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 rig preparation; signal paths; safe stage work; crew handoffs and recovery.
Prior skills: Read or complete the companion student course; bring a sample assignment to assess.
Equipment: Unpowered practice cables and rigs, room plans, role cards, and supervised stage equipment.
Expected time: 12 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: A band teacher does not need to become a systems engineer to teach preparedness. Begin with one visible failure: a supply missing from an otherwise complete rig.
Demonstrate: Lay out a rig with one missing small component. Say “Show me evidence, not reassurance.” Model inspection, safe low-level function test and separate TESTED/PACKED marks.
Rehearse and teach back: Complete a primary-role and unfamiliar-role inventory using the supplied long checklists. Run a witnessed five-item preflight; remove one card-labeled failed item and retest the replacement.
Assess this case: A teacher gives full practical marks for a beautifully illustrated packing list. No equipment is tested.
Assignment
Prepare and teach the demonstration for teach readiness through evidence. 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
Complete accurate inventories and a safe observed preflight; teach-back includes learner action and evidence rather than lecture alone. Keep the teach-back record, case score, feedback, revision and access adaptation.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
SR-PD02 · SR-PD02
Small PA and DI confidence
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: Start with the actual classroom system. Locate input, gain, EQ, mute, channel level, main and aux.
Demonstrate: With outputs muted, point source → suitable DI → mixer input → main → powered speaker. Branch THRU to amp and aux to powered wedge if available.
Rehearse and teach back: Read and record the actual mixer aux/mute behavior and DI power method. Build one instrument and one vocal path under the school permission model.
Assess this case: A teacher tells students every TRS jack is stereo and any DI will fix a speaker-output mismatch.
Assignment
Prepare and teach the demonstration for small pa and di confidence. 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
Correctly trace source, main and aux; verify quiet sound; reject unsafe level mismatches and explain DI limits. Keep the teach-back record, case score, feedback, revision and access adaptation.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
SR-PD03 · SR-PD03
Placement, volume and monitor communication
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 stage plot is a communication tool. It must agree with the input list, provide sightlines and leave access clear.
Demonstrate: Revise the bad plot, then model “More lead vocal in monitor 2.” Repeat the request, change one permitted send and ask for confirmation. Point to the microphone’s documented rejection direction.
Rehearse and teach back: Create a plot/input list with electronic station and accessible routes. Run the quiet too-little/appropriate/too-much comparison and describe evidence.
Assess this case: Three wedges share one aux. A student asks to remove guitar only from the drummer’s wedge.
Assignment
Prepare and teach the demonstration for placement, volume and monitor communication. 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
Plot and input list agree; feedback is not induced; requests and line-check calls are concise and acknowledged. Keep the teach-back record, case score, feedback, revision and access adaptation.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
SR-PD04 · SR-PD04
Electronic performers and playback
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: Treat the electronic musician as a performing role, not a playback accessory. Map control data, generated audio and power separately.
Demonstrate: Use the supplied practice-set cue sheet with three scenes. Show a control indicator without audio, restore the correct route, then demonstrate emergency stop.
Rehearse and teach back: Complete the full electronic checklist on available hardware; label unavailable operations pending. Verify all three practice scenes and every control mapping.
Assess this case: A teacher signs off because the pads illuminate and the first scene plays. A later song has a missing sample and click is routed to main.
Assignment
Prepare and teach the demonstration for electronic performers and playback. 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
Complete actual route/start/stop/restart evidence and a band fallback; distinguish any simulated evidence from operation. Keep the teach-back record, case score, feedback, revision and access adaptation.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
SR-PD05 · SR-PD05
Lighting, build and strike
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: Basic lighting serves visibility and musical focus. Front light, backlight and wash are enough to explain useful choices.
Demonstrate: Compare face visibility in two low-intensity looks. Trace DMX OUT→IN→OUT separately from power, then recall four scenes and restore working light after an optional approved blackout.
