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
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.
Obtain feedback on clarity and accessibility; revise the opening and record actual participation.
Assignment
Your supervision and stop plan, a witnessed stop drill, and a scored response to Sam's unsafe earth-pin proposal.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
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
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.
Write a station rotation that gives each learner a physical turn; prepare one large-print route card set.
Assignment
A labeled diagram of the actual station, a witnessed compatible connection, and feedback correcting Riley's amplifier-output mistake.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
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
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.
Practice the stop response on the station and prepare accessible written observations for students.
Assignment
Raw distance takes with fixed gain, a safe feedback-response drill, and feedback on Jo's variable and polar-pattern claims.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
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
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.
Revise confusing language and create a class rotation covering individual gain-setting and routing checks.
Assignment
Your console's gain and aux notes, a partner-led line check, and a correction to Lee's fader-based overload diagnosis.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
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 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.
Write an equivalent no-compressor/no-effects lesson path that retains diagnosis and comparison outcomes.
Assignment
A coverage observation, a level-checked processing comparison, and two reteaching steps for Ari's proposed fixes.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
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
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.
Prepare a quarantine/report workflow and obtain confirmation from the responsible school/venue adult before student deployment.
Assignment
Two safe fault cards, a coached diagnostic record, and a quarantine/report plan for Dani's electrical hazard.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
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
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.
Retain one before/after cue revision and explain how you will offer equivalent practice without a public audience.
Assignment
A rehearsal cue revision, individual role records, and a practical retest plan for the three Cedar students without operating evidence.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
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
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.
Index your eight module submissions and actual-time log. Present a five-minute launch handoff and revise one identified weakness. Final portfolio review uses this module’s time.
Assignment
Your scored Noor case, the missing-skill retests, and a classroom launch plan with equipment, adult duties and evidence storage.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
PD-LSR-FINAL
Teacher readiness portfolio and launch review
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
Assignment
Indexed readiness portfolio, verified practical record, case calibration, launch plan and actual-time log.
Evidence to keep
Include the teaching plan, a teach-back or classroom trial, one scored student example, specific feedback, and a revised activity for a named learner need.
Assessment criteria
State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.
Retain teach-back feedback, revise the lesson, and use a subsequent teaching attempt to check the change.
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.