PLANNING FOR LEARNING: PS III
Related
TQS
Inquiry Question: Strategies
How does specific TQS #3
● Designing a variety
and individualized
assessments that provide
feedback affect
me with the knowledge to
student progress?
effectively assess
students overall abilities,
so I am able to provide
feedback that is
comprehensive
● Communicate my high
expectations for students
through both verbal and
written avenues
● Provide accurate and
individual feedback to a
handful of students each
day
TQS #4 ● Be conscious of the effect
my words have on student
morale. Provide feedback in
a way that honors my
student’s mental health
● Provide opportunities for
students to self-assess and
reflect on their progress
Goal: Provide targeted feedback to students. Students are progressing consistently, while also developing their ability to self-
Resources/Support Evidence of Success Timeline
Required
● Teacher mentor ● Students are applying the September
feedback they are 2023 -
● Resources on
receiving, and their December
effective
overall performance is 2023
assessment
progressing
tools
● Students are eager to
receive new feedback,
signaling that the
feedback they are
receiving is constructive
● Teacher mentor ● Through my consistent
feedback, students are
● Self-assessment
developing their self-
templates or
assessment skills and are
resources
better able to point out
strengths and areas for
growth
assess and move their own progress forward individually outside of class time.

Related
TQS
Inquiry Question: Strategies Resources/Support Evidence of Success Timeline
Required

How does classroom TQS #2
● Actively seek out feedback
management look
from my admin and teacher
different in a music
mentor on how I can improve
classroom, and what
my management
strategies are
effective?
● Seek out new resources on
band or music classroom
specific management
strategies and implement
new techniques as
appropriate
TQS #4 ● Classroom management
strategies are positive,
applicable, and contribute to
a band room environment
conducive to learning,
growing, and working
together as an ensemble
Goal: My music classroom management is on par with my management in a traditional classroom setting, perhaps employing
new or music-specific management strategies to achieve a similar result. Students understand the structures and routines of a
music class and adhere to expectations appropriately.
● Teacher mentor ● Students are engaged September
with the lesson and are 2023 -
● School admin following directions
December
effectively
● Management 2023
resources ● Feedback from admin is
(books, media, becoming proportionally
etc.) more positive. I am being
left to manage my own
classrooms without
additional assistance
from admin or other
teachers
● Teacher ● Unique or specific
mentor situations are handled
using appropriate
● School admin strategies
● Management ● Students feel included
resources and seen in their
(books, classroom. Students are
media, etc.) building interpersonal
relationships through
intentional classroom
strategies
 REFLECTING ON LEARNING PS III
INQUIRY QUESTION: How does specific and individualized feedback affect student progress?

Achievements In Progress Future Considerations

● Students are applying the feedback ● Providing written feedback, particularly ● How can I set up more opportunities for
they are receiving, and their overall in a music setting assessment in music?
performance is progressing
● Summative feedback/self reflection ● How can I ensure feedback is timely?
● Students are eager to receive new opportunities in a music classroom
feedback, signaling that the feedback
they are receiving is constructive

Reflection at End of Term: Positive reinforcement and high expectations have proven successful for student progress. Students are developing
self-assessment and listening skills, and are often able to notice and note different elements in their playing when prompted. Particularly in a
traditional classroom setting, I am working on how to set up assignments to ensure that my feedback can be both effective and timely.

INQUIRY QUESTION: How does classroom management look different in a music classroom, and what strategies are effective?

Achievements In Progress Future Considerations

● Students are engaged with the lesson ● Wait times/pacing ● How can I start class more effectively?
and are following directions effectively ● Looking into and trying new
resources/strategies
● Feedback from admin is becoming
proportionally more positive. I am being
left to manage my own classrooms
without additional assistance from
admin or other teachers
● Unique or specific situations are
handled using appropriate strategies
● Students feel included and seen in their
classroom. Students are building
interpersonal relationships through
intentional classroom strategies
Reflection at End of Term: My management in a music classroom has improved and I feel confident managing a class on my own. My pacing
and wait times are improving but will continue to be worked on. The relationships I have built with my students have had a significant positive
effect on my management.