9 assessed work items are mapped below. Use the lesson title or activity ID to find the work, the evidence to keep, and the criteria used to assess it.
Suggested learner fit
For educators, not a student course.
Priority skills: Demonstrating and assessing event planning; safe setup; input and output lists; intelligibility and crew roles.
Prior skills: Read or complete the companion student course; bring a sample assignment to assess.
Equipment: Room plans, cables, microphones, mixer, loudspeakers, and supervised playback; paper alternatives are provided.
Expected time: 8 designed hours
Teacher guidance: No instructor is required; this edition is for educators preparing to demonstrate, assess, and adapt the student course.
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Prepare: This course prepares students aged 13–17 to operate a small teacher-approved audio system for a classroom event. It does not prepare minors to rig suspended equipment, distribute mains power, repair electronics or manage unsupervised public events. Teach the stop response before opening outputs. Establish who can mute, who authorizes restart, how concerns are reported and how the room returns to quiet work.
Demonstrate: Say: “Our job is to help the audience hear the event. Anyone may call stop.” Show the approved mute with quiet playback, then show the silent version of the same drill. Ask: “Which actions belong to students, and which go to an adult?” Sort connector labeling, mains repair, level adjustment and elevated-speaker movement.
Rehearse and teach back: Write your class size, room, equipment, supervision and quiet-break plan. Identify the adult responsible for mains and speaker placement. Deliver a three-minute opening demonstration to a colleague or practice partner. Use the real approved controls for your own stop drill.
Assess this case: Fictional learner Sam correctly labels cables and names the adult supervisor, but says a loudness app proves the class can turn the PA up as much as it wants. Sam also proposes removing an earth pin to stop hum. Apply the L02 criteria: task ownership, stop procedure, fault reporting.
Assignment
Prepare and teach the demonstration for launch a supervised school sound crew. Use the named practical and classroom case below. Record what the learner actually did, score the case against the course criteria, and revise the teaching after feedback.
Evidence to keep
Keep the prepared example and baseline, the changed or reopened result, a teach-back record, criterion-level case score, feedback, revised plan and access adaptation. Label simulated or untested practical work honestly.
Assessment criteria
Defines bounded student/adult responsibilities
Demonstrates a working stop and restart routine
Provides accessible participation and listening arrangements
Diagnoses the case and sets an observable retest
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
PD-LSR-M02 · PD-LSR-M02
Teach signal flow with the actual equipment
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Prepare: Use the system in your room as the first diagram. Show microphone-to-input, channel-to-main, output-to-powered-speaker, and a separate monitor path if available. A balanced connection depends on appropriate source, conductors and receiver. A DI is not a magic adapter for every socket; check level, impedance, power and the device’s documented mono/thru behavior.
Demonstrate: Place route cards in order and deliberately leave out amplification. Ask the learner where it occurs in a powered speaker. Point to both actual endpoint labels before selecting the cable. Mute, connect, then verify at controlled level.
Rehearse and teach back: Produce a photo/diagram of your approved station with actual input/output labels and compatible signal purposes. Demonstrate one connection and disconnection, including mute verification, to a practice partner.
Assess this case: Fictional learner Riley draws source → mixer → powered loudspeaker correctly, but proposes using an external amplifier’s speaker output for the powered speaker because both connections fit. Riley has not performed a connection. Apply L04’s path, level distinction and label-evidence criteria.
Assignment
Prepare and teach the demonstration for teach signal flow with the actual equipment. Use the named practical and classroom case below. Record what the learner actually did, score the case against the course criteria, and revise the teaching after feedback.
Evidence to keep
Keep the prepared example and baseline, the changed or reopened result, a teach-back record, criterion-level case score, feedback, revised plan and access adaptation. Label simulated or untested practical work honestly.
Assessment criteria
Accurately traces the school main/monitor system
Verifies compatible signal levels and endpoint labels
Demonstrates controlled connection and disconnection
Plans equitable practical turns and correct case feedback
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
PD-LSR-M03 · PD-LSR-M03
Teach microphone placement and feedback prevention
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Prepare: Distance changes direct pickup, room contribution and level. Directional microphones may also exhibit proximity effect. Feedback is an acoustic loop involving the complete system. Teach its path on a diagram and the actual microphone’s pattern from manufacturer information.
Demonstrate: Say: “We will change distance, not three other controls.” Record or demonstrate the three positions and state the unchanged variables. Ask students to separate quieter from more room sound. Compare raw takes before discussing matching.
Rehearse and teach back: Run your own three-position experiment, retaining the reference and limits. Teach the comparison in four minutes to a partner, then ask them to name the controlled variable.
Assess this case: Fictional learner Jo changes gain for every distance and calls the far take “more bassy.” Jo labels a supercardioid pattern as having maximum rejection directly behind it. Apply L07’s variables/observations/recommendation criteria and L08’s pattern criterion.
Assignment
Prepare and teach the demonstration for teach microphone placement and feedback prevention. Use the named practical and classroom case below. Record what the learner actually did, score the case against the course criteria, and revise the teaching after feedback.
