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
 OK, with opening procedures, set these processes early so they know how to start a rehearsal. With a
volunteer group, you can always give a little leeway and make these processes fun.
 Try not to explain next steps as you go through your lesson. Just make those decisions as you go.
 When working on style, think “Tongue the off-beat and slur to the down beat.
 Rather than describing by articulation words, do just by sounds. Develop these techniques first, then
add the visual.
 Great pick up by your euphonium player! This can be very effective and you want to connect right
away to music.
 Think about having a groove going for them to work on developing style and fitting in the pocket.
 When they clapped, did it all happen together? Make sure you standardize how they all clap. I would
also have them sizzle and finger…
 Have them play and work through it more before providing specific items to cover.
 Did they transfer the emphasizing the off-beat to the performance? How can you make it more
effective on the transfer?
 Watch out for saying great job… was it great? Think about how you can frame this a bit more.
 Then with a standard like this, you can always start with the head in a Jamey Aebersold recording so
they all become familiar, then branch into the arrangement. Familiarity will allow for more
flexibility in rehearsal.
 You also want to work through larger chunks. With jazz ensemble, you want them to experience the
longevity and work on style and groove.
 Also, in jazz, not every note is important… how do we make those decisions? How can we create a
warm-up that will address the various ideas.
 When you work on releases, think about articulating the releases in jazz. They need articulation just
as much as the beginnings of notes.
 For your set player… be sure you have them accent 2 &4 more on the ride cymbal. Then drag and
pull the stick through the cymbal a bit more.
 Also, the ride cymbal is set really high on the set. I would adjust this a bit as well.
 For the bass player, have her dig into the string a bit more on 2 & 4 for help with that groove as well.
Then add the high hat to help with establishing that groove.
 Move air to the end of the phrase and focus on those ends of notes.
 Your pacing is strong. You move from idea to idea smoothly and well.
 As you watch your own teaching, what are phrases you repeat a lot?
 Jump out from behind the stand a bit more. Engage them a bit more with eye contact. With jazz,
there are a limited amount of lines, so you do not need the score as much.
 With a group like this, I bet you could break this down into 8-meausre chunks and then say, 30
seconds cover measures 42-50. Go! Then have them play it… 3-5 words of advice, loop it again,
provide a concept to focus on again (time, style, groove), play it again… this will help to be more
efficient throughout the rehearsal.
 Hit, back off and crescendo… especially on long notes in the beginning.
 Thanks for letting me jump in! Hopefully some of my modeling helps with continuing to develop
your craft! You have done a great job with them in developing your rapport. They respond well to
you and that was evident since this was your first time in front of them. Great work!
 Overall, you are doing a wonderful job, Drake! The biggest points of focus should be with your
structure of addressing the primary parts of building a piece. Work to establish those procedures
early on in the rehearsal. Rely more on your modeling and less explaining. Come out from behind

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the stand and engage the students more. Be more relaxed throughout. Relax and just make music.
Keep up the great work!
o DP