All syllabi have been updated to reflect changes for 2024-2025

Clinical Experiences

A. Narrative Summary of Preliminary Findings

The EPP provided a list of courses. For each course the EPP provided (1) course descriptions, (2) the number of hours candidates spend in the field for each course, (3) the diversity of placements, (4) grade bands, (5) endorsement areas, and (6) supervision and evaluation of candidates. There is limited evidence to support candidates have diverse placements that cover the K-12 grade bands for both Music: Vocal/General K-12 and Music: Instrumental/General K-12.

B. Evidence Consistent with Meeting the Expectations

None.

C. Evidence Inconsistent with Meeting the Expectations

• Clinical Experiences Narrative

D. Additional Evidence Requested

• Provide a clear explanation of how many hours are spent across the grade bands during the clinical experience for the Music Vocal/General K-12 Undergraduate Student Teaching Program. Provide a table with the list of experiences and number of hours across the grade spans.

• Provide a clear explanation of how many hours are spent across the grade bands during the clinical experience for the Music Vocal/General K-12 Post-Baccalaureate Student Teaching Program. Provide a table with the list of experiences and number of hours across the grade spans.

• Provide a clear explanation of how many hours are spent across the grade bands during the clinical

• experience for the Music Instrumental/General K-12 Post-Baccalaureate Job-Embedded Program.

• Provide a table with the list of experiences and number of hours across the grade spans.

• Provide a clear explanation of how many hours are spent across the grade bands during the clinical experience for the Music Instrumental/General K-12 Undergraduate Student Teaching Program. 

• Provide a table with the list of experiences and number of hours across the grade spans.

• Provide a clear explanation of how many hours are spent across the grade bands during the clinical experience for the Music Instrumental/General K-12 Post-Baccalaureate Student Teaching Program.

• Provide a table with the list of experiences and number of hours across the grade spans.

• Provide a clear explanation of how many hours are spent across the grade bands during the clinical experience for the Music Vocal/General K-12 Post-Baccalaureate Job-Embedded Program. 

• Provide a table with the list of experiences and number of hours across the grade spans.

E. Preliminary List of Interview Questions

1. How does the EPP ensure candidates have diverse experiences across the K-12 grade span in the Music Vocal/General K-12 Undergraduate Student Teaching Program?

2. How does the EPP ensure candidates have diverse experiences across the K-12 grade span in the Music Vocal/General K-12 Post-Baccalaureate Student Teaching Program?

3. How does the EPP ensure candidates have diverse experiences across the K-12 grade span in the Music Vocal/General K-12 Post-Baccalaureate Job-Embedded Program?

4. How does the EPP ensure candidates have diverse experiences across the K-12 grade span in the Music Instrumental/General K-12 Undergraduate Student Teaching Program?

5. How does the EPP ensure candidates have diverse experiences across the K-12 grade span in the Music Instrumental/General K-12 Post-Baccalaureate Student Teaching Program?

6. How does the EPP ensure candidates have diverse experiences across the K-12 grade span in the Music Instrumental/General K-12 Post-Baccalaureate Job-Embedded Program?

SAP Goals

• Choral Methods

• General Music 

• Introduction to Music

• Instrumental Methods and Materials

• Residency I 

• Residency II

1. Music Description 

2. Music Job Embedded [transition points]

3. Course Descriptions

   1. Applied Brass Levels 

   2. Applied Piano Levels 

   3. Applied String Levels

   4. Applied Woodwinds 

   5. Beginning Voice Class 

4. Music K-12 Post Bach Teaching POS

• Instrumental 

• Vocal

The plan was developed based on the 2022-2024 data regarding enrollment and retention.

• Recruitment and Retention Plan

All SAPs within the EPP will provide a clear field and clinical practice description inclusive of all components, including organization, sequence, diversity of placement as related to grade bands and endorsement areas, and how candidates will be supervised and evaluated during those field and clinical experiences.

