Ashley Hall's Professional Education Portfolio

K-12 Certified Music Educator

Substandard G


Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

g. Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students;

This substandard address the teacher’s ability to design and implement a class syllabus that will fairly assess each diverse learning on a variety of data. This is especially important in the music classroom. Music classrooms tend to lean heavily on the basis of classroom participation (since that’s what the instrumental music classroom is — the creation of music by students). But to keeping the student involved in the semester and responsible for determining their grade in the course, a variety of assessment factors must be involved.

In the Pennfield School District, grades for band are divided by these percentages;

  • Daily Contribution: 25%
  • Playing Tests (individually assessed performances): 45%
  • Pennfield Band Performance Attendance (performing your concerts): 20%
  • Additional Assignment Work: 10%
  • Practice Cards (logs of practice time outside daily rehearsal time): 10%

By giving the students a variety of different responsibilities in the music classroom, you effectively give them as a teacher the means by which to be effective students in determining their own performances and practicing and defining their own grade.

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