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Music Education Department

Student Teaching Lesson/Rehearsal Observation Form

Teachers Name: Adam Kishbauch Grade Level/Discipline: Middle School choir Sectional

Date: 10/31/14

Instructions to the Supervisor: Using the descriptors below, please check the appropriate box for the student
teachers performance, taking into consideration the timing of the observation (i.e., near the beginning, middle, or
end of student teaching). At the bottom of the document, assign an overall description of the student teachers
progress.
Expectations

Below Expecta-tions

Approaching
Expectations

Meets Expecta-tions

Exceeds Expectations

Preparing for the Observation


Lesson/
ensemble plan
arrives in
advance to
enable the
supervisor
adequate time to
provide
feedback and the
opportunity for
the teacher to
revise the lesson
plan prior to the
observation.
Lesson/
ensemble plan
includes:
Objectives
(behavioral,
cognitive,
experiential,
constructivist),
Focusing/
Essential
Question
(classroom
lessons only),
Process
(sequence),
Assessments
(formative,
summative,
integrative). The
plan includes
enough detail
that someone
else could teach
from it. The
activities
provide
students with
the information
and experiences

No
Opportunity
to Observe

the teacher to
revise the lesson
plan prior to the
observation.
Lesson/
ensemble plan
includes:
Objectives
(behavioral,
cognitive,
experiential,
constructivist),
Focusing/
Essential
Question
(classroom
lessons only),
Process
(sequence),
Assessments
(formative,
summative,
integrative). The
plan includes
enough detail
that someone
else could teach
from it. The
activities
provide
students with
the information
and experiences
they needed to
meet the
objectives and
answer the
focusing/
essential
question.
Lesson/rehearsal
content is age
appropriate and
adds value to
childrens lives.
Tasks consider
the benchmarks
in the 2014
National Core
Music
Standards.
Lesson/
ensemble plan is
student centered
and engages
students in the
artistic
processes of
create, perform,
respond, and
connect
(NAfME
Standards,
2014) through
constructivist
activities.
Activities
consider the
development of
st
21 century
skills
(collaboration,

Standards,
2014) through
constructivist
activities.
Activities
consider the
development of
st
21 century
skills
(collaboration,
creativity,
communication
and critical
thinking).
Lesson/
ensemble plan
facilitates
students
abilities to meet
SGO (NJ) or SLO
(PA) as
appropriate.

Classroom Lesson Observation


Teacher is
prepared, knows
the lesson
content and fills
the entire class
period with
purposeful
instruction.
Teacher
facilitates
students
abilities to
construct
meaning for
themselves.
Teacher
nurtures, in
students, the
acquisition of a
critical
consciousness,
empowers their
musicianship
and provides
opportunities
for students to
contribute to the
lesson in
meaningful and
purposeful
ways.
Teacher honors
the diversity of
student learning
styles including
adapting for
students with
special learning
needs.
Teacher
demonstrates he
or she is aware
of how students
are responding
and provides
opportunities
for students to
be successful.

adapting for
students with
special learning
needs.
Teacher
demonstrates he
or she is aware
of how students
are responding
and provides
opportunities
for students to
be successful.
Teacher includes
and responds to
formative
assessment
throughout the
lesson.
Teacher uses
appropriate
strategies to
scaffold
learning and
provides for
student
reflection.
Teacher praises
students when
appropriate.
Teacher creates a
safe
environment
that contributes
to good
classroom
management.
When there is an
issue, teacher
addresses it,
always
maintaining the
dignity of the
student.
Teacher respects
diversity and
uses language
that is
appropriate and
free of gender
bias.
Expectations

Below Expecta-tions

Approaching
Expectations

Meets Expecta-tions

Teachers Musicianship
Teacher plays
piano
appropriately
and shows
evidence of
technical skills
appropriate for
the lesson.
Teacher sings
demonstrating
musicality,
accuracy of
pitch, rhythm,
diction,
appropriate
vocal technique

Exceeds Expectations

No
Opportunity
to Observe

evidence of
technical skills
appropriate for
the lesson.
Teacher sings
demonstrating
musicality,
accuracy of
pitch, rhythm,
diction,
appropriate
vocal technique
and
understanding
of style.
Teacher
demonstrates
competence on
instruments
utilized in a
lesson or
rehearsal.
Teacher uses
accurate
terminology.
Teachers
conducting is
clear and reflects
the ability to
communicate
musical ideas.

