objectives: 1) to help the student become an accomplished teacher in the music classroom through the acquisition of a basic traditional and contemporary knowledge, practical teaching techniques, and the opportunity to observe and work under successful members of the music teaching profession; 2) to help the student become eligible for licensing to teach music in a public school. Back to Top MUSIC EDUCATION FACULTY Full-time Cecil Adderley: Department Chair. Teaches pre-practicum apprenticeship and practice teaching seminar. Peter Cokkinias: Professor. Teaches instrumental conducting and instrumental rehearsal techniques, instrumental methods and materials, double reed/saxophone class, and recital class. John Hagon: Professor. Teaches scoring for secondary school ensembles, introduction to music education, and survey of instrumental literature. Deanna Kidd-Szymczak: Professor. Supervises student teachers. Stefani Langol: Assistant Professor. Coordinator of Technology. Teaches elementary methods, computer applications, and multimedia for the educator. Wayne Ward: Professor. Teaches vocal conducting, vocal rehearsal techniques, vocal methods and materials, vocal arranging, keyboard classes, and theater production. Supervises student teachers. Part-time Elizabeth Allison: Assistant Professor. Teaches elementary methods and special approaches to music education. Faith Lueth: Associate Professor. Teaches vocal conducting, teaching with a multicultural perspective.

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Nalora Steele: Associate Professor. Teaches concert choir and preparing for the music licensing exam. Adjunct Charles Cassara: Professor (Harmony). Teaches secondary methods, harmony and arranging courses. Daryl Lowery: Associate Professor (Ear Training). Teaches computer applications. Scott McCormick: Professor (Harmony). Teaches Orff/Kod"!ly and computer applications. David Vose: Professor (Ear Training). Teaches marching band methods. Back to Top LAPTOP/MAJOR BUNDLE REQUIREMENTS Participation in the BLPP (Berklee Laptop Purchase Program) is required of all entering students as of Fall 2003. The Music Education Software Bundle purchase is required for those entering the major as of Fall 2004. The department strongly urges students to opt-in for both the laptop and software bundle if not already purchased. Information (pricing, contents) about the BLPP and Majors Bundles can be found at http://www.berklee.edu/computers/default.html Major Bundle Opt-in: Students who declare Music Education are automatically reserved a bundle for the effective semester. The opt-in period for all major bundles is during the third week of classes (all semesters) and closes at 11:59 PM on the Friday of that week. Students must go to the following secure site to enroll: https://secure.berklee.edu/mbopp You must use your Berklee student email address* confirmation of enrollment will be sent. The Music Education Software Bundle is designed to support the needs and requirements of the Music Education curriculum**, and consists of the following: (1) Sibelius Educational Suite Sibelius Notation (music notation) Instruments (guide to band and orchestral instruments) Notes (resource pack for teaching with Sibelius) Auralia (ear training) For more information about the products listed above, visit the Sibelius website at http://www.sibelius.com (2) Band-in-a-Box (accompaniment program) For more information, visit the PG Music website at http://www.pgmusic.com/band.htm (3) Additional 512MB RAM Card (programs need the memory)

