COLLEGE SUPERVISOR HANDBOOK
The Crane School of Music
State University College at Potsdam
Prepared by:
Dr. Mark Campbell, Music Education
Dr. Daniel Gordon, Chair of Music Education
Dr. Robyn Hosley, Music Education
Mrs. Tammara Madeja, Sponsor Teacher
Dr. Peter McCoy, Music Education
Revised Edition: June 2011
ROLE OF THE COLLEGE SUPERVISOR .............................................................................. 3
Responsibilities of the College Supervisor ......................................................................... 3
Suggested Outline of Supervision ....................................................................................... 4
Records and Reports ........................................................................................................... 5
Supervisory Loads .............................................................................................................. 6
COLLEGE SUPERVISOR CHECKLIST .................................................................................. 7
SCHEDULE OF INCREASING TEACHING RESPONSIBILITIES ....................................... 8
Student Teacher / College Supervisor Conference Report ......................................................... 9
Mid-Quarter Evaluation Form .................................................................................................. 10
Student Teacher Summative Report Form ................................................................................ 14
2
ROLE OF THE COLLEGE SUPERVISOR
Although a member of the college faculty, most of the college supervisor’s work takes place
in school settings rather than on the college campus. S/he resides in the student teaching area
where s/he has supervising responsibility and is readily available to student teachers and
public school personnel for consultation and assistance. The college supervisor serves as a
liaison between the college and cooperating schools, providing schools with information
about student teachers and the program, and communicating schools’ suggestions to the
college. As in any field-based program, the supervisor must bridge the gap between two
institutions that have different clientele and goals.
The supervisor attempts to design and implement the most appropriate and effective
experiences for each student teacher, always including the analysis of teaching. S/he strives to
build and maintain a flexible pattern of cooperative procedures that will involve in appropriate
ways public school and college personnel who may contribute to the professional growth of
student teachers. The college supervisor is a force for revision and refinement of the teacher
education program.
Responsibilities of the College Supervisor
Placement Process

Mail questionnaire to area Music Directors to request their suggestions and
recommendations of sponsor teachers.

Establish a data base of area sponsor teachers.

Interview student teachers individually on campus.

Hold a group meeting for area student teachers on campus to review expectations.

Contact sponsor teachers to arrange placements (one elementary general music and
one secondary placement in the area of the student teachers performance
concentration).

Mail Authorization for Placement of Student Teacher to school administrators.

Notify secretary to Chair of Music Education of placements when authorized, and
seminar dates.
Preparation for Semester

Schedule orientation meeting date (prior to the start of student teaching).

Schedule seminar meeting dates (e.g., at local library)
3

Mail placement list and suggested housing recommendations (gathered from
former area student teachers) to secretary to Chair of Music Education.

Prepare seminar teaching materials from the list of common topics in student
teacher handbook.
Suggested Outline of Supervision
A goal of the supervisory program is to observe and conference with each student teacher on a
regular basis throughout the semester. The supervisor attempts to observe the student teacher
in a variety of teaching-learning situations (various grade levels, classroom music and
rehearsals). One informal visit and three formal observations are recommended per quarter. It
is ideal if the lesson observations can be scheduled when followed by a planning period to
allow sufficient time for conferencing.
Guidelines for the Initial Visitation

Schedule an informal visit during first week of each quarter to review student
teaching requirements and sponsor teacher obligations.

Check on the general well being of the student teacher and discuss any problems
they may be encountering in school or out of school (housing, transportation, etc.).

Encourage the sponsor teacher to provide frequent examples of modeling and
opportunities for feedback discussion of observations.

Review the schedule for the gradual process of the student teacher assuming
teaching responsibilities.

Stress with the student teacher and sponsor teacher the absolute necessity of
pinpointing and discussing problems or potential problems early in the experience.

Be certain the sponsor teacher and student teacher have a phone number where
they can contact you.
Guidelines for the First Observation

Observe a class/lesson and hold an instructional conference as soon after the
observation as possible.

Confer with the sponsor teacher (individually or in a three-way conference)
concerning the progress of the student teacher. Identify and reinforce teaching
behaviors and assist in strengthening those skills that need improvement with
specific suggestions. Student teacher self-evaluation is stressed in the conferencing
process.
4

Complete a conference report to summarize the instructional conference.