While most SAPs showed sufficient evidence of field and clinical experience description data, a few SAPs did not address the diversity of clinical placement related to grade bands (Music Vocal and Instrumental K-12 and Physical Education K-12_; did not address the supervision and evaluation for clinical experience (English as a Second Language), or did not address the design and structure of clinical experience for all pathways of the EPP (CTE-A and CTE-O). All components must fully describe the SAP clinical experience when sharing information with all stakeholders.

• Teacher Education Checkpoints - these are designed to provide the specifics of how candidates progress to clinical experience. 

• Revised Teacher Handbook - Teaching and Learning revised the handbook to explain the clinical experience further as the team works to update the process and better support candidates in secondary programs.  

• Residency Booklet Revised Residency Handbook for Clinicians and Supervisors (teacher education only).  The purpose was to ensure all clinicians and supervisors have a reference guide after training.  

• Enrollment Data 2020-2023

• EPP Data [21-24]

• Data Profile of the entire college is conducted annually and is an opportunity for individual programs to report.  The programs are required to report annually, which includes feedback from candidates and partners regarding the clinical experiences in ALL programs.   

Data Characteristics [2020-2023]

The data provides insights into a music education program's demographics and enrollment trends. Here are some key observations:

• Demographics - Most students enrolled are Black males, with fewer Black females. This suggests a potential underrepresentation of other demographics.

• Enrollment Trends - The number of students enrolled each semester is relatively small and consistent, with a slight increase in Fall 2021.

• Instrument Choice - The most common instruments among the students are trombone, trumpet, and percussion.

• Concentration Change - In Fall 2021, many students changed their concentration from music education to "no concentration." This could indicate various factors, such as a change of interest, difficulty with the program, or external circumstances.

The data suggests that while the music education program attracts a specific demographic, it may face challenges in retaining students and maintaining a diverse student body.

Challenges

• Several programs within the EPP have demonstrated low enrollment figures, with some enrolling fewer than five students annually. 

• This concerning trend necessitates a proactive approach to ensure the sustainability of these programs. 

• To address this issue, a comprehensive recruitment and retention plan is being developed to attract and retain a sufficient number of students. 

• Graduation Rate: The graduation rate has increased slightly from 7.24% in the 2020-2023 cycle to 8.14% in the 2021-2024 cycle. This suggests a small improvement in the program's ability to graduate students.

• Retained Fall to Fall: The retention rate seems to fluctuate, with some semesters showing increases and others showing decreases. However, the overall trend is slightly positive, with the 2021-2024 cycle showing a higher overall retention rate.

Specific Trends:

• Fall 2021: Both cycles have a retention rate of 97.22%, indicating similar retention performance in this semester.

• Fall 2022: The 2021-2024 cycle shows a higher retention rate (91.43%) than the 2020-2023 cycle (87.22%), suggesting better retention this semester.

• Fall 2023: The 2021-2024 cycle shows a significant increase in retention (103%), indicating a substantial improvement in retention performance.

  • Unique Student Codes: The 2021-2024 cycle has a higher number of unique student codes (86) compared to the 2020-2023 cycle (69), indicating a larger number of students enrolled in the program during this period.

  • The program will want to examine the licensure-only candidates. 

Possible Explanations:

• Improved Retention Strategies: The program may have implemented new retention strategies or initiatives during the 2021-2024 cycle, contributing to higher retention rates in some semesters.

• Increased Enrollment: The higher number of unique student codes in the 2021-2024 cycle suggests increased enrollment in the program, which could be due to various factors like increased marketing efforts, program enhancements, or changes in student demand.

• Fluctuating Enrollment: Changing enrollment numbers across semesters could be due to various factors, such as changes in program requirements, student preferences, or external factors, such as economic conditions.

Overall, the 2021-2024 cycle shows some positive trends regarding graduation rate and retention, especially in the Fall 2023 semester. However, the fluctuating enrollment numbers suggest that the program may need to continue to refine its recruitment and retention strategies to ensure consistent student success.