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Bundle waivers need to be discussed with the Music Education Department Chair. Waivers will only be granted if proof of equivalent equipment is provided. Bundle Pick-up Procedures: The pick-up period is approximately two weeks after the close of the opt-in enrollment. You will need to bring your Berklee ID and a copy of your email confirmation to Berkleebooks (1080 Boylston). Pay for your bundle (credit card, money order, cashier's check, or cash) - remember that 5% Massachusetts sales tax will be added. The bookstore will give you a sales receipt and a copy of the completed purchase-registration form for the bundle. Bundles will be distributed during designated times at 168 Massachusetts Ave., lower level by the Archer Management Systems (AMS) staff. Please present your Berklee ID, sales receipt, and purchase-registration form to the AMS staff member. AMS will confirm all paperwork and issue your bundle. Clinics: The department will hold bundle configuration/registration clinics after the pick-up period has ended. All the software needs to be installed and registered immediately, even if you won't be using it right away. The registration keys for certain products expire in a short amount of time and you will not be eligible for any of the free updates if you haven't registered your software. *The department makes extensive use of the student email system in communicating with our majors. All department majors are encouraged to check their student email accounts frequently. **As courses are revised, it may be necessary to delete/include items in the MUED Bundle. Please check the website regularly for updates. Back to Top CURRICULUM The Bachelor of Music Degree with a major in Music Education requires 130 credits for graduation to be taken as described below. Core Music: 22 credits to include Arranging 1, Harmony 1-4, Ear Training 1&2, Solfege 1&2, and Computer Applications for Music Education. Traditional Studies: 12 credits to include Traditional Materials/Structure of Music 1&2, Traditional Counterpoint 1 & 2, and General Music History 1&2. Instrumental Instruction: 8 credits, (an additional 4 credits required as part of the concentrate). Liberal Arts: 33 credits to include College Writing 1&2, Prep. for the MA Communication Skills Licensing Exam, History of Art 1&2, History of Western Civilization 1&2, General Psychology, Child Psychology, Philosophy of Education and a Physical Science Selection. Ensemble/Lab: 5 credits (tip: make sure you complete the labs required of your principal instrument- see the Chair or Assistant Chair of your instrumental

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department). Note: Music Education Concert Choir and Music Education Orff Ensemble cannot be used to satisfy this requirement. Concentrate: 50 credits to be used as specified in the concentrate chart of 44 core requirements and 6 approved specified electives. Note: Courses not listed under Approved Specified Electives (ASEs) may be applied, but you MUST have the approval of the Music Education Chair prior to registering for the course. Prototype courses (ME-PROTO) can also be applied as ASEs. Once a course has been permanently added to the Music Education offerings, it will be added to the ASE list. Dual majors with Performance must complete an additional 4 credits of approved specified electives to replace the credits for Private Instruction 5 and 6. It is important to note that COND 211 (Conducting 1) and COND 212 (Conducting 2) are not equivalent to COND 221 (Vocal Conducting for Music Ed.) and COND 222 (Instrumental Conducting for Music Ed.). Our introductory conducting courses involve working with a live ensemble. If you believe you have sufficient experience to warrant CBX for either of these courses, you may apply for CBX with the appropriate faculty member. Back to Top ADVISING All majors will be assigned a music education faculty advisor upon acceptance to the program. Meetings will be required upon program entry and in your 2nd, 4th, and 6th semesters in the major. Additional meetings may be scheduled at your request, but are not mandatory. Don't rely on the "rumor mill" for academic advising. See your departmental advisor, the Department chair, or the department Administrative Assistant for any questions. Also, a Prerequisites Guide is available in PDF format on the Music Education Homepage to help eliminate the flipping back-and-forth through all those cryptic course numbers in the Registration Manual. Back to Top ATTENDANCE POLICY Prior to the end of the ninth week of the term, any unexcused absence exceeding three will result in withdrawal from the course. The instructor will determine whether or not an absence is excused or unexcused. In order for an absence to be excused, the student must inform the instructor of the reason for the absence. Unexcused absences after the ninth week of the term will be averaged as part of the final grade. Students are urged to make note of the Withdrawal date each semester. If you are falling behind in a class, withdraw. Don't take the "F" because you may end up on Academic Probation, which puts you at risk from being dropped from the major.