Evidence to keep
Keep the prepared example and baseline, the changed or reopened result, a teach-back record, criterion-level case score, feedback, revised plan and access adaptation. Label simulated or untested practical work honestly.
Assessment criteria
Controls and documents the microphone comparison
Explains the feedback loop with the actual pattern
Demonstrates a safe non-squeal response drill
Distinguishes observation from unsupported causal claims
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
PD-LSR-M04 · PD-LSR-M04
Coach gain, routing and soundcheck
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Prepare: Meter scales and solo tap points vary. Establish your console’s reference from its documentation and a conservative supervised setup; avoid teaching one arbitrary peak number as correct for every device. Demonstrate pre/post-fader behavior through a small controlled move and a return to baseline. Check mute and input-gain effects separately; pre-fader does not mean independent of all controls.
Demonstrate: Show input and output meters with outputs controlled. Ask a partner to point to where an overloaded preamp would be corrected. Trace and test one aux feed; narrate exactly which controls were changed and restored.
Rehearse and teach back: Record your console’s meter scale, solo/mute behavior and aux tap points from documentation and test. Teach a five-minute gain/line-check routine to a partner and let them repeat it.
Assess this case: Fictional learner Lee turns the channel fader down when the input overload indicator lights. The room gets quieter, so Lee marks the overload fixed. The monitor remains loud.
Assignment
Prepare and teach the demonstration for coach gain, routing and soundcheck. Use the named practical and classroom case below. Record what the learner actually did, score the case against the course criteria, and revise the teaching after feedback.
Evidence to keep
Keep the prepared example and baseline, the changed or reopened result, a teach-back record, criterion-level case score, feedback, revised plan and access adaptation. Label simulated or untested practical work honestly.
Assessment criteria
Uses accurate console-specific meter and tap-point information
Demonstrates gain with headroom and controlled outputs
Teaches a repeatable line-check/soundcheck routine
Provides specific correction and individual practical assessment
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
PD-LSR-M05 · PD-LSR-M05
Teach listening decisions before processing
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Prepare: Begin with a working source and route. Compare three approved audience positions using the same short script. For processing, teach one audible goal, one reversible change and a baseline comparison. A modest high-pass or bell adjustment should solve a named issue.
Demonstrate: Ask: “Where is the problem heard?” Compare audience notes before touching EQ. State a processing goal and show the baseline. Make one modest change, compare and invite a keep/reject decision.
Rehearse and teach back: Prepare a coverage observation and one processing comparison on available equipment or a teacher-selected application. Give a short teach-back with an accessible written comparison and obtain partner feedback.
Assess this case: Fictional learner Ari boosts several EQ bands to fix a seat behind an obstruction, raises makeup gain because compressed sounds seem better, and adds reverb to every announcement. No baseline is saved. Use L13–L16 criteria to identify two priority reteaching actions.
Assignment
Prepare and teach the demonstration for teach listening decisions before processing. Use the named practical and classroom case below. Record what the learner actually did, score the case against the course criteria, and revise the teaching after feedback.
Evidence to keep
Keep the prepared example and baseline, the changed or reopened result, a teach-back record, criterion-level case score, feedback, revised plan and access adaptation. Label simulated or untested practical work honestly.
Assessment criteria
Distinguishes coverage, source and processing problems
Demonstrates a controlled comparison with a retained baseline
Offers accessible and minimal-equipment teaching routes
Gives case feedback tied to the audience outcome
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
PD-LSR-M06 · PD-LSR-M06
Teach troubleshooting and professional handoffs
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Prepare: A useful diagnostic question distinguishes plausible causes. Begin with expected/observed behavior and the last confirmed signal point. Use benign training faults such as mute, assignment or a paper case. Never create damaged mains leads, remove protective earth, heat equipment or induce loud feedback for realism.
Demonstrate: Present moving input/no main meter evidence. Ask the learner for two plausible causes and a test that separates them. Make one benign route correction with outputs controlled and show the full retest.
Rehearse and teach back: Write two benign fault cards with expected observations and a correct diagnostic path. Coach a partner through one without naming the answer first. Record their evidence and your prompts.
Assess this case: Fictional learner Dani correctly isolates a noisy source but removes an earth pin to silence it and records the system as repaired. Another learner identifies a mute fault and verifies the route after unmuting at controlled level. Compare the evidence against L17/L18.
Assignment
Prepare and teach the demonstration for teach troubleshooting and professional handoffs. Use the named practical and classroom case below. Record what the learner actually did, score the case against the course criteria, and revise the teaching after feedback.
Evidence to keep
Keep the prepared example and baseline, the changed or reopened result, a teach-back record, criterion-level case score, feedback, revised plan and access adaptation. Label simulated or untested practical work honestly.
