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We are delighted that you are interested in the Certificate of Achievement program. The Suzuki Association of the Americas is committed to excellence in teaching within the framework of the Suzuki Philosophy. This Certificate gives you an opportunity to demonstrate that commitment to excellence as a teacher.
About the Certificate of Achievement
Certificates of Achievement are designed to celebrate the accomplishments of Suzuki teachers at various stages of their careers. The goals of the program are to :
- Provide an opportunity for positive and continual feedback on the Suzuki teaching of applicants at various stages and levels of experience
- Provide recognition for teachers who demonstrate excellence in teaching and putting the Suzuki philosophy into action
- Validate SAA Teacher members’ experience in a way that might be more easily recognized by other regional Suzuki associations.
The Certificates of Achievement honor Suzuki teachers’ dedication to artistry in teaching and lifelong learning, going beyond basic unit registration. This program offers teachers a meaningful chance to reflect on their own teaching, receive supportive feedback from experienced Teacher Trainers, and grow in their professional journey. Evaluations are guided by the SAA Pedagogy and Performance Descriptors, which also serve as a valuable tool for self-reflection as applicants prepare their videos.
Through the certificate sequence, teachers have the opportunity to develop and demonstrate:
- their understanding of the Suzuki philosophy
- their ability to teach by ear
- their skills for strengthening the parent’s role in the Suzuki triangle
- their approach to music literacy and reading/theory
- their use of peer learning in group class
- their methods for working with young beginners
- their mastery of the Suzuki repertoire
- their students’ progress, as reflected in performances
- their application of the SAA Aspirational Code of Ethics
By engaging in this process, participants will not only grow as teachers, but contribute to the growth and professionalism of Suzuki education in the Americas. The SAA will make reasonable accommodations for candidates with disabilities in accordance with the Americans with Disabilities Act.
Jump To:
Overview
The table below provides a summary of each level. For Suzuki instruments that have fewer than 7 books (bass, brass, harp, and voice), please write to [email protected] for specifics regarding your instrument.
If you have already received your Certificate of Achievement Level 1 with the legacy requirements, you can work towards Level 2. Any of the videos you used in Level 1 that apply to Level 2 may be resubmitted with your Level 2 application.
| Details available at the links below | Course work on the instrument of application | Active Membership requirements | Teaching experience | Written materials | Teaching Videos | Performance Videos | Anything else ? | Cost |
|---|---|---|---|---|---|---|---|---|
| Level 1 | ECC or Filosofia, Units 1-2, Teaching Strategies For violin and viola, Level 1 materials and coursework may be on violin, viola, or a mix or both. | Last 3 consecutive years | 3 years of teaching after registering Unit 1 | Essay: how you embody the Suzuki philosophy in your teaching (250-350 words) | Introducing a new Suzuki piece using the “by ear” technique Teaching segment from the Suzuki repertoire | 2 student performances, one each from Books 1 and 2 Teacher performance of Books 1 and 2 by memory | Video documenting your interaction with parents, discussing their role (up to 10 minutes) | $90 USD in North America $30 USD in Latin America |
| Level 2 | Units 3-4; Suzuki Principles in Action*; Revisiting Unit 1 or Unit 1 a second time | Minimum of 5 years, including the last 2 consecutive years | 5 years of teaching after registering Unit 1 | Outline: how you teach reading and/or theory, what materials you use, how and when they’re incorporated into the lessons. | Two teaching segments, one from Book 3 and one from Book 4 Teaching segment from a group class (any level) | 2 student performances, one each from Books 3 and 4 Teacher performance of Books 3 and 4 by memory | Level 1 must be complete before applying for Level 2 on the same instrument. | $90 USD in North America $30 USD in Latin America |
| Level 3 | Units 5-7; Practicum | Minimum of 7 years, including the last 3 consecutive years | 8 years of teaching after registering Unit 1 | Essay: how you have made use of the SAA Aspirational Code of Ethics in the past or how you plan to support its use in the future (250-350 words) | Two teaching segments from Books 5-7, each from a different book Teaching segment from the lesson of a student age 5 or younger | 2 student performances from Books 5-7 Teacher performance of 2 contrasting pieces by memory, each from a different book (5 -7) | Level 2 must be complete before applying for Level 3 on the same instrument. | $90 USD in North America $30 USD in Latin America |
* Because Suzuki Principles in Action is not offered in Latin America, Latin American applicants for Level 2 may substitute 2 Teaching Strategies.
Evaluation Information
What is a Teaching Segment?
Please review the description below and the video criteria under the box. Clarifying these requirements in advance will help you prepare a strong application.
Criteria for Preparing Your Videos
student eligibility and Lesson criteria
- The student has studied with you for at least two years or from the beginning of their study. Each level will specify age requirements.
- For any performance, the student learned the piece from you (not another teacher).
- The student is playing by memory during the lesson, making it possible to work on musical or technical aspects of the piece, rather than learning notes.
- For piano students, the student is playing an acoustic piano.
- We do not recommend performances with orchestra.
Recording Your Lesson and Performances
- Professional recording equipment isn’t necessary; most newer phones provide adequate video and audio.
- It may be helpful to use an external microphone depending on your recording device and venue.
Camera Placement
- For performances, there is a close view showing the full body with hands and face clearly visible.