Rehearse and teach back: Read actual fixture/stand restrictions and mark adult-only tasks. Create a mode/address table for two fixtures and verify nonoverlap.
Assess this case: An operator blacks out the room while students begin moving equipment, then raises a loaded stand alone to save time.
Assignment
Prepare and teach the demonstration for lighting, build and strike. 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
Correct control/power explanation, useful scenes, safe return to working light and clear permissions for support/power tasks. Keep the teach-back record, case score, feedback, revision and access adaptation.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
SR-PD06 · SR-PD06
Diagnosis and musical recovery
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: Classify what still works before changing anything. One silent input, one missing wedge and a whole silent PA imply different boundaries.
Demonstrate: Use F08 as a paper case, then a teacher-prepared tuner-mute state on a quiet station. Model hypothesis/check/result and a separate card-based bypass.
Rehearse and teach back: Write three checkpoint maps for whole PA, one source and one speaker. Administer two safe fault cards and record the learner’s evidence.
Assess this case: A helper fixes the guitar while drummer and bassist also stop to watch. The cable is solved quickly but the song collapses.
Assignment
Prepare and teach the demonstration for diagnosis and musical recovery. 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
Administers safe faults, records meaningful checkpoints and times, and coaches continuity without crowding the failed rig. Keep the teach-back record, case score, feedback, revision and access adaptation.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
SR-PD07 · SR-PD07
Rotation, access and reliable assessment
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: Whole-stage literacy requires role rotation, not one technically confident student doing every task. Use the eight-role model with explicit electronic performer and playback positions.
Demonstrate: Assign a 16-student class to two pods, walk the first rotation and show how the ledger distinguishes observed, directed and pending. Score a student who correctly calls a safety stop.
Rehearse and teach back: Complete an eight-round schedule for your actual class size. Plan a single-powered-station lesson and an access adaptation.
Assess this case: A student with limited reach cannot lift a speaker onto a stand. The teacher marks stagecraft unachieved despite accurate planning and permitted operating skills.
Assignment
Prepare and teach the demonstration for rotation, access and reliable assessment. 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
Every learner receives all role-literacy opportunities, evidence modes are accurate and retests address a specific missing observation. Keep the teach-back record, case score, feedback, revision and access adaptation.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
SR-PD08 · SR-PD08
Facilitate the festival
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: The capstone begins before performance day. Publish the venue brief, exact backline, time windows, deliverables, permissions and accessible cues.
Demonstrate: Facilitator runs the readiness gate, calls a miniature changeover and administers one fault. Demonstrate how a safety stop pauses the event and generates a new safe attempt rather than pressure to continue.
Rehearse and teach back: Customize the full capstone brief and eight-channel input example to your room. Run a micro-festival with at least two acts or simulated crews and actual handoffs.
Assess this case: The class performs well but the show runs late, no clear times are recorded and two students have never operated an approved production role.
Assignment
Prepare and teach the demonstration for facilitate the festival. 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
Complete advance, safe run, timing/fault records, defensible scores and a feasible teaching and reassessment plan. Keep the teach-back record, case score, feedback, revision and access adaptation.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
Standard-specific check: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
SR-PD-FINAL · SR-PD-FINAL
Teaching portfolio and final teach-back
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: All preceding submissions must be accepted before final completion. Present the eight module packets, a witnessed teach-back, a classroom role rotation schedule, an accessible capstone plan and actual participation record. Do not double count time.
Assignment
Complete the teaching readiness portfolio for teaching portfolio and final teach-back. Rehearse the demonstration, score the case evidence, document revisions, and state which practical skills remain untested.
Evidence to keep
Located portfolio evidence, individual practical observation record, justified revisions and final reflection. Keep the final teaching package, criterion-level scores, feedback and revised launch plan.
Assessment criteria
Technical accuracy
Safe practical execution
Evidence-based assessment
Classroom and access adaptation
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.