Check student teachers’ progress on standards projects and record keeping/data
collection.
Guidelines for the Mid-Quarter Observation and Conference

Observe a class/lesson or a rehearsal and hold an instructional conference as soon
after the observation as possible.

Schedule a three-way conference to review the mid-quarter report and gather input
concerning the student teacher’s progress at that stage of the student teaching
experience. Specific strengths and weaknesses are identified and specific goals are
established to help guide the development of the student teacher.

Complete a conference report or a rehearsal observation to summarize the
instructional conference.

Check student teachers’ progress on standards projects and record keeping/data
collection.
Guidelines for the Final Conference

Videotape the lesson or rehearsal for student teacher to complete their

videotape analysis project.

Confer with the sponsor teacher concerning the progress of the student teacher.

Encourage opportunities for the student teacher to observe other classes/teachers.

Remind the sponsor teacher to mail their reference letter to you as soon after the
completion of the student teaching assignment as possible.

Provide sponsor teacher with a thank you letter indicating that you enjoyed
working with them.
Records and Reports

Report to the Chair of Music Education concerning any student teacher not making
satisfactory progress.

Keep a copy of the written conference report provided to the student teacher after
each observation (or rehearsal observation following the observation of a
rehearsal).

Keep a copy of the mid-quarter report submitted by the sponsor teacher.
5

Write and mail a typed reference letter for each student teacher supervised to the
secretary to the Chair of Music Education as soon after the completion of the
semester as possible.

Collect the student teacher evaluations of college supervisor forms.

Submit a travel voucher once a month to the secretary to the Dean of Music.

Summary report of the circumstances and disposition of all cases in which a
student teacher withdraws from student teaching, is removed from a situation, or is
given a “unsatisfactory” or an “incomplete” at the end of an assignment.
Supervisory Loads

A normal full-time load for off-campus supervisors at Potsdam College is 18 student
teachers. When the supervisor teaches some undergraduate or graduate courses, this
load is lessened accordingly. In addition to supervising student teachers, these faculty
members offer support for the continued professional growth of Crane graduates and
contribute to the work of the college in recruitment and alumni activities.