- For teaching segments, you and your student are both visible, with the student’s hands and face clearly visible.
- Parent or practice partner is present and involved in the lesson even if they are not visible on camera.
- For harp and piano, the video shows the student’s whole body including feet at the beginning. After that the camera may zoom in.
- For voice, the student’s whole body is visible throughout.
Audio quality and subtitles
- The audio, including the speaking, is clear, loud, and easily understood. It is acceptable to use apps to increase the volume of the speaking, if needed, or to add subtitles.
- If you teach in a language other than English, we respectfully ask that you add English subtitles to your videos to facilitate the processing and evaluation of your application. Please contact us with any questions or if you need additional support.
Take Time to Review Your Videos
Please take the time to carefully review your selections and select what you believe are the strongest examples of your teaching and your students’ performances. Eliminate any videos that do not meet the student eligibility, lesson criteria, camera placement and audio standards listed above and any criteria listed on the page of the level you wish to apply for.
Next, review your videos in light of the Pedagogy and Performance Descriptors, and try to identify specific descriptors that are clearly demonstrated in your recordings and that support your view that these are examples of excellent teaching and performance. You may find it helpful to ask another Suzuki teacher to review your videos with the descriptors in mind.
If you find that several descriptors are not clearly present—or you notice that some important elements are missing—you may wish to consider a different recording.
Please do not add any introductory screens or text to the videos naming yourself as teacher. We want these evaluations to be anonymous, so while evaluators see your face, your teaching, and your students, they do not see your name.
Assessment Criteria for Level 1
| Materials to Submit for Level 1 | Evaluation Criteria |
|---|---|
| Philosophy Essay | • Discusses the required topics • Demonstrates understanding of Suzuki Philosophy • Demonstrates good organization • Meets the requirements of 250-350 words • Provides accurate footnoted references to any sources such as Nurtured by Love or secondary sources, as appropriate. |
| Parent Education Video | Depending on the format/context of the video, the following criteria will be used. Parent meeting • Conveys the main points of Suzuki philosophy to parents • Clearly describes parents’ responsibilities in lessons and practice • Encourages questions, and answers them adequately Teaching clips • Physically engages parent with the student • Encourages parents to ask questions • Points out elements of Suzuki teaching to parents • Assures the parents’ understanding of the assignment |
| Teaching Video 1 | • Teaches without the score • Models by sound, either playing or singing • Student finds the notes by listening, not by looking at which keys or strings the teacher is using. (Showing the first note is acceptable.) • Student finds the notes by listening, not by being told note names or finger numbers • Student is encouraged to hear when there are errors instead of just being told when a note is incorrect • When the student has difficulties, the teacher works with them on ear training |
| Teaching Video 2 | SAA Pedagogy Descriptors (scroll down on the page) |
| Student Performances | SAA Performance Descriptors |
| Teacher Performances | • Music is memorized and played without the score. • Demonstrates ease of movement, efficient motion (e.g., no unnecessary tension evident) • Tone is pleasing, resonant and full. • Notes are correct. • Intonation is accurate. • Rhythm is accurate and precise. • Notes are articulated appropriately and consistently. Piano, Guitar & Harp: Performance demonstrates voicing of melodic lines and accompaniment. Piano & Harp: Fingerings are the same as those in the books. Strings: Bowings are the same as those in the books. Winds & voice: Breath does not distract from the flowing of the musical phrase. Voice: Pieces must be sung in the keys indicated in the book. Voice: Pronunciation of foreign languages is accurate |
Assessment Criteria for Level 2
| Materials to Submit for Level 2 | Evaluation Criteria |
|---|---|
| Music Literacy Outline | • Includes all the basic elements of Music Literacy and how they correspond to written symbols Rhythm Pitch Dynamics Articulations Theory • Demonstrates good organization • Provides accurate footnoted references to any sources as appropriate. |
| Teacher Performances | • Music is memorized and played without the score. • Demonstrates ease of movement, efficient motion (e.g., no unnecessary tension evident) • Tone is pleasing, resonant and full. • Notes are correct. • Intonation is accurate. • Rhythm is accurate and precise. • Notes are articulated appropriately and consistently. • Dynamics varied to create expressive effect • Creates motion in melodic line (phrase shape, rise and fall) Piano, Guitar & Harp: Performance demonstrates voicing of melodic lines and accompaniment. Piano & Harp: Fingerings are the same as those in the books. Strings: Bowings are the same as those in the books. Winds & voice: Breath does not distract from the flowing of the musical phrase. Voice: Pieces must be sung in the keys indicated in the book. Voice: Pronunciation of foreign languages is accurate |
| Teaching Videos | SAA Pedagogy Descriptors (scroll down on the page) |
| Student Performances | SAA Performance Descriptors |
Assessment Criteria for Level 3
| Materials to Submit for Level 3 | Evaluation Criteria |
|---|---|
| Code of Ethics Essay | • Discusses the required topics • Demonstrates understanding of Suzuki Philosophy • Demonstrates good organization • Meets the requirements of 250-350 words • Provides accurate footnoted references to any sources such as Nurtured by Love or secondary sources, as appropriate. |
| Teacher Performances | SAA Performance Descriptors |
| Teaching Videos | SAA Pedagogy Descriptors (scroll down on the page) |
| Student Performances | SAA Performance Descriptors |