3Lesson 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
 I like the set up for this sectional. I noticed the issue with the timing at the beginning… think about
purchasing a Bluetooth speaker to have a back beat going so you can align with musical context
moving forward.
 This will keep you from having to conduct and snap… snapping blisters are the worst in the spring!

 As they play the scale as warm-up, don’t be afraid to provide instruction while they are playing.
 Make some comments as they cross breaks and have those slight pauses. Help them cross these
breaks throughout.
 As you describe the faster air, play it and model what it sounds like correctly and incorrectly. Then
have them practice the air stream.
 You can also have them think of it in cut time. Then, you have your instrument right there… play it
for them! This will help them immensely. You started to reach for your instrument then stopped.
Add this back in.
 Someone has really good vibrato!
 Great work as you work on fingerings for the upper register! You did a fantastic job addressing this.
 Having a musical context will help this immensely.
 Your processing of information and fingerings with them works really well.
 Your use of the physiological metaphor of the egg in the mouth is fantastic.
 Giving them a chance to experiment and improvise is very good as well. Having the musical context
will be very beneficial as well. Then I would actually have them play patterns in call and response
first. Then we would go to the scale. Build the scale incrementally.
 You could also lead to a “lick” from the piece the director wanted you to get them ready for. This
will allow them to have an “aha!” moment.
 Your balance of one-on-one teaching with group lesson is very strong. You do a great job of
connecting and then working and fixing issues as they emerge. You also celebrate with them which
is also very important.
 Use more modeling to share what you want rather than trying to describe it.
 You are very effective in working with them individually as they encounter problems.
Band Rehearsal
 As students come in or prepare for a transition, be sure you define how to warm-up and how to
practice for the upcoming tune. Train them to work in the way you want them to work.
 Then for the podium, consider it a sacred space. Train them how you want to use the podium. When
you stand on it what should happen? Define this as well as when arms are up, when arms are down,
when you are standing to the side, and when you are off but still in the room. This will help over all.
 As I am listening to this… are we hitting all of the right notes? If not, how do we process this
information?
 Think through the process of teaching a line and apply it directly to this class. Count, count and
finger, sizzle and finger, sizzle and finger with a model, and then play. Do this first in 4 measure
chunks. If it is too easy, go 8, too difficult, go 2.
 Good idea to do 30 seconds on your own, but you have to teach them how to practice.
 Go right into playing from the 30 seconds, then ask the awareness notes after the first run. This is a
good chop break strategy.
 You will notice more and more drop out. Build this from the ground up.
 Work to model more from the front and from the podium.
 Don’t worry about the flute soli… but I think you could go for it… but keep the pacing going.

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 Notice how your CT isolates that… he builds with counting, counting and fingering, some singing,
and then playing. With a younger ensemble like this, you will not be able to do long passages like
this until you learn it… you will need to teach this in chunk.
 When you have them practice it, they are practicing it wrong, so then we don’t get the impact we
want from this strategy. We first have to get the right notes and rhythms and teach them how to
practice then jump into giving them the 30 seconds.
 Overall, you have a great foundation. This is a fantastic first visit. Refer back to our discussions and
experiences in MUSIC 513 and see how to work and teach a line. Transfer this to the rehearsal hour
and use the same strategies. Make the pacing fast and you do this by doing shorter chunks. Follow
the script and then move to the next. Refer back to the powerpoint that talks about all 7 steps, move
to next chink (all 7 steps) then combine to 4-bar chunk and do like 1-3-5 or something like this. Then
work to add modeling more into your teaching. I can tell the students enjoy being in your classroom.
Just keep working on your craft! Keep up the great work!
o DP