The excellence of The Crane School of Music’s student teaching program is, in part,
sustained through regular visitations by our college supervisors, as opposed to a
situation wherein the music teacher is the only supervisor and the student receives no
guidance or reinforcement from his/her institution.
6
COLLEGE SUPERVISOR CHECKLIST
The following checklist provides a guide for the responsibilities of the college supervisor:
______Review student teacher
transcripts and information sheets
______Ensure that sponsor teachers
offer regular feedback to
student teachers
______Contact sponsor teachers to
arrange placements
______Collect final reference
letters from sponsor teachers
______Receive building principal
authorization for placements
______Discuss professional standards
(based on the INTASC Standards of
Professional Practice)
______Notify Potsdam of placements
and seminar dates
a. knowledge of content
b. child development and
learning theories
c. knowledge of student
differences
d. instructional skills
e. management and motivation
f. communication skills
g. planning skills
h..assessment of student
learning
i. Reflection on practice
j. participation in the
professional community
______Hold orientation meeting
______Schedule initial visitations
______Assist in the improvement of the
student teacher’s instructional
skills through observation and
conference
______Confer regularly with the sponsor
teacher concerning the progress of
the student teacher
______Provide written copy of the
observation report to student
teacher
______Write letters of reference
______Keep track of student teacher
absences and tradiness
______Check on student teachers’ progress
on standards projects and
record keeping/data collection
______Notify Chair of Music
Education immediately
of any concerns
______Hold three-way conference to
review sponsor teacher’s
mid-quarter report
______Provide written evaluation
and specific recommendations
for improvement to any student
teacher making unsatisfactory progress
7
SCHEDULE OF INCREASING TEACHING RESPONSIBILITIES
Week TEACHING DUTIES
CONFERENCING SUGGESTIONS
(Standards of Professional Practice)
1
Observation and Orientation
Activities: Student teacher will
observe but may assist in lesson
planning, small group work,
grading papers, or participate in
class activities or extra-curricular
events.
Planning Skills (7): Discuss lesson planning, objectives,
share short and long-term goals.
Instructional Skills (4): Share resources and materials, discuss
multiple teaching techniques, monitoring student learning and
adjusting teaching strategies.
Knowledge of Content (1): Share musical background and
skills. Identify student teacher’s areas of expertise, share
knowledge of repertoire and teaching materials.
2–3
Introductory Teaching:
Student teacher assumes partial
responsibility for instruction by
team teaching with sponsor
teacher or teaching from sponsor
teacher’s plans. Sponsor teachers
should supervise and model
while conferencing regularly
with the student teacher.
Adapting Instruction for Individual Needs (3):
Share and model methods for teaching a variety of levels
within the classroom such as adaptation of assignments,
questioning techniques, use of auditory, visual, and
kinesthetic experiences, use of technology
and other resources.
Management and Motivation (5): Discuss classroom
management policies and procedures, need for
clear directions, pacing, and positive atmosphere.
4–5
Increased Teaching: Student
teacher assumes planning and
teaching responsibilities for a
significant portion of the school
day. Sponsor teachers continue to
supervise and model for student
teachers. Conference regularly
and discuss recommendations
for continued improvement and
and success. Student teachers
should reflect on teaching and
identify strengths and weaknesses.
Child Development and Learning (2): Draw
connections between music and life experiences, discuss
pre-conceptions students bring to learning situations and
methods to design lessons which are age-appropriate.
Communication (6): Encourage the student teacher to
speak and write correctly and expressively, develop
questioning techniques which stimulate classroom
discussions, and integrate technology into the curriculum
in meaningful ways.
6 –7
Independent Teaching:
Student teacher should assume
full responsibility for planning
and teaching for 3-5 days.
Assessment of Student Learning (8): Discuss the need for a
variety of assessment tools and making assessment meaningful
for the student through clear, accurate feedback and self-evaluation
Participation in the Professional Community (10):
Provide opportunities for student teachers to participate in
department meetings, conduct in rehearsals and evening concerts,
coordinate special projects with small groups outside of school.
8
Phase-Out: Sponsor teacher reReflects on Practice (9): Discuss student teacher’s
assumes primary responsibilities goals to improve as a teacher. Complement the student
to ensure a smooth transition.
teacher on the growth demonstrated throughout the
The student teacher may observe student teaching program.
other classrooms and music
teaching areas.
NOTE: Student teachers should not be left alone for several hours. Sponsor teachers should drop in and out of
the room periodically even when the student teachers are in the independent teaching stage. If possible, a work
area could be set up within earshot of the classroom.
8
THE CRANE SCHOOL OF MUSIC
STATE UNIVERSITY COLLEGE at POTSDAM
Student Teacher / College Supervisor Conference Report
Name
Date
School
Classes
Supervisor Signature
Date
Student Teacher Signature
Date
9
The Crane School of Music
Mid-Quarter Evaluation Form
