Student ID

Music Student Teaching

Evaluation Form
Candidate Name: Bonnie Livingston Scorer: Cooperating Teacher University Supervisor

Date of Report: September 20, 2021

Submitted by: J. Rawlings RATING

CRITERIA:

N-Not Observed B-Basic D-Developing P-Proficient N B D P

1. Content Knowledge: Music Education teaching professionals demonstrate a thorough understanding of content and skill knowledge (processes
of creating, performing, and describing), theories, and issues comprising their discipline (mastery of performance/musicianship, conducting, and
rehearsing), including an understanding of cognitive, physical, and social development.
Demonstrates acceptable understanding of musical content and skills:
Demonstrates an ability to hear and correct music notation errors
Demonstrates an ability to sing/play music notation at sight
Models appropriate musical skills
Demonstrates knowledge of musical terminology and symbols
Demonstrates appropriate score analysis techniques (harmonic, rhythmic, structure, understanding of musical
styles)
Demonstrates acceptable understanding of conducting skills:
Executes clear conducting patterns that include appropriate size, style, and tempo
Displays a high level of musicality
Facilitates student performance through clear gestures, independence of hands, and eye contact
Demonstrates acceptable understanding of individual needs related to student learning:
Establishes realistic goals and standards according to student needs
Selects appropriate music literature/materials according to student needs
Anticipates potential student learning challenges
Uses a variety of teaching strategies to accommodate student needs
Demonstrates acceptable technical knowledge of the instruments:
Demonstrates knowledge of fingerings, ranges, transpositions, and playing positions of the instruments
Describes/demonstrates effective articulation/ bowing techniques
Demonstrates knowledge of intonation and balance tendencies of the ensemble
Troubleshoots equipment malfunctions and demonstrates an understanding of basic instrument adjustment and
repair
Demonstrates acceptable technical knowledge of vocal pedagogy:
Demonstrates effective Breath Management
Demonstrates knowledge of Vowels and Consonants
Troubleshoots Intonation issues within the ensemble
Demonstrates knowledge of diverse Vocal Tone/Resonance appropriate for multiple genres
Demonstrates and encourages effective Posture
Troubleshoots Balance and blending issues to work towards a unified choral sound

Fall 2021
 N-Not Observed B-Basic D-Developing P-Proficient N B D P
2. Planning and Instruction/Implementation: The Music Education teaching professionals plan and implement effective, developmentally
appropriate (intellectually, physically, socially, and psychologically) lessons and curricula based upon sound principles of content knowledge, skill
development, and pedagogy. They implement the Utah State Standards in Music Education and use appropriate materials and strategies to develop
students’ critical thinking, problem solving, and performance skills.
Demonstrates acceptable rehearsal/classroom planning:
Anticipates challenges in the musical scores through a warm-up that is appropriate to lesson objectives
Plans ahead adequately by identifying potential pedagogical problems and causes effectively
Creates clear and thorough lesson plans, including appropriate objectives that lead to musical development
Paces the lesson well, maintaining positive balance between instruction and time making and/or experiencing music
Demonstrates acceptable teaching and rehearsal techniques:
Diagnoses specific student music performance challenges
Presents effective solutions to student music performance challenges
Uses a variety of musical rehearsal techniques and displays effective conducting skills
Communicates clearly during rehearsals and utilizes voice modulation, inflection, and projection
Provides appropriate, specific, and positive feedback to students
Paces the rehearsal well
Demonstrates logical rehearsal sequence including a variety of visual and verbal stimuli
Establishes appropriate teacher/student relationships
Asks questions that elicit problem-solving skills and answers student questions effectively
Provides effective guidance through musical demonstrations (e.g., modeling, presentations, recordings)
Incorporates the Utah State Standards effectively
Demonstrates appropriate piano/keyboard skills within the rehearsal
3. Positive Learning Environment: Music Education teaching professionals create safe, healthy, dynamic and motivational learning environments
that encourage every student to meet music standards, to develop musical independence, to become actively involved in music class, and to trust
their peers and adults, take musical risks, and musically collaborate.
Demonstrates acceptable organizational and pedagogical knowledge and techniques:
Develops effective working rapport with students
Demonstrates consistency and fairness to students
Fosters student musical independence
Encourages student feedback and active student involvement
Models responsible and professional behavior, including punctuality and appropriate dress
Attends to the physical conditions of the classroom
Provides a motivating learning environment including approval/disapproval techniques appropriately
Demonstrates effective classroom management including preventative and corrective techniques (e.g., utilizes
student names appropriately)
4. Diverse Learning Environment: Music Education teaching professionals understand the unique nature, abilities, cultures, and characteristics of all
learners and are able to modify instruction so everyone can be successful. They also believe that all students can and should have diverse musical
experiences, and they are committed to teach music in a diverse society to all people regardless of individual difference or ability.
Demonstrates acceptable flexibility and understanding to the teaching/learning situation:
Demonstrates an understanding of students’ intellectual growth and social development
Modifies plans, materials, and teaching to allow for individual differences
Addresses musical styles in a historical and cultural context
As appropriate, provides culturally affirming experiences