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If you do withdraw from a course, make sure that you complete the form correctly (complete course number, course name, instructor). The Registrar's Office doesn't check your work for discrepancies. Back to Top GRADING POLICY All course work (i.e. papers, arrangements, final projects) must be completed by assigned completion date. No incomplete grades will be given at the end of the term for work not completed. Student's grades will be based on work turned in by completion dates. In the event of a prolonged illness, the student should make special arrangements to make up the work. All examinations, written or played, must be taken at the scheduled time. In the event of illness or emergency a make-up exam time may be arranged with the instructor. According to college policy, there are established fees for missed exams/projects (midterm $10; final $20) and instructors have the right to require you to pay the appropriate fee before making any arrangements with you. Be advised there are instructors that will exercise this right. In order to remain in the music education major students must maintain a grade point average of 2.7 in the concentrate courses and an overall cumulative grade point average of 2.00. Back to Top ACADEMIC POLICIES It is up to you, the student, to be informed of the many academic policies in place throughout the College. The majority of these policies can be found in the introductory pages of the Registration Manual or the Bulletin. "No one ever told me that," is not a valid excuse. Academic Probation, other departments having different grading policies, not following up on paperwork, etc. can have serious, negative consequences for you. Some helpful websites: Office of the Registrar http://www.berklee.net/re/ (graduation info, deadlines, major grids) Student Affairs http://www.berklee.net/sa/ (Student Handbook - you didn't know we had one, did you?) Visit these websites often for important updates. The Bulletin is produced by the Office of Admissions and is available at Check-In each semester. You may also request a copy from the Registrar's Office or Admissions. Also, make sure to follow-up on all paperwork (CBX, grade changes, withdrawals) and keep all the copies sent to your student mailbox.

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Back to Top MUSIC EDUCATION CONCENTRATE- 50 CREDITS CORE REQUIREMENTS- 44 Credits Course Number Title COND 221 Vocal Conducting for Music Education COND 222 Instrumental Conducting for Music Education COND 321 Vocal Rehearsal Techniques for Music Education COND 322 Instrumental Rehearsal Techniques for Music Education ENVC 361 Music Education Concert Choir (Fall/Spring only) ISBR 221/231 Trumpet or Trombone Class for Music Education ISKB 221-322 Keyboard 1-4 for Music Education ISWD 222 Clarinet Class ME 111 Introduction to Music Education ME 211 Elementary Classroom Methods (Fall/Spring only) ME 311 Secondary Classroom Methods (Fall/Spring only) ME 321 Vocal Methods and Materials 1 ME 322 Vocal Methods and Materials 2 ME 325 Orff/Kodaly: Approaches to Music Education ME 326 Multimedia for the Educator ME 341 Teaching with a Multicultural Perspective ME 381 or ENLB Survey of Instrumental Literature or Contemporary Wind 271 Orchestra ME 431 Instrumental Methods and Materials ME 475 Pre-Practicum Apprenticeship/Seminar ME 495 Practice Teaching/Seminar PIXX 311/312 Private Instruction 5 & 6 PSME 311 Recital Class for Music Education APPROVED SPECIFIED ELECTIVES Course Number AR 112 AR 313 AR 314 Title Credits 2 2 2 2 1 1 Credits 2 2 2 2 1 1 4 1 1 3 3 1 1 2 2 2 1 1 1 6 4 1

Arranging 2 Arranging for Sec. School Instr. Ensembles (Fall-odd years) Arranging for Sec. School Vocal Ensembles(Spring-odd years) Arranging for High School Jazz Ensembles (Spring-even AR 316 years) Trumpet or Trombone Class for Music Education (whichever ISBR 221/231 not taken) ISGT 221 Guitar Class

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ISPC 221 ISST 221 ISWD 221 ISWD 223 ME 352 ME 355 ME 385 ME PROTO ME PROTO MTEC 111 PST 385 Back to Top

Percussion String ClassClass Flute Class Double Reed/Saxophone Class Preparing for the Music Licensing Exam(Fall/Spring) Music Education Orff Ensemble (Spring) Marching Band Methods and Materials (Fall) Suzuki, Gordon, or Dalcroze: Approaches to Music Education (Fall/Spring) Survey of Vocal Music Literature Introduction to Music Technology Elements of Theater Production(Fall/Spring)