Assessment criteria
Uses evidence to select a discriminating audio test
Assesses safe handoff separately from apparent fault disappearance
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
PD-LSR-M07 · PD-LSR-M07
Rehearse an event with equitable crew roles
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Prepare: Use the five-minute classroom showcase before considering a public event. Pair the stage plot, patch list and cue sheet with a common revision/date. Rotate roles across repeats so the same confident student does not operate every time. The observer and caller contribute important evidence, but each learner still needs supervised practical turns in the required operator actions.
Demonstrate: Call standby and go for the first two cues. Ask the crew to point to the trigger in the sheet. Pause for a guest-presenter card. Ask what changes on the plot, input list and cue sheet before any plug moves.
Rehearse and teach back: Run a small supervised rehearsal with peers or staff, serving as teacher and operator in separate turns. Create an individual role/practical tracker for your class and identify equipment bottlenecks.
Assess this case: Fictional group Cedar runs a polished rehearsal. One student handles every connection, gain adjustment and mix cue; the other three write a group reflection. The teacher proposes marking all four practical portfolios complete.
Assignment
Prepare and teach the demonstration for rehearse an event with equitable crew roles. Use the named practical and classroom case below. Record what the learner actually did, score the case against the course criteria, and revise the teaching after feedback.
Evidence to keep
Keep the prepared example and baseline, the changed or reopened result, a teach-back record, criterion-level case score, feedback, revised plan and access adaptation. Label simulated or untested practical work honestly.
Assessment criteria
Maintains consistent cue and stage documentation
Demonstrates a controlled event change and recovery
Plans individual practical turns and accessible roles
Uses located feedback to improve a repeated cue
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
PD-LSR-M08 · PD-LSR-M08
Assess, calibrate and launch the class
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Prepare: Use the same 0–3 anchors throughout: 0 no assessable evidence; 1 material error or missing component; 2 criterion met with valid evidence; 3 independently verified or transferred to a changed situation. Every criterion must reach 2; an average cannot hide missing operational or safe-working evidence. The required student practical set is stop response, compatible audio connection, gain/routing check, cue/mix operation, controlled recovery and coordinated pack-down. Record assistance and dates.
Demonstrate: Score the fictional sample against one criterion at a time and quote the located evidence. Say: “This criterion is still in progress; here is the short retest that would demonstrate it.”
Rehearse and teach back: Compare your case scoring with a colleague/facilitator, retain disagreements and revise the rationale. Complete the district/classroom launch worksheet: grades, prerequisites, schedule, equipment, adult responsibilities, accessibility, evidence storage and practical assessment.
Assess this case: Fictional learner Noor has strong plans, good mix notes and a neat inventory. Noor has never operated input gain or performed a controlled recovery. A peer gives 3 on planning, 3 on mixing and 0 on each missing skill, then averages to a passing score.
Assignment
Prepare and teach the demonstration for assess, calibrate and launch the class. Use the named practical and classroom case below. Record what the learner actually did, score the case against the course criteria, and revise the teaching after feedback.
Evidence to keep
Keep the prepared example and baseline, the changed or reopened result, a teach-back record, criterion-level case score, feedback, revised plan and access adaptation. Label simulated or untested practical work honestly.
Assessment criteria
Calibrates scores using located evidence and non-compensating criteria
Plans feasible individual practical retests
Produces a complete school-specific classroom launch plan
Documents teach-back revision and actual participation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
PD-LSR-FINAL · PD-LSR-FINAL
Teacher readiness portfolio and launch review
2.5.b · ISTE Standards for Educators Design a practical technology lesson
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Implementation · Learning Forward Standards for Professional Learning Improve teaching through practice
Work to do
Complete the final teaching package: Index the evidence from all eight modules. Include your own supervised technical operation, a teach-back with feedback, scored learner cases and a revised classroom launch plan. Identify the adult support, actual equipment, accessible learning arrangements and schedule needed before teaching starts. Record actual active participation without counting the same time twice.
Assignment
Complete the teaching readiness portfolio for teacher readiness portfolio and launch review. Rehearse the demonstration, score the case evidence, document revisions, and state which practical skills remain untested.
Evidence to keep
Indexed readiness portfolio, verified practical record, case calibration, launch plan and actual-time log. Keep the final teaching package, criterion-level scores, feedback and revised launch plan.
Assessment criteria
Accurate main/monitor signal flow and compatible connections
Observed stop response, connection, gain/routing and recovery
Controlled microphone/listening demonstration with honest limits
Accessible teach-back with feedback and revision
Evidence-based learner scoring and specific retest decisions
Feasible pacing, equipment, supervision and individual practice
Usable event documents, pack-down and classroom launch handoff
Complete evidence index and accurate active-participation record
Standard-specific check: Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Teacher assessment guide
Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.
Score
Evidence
3
Criterion met, with independent verification or a successful application in another situation.
2
Criterion met: the required work is complete, accurate and supported by evidence.
1
Some relevant work is present, but the intended result has not been demonstrated.
0
The required evidence has not been submitted or demonstrated.
Record each criterion and the next action. Practical equipment work needs an observed demonstration. Use the course grading plan for the final result.
Self-guided completion
Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration.