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Dr. Jo-Anne van der Vat-Chromy
James Madison University © 2011 – All rights reserved
A.R.
JMU Student Teaching Observation: Name: Kathryn Bailey
T.E.A.R. - Teacher Effectiveness Assessment Rubric # Date: 11/30/17
Ensemble & Repertoire: VMRC Choir, Holly and the Ivy
Directions: Whether you are observing yourself or another teacher, please fill in both the (Part I) cognitively focused behavioral rubric,
as well as the affectively focused (Part II) Comments & Reflection Section.
PART I:
Criteria: Teacher Behaviors Grade (1- 5) Next behaviors
1. Eye contact:
Teacher maintains eye contact throughout the rehearsal and is out of the score 5 Nice
as much as possible.
2. Non verbal affect; facial affect:
Non-verbal affect is pleasant, safe and non-judgmental. Facial affect is pleasant 5 I Smile a lot!
and reflective of the mood of the piece.
3. Emotional tone, mood, humor: My emotional tone was much more appropriate this time,
Emotional tone is pleasant, safe and non-judgmental. Verbal/speaking voice
and style of interaction is empowering, joyful and positive.
5 because I wasn’t as nervous. I make stupid jokes when I’m
nervous.
4. Use of speaking voice:
The speaking voice is used a mirror of the singing voice. Speaking is not too
loud, forced, varied and expressive. The teacher is not speaking on the cords or 5 Very clear and well supported
speaking without resonance. Teacher does not speak over the choir. The choir
does not talk through the rehearsal.
5. Use of the room:
The classroom is arranged in workstation areas. The teacher uses it effectively Although we must stay in one place at the microphone, I
throughout the rehearsal, moving around the classroom to engage students in
5
address all members of the choir very well
all parts of the room.
6. Classroom management:
Teacher has many skills that manage behaviors, transitions, and is inspiring to There was not much distraction from the choir, but I was
their students. Teacher manages the energy of the classroom and the
5
ready with anything.
students.
Criteria: Rehearsal Behaviors Grade (1- 5) Next behaviors
0. Prepared Rehearsal Guide:
Teacher has prepared a rehearsal guide in advance of teaching a piece, and 5 Plan was much more suited to the choir this time!
uses this guide to inform, pace, and sequence the learning in rehearsals.
1. Pacing: Pacing was great! I took just enough time to go over the
Teacher demonstrates an active, crisp tempo in rehearsals that keeps students 5
engaged and on task. Use of a considered vocal style, and a practiced style is meaning and allow the choir to think about the meaning
“ T. E. A. R.” - Teacher Effectiveness Assessment Rubric p. 2
Dr. Jo-Anne van der Vat-Chromy
James Madison University © 2011 – All rights reserved
evident. themselves.
3. Minimum of talking: Even though I talked a lot in the middle section while
As a result of a Direct Instruction model (DI) teacher talk is at a minimum. “7
words of less”. Off task talking is not evident, or used as a teacher strategy.
5 explaining the meaning, I think it was necessary, and
showed my score study of the piece
4. Effective rehearsal plan:
Teacher has a well thought out, effective, developmentally sequenced I stated my goals very clearly
rehearsal plan, that is guided and informed by their rehearsal guide. The
teacher varies, departs from or adapts the plan as needed. Scaffolding is 5 Adapted to choir when I needed
evident. Teacher references past learning and lessons in current lesson. The
TIMES for each major sections of the rehearsal are clearly listed on the
rehearsal plan.
My plan went SO successfully!
5. Statements of Goals, Rehearsal Threads, and Learning Strategies:
The lesson begins with a statement of goals (what music is to be rehearsed,
including measure numbers) what rehearsals threads will be the focus of the
rehearsal, and what learning strategies will be employed in order to work the
5 Did this!
rehearsal threads and accomplish the goals (vowel singing, solfege, in what
keys, counting, count-singing, looping, etc.) This information is on the board.
6. Use of models: Vocal, Aural, kinesthetic, visual: Demonstrations were very clear and with good breath support
Teacher demonstrates appropriate use of aural, kinesthetic and visual 5
modeling to communicate musical concepts and performance style.
and tone.
N/A
I was VERY proud of this lesson. I accomplished all that I wanted to, and learned a lot from my mini
conducting lesson in the middle. I have a problem freeing up my arms, so getting inspired with in-the-moment
ideas really helped me for the final concert. I loved hearing Maggie’s comments about the meaning of the
piece, because it connected perfectly into what I wanted to say from my score study.