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UNIVERSITY OF MARYLAND Music Education Performance Assessment Observation Form

Teacher Candidate’s Name: Jackie Krueger Observer’s Name/Title: Janet Montgomery, Clinical Associate Professor Subject: Elementary Music Grade Level: 3rd School: Running Brook Elementary School (HoCo) Teacher: Paul Waskiewicz Date: Nov. 8, 2013 Number of Students: 24

5 Outstanding I 4 3.5 II 3 4 4 5 III 4 2.5 IV 3 3 2.5 V 3 VI 4 2.5 VII 5 VIII

4 Very Good

3 Effective

2 Needs Improvement

1 Unsatisfactory

NA

Planning Instruction: INTASC 2, 3, 4, 7, 8, 9 EDOT 4, 10 1. Plans objectives with learning outcomes—Yes, but share them with students. 2. Plans instruction to achieve objectives—Be sure to state your objective. Delivery of Instruction: INTASC 1, 2, 3, 4, 7, 9, 10 EDOT 1, 2, 3, 4, 9 3. Implements a planned procedure for instruction—Imitating mentor teacher plan. 4. Fosters higher level thinking skills—beat vs. rhythm pattern 5. Varies teaching strategies and materials to address learner needs 6. Motivates and involves students—Super! Assessment of Student Learning: INTASC 8 EDOT 5 7. Uses a variety of formal and informal methods of assessment—good informal. 8. Evaluates learner progress and provides feedback—Try to watch individuals. Classroom Management and Organization: INTASC 4, 5, 7, 10 EDOT 2, 6 9. Organizes instructional learning time 10. Organizes and utilizes space, equipment, and materials 11. Manages student behavior to enhance learning—Learn how to tame the wild! Knowledge of Content: INTASC 1 EDOT 1 12. Demonstrates mastery of subject matter—Know your song really well! Student-teacher Interaction and Interpersonal Skills: INTASC 6, 7, 10 EDOT 2, 3, 8, 9 13. Creates a positive learning climate 14. Uses effective communication skills to enhance learning—Plan your words. Professionalism: INTASC 6, 7, 10 EDOT 2, 3, 8, 9 15. Performs in a professional manner (see indicators) Other

Total: 3.53
Overall Rating: Outstanding X Very Good Effective Needs Improvement Unsatisfactory

Commendations/Recommendations:
“Stand By Me”  “Can we listen and find the beat?” Great start—just a few words and immediate action.  Nice to change to different ways of keeping beat and then move to the “boom boom” part. You changed back to the beat when your boom boom pattern no longer matched the music.  Rather than speak the page number many times, how about pointing to the page number on the board?  Have they ever heard this song before? It might be too soon to sing. Perhaps just have them clap/pat the pattern until they have heard the bass line many times so that they will sing the pitches accurately.  Be sure to practice the melody! Sometimes you are singing the harmony and it could be confusing to them.  How many beats long is the introduction? How can you handle the person who thinks the answer is the 5 instead of 4? Do you know why they said 5?  You are able to process their answers and “reel them in” when you need to. Good for you!  Be aware that both verses have the boom boom ostinato. Maybe write “bass line” under them. (It was later when they were at the tubanos that you had trouble.  I love your trick question idea. Just remember to focus them on the question. You did eventually.   Don’t be afraid to walk in front of the risers near the noisy folks to serve as a policeman.  Remember to let them know what NOT to do when they come to the tubanos. Not a big deal for this class, but it could be a big deal with some classes.  I like your “hands up” idea for silence. Two fingers is a great idea, too.  How do they know where to stand to share the drums? YOU remember because you saw Mr. Paul do it, but show them where to stand.  These students love your energy, but be ready to scrape them off the ceiling!  I heard one student say, “She’s good!.”  I’m confused—at the end it seemed that you were mixing the labels of steady beat and rhythm pattern.  I like how you improvised the idea of walking the beat. They needed a different way to respond and you thought of an appropriate one.  How can you use the music to get them back to their seats? It could be chaotic or orderly—how would music help?  Recommendations: 1. Watch each individual to see if he/she is playing correctly. 2. Write a lesson plan that allows you to visualize and think through each step. You can write it out exactly like you want it (and then you don’t have to follow your plan unless you forget or get interrupted). You will feel better and so will they. Also, you will be sure to achieve your goal for student learning.