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
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. Ask a colleague to audit three items.
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.
Teach a three-minute version to a colleague: prediction, demonstration, learner action, check.
Adapt the task to a 45-minute class and one shared powered station.
A teacher gives full practical marks for a beautifully illustrated packing list. No equipment is tested.
Complete accurate inventories and a safe observed preflight; teach-back includes learner action and evidence rather than lecture alone.
Assignment
A tested preflight inventory, the witnessed replacement test, and a correction to the packing-list grading case.
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.
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
With outputs muted, point source → suitable DI → mixer input → main → powered speaker. Branch THRU to amp and aux to powered wedge if available. Test quietly and narrate each control’s specific job.
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.
Demonstrate powered versus passive with unpowered cards and reject a speaker-output-to-mixer route.
Teach a three-minute explanation of INPUT/THRU/XLR and assess a partner’s connection choice.
A teacher tells students every TRS jack is stereo and any DI will fix a speaker-output mismatch.
Correctly trace source, main and aux; verify quiet sound; reject unsafe level mismatches and explain DI limits.
Assignment
Labeled instrument and vocal routes, a witnessed DI connection, and feedback on the TRS and speaker-output 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.
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
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.
Create a plot/input list with electronic station and accessible routes.
Run the quiet too-little/appropriate/too-much comparison and describe evidence.
Rotate performer/operator/observer for three monitor exchanges.
Write and execute a three-source line check with silence between calls.
Three wedges share one aux. A student asks to remove guitar only from the drummer’s wedge.
Plot and input list agree; feedback is not induced; requests and line-check calls are concise and acknowledged.
Assignment
Stage plot, three-role monitor rehearsal and a response to the shared-aux request.
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.
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
Use the supplied practice-set cue sheet with three scenes. Show a control indicator without audio, restore the correct route, then demonstrate emergency stop. Restart normally with outputs muted and prove return to the intended sound.
Complete the full electronic checklist on available hardware; label unavailable operations pending.
Verify all three practice scenes and every control mapping.
Test master and private cue separately; if hardware lacks separation, document and use a no-click plan.
Rehearse 60 seconds of music with a planned unavailable electronic layer; measure interruption and recovery.
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.
Complete actual route/start/stop/restart evidence and a band fallback; distinguish any simulated evidence from operation.
Assignment
A full electronic-set check, verified cue/main routes and a played recovery when a layer becomes unavailable.
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.
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
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.
Read actual fixture/stand restrictions and mark adult-only tasks.
Create a mode/address table for two fixtures and verify nonoverlap.
Program or call four looks; demonstrate return to useful light.
Walk an unpowered clear-first strike with shared versus personal equipment labels.
An operator blacks out the room while students begin moving equipment, then raises a loaded stand alone to save time.
Correct control/power explanation, useful scenes, safe return to working light and clear permissions for support/power tasks.
Assignment
Fixture/address table, useful-light cue, adult-only task list and a safe strike sequence correcting the blackout case.
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.
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
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. Never pull a live cable to surprise students.
Write three checkpoint maps for whole PA, one source and one speaker.
Administer two safe fault cards and record the learner’s evidence.
Run a 60-second continuity exercise with one helper and agreed cues.
Score the calibration cases before reading keys; revise scores with located evidence.
A helper fixes the guitar while drummer and bassist also stop to watch. The cable is solved quickly but the song collapses.
Administers safe faults, records meaningful checkpoints and times, and coaches continuity without crowding the failed rig.
Assignment
Two diagnosed fault cards, a 60-second continuity rehearsal and feedback that keeps the rhythm section playing.
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.
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
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.
Complete an eight-round schedule for your actual class size.
Plan a single-powered-station lesson and an access adaptation.
Score four calibration examples using 0–3 anchors; compare with facilitator.
Fill an individual observation record and write one precise retest prompt.
A student with limited reach cannot lift a speaker onto a stand. The teacher marks stagecraft unachieved despite accurate planning and permitted operating skills.
Every learner receives all role-literacy opportunities, evidence modes are accurate and retests address a specific missing observation.
Assignment
Eight-round role plan, individual observation record, access adaptation and a retest that measures the permitted skill.
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.
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
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.
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.
Score with the capstone rubric and compare two assessors’ evidence where available.
Submit a teaching plan with unresolved equipment/access issues, retest schedule and feedback questions.
The class performs well but the show runs late, no clear times are recorded and two students have never operated an approved production role.
Complete advance, safe run, timing/fault records, defensible scores and a feasible teaching and reassessment plan.
Assignment
Micro-festival run sheet, recorded handoffs and timing, individual role evidence and a retest schedule for unobserved students.
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.
SR-PD-FINAL
Teaching portfolio and final teach-back
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
Located portfolio evidence, individual practical observation record, justified revisions and final reflection.
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.