Department of Dance
Student Learning Outcomes for MA Dance Education (advanced licensure)
During summer-fall, 2008, the state is revising standards for advanced licensure. The standards and rubric below will be used until this revision is complete. Students who are already enrolled will be informed when revisions are made.
The state of North Carolina requires that students demonstrate that they have met the following standards for an advanced teaching license in dance:
Masters Standard 1: Instructional Expertise - The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning.
1:1 - The candidate plans, implements, and evaluates instruction that is rigorous, coherent, and consistent with a well-developed theoretical and philosophical base and best practices emerging from educational research.
1:2 - The candidate designs and modifies instruction and learning environments based on assessment of student learning problems and successes.
1:3 - The candidate monitors the effects of instructional actions, selection of materials, and other instructional decisions on students’ learning and behavior.
1:4 - The candidate incorporates findings from educational literature into school and classroom strategies to improve student learning.
1:5 - The candidate understands and links subject matter and students’ developmental and diverse needs in the context of school settings.
1:6 - The candidate uses technology to create learning environments that support students’ learning.
1:7 - The candidate seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting.
1:8 - The candidate demonstrates the ability to integrate literacy across the curriculum.
Masters Standard 2: Knowledge of Learners - The candidate incorporates knowledge of the nature to the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction.
2:1 - The candidate seeks to increase understanding of and respect for differences in students, including exceptionalities.
2:2 - The candidate designs and delivers instruction that is responsive to differences among all learners.
2:3 - The candidate reflects on and modifies instruction that fosters student learning.
2:4 - The candidate understands and respects differences between the learning behaviors and outcomes expected in diverse communities.
2:5 - The candidate creates and maintains a classroom environment conducive to learning in which all learners feel welcome and can be successful.
Masters Standard 3: Research - The candidate uses research to examine and improve instructional effectiveness and student achievement.
3:1 - The candidate critically reads and applies historical and contemporary educational literature, including theoretical, philosophical, and research materials.
3:2 - The candidate uses student and school performance data to improve student learning, classroom processes, and school practices.
3:3 - The candidate investigates educational problems through action research.
Masters Standard 4: Content Knowledge - The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education.
4:1 - The candidate analyzes and articulates relationships between and among theory, philosophy, research findings, and current practice as appropriate to the discipline.
4:2 - The candidate analyzes and articulates relationships between and among theory, philosophy, research findings, and current practice across the disciplines.
4:3 - The candidate demonstrates theoretical and applied advanced content knowledge.
4:4 - The candidate understands current knowledge and trends in education.
Masters Standard 5: Professional Development and Leadership - The candidate engages in continued professional development and provides leadership at the classroom, school, and community levels, and within the profession.
5:1 - The candidate initiates professional inquiry through reading, dialogue, reflection, professional development, and action research.
5:2 - The candidate seeks, evaluates, and as appropriate, acts on input from educators, parents, students, and other members of the community for continuous improvement.
5:3 - The candidate participates, formally and informally, in appropriate professional communities.
5:4 - The candidate participates in collaborative leadership to address educational problems.
5:5 - The candidate provides leadership in working with parents and strengthening the home-school partnership.
The Department has developed the following rubric for assessing student progress in meeting these standards:
Blue: Interim assessment Green: Final assessment
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1a. Instructional expertise: Knowledge of professional literature. Assessed in DCE 660 curriculum project (target: 2), DCE 693 portfolio |
Limited: The candidate demonstrates limited awareness through written assignments of some important theoretical, philosophical, and research bases that can improve student learning in dance education, although there is little or no evidence of applying them in thinking about curriculum and teaching. |
Emerging: The candidate demonstrates awareness of important theoretical, philosophical, and research bases that can improve student learning in dance education. There is clear evidence of attempts to apply this knowledge to planning dance curriculum. Target for students completing DCE 660.
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Proficient: The candidate demonstrates awareness of important theoretical, philosophical, and research bases that can improve student learning in dance education. There is clear evidence of applying this knowledge to planning and teaching. They demonstrate a variety of instructional strategies and resources and good evidence of research-based professional practice. Often their teaching demonstrates that the candidate adapts instruction to accommodate different learning styles and displays a clear understanding of the typical developmental patterns of the age group being taught. |
Mastery: The candidate demonstrates awareness of many important theoretical, philosophical, and research bases that can improve student learning, and demonstrates how these different positions can affect student learning in dance education. They demonstrate an extensive breadth of instructional strategies and resources and consistent evidence of research-based professional practice. Their teaching demonstrates that the candidate nearly always adapts instruction to accommodate different learning styles and displays an advanced understanding of the typical developmental patterns of the age group being taught. Target level for students completing DCE 693. |
*1b. Instructional expertise: Use of assessment to improve student learning. Assessed in DCE 646, starting 06: Assignments 2, 8 (target: 2) DCE 693 (target 4) |
Limited evidence: The candidate does no formal assessment connected to student learning, although participation and similar behaviors may be evaluated to determine grades. |
Emerging: The candidate demonstrates ability to develop assessment tools connected to student learning, but there is little evidence in this assignment that the candidate uses the assessment process to improve student learning. Target level for students completing DCE 657 and 646. |
Proficiency: The candidate formally assesses student learning for purposes of determining grades (summative assessment), and sometimes uses the data to improve student performance and improve future instruction.
