Assessment
Evidence related to Analysis of Student Learning, Developing Appropriate Measures of Student Growth, Developing Students’ Self-Evaluation, Educator Self-Reflection and Revision.
Teaching Philosophy Statement
(A)(D)(1,2,5,6,7)
This statement contains a survey of my current ideologies, perspectives, and philosophies on my role as a music educator. I look forward to developing further as an educator, and with growth, I expect my philosophy to mature as well.
Theory-Based Assessment Workshop
(A)(P)(2,3,4)
This activity demonstrates my ability to apply educational theory to assessment practices in a music setting. By comparing and contrasting several psychological theories, I show an understanding of varied learning processes and pertinent assessment strategies.
Conducting Self-Analysis
(A)(K)(6,7)
At the midterm, I completed the following self-analysis of videos of my conducting for our class lab ensemble. This document demonstrates my attention to detail and its application to music-specific content knowledge through a vehicle of professional growth. 
Peer Teaching Lesson Reflection
(A)(K)(3,4,6)
After a peer-teaching episode, this assignment included a full transcription of the lesson and subsequent language analysis as a self-assessment and reflection exercise. Through detailing and critiquing my own teaching, I'm ensuring I continue to grow as a thoughtful, intentional educator.
Field Experience Reflection
(A)(D)(1,5,6)
After teaching a lesson to a local elementary beginning band class, I evaluated my performance as an educator with regards to promoting a positive learning environment. This self-analysis shows my attention to specific aspects of the learning environment; diversity in student ability and background; and the implications those variables impact educational efficacy.
Applied Assessment Project
(A)(D)(1,4,5)
This assignment includes a specific application of assessment principles to a hypothetical high school instrumental ensemble class, a philosophical statement on assessment practices, and a sample rubric for implementing aspects of the principles and practices. It takes many facets of student-centric education into perspective to generate a meaningful approach to assessment.