Ensemble Rehearsal Observation


Teacher is
prepared, has a
thorough
knowledge of
the musical
score, and fills
the entire
rehearsal period
with purposeful
instruction.
Teacher
constructs
warm-ups that
connect to the
music being
rehearsed.
Teacher listens
and continually
assesses
ensembles
performance
suggesting
appropriate
strategies for
remediation
when necessary.
Teacher praises
students when
appropriate.
Teacher speaks
only when
appropriate.
Instructions are
clear and
concise.
Teacher uses
appropriate
strategies to
scaffold
learning and

appropriate.
Instructions are
clear and
concise.
Teacher uses
appropriate
strategies to
scaffold
learning and
provides for
student
reflection.
Teacher creates a
safe
environment
that contributes
to good
rehearsal
management.
When there is an
issue, teacher
addresses it,
always
maintaining the
dignity of the
student.
Teacher respects
diversity and
uses language
that is
appropriate and
free of gender
bias.

Reflecting on the Observation (Integrative Assessment)


Teacher reflects
critically on his
or her
performance.
Teacher is able
to identify
strengths and
weaknesses of
his or her
performance.
Teacher reflects
critically on the
students
performance.
Teacher reflects
critically on the
efficacy of the
lesson/rehearsal
plan.
Dialogue with
the supervisor is
positive and
constructive.
Evidence of
emerging
teacher agency
is appropriate to
the timing of the
observation.
With the
supervisor,
teacher is able to
set appropriate
goals for future
teaching.

teacher agency
is appropriate to
the timing of the
observation.
With the
supervisor,
teacher is able to
set appropriate
goals for future
teaching.

Observation Notes from the College Supervisor (Please include comments on items that are below
expectations): Adam you were well prepared and wrote an excellent lesson plan. You are responding to
feedback from the students and you are trying to respond to their input. For example, you asked what the focus
for the next rehearsal might be. The issue with the singing is that the children are not connecting the sound to
the breath. The sound is unsupported and therefore the pitch and tone are poor. In spite of tall vowels, a low
breath, and attention to dynamics and text, the sound is not good.
Improving the sound should be the highest priority now, as you get closer to the concert. I demonstrated some
exercises for you to try, but I would strongly suggest that you invite Elizabeth Sutton to come and do a
demonstration class with the singers. She is the expert and knows this age group well. If she is not available,
let me know and I will suggest someone else. Then, hold the singers to a supported tone. Develop warm-up
exercises to engage the support and insist the students be accountable for better singing.
I am on the fence as to assigning a description for the observation. So much of what you are doing is meeting
expectations. Some of what you are doing exceeds expectations. However, the fact that you missed the issue
with the breath which was the most significant issue with the lesson, causes the observation to fall below
expectations.

Considering all of these items, the student teachers performance on this observation was (circle or highlight one):

Meeting
Expectations

Approaching
Expectations

Student Teachers Response (Optional):

Below
Expectations

Exceeding
Expectations

Student Teachers goals for next observation: Since this was our last observation, there are no goals for the
next time. I would reiterate the recommendations above to make connecting sound to breath by engaging
support to be your highest priority as you ready each piece for performance.

Music Education Department


Student Teaching Lesson/Rehearsal Observation Form

Signature Page

Supervisors Signature

Date

Student Teachers Signature

Date

Notes:
1.
Student Teachers signature indicates that he or she has had the opportunity to review this
assessment with the supervisor and has had the opportunity to ask questions as necessary. It does not
acknowledge that the Student Teacher concurs with the Supervisors assessment.
2.
This form aligns to New Jersey Professional Teaching Standards, InTASC Standards and the
Danielson Frameworks for Effective Teaching. A chart correlating the alignments to this form is
available to the student upon request.
3.
Lesson and rehearsal plans honor the tenets of Critical Pedagogy for Music Education. In
addition, when designing instruction, student teachers consider NAfME Core Music Standards (2014
version), principles of Understanding by Design (Wiggins & McTighe, 2005) and the suggestion from
NAfME that the delivery of instruction be inspired by constructivist teaching strategies.
4.

A copy of this form is retained in the Student Teachers departmental file.

Rev. 9/13/14