1 3 1 1 2 2 2 2 1 2 2

PRE-PRACTICUM AND PRACTICE TEACHING There are three concentrate courses that require field experience in the public schools as part of the course work: ME 211 ME 311 ME 475 Elementary Classroom Methods requires 15 hours of observation time to be completed during the term that the course is taken. Secondary Classroom Methods requires 15 hours of observation time to be completed during the term that the course is taken. Pre-practicum Apprenticeship requires 45 hours of work as an assistant instructor in the school system in which you plan to student teach the following semester. For licensing the hours should be divided equally between elementary and secondary level. It is also recommended that students spread their hours out over several weeks to ensure a "good fit" in the chosen school system.

Important Notes: A passing score (70 or higher) on BOTH the Communications Skills and Music Massachusetts Tests for Educator Licensure (MTEL) and a proficiency examination in music education are required for all students before admission to ME 475: Prepracticum Apprenticeship. The exam will be taken during the final examination week the term prior to entrance into ME 475. In order to schedule an exam appointment, students must have (1) passed the Communication Skills portion of the MTEL; (2) passed or have proof of registration for the Music portion of the MTEL, and (3) completed (or currently enrolled in) all prerequisite courses listed in the Registration Manual. Students given an unsatisfactory evaluation may retake the exam during registration week of the next fall or spring term. Students WILL NOT be allowed into ME 495: Practice Teaching/Seminar without a passing score on the licensure exams. Field Experience Dress Code: No extreme dress ("belly" shirts, exposed and/or excessive piercings, etc.), poor

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grooming, lack of personal hygiene will be tolerated in the field. Men - shirt, tie, dress slacks or pressed khakis Women - skirt, blouse, dress, or pantsuit Sneakers are not considered appropriate footwear unless you provide us with documentation of a medical condition. Click here to download the 2006-2007 Music Education Dress Code Manual as a PowerPoint Presentation. Field Experience: The practicum course (ME 495) requires 450 hours of student teaching contact in a public school system in the Boston area and should include the following types of experiences: For PreK-12 licensing-Teaching general music at the elementary and/or secondary school level, rehearsing instrumental ensembles at the elementary, middle school level, teaching high school music classes (theory, music history, etc.) rehearsing vocal ensembles at the high school level, and rehearsing instrumental ensembles at the high school level. The student teaching practicum can be scheduled as follows: One level five days per week for eight weeks followed by the second level five days per week for seven weeks, or both levels for 15 weeks. Back to Top MASSACHUSETTS TESTS FOR EDUCATOR LICENSURE (MTEL) For more information about the exams, please visit http://www.doe.mass.edu/mtel/. The Massachusetts Tests for Educator Licensure (MTEL) are designed to measure candidates' ability to communicate effectively - that is, to read and write with comprehension and clarity - as well as to measure the breadth and depth of their knowledge in specific subject areas. The tests have both multiple-choice questions and open-response questions, typically requiring responses in essay or problem-solving form. Credit-by-Exam (CBX) We encourage students to take the licensing exams as early in the program as possible. As an incentive, you will receive credit-by-exam for the following courses: For a passing score on the Communication Skills exam: LHUM 221: Preparing for the MA Communication Skills Licensing (3 credits) For a passing score on the Music exam: CM 251: Traditional Materials/Structure of Music 1 (2 credits) CM 252: Traditional Materials/Structure of Music 2 (2 credits) LHAN 251: General Music History 1 (2 credits)

