Lesson Observation

Evidence/Feedback/Progress Form
Kansas State University
0 1 2 3 4
Not Observed Unsatisfactory Developing Meets Standard Exceeds Standard

0 Not Observed: No evidence related to the standard is provided.

1 Unsatisfactory: Unsatisfactory; ineffective; little evidence to support meeting the standard.
2 Developing: Limited or inconsistent evidence to support meeting the standard; approaching
the level of performance for the standard but has not yet reached the standard.
3 Meets Standard: Consistent evidence to support an adequate level of performance for
meeting the standard. This represents the level needed to be a competent
beginner in the first year of teaching.
4 Exceeds Standard: Convincing and consistent evidence to support a high level of performance
for meeting the standard. This represents in-depth understanding and high
levels of effectiveness and innovation in performance.

Category 1: THE LEARNER AND LEARNING 0 1 2 3 4

1. Learner Development
1a. Understands how learners grow and develop. Evidence:
1b. Recognizes that patterns of learning and development vary 
individually within and across the cognitive, linguistic,
social, emotional, and physical areas.

1c. Designs and implements developmentally appropriate,

relevant, and rigorous learning experiences.
2. Learning Differences
2a. Uses an understanding of differences in individuals, cultures, Evidence:
and communities to ensure inclusive learning environments. 
2b. Uses an understanding of differences in individuals, cultures,
and communities to enable each learner to meet rigorous
standards.
3. Learning Environments
3a. Works with others to create environments that support Evidence:
individual and collaborative learning. 
3b. Works with others to create environments that include
teacher and student use of technology.
3c. Works with others to encourage positive social interaction,
active engagement in learning, and self-motivation.
Category 2: CONTENT KNOWLEDGE 0 1 2 3 4
4. Content Knowledge
4a. Understands the central concepts, tools of inquiry, and Evidence:
structures of the discipline(s) he or she teaches. 
4b. Creates learning experiences that make the discipline
accessible and relevant for learners to assure mastery of the
content and provides opportunities for literacy experiences
across content areas.
5. Application of Content
5a. Engages learners through the creation of interdisciplinary Evidence:
lessons and facilitates the examination of issues from 
multiple perspectives through varied communication modes.
5b. Facilitates learning opportunities involving critical and
creative thinking.
5c. Incorporates learning opportunities that involve solving
authentic, real world problems independently and
collaboratively through concept-based teaching.

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 Additional Comments:

Category 3: INSTRUCTIONAL PRACTICE 0 1 2 3 4

6. Assessment
6a. Understands how to use multiple measures to monitor and Evidence:
assess individual student learning. 
6b. Understands how to engage learners in self-assessment.
6c. Understands how to make informed decisions.
7. Planning for Instruction
7a. Plans instruction that supports every student in meeting Evidence:
rigorous learning goals. 
7b. Plans instruction by drawing upon knowledge of content
areas, technology, curriculum, cross-disciplinary skills, and
pedagogy.
7c. Plans instruction based on knowledge of learners and the
community context.
8. Instructional Strategies
8a. Understands and uses a variety of instructional strategies to Evidence:
encourage learners to develop deep understanding of 
content areas and their connections.
8b. Understands and uses a variety of instructional strategies to
encourage learners to build skills to apply knowledge in
relevant ways.
Category 4: PROFESSIONAL 0 1 2 3 4
RESPONSIBILITY
9. Professional Learning and Ethical Practice
9a. Engages in ongoing professional learning. Evidence:
9b. Uses evidence to continually evaluate his/her practice, 
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community) and adapts practice to meet the needs of each
learner.
10. Leadership and Collaboration
10a.Seeks appropriate leadership roles and opportunities to take Evidence:
responsibility for student learning. 
10b.Seeks appropriate leadership roles and opportunities to
collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner
growth.
Category 5: DISPOSITIONS 0 1 2 3 4
11. Professional Dispositions
11a. Values Learning and Professional Development. Dedicated to Evidence:
acquiring and applying new ideas about content, pedagogy, 
and students.
11b. Commits to Professional, Ethical, and Legal Conduct.
Committed to obeying the law and abiding by institutional,
state, and national professional and ethical standards.
11c. Values Positive, Caring, and Respectful Relationships.
Committed to interacting with students, colleagues, and
community members with care, compassion, and respect.
11d. Embraces Diversity, Equity, and Fairness. Recognizes and
values human differences and is committed to meet the
educational needs of all students.
11e. Commits to Wise and Reflective Practice. Dedicated to
careful reflection on instructional decisions and takes actions
to improve professional competence

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General Comments
 Great context for the course!
 So as they do this, what do you hear with their music making? Do you hear them rushing? How
might we address this?
 Very good pacing with moving from idea to idea… now think about providing feedback as you do
this. What is the musical goal? Where do you want them to focus? Let these questions guide your
comments.
 Nice work with considering the labels within the choral rehearsal.
 Great conversational approach to the course. You do a great job of connecting with the students and
they seem to be responding really well.
 You are addressing the right thing when you address verbal tics and feedback words. We need to be
specific, focused, and purposeful in our feedback.
 Moving forward, think about how we can make our feedback more musical and pedagogical.
Challenge the students to focus on developing their own musicality and solving their own problems.
 Good use of questioning with the students. This is a great technique! Younger students just need us
to structure the questions differently. When we talk about scripting questions, it is to better refine
their direction and development.
 The stretching works really well. My question is why the stretches? How does it connect? Do the
students make these connections? How can we draw their attention to it? Just food for thought as
you continue thinking about your lessons.
 Thank you for providing direction while playing! This is a veteran move and very effective!
 Your ability to teach from the piano is fantastic and I really appreciate the direction you have the
piano facing to help with developing momentum of rehearsal, opening of gestures, and clarity of
instruction.
 Great point with the range… a lot of the time, we do not have those contextual factors. I think we
can continue to develop this.
 Love the inclusion of the Peer Gynt Suite. The way you built it by phrase in the vocalises was very
well done.
 Keep providing more feedback about the tone and the buzzing.
 Think about the transition to the piece… use the strategy of “Take out the piece” in Shaping Sound
Musicians or you can ask a question, or develop a warmup that connects to the piece. However, you
want to focus on the transition.
 Good assessment of solfege from your last time rehearsing.
 Now… you move to snapping from playing on the piano. Is there a way that you can have a clear
musical context while you work through these lines and not rely on snaps especially when you are
playing the line on the piano.
 Think about the processing of information. How do we process the information? You do a good job
of isolating rhythm and then add the lyrics. How might you add the notes to internalize the melodies
and harmonies?
 Good idea with teaching from the piano. You will need to often develop this practice for your first
year of teaching. What have been the strengths? Weaknesses? Keep working on this.
 Your gestures are fantastic! You do a great job of connecting from the stage and the change in height
can be intimidating sometimes. Well done!
 Talk about the ends of notes, phrases, and air support.

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 Good use of the white board as a resource. Tell me more about how you used this as a teaching tool!
 Great use of questioning and conversation to drive the rehearsal. It is also a great technique to work
through extended class periods.
 I loved the connection with the group. They are responding so well to you!
 Overall, great work! You have a great connection with your students, and I can feel your energy
throughout the rehearsal. It is tiring to maintain this a 90-minute rehearsal and you do this flawlessly.
I think you can keep refining your sequencing throughout rehearsal to keep improving your students’
musicality. Really well done and I look forward to seeing you teach again soon!
 DP