Name of Student Teacher
Name of Person Completing This Form
Name of College Supervisor
Date
Please write score in the column at the far right. If a criterion has not been observed, please write N/A in the appropriate space.
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
0
1
2
3
Does not demonstrate mastery of
all of the national standards for
music education. Does not
demonstrate a working knowledge
of repertoire or appropriate
literature.
Does not perform in a
distinguished manner on primary
instrument/voice. Often gives false
information (i.e., facts, fingerings,
embouchure settings, or vocal
production) to students. Does not
use singing appropriately in
teaching or rehearsal situations.
Does not demonstrate a clear beat
pattern. Does not show evidence
of detailed score preparation.
Does not plan an effective
rehearsal designed to implement
specific instructional objectives.
Unable to detect errors, diagnose
or solve performance problems.
Sometimes unable to demonstrate
mastery of some of the national
standards for music education.
Sometimes does not display a
working knowledge of repertoire or
appropriate literature.
Sometimes does not perform in a
distinguished manner on primary
instrument/voice. Sometimes does
not use singing appropriately in
teaching or rehearsal situations.
Sometimes unable to accurately
reproduce or notate an
aural/rhythmic example.
Does not consistently demonstrate a
clear beat pattern. Insufficient
preparatory gestures, eye contact,
cues, and cut-offs. Uses “mirroring”
too often. Sometimes unable to
detect errors, not consistent in
implementing strategies to improve
them.
Demonstrates mastery of the national standards
for music education. Displays a working
knowledge of repertoire and appropriate
literature for the musical situation.
Communicates musical knowledge and skills
from a bias-free, multicultural perspective.
Performs in a knowledgeable manner on primary
instrument or voice. Knows the capabilities of
instruments/voice and uses singing appropriately
in teaching and rehearsal situations. Able to
accurately reproduce or notate an
aural/rhythmic example.
Demonstrates mastery of all the national
standards for music education. Articulates a
distinguished knowledge of repertoire and
literature for music situations. Consistently
communicates musical knowledge and skills from
a bias-free, multicultural perspective.
Performs in a distinguished and knowledgeable
manner on a primary instrument or voice. Knows
in detail the capabilities of instruments or vocal
production. Always uses singing appropriately in
teaching and rehearsal situations. Consistently
reproduces or notates aural/rhythmic examples.
Conducts with a clear beat pattern that most
often reflects the style of the music. Uses good
preparatory gestures, eye contact, cues, cut-offs,
and limited use of “mirroring.” Able to detect
errors and implement strategies to correct them.
Uses effective warm-up and tuning procedures.
Demonstrates good balance between sectional
drill and ensemble rehearsal.
Does not demonstrate sufficient
classroom piano skills or the ability
to improvise accompaniments on
at least one accompanying
instrument. Unable to perform on
secondary instruments.
Makes errors during
accompaniment and finds it difficult
to maintain eye contact with
students and accompany at the
same time. Performs proficiently on
only some secondary instruments.
Possesses sufficient classroom piano skills.
Accompanies songs and improvises
accompaniments on at least one accompanying
instrument. Performs proficiently on secondary
instruments.
Conducts clear beat patterns; executes subdivision, cues, and cut-offs. Executes left hand
dynamics and tempo changes. Conducts
expressively with facial expressions and body/arm
movement that reflects the character and style of
the music. Diagnoses and solves performance
problems. Establishes effective eye contact with
students. Gives clear musical explanations.
Maintains an effective rehearsal pace.
Possesses excellent classroom piano skills. Can
play pieces from chord progressions designated by
letter/number symbols. Prepares
accompaniments of appropriate difficulty.
Performs proficiently on all secondary
instruments.
1.Knowledge of
Content
1.1 Shows
command of
subject matter
1.2
Displays a high
level of
musicianship
1.3 Demonstrates
clear conducting
technique and
knowledge of
rehearsal
technique
1.4 Demonstrates
the ability to
accompany and
model on
secondary
instruments
10
Score
or
N/A
Mid-Quarter Evaluation Form (Page 2)
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
0
1
2
3
Does not demonstrate the ability
to plan learning opportunities that
support students’ cognitive,
affective, and psychomotor
development. Does not make
connections to real-live everyday
learner experiences.
Sometimes uses techniques and
terminology that are above or below
the level of the students. Plans
lessons that are too easy or too
challenging for the age and/or
experience level of the students.
Designs learning opportunities that support
students’ overall development. Works well with
students of different ages, abilities, and
aptitudes.
Provides learning opportunities that support
students’ intellectual, social, and personal
development. Uses examples related to learner
experiences. Works well with students of
different ages and abilities. Is able to evaluate
musical backgrounds, attitudes, interests, and
abilities of students.
Does not create instructional
opportunities that are adapted to
diverse learners. Does not teach at
the appropriate cognitive level of
understanding.
Sometimes creates instructional
opportunities that are adapted to
diverse learners and accommodates
varying learner styles, but