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LHAN 252: General Music History 2 (2 credits) Please see the Administrative Assistant for Music Education after the scores are released to apply for CBX. If your scores were not reported to Berklee, you must provide a copy of your score report. Note: If you take CM 211/212 (Traditional Harmony 1 & 2) and LHAN 211/212 (History of Music 1 & 2), you will not receive CBX for the courses listed above after passing the Music exam. These courses will satisfy the Traditional Studies requirements with permission of the Music Education Department Chair. Communication and Literacy Skills Test: The Communication and Literacy Skills test comprises two sub tests: reading and writing. Candidates taking the test are asked to demonstrate that they have the communication and literacy skills necessary for effective instruction and communication between school and parents. Areas tested include the comprehension and analysis of readings; development of ideas in essay for on specific focused topics; outlining and summarizing; interpretation of tables and graphs; and mastery of vocabulary, grammar, and mechanics. The reading sub test contains multiple-choice questions and work meaning (vocabulary) questions to test the knowledge of educator candidates. The writing sub test contains four sections: written summary, written composition, grammar and usage, and written mechanics. The written mechanics section contains multiple-choice questions that test a candidate's ability to spell, punctuate, and capitalize material from printed passages. To meet the qualifying score on the Communication and Literacy Skills test, you must meet the qualifying score on each of the sub tests. Once you meet the qualifying score on a sub test, you do not have to take that sub test again. This test is four hours in length. Music Test: The music test consists of multiple-choice questions and open-response questions. It assesses proficiency and depth of understanding of the subject at a level required of an educator in Massachusetts schools, including wide-ranging knowledge and insights, conceptual understanding, and methodology of the discipline. Field Objectives for Music (PDF document) http://www.mtel.nesinc.com/MA_testobjectives.asp This test is four hours in length. Testing Fees See MTEL Registration Bulletin or http://www.mtel.nesinc.com/ for current exam and registration fees. Back to Top MUSIC EDUCATION PROFICIENCY EXAM All music education students will be required to demonstrate satisfactory

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competencies in certain areas in order to enroll in the student teaching practicum program (ME 475: Pre-Practicum Apprenticeship). Please visit http://classes.berklee.edu/ped/mued/mued_proficiency_materials for procedures, topics to be tested, and resource materials. Also, please note that you cannot register for ME 475 until all exam (MTEL and departmental proficiency) requirements have been completed. The department will issue electronic waivers once all requirements have been met. Students may then register for the course during the Add/Drop period. Back to Top EVALUATION STANDARDS FOR TEACHER LICENSING 603 CMR 7.00: Regulations for Educator Licensure and Preparation Program Approval (see http://www.doe.mass.edu/lawsregs for more information) All student teachers, as part of their evaluation for initial licensing, must be rated favorably on the following standards: 7.06: Subject Matter Knowledge Requirements for Teachers Demonstrated by a passing score on the MTEL: Music (20) Music: Vocal/Instrumental/General (Levels: All) a. The following topics will be addressed on the test of subject matter knowledge: 1. Traditional Western music theory and harmony. 2. Score reading and musical analysis. 3. Music history and literature, including the following: a. Western (European) - early Gregorian chant to present. b. American music - 1650 to present (including ethnic folk, jazz, Broadway, and classic streams). c. Introductory knowledge of at least two other musical traditions with contrasting compositional and performance characteristics and genres. 4. Music criticism: analysis and critique of musical works and performance. 5. Knowledge of at least one special approach to music education for students, such as Orff Schulwerk, Kodaly, Dalcroze, Suzuki, Gordon. 6. Musical development in children and adolescents. 7. Introductory knowledge of choral literature and conducting techniques. 8. Introductory knowledge of instrumental literature and conducting techniques. b. The following topics shall be included in an approved program but will not be addressed on the test of subject matter knowledge: 1. Singing skills and basic vocal production. 2. Sight singing and music reading, using standard notation. 3. Intermediate level of keyboard proficiency. 4. Use of technologies in music. 5. Advanced vocal proficiency. 6. Choral methods for treble, changing, and high school voices.