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Mastery: The candidate formally assesses student learning, and consistently uses results of assessment to re-teach as necessary, as well as to improve future instruction. Target level for students completing DCE 693. |
*2. Knowledge of Diverse Learners Assessed in 657 MI proj starting 08 ( target: 2) 646 starting 06, assessment assignments (target: 2) 693 ( target 4) |
Limited: The candidate demonstrates respect for diverse learners and some knowledge of one or two important kinds of difference among learners especially relevant in dance education. (There is little or no evidence in this assignment of applying this knowledge to differentiate instruction in dance.) |
Emerging: The candidate demonstrates respect for diverse learners and knowledge of 1-2 kinds of learning differences especially relevant in dance education. The candidate demonstrates understanding of how to adapt dance instruction to accommodate these differences among learners. Target level for students completing DCE 646/RP, 657
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Proficiency: The candidate demonstrates understanding of and respect for a wide variety of differences in learners and their effect on student learning. The candidate designs, deliver, and evaluates instruction that is always responsive to a few learning differences, and is occasionally responsive to a wide variety of differences among all learners in their classroom.
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Mastery: The candidate consistently designs, delivers, and evaluates instruction that is responsive to a wide variety of differences among learners in their classroom. The candidate reflects on and modifies instruction as needed to maintain an environment in which all learners feel welcome and can be successful. Target for students completing DCE 693. |
*3a. Critical Reading Assessed in 660 (target: 2) 664 or CUI 675 (target 4) |
Limited: The candidate reads some assigned literature and can summarize it, but there is little evidence of critical thinking or application to improving their teaching |
Emerging: The candidate reads assigned educational literature, including theoretical, philosophical, and research materials; there is some evidence of critical thinking or application to planning and teaching the dance curriculum. Target by completion of DCE 660. |
Moving towards mastery: The candidate reads educational literature, including theoretical, philosophical, and research materials; there is some, but not extensive evidence of both critical thinking and application to teaching. |
Mastery: The candidate seeks out and reads a variety of educational literature and applies it to teaching with critical insight about its possibilities and limitations. Target by completion of DCE 664 or CUI 675. |
*3b. Action Research DCE 611 starting sp 06 (target: 2) DCE 664 or CUI 675 starting f 06 (target: 4) |
Limited: The candidate carried out an assigned action research project, with few conclusions which could be applied to improve teaching in dance. |
Emerging: The candidate carried out an assigned action research project, drawing important conclusions which can be applied to improve teaching in dance. Target for completion of DCE 611.
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Proficient: The candidate identified educational challenges which can be studied through action research, created an appropriate design, implemented an original action research project, demonstrated limited understanding of the possibilities and limitations of the methodology to solve educational problems, and reflected on the outcomes of the project with limited insight. |
Mastery: The candidate identified educational challenges which can be studied through action research, created an appropriate design, implemented an action research project, demonstrated extensive understanding of the possibilities and limitations of the methodology to solve educational problems, and reflected on the outcomes of the project with significant critical insight. It is clear how this project will improve the candidate’s teaching in dance. Target for completion of DCE 664 or CUI 675. |
4. Content Knowledge in Dance Assessed in DCE 610 starting F 06, final essay and lesson plan (target: 2), DCE 657 starting su 08 (target 2) DCE 660, curriculum design (target 2) DCE 693 (target 4) |
Limited: The candidate demonstrates mostly accurate knowledge of the content in the discipline of dance appropriate for this assignment. The candidate rarely if ever makes connections between theory, philosophy, research, and current practice in dance. |
Emerging: The candidate demonstrates accurate knowledge of the content in the discipline of dance appropriate for this assignment. The candidate occasionally makes connections between theory, philosophy, research, and current practice in dance. Target for DCE 610, 657, 660 |
Proficiency: The candidate demonstrates depth and breadth of knowledge in the discipline of dance, and sometimes uses it to challenge students to excellence in dance as appropriate to age/experience of the students. |
Mastery: The candidate consistently demonstrates depth and breadth of knowledge in the discipline of dance, and consistently uses it to challenge students to excellence in dance as appropriate to age/experience of the students. DCE 693 |
5a. Leadership Assessed in DCE 646, leadership and diversity assignment (target: 3) DCE 693, selected module (target: 4) |
Limited: The candidate demonstrates efforts to address educational problems related to dance education, but does not work collaboratively in doing so. |
Emerging: The candidate works collaboratively with others in solving an important educational problem related to dance education, although does not take leadership. |
Proficient: The candidate takes an active leadership role in facilitating collaboration with others to address one or more important educational problems related to dance education. Target for DCE 646 |
Mastery: The candidate takes an active leadership role in facilitating collaboration with peers and others in the community to address one or more important educational problems related to dance education. Target for DCE 693. |
5b. Strengthening home-school partnership Assessed in DCE 646, Leadership and families assignment (target: 3) |
Limited: The candidate demonstrates recognition of the importance of strengthening the home-school partnership related to dance education. |
Emerging: The candidate develops a plan to strengthen the home-school partnership related to dance education but does not attempt to involve students’ families in the planning process. |
Moving towards mastery: The candidate makes serious efforts to involve students’ families in developing and implementing a plan to strengthen the home-school partnership related to dance education. Target for DCE 646 (Reflective Practice). |
Mastery: The candidate involves students’ families in developing and implementing a plan to strengthen the home-school partnership related to dance education, demonstrating both leadership and respect for families and their diversity. |