implementation is inconsistent.
Creates instructional opportunities that are
adapted to diverse learners and uses teaching
methods which respond to learner needs.
Accommodates various learner styles (auditory,
visual, and kinesthetic)
Selects resources to meet the range of individual
needs (special learners to gifted). Is familiar with
special education laws and teaching strategies for
special education students.
Accepts a low level of effort and
performance from the students.
Works well with high achievers but
does not provide an opportunity for
low achievers to succeed. Does not
hold learners accountable for
learning.
Is usually successful at providing opportunities
for all students to succeed. Holds learners
accountable for learning.
Provides all students with an opportunity to
succeed. Expects all learners to succeed. Selects
the most effective methods for helping each
student achieve maximum musical awareness and
satisfaction.
Does not check for understanding
by eliciting overt behaviors from
the students. Does not organize
time to maintain an effective
lesson pace or maximize
instructional time.
Occasionally checks for
understanding but not often
enough. Is often unaware that
some students are not “getting it.”
Often checks for understanding by eliciting overt
behavior from the students. Organizes time to
maintain an effective lesson pace and to
maximize instructional time.
Frequently checks for understanding and adjusts
the teaching when students don’t “get it.”
Demonstrates flexibility in altering educational
plans if unexpected situations occur. Allows for
reflection and closure as appropriate.
Does not maximize students’ time
on task or use principles of
retention.
Does not keep students actively
involved in learning. Lessons and
rehearsals are teacher centered
rather than student centered.
Students are on task and cooperative from bell
to bell. Uses principles of retention such as
modeling and guided practice.
Maintains students’ time on task effectively.
Encourages students to actively participate.
Effectively maintains the attention of the students
with dramatization, humor, praise, enthusiasm,
and encouragement.
Does not use a variety of ways to
deliver instruction.
Plans lessons that do not always
meet the interests of the students.
Plans and presents lessons that are interesting,
meaningful, and enjoyable for students of
varying interests and abilities.
Designs lessons based on the prior knowledge,
experiences and skills that students of different
ages bring to the learning. Presents subject
matter to students through analogies, metaphors,
experiments, demonstrations, and illustrations.
2. Child Development
and Learning
2.1 Understands
how children
learn and develop
3. Knowledge of
Student Differences
3.1
Accommodates
for individual
differences
3.2
Communicates
high expectations
for learning
4. Instructional Skills
4.1 Monitors the
learners and
adjusts the
teaching
4.2 Engages
learners in
instruction
4.3 Fosters
multiple ways of
knowing
11
Score
or
N/A
Mid-Quarter Evaluation Form (Page 3)
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
0
1
2
3
5. Management and
Motivation
5.1 Manages
space, time and
materials to
support
instruction.
5.2 Manages
student behavior
effectively
5.3 Uses
principles of
motivation
The learning area is not arranged
before the class arrives to support
the learning. Does not give clear
directions. Transitions are not
smooth causing a loss of
instructional time.
Instructional materials are in place
but are not used effectively or
efficiently. Directions and
explanations are sometimes
effective.
The desks (stands), chairs, etc., are set up before
the students arrive. Uses time efficiently, gives
clear, concise directions and explanations.
Stimulates and maintains student attention,
transitions are smooth.
Arranges the learning area prior to the lesson.
Gives clear, concise directions, procedures, and
explanations. Uses time and materials efficiently.
Makes materials readily accessible to learners.
Transitions are smooth with no loss of
instructional time.
Is often unable to maintain control
of student behavior. Has not
established classroom rules and
routines or standards of conduct.
Is inconsistent in managing student
behavior. Does not respond
appropriately to misbehavior.
Monitors learner behaviors and is alert to
misbehavior. Uses appropriate and measured
prompts, when necessary, to refocus students’
attention. Respects students’ dignity and helps
them develop self-control.
Establishes classroom rules and routines that
promote instruction. Standards of conduct are
clear to all students. Response to misbehavior is
appropriate, successful, and respects students’
dignity. Handles discipline fairly and consistently.
Relies on legal authority to
motivate student performance.
Does not use positive
reinforcement or acknowledge
learners’ success.
Relies mainly on reward and
punishment to encourage student
participation instead of motivating
students to learn through interest
and success.
Is able to convey to the students the importance
of the work at hand, is able to encourage
students to produce a high quality of work, and
is able to develop a classroom atmosphere
where a high level of behavior is expected.
Demonstrates genuine caring and respect for
individual students. Motivates students to learn
by appropriately raising or lowering the levels of
concern. Uses positive reinforcement and
behavior prompts to increase desired behavior.
Rewards learner success.
Does not communicate daily
objectives to the students. Does
not use a variety of instructional
material or technology.
Is not consistent in writing
objectives and/or communicating
them to the students. Does not use