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7. Advanced instrumental proficiency on one instrument. 8. Instrumental methods on strings, woodwinds, brass, percussion. 7.08: Professional Standards for Teachers Most recently amended by the Board of Education: April 26, 2005 Effective: May 20, 2005 1. Application.The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. These Standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards by passing a Performance Assessment for Initial License: a. In the practicum or practicum equivalent phase of preparation for the Initial License; or b. As part of the Performance Assessment Program. The Department will issue guidelines for each type of performance assessment to reflect differences in growth in professional knowledge and skills. 2. Standards for All Teachers Except Library and Speech, Language, and Hearing Disorders Teachers a. Plans Curriculum and Instruction. 1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge. 2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught. 3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom. 4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities. 5. Plans lessons with clear objectives and relevant measurable outcomes. 6. Draws on resources from colleagues, families, and the community to enhance learning. 7. Incorporates appropriate technology and media in lesson planning. 8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms. b. Delivers Effective Instruction. 1. Communicates high standards and expectations when beginning the lesson: a. Makes learning objectives clear to students.

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b. Communicates clearly in writing and speaking. c. Uses engaging ways to begin a new unit of study or lesson. d. Builds on students' prior knowledge and experience. 2. Communicates high standards and expectations when carrying out the lesson: a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing. b. Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others). c. Demonstrates an adequate knowledge of and approach to the academic content of lessons. d. Employs a variety of reading and writing strategies for addressing learning objectives. e. Uses questioning to stimulate thinking and encourages all students to respond. f. Uses instructional technology appropriately. g. Employs appropriate sheltered English or subject matter strategies for English learners 3. Communicates high standards and expectations when extending and completing the lesson: a. Assigns homework or practice that furthers student learning and checks it. b. Provides regular and frequent feedback to students on their progress. c. Provides many and varied opportunities for students to achieve competence. 4. Communicates high standards and expectations when evaluating student learning: a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction. b. Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel. c. Manages Classroom Climate and Operation. 1. Creates an environment that is conducive to learning. 2. Creates a physical environment appropriate to a range of learning activities. 3. Maintains appropriate standards of behavior, mutual respect, and safety. 4. Manages classroom routines and procedures without loss of significant instructional time. d. Promotes Equity. 1. Encourages all students to believe that effort is a key to achievement.

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2. Works to promote achievement by all students without exception. 3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary. 4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community. e. Meets Professional Responsibilities. 1. Understands his or her legal and moral responsibilities. 2. Conveys knowledge of and enthusiasm for his/her academic discipline to students. 3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice. 4. Collaborates with colleagues to improve instruction, assessment, and student achievement. 5. Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them. 6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth. 7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources. Back to Top LICENSURE Applying For Licensing In Massachusetts In order to receive the Massachusetts teaching license in music you must: 1. Apply online (for faster service) at http://www.doe.mass.edu/educators. You will need to setup a username and password to access the secure portal [ELAR]. You may also submit a completed paper application form, which is available for download on http://www.berklee.net/me/licensure.html. 2. Request a degree transcript in writing. We have created a PDF fill-in form, which can also be downloaded from http://www.berklee.net/me/licensure.html. Your transcript MUST be appropriately endorsed by the Music Education Chair or your license application will be put on hold. This may jeopardize obtaining a teaching position. 3. Pay the Commonwealth of Massachusetts $100.00 (check the DOE website for any fee changes) via money order or bank/cashier's check. No personal checks are accepted, however the DOE does accept Mastercard or Visa for payment.