Fall 2021
 N-Not Observed B-Basic D-Development P-Proficient N B D P
5. Technology: Music Education teaching professionals effectively utilize technology to enhance students’ learning and professional growth.
Demonstrates appropriate use of technology (as available: computer, internet, MIDI, tuner, metronome,
and recording/playback equipment, etc.):
Uses technology effectively to enhance students’ learning
6. Assessment: Music Education teaching professionals develop and utilize a variety of assessment approaches designed to evaluate student
learning and performance, encourage student reflection and self-evaluation, provide feedback, and shape future lesson planning and curricula.
Demonstrates acceptable techniques for assessment and evaluation:
Effectively assesses student performance in relation to stated goals during and following rehearsals/ teaching
Plans short-term and long-term goals and strategies based on evaluation of previous teaching
Encourages student self-reflection and evaluation as appropriate
Utilizes appropriate technology for assessment and evaluation
7. Collaboration and Outreach: Music Education teaching professionals foster positive relationships and collaborate with a variety of target
groups (e.g., students, colleagues, families, local community members) in order to promote and enhance partnerships among education
stakeholders within the learning environment.
Demonstrates professional growth collegially with others within the learning environment:
Maintains professional rapport with the mentor teacher/supervisor and other personnel
Receives constructive criticism well and works to improve based on recommendations
Communicates well with peers and others to the benefit of the teaching/learning environment
Creates positive relationships with parents/guardians and other relevant school and community members
8. Professional Development: Music Education teaching professionals continually seek to improve their knowledge base and effectiveness as
teachers and make positive contributions to the culture of their field. They reflect on their teaching, student performance, and developments in
the profession to extend their knowledge and refine their philosophy of music education.
Demonstrates acceptable efforts to continue professional development:
Demonstrates resourcefulness to improve skill and augment knowledge base
Attends concerts, conventions, and symposia when available
Reflects on lessons and rehearsals and applies conclusions to improve their teaching
Presents Professional Portfolio for review
9. Personal and Professional Characteristics: Music Education teaching professionals continually seek to improve their personal and
professional characteristics, while ineffective teachers tend to make the mistakes repeatedly. Below is a list of characteristics commensurate with a
stable teaching disposition.
Demonstrates characteristics commensurate with a stable teaching disposition:
Displays enthusiasm and intensity
Displays a positive attitude
Utilizes humor effectively
Displays sincerity and genuine concern for students
Displays confidence
Displays poise in front of students
Behaves in a professional manner
Displays a sense of initiative and self-direction
Student Teacher Professional Progress
Student Teacher Professional Progress (check one)
Professional progress is satisfactory for time and placement.
Professional progress is not satisfactory for time and placement.
Comments: Please provide any additional comments you would like to add regarding this student’s performance on the back of this form.

The results of this observation were discussed with the teacher candidate on September 20, 2021 .
Date

Teacher Candidate

Cooperating Teacher/University Supervisor