Course requirements: Consult the UVM Catalogue.
Observation requirements: In order to meet the state licensing requirement of 60 hours of supervised observation, and successfully complete the B.S. in Music Education Program, students must provide documentation of their observations by submitting to the Music Education Coordinator a Student Observation Form and an accompanying Observation Reflection. Observations are integrated into UVM coursework and are dependent on passage of the course and fulfillment of course requirements.
Criteria for admission to licensure: Students apply during the second semester of their sophomore year to the licensure portion of the program. At that time students must have:
- junior standing (60 credits completed toward their degree)
- completed at least 30 hours of field observation
- a GPA of at least 2.5 and not be on academic trial
- a cumulative GPA of 3.0 or higher in music (MU) courses
- passed a Level III audition on major instrument or voice
- the recommendation by music faculty (non music faculty may also be included)
Additional UVM and state licensure requirements:
- Piano proficiency examination (typically during the sophomore or junior year; required previous to the teaching internship)
- 30 hours of elementary observations (K-6th grade) — documented through student observation forms and reflections
- 30 hours secondary observation (7th-12th grade) — documented through student observation forms and reflections
- Praxis I (typically during the sophomore year; required previous to the teaching internship)
- Praxis II (prior to licensure)
- Formal recommendation for licensure (in last semester)
- Licensure portfolio roundtable presentation (in last semester)
- Cumulative GPA of 3.0 or higher — in major
- Cumulative GPA of 3.0 or higher — in all course work
Post-Baccalaureate Teacher Preparation Program
The Music Post-Baccalaureate Teacher Preparation Program (PBTP) is designed for individuals who have a bachelor’s degree in music and who want to become licensed to teach in Vermont. The basic program fulfills the professional education requirements for state licensure.
All applicants to the Post-Baccalaureate Teacher Preparation (Post-Bac) Program must meet the following general entrance criteria:
- A bachelor’s degree from an accredited institution of higher education.
- A general education background based on those studies known as liberal arts, which embrace the broad areas of the social and behavioral sciences, mathematics,
- biological, and physical sciences, the humanities, and the arts.
- A demonstrated commitment to working with children and young people and a passion to teach music.
- A minimum overall grade point average of 3.0 in undergraduate coursework.
In order to successfully complete the B.S. in Music Education Program and be recommended for licensure, students must complete and present their portfolio at a Licensure Roundtable Portfolio Presentation during their final semester at UVM.
The Level I Teaching Licensure Portfolio consists of six entries:
- Entry 1 - Analyzing the Learning Environment
- Entry 2 - Accommodating Students Identified as Having Special Needs
- Entry 3 - Colleagueship and Advocacy
- Entry 4 - Teaching Episodes
- Entry 5 - Teaching Over Time
- Entry 6 - Reflection and Vision
These entries are explicitly aligned with the Five Standards for Vermont Educators and the 16 Principles for Vermont Educators. They provide all candidates seeking licensure as teachers the opportunity to demonstrate their knowledge, skills, and dispositions.
The above Level I Teaching Licensure Portfolio information was taken directly from the Vermont Department of Education website. Detailed information regarding each of these entry areas and how to document them in the portfolio are provided online at the Vermont Department of Education website.
For additional information regarding Vermont Professional Level I Teaching License or licensing procedures for wherever you are planning to teach, students should visit the College of Education and Social Services (CESS) Student Services Office.
Criteria for Recommendation for Licensure
Students will be recommended for licensure upon completion of their program of study and other University of Vermont and licensure requirements.
- Successful completion of Level I Teaching Licensure Portfolio
- Grade of B or better in the Teaching Internship (MU290)
- Recommendation by University Supervisor and Mentor Teacher (Teaching Internship)
- Overall GPA of 3.0*
- Passing of Praxis II
*There is an appeal process for those who do not have a 3.0. Information is available in Student Services, Waterman 528
Five Standards for Vermont Educators
Music education majors will develop proficiency in the following areas:
- professional knowledge
Through their academic work at UVM, Music Education majors will demonstrate development in the following 16 Principles for Vermont Educators:
- The educator has knowledge and skills in the content of his or her endorsement(s) at a level that enables students to meet or exceed the standards represented in both the Fields of Knowledge and the Vital Results of Vermont's Framework of Standards and Learning Opportunities.
- The educator understands how individuals learn and grow and provides learning opportunities that support intellectual, physical, social, and emotional development.
- The educator understands how individuals and groups differ and creates equitable instructional opportunities that respond to the needs of all students.
- The educator understands and uses a variety of instructional strategies to provide opportunities for all students to meet or exceed the expectations in Vermont's Framework of Standards and Learning Opportunities.
- The educator creates a classroom climate that encourages respect for self and others, positive social interaction, and personal health and safety.
- The educator implements, adapts, revises, and, when necessary, creates curriculum based on standards, knowledge of subject matter, and student needs and interests.
- The educator uses multiple assessment strategies to evaluate student growth and modify instruction to ensure the continuous intellectual, social, physical, and emotional development of every student.
- The educator integrates students with disabilities into appropriate learning situations.
- The educator integrates current technologies in instruction, assessment, and professional productivity.
- The educator understands conditions and actions that would tend to discriminate against students on the basis of sex, race, color, creed, age, sexual orientation, disability, or national origin, and takes proactive steps to address discrimination.
- The educator works as a Team member and establishes collaborative relationships with school colleagues, parents, agencies and others in the broader community to support students' learning and well being, and to implement the school's goals and articulated curriculum.
- The educator recognizes multiple influences on students inside and outside the school and accesses appropriate support for students.
- The educator understands laws related to student and educator rights and responsibilities, and applies current state and federal laws and regulations as they pertain to all children, including those who are at risk and those with disabilities, and treats students and colleagues fairly and equitably.
- The educator grows professionally, through a variety of approaches, to improve professional practice and student learning.
- The educator assesses student progress in relation to standards and modifies curricula and instruction, as necessary, to improve student learning.
- The educator maintains useful records of student work and performance and knowledgeably, responsibly, and effectively communicates student progress in relation to standards in a manner easily understood.
During their time in the Music Education program at the University of Vermont, students will develop proficiency at implementing the National Standard for Music Education. They are:
- Singing, alone and with others, a varied repertoire of music.
- Performing on instruments, alone and with others, a varied repertoire of music.
- Improvising melodies, variations, and accompaniments.
- Composing and arranging music within specified guidelines.
- Reading and notating music.
- Listening to, analyzing, and describing music
- Evaluating music and music performances.
- Understanding relationships between music, the other arts, and disciplines outside the arts.
- Understanding music in relation to history and culture.