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Evidence of having passed required two-part state test of communication skills and subject matter (music and music education) knowledge is verified between the DOE and the testing company. All entry-level licenses will be initial and valid for five years. Applying For The Northeast Regional Credential The Northeast Regional Credential (NRC) is available, upon request, to anyone who holds at least an initial regular license in a particular field in any of the seven states. Issued pursuant to the Interstate Agreement on Qualification of Personnel, the NRC entitles you to be employed in the credential title(s) for a period not exceeding one year in the schools in Maine or two years in the schools for the following jurisdictions: Connecticut (Connecticut will issue all NRCs, but will only accept a NRC in Occupational/Trade for purposes of employment in Connecticut), Massachusetts, New Hampshire, New York, Rhode Island, and Vermont. It is not renewable; however, in the event that you are not employed during the regional credential's initial validity period, it may be reissued for an additional full-term to those who continue to hold a valid state certificate/license/endorsement. Applying For Licensing In Other States Massachusetts has a reciprocal agreement with many other states under the NASDTEC Interstate Agreement to honor its certificates toward licensing in those states. This will allow you to bypass many specific requirements in other states. For more information, please visit http://www.nasdtec.org/ and click the "Interstate Agreement" link. A number of states require licensing applicants to pass a written examination before granting licensing. Some have developed their own state test while many others require the Praxis Tests. A sample of this examination is available at http://www.ets.org/praxis. The interstate agreement does not allow you to bypass any testing requirements. A manual containing Alternate Certification requirements for all 50 States is available in the Berklee library. The Department Chair also has a copy. Back to Top GENERAL INFORMATION Instrumental Rental Instruments needed for instructional course requirements may be checked-out from the department for the semester at no charge. The Administrative Assistant will hold check-out and returns at designated times. All other times are by appointment only. We may also be contracting with outside instrument leasing companies to ensure that we have a sufficient quantity of instruments each semester. You will be advised of any changes in the procedure listed above. Resource Center

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Music Education resources compiled by the department are located in the Stan Getz Media Center and Library for use by students and faculty of the College. The collection contains books, periodicals, music, recordings, audio equipment, video series, classroom music series, and other teaching resource materials for utilization by students in preparing classroom and rehearsal instruction. Several instructors also have materials at the reserve desk for specific courses. DON'T BE AFRAID TO ASK FOR HELP FROM THE LIBRARY STAFF. MENC Student Chapter The Music Education Department sponsors a student chapter of the National Association for Music Education (formerly Music Educators National Conference, hence the acronym MENC). MENC is dedicated to music education advocacy and providing resource materials to educators in both the public and private schools. Membership is on an academic year basis (September through June). Dues are $25.00-30.00 for the school year for both the national and state chapters. Membership expires June 30th (online access continued through September 30th) and includes subscriptions to The Music Educators Journal (odd months), Teaching Music (even months), and Massachusetts Music News (quarterly). Other benefits to MENC membership are reduced admission charges for the MMEA (Massachusetts Music Educators Association) All-State Conference, as well as, national and regional conferences, discounted prices for MENC published resources, and a 50% discount on a professional membership if you belong in your senior year. The student chapter organizes workshops that are presented throughout the school year, which are open to all Music Education majors, and also participates in the Massachusetts All-State Music Conference. Information on membership is available from department Administrative Assistant in F48, 22 Fenway or online at http://classes.berklee.edu/ped/mued/menc575. Links for MENC and MMEA can be found on http://www.berklee.net/me/Links.html. Teaching Club Formed as a companion to our MENC chapter, the Teaching Club provides another opportunity to learn outside of the music education courses and to practice teaching concepts in a more relaxed setting . It brings in experienced teachers from Berklee and other schools to discuss either specific subjects or teaching methods; has scheduled and impromptu teaching experiences in front of the club members with the intention of constructive commentary and the conveyance of knowledge; and mentors students in their progression through the music education through fellow student guidance, mock proficiency presentations, and MTEL advice. Membership is free and meetings are open to all Music Education majors. Music Education Web Sites The Music Education Department maintains several course companion web sites

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BERKLEE | Berklee College of Music

that were developed under the PT3 "Preparing Tomorrow's Teachers to Teach with Technology" Grant Program which ended June 1, 2003. These are in addition to the my.berklee.net CampusCruiser portal. Links for these sites can be found on http://www.berklee.net/me/Links.html. Note: These sites are protected. Please contact the department for the username and password if you are not enrolled in the courses. Back to Top

www.berklee.edu/departments/handbooks/music_ed.html?action=print

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