enough variety of questioning
techniques.
Clearly writes and states instructional objectives
and consistently communicates them to the
students. Uses a variety of instructional
materials and questioning techniques.
Communicates instructional objectives effectively
through use of a variety of instructional materials,
media and/or technology to add instructional
impact. Employs a wide variety of questioning
techniques. Responds constructively to learner
questions and contributions, and builds upon
student responses.
Speech and written language are
not clear and correct. Vocabulary
is not appropriate to students’
ages. Lack of variation in voice
quality.
Spoken and/or written directions
and explanations are sometimes
confusing.
Speech and written language are clear and
correct. Vocabulary is appropriate to students’
ages. Possesses voice quality (pitch, speed,
volume) conducive to oral communications.
Uses knowledge of effective verbal and nonverbal
communication techniques. Vocabulary is
appropriate to students’ ages and interests.
Possesses voice quality conducive to oral
communication. Communication is honest and
tactful.
Does not write daily lesson plans
for all lessons taught. Lessons are
not designed sequentially. Does
not incorporate music standards in
lessons.
Lessons are not well planned.
Instruction has little sequence or
flow or does not achieve objectives.
Sometimes selects appropriate
teaching strategies.
Lesson plans are well-constructed and lead to
well-organized lessons. Incorporates recognized
curricular guidelines and music standards.
Selects appropriate teaching strategies and
activities.
Defines and sequences objectives for instruction
at the correct level of difficulty (Bloom’s
Taxonomy). States objectives in terms of
observable student behavior and uses a variety of
methods and innovative approaches.
6. Communication
Skills
6.1
Communicates
major concepts
and principles of
subject matter
6.2 Demonstrates
exemplary
communication
skills
7. Planning Skills
7.1 Structures a
highly coherent
lesson
12
Score
or
N/A
Mid-Quarter Evaluation Form (Page 4)
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
Score
or
N/A
0
1
2
3
Does not have clear assessment
criteria. Does not monitor the
learners’ ongoing performance.
Has no method for recording
student progress.
Has some assessment criteria but
does not monitor ongoing student
performance in terms of the criteria.
Does not have enough variety of
formal and informal evaluation
techniques.
Assessment criteria and standards are clear.
Uses a variety of formal and informal evaluation
techniques and assessment techniques for
measuring student growth and understanding.
Has clear assessment criteria and standards and
communicates them to students. Monitors
ongoing performance of learners. Involves
learners in self-assessment activities. Maintains
an effective method for recording student
progress.
Does not exercise professional
judgment or maintain appropriate
professional behaviors. Is not
dependable or cooperative. Does
not implement suggestions. Fails
to complete assigned tasks and
duties.
Does not always express a sincere
interest or enthusiasm for teaching.
Occasionally needs to be reminded
to attend to assigned tasks and
duties. Reluctantly accepts and acts
upon constructive criticisms.
Does not demonstrate
responsibility for on-going selfevaluation and self-reflection in
teaching effectiveness.
Needs reminding to complete
reflective observation and journal
entries. Is not able to critically
examine own teaching practice or
recognize where improvement is
needed.
Is dependable, cooperative and assumes
responsibility. Exercises professional judgment.
Demonstrates interest in professional growth
and development. Accepts and acts upon
constructive suggestions and avoids blaming
others. Follows through on assigned tasks and
duties. Reflects professional taste in appearance
and manners.
Able to critically examine own teaching practice
and recognize where improvement is needed.
Accepts and acts upon constructive suggestions
and avoids blaming others. Completes reflective
observation and journal entries on time.
Always attends to assigned tasks or duties on
schedule without prompting. Appears deeply
committed to the teaching profession. Exhibits
openness and flexibility in making rational
decisions. Implements suggestions and shows
desire for improvement. Seeks opportunities to
work with colleagues to learn and grow
professionally.
Pursues knowledge about current thinking, trends,
and practices. Demonstrates responsibility for ongoing self-evaluation and self-reflection in
teaching effectiveness.
Does not work collaboratively with
others or respect the ideas of
others. Does not demonstrate tact
or discretion in communication.
Is sometimes shy in interactions
with students/peers/others. Does
not seek opportunities to volunteer
for activities outside of own
classroom.
Works effectively as a member of a professional
team. Relates easily and establishes positive
interactions with students, colleagues, parents,
and administrators. Respects the confidentiality
of student information.
Establishes a positive rapport with everyone in the
school community. Seeks opportunities to
volunteer for activities outside of own classroom
including enrichment or remedial. Demonstrates
tact and discretion in communication with all
constituencies.
8. Assessment of
Student Learning
8.1 Uses a variety
of methods to
assess student
learning
9. Reflects on Practice
9.1 Demonstrates
initiative and
enthusiasm for
teaching
9.2 Engages in
professional
reflection on
teaching
10. Participation in
the Professional
Community
10.1 Maintains
effective working
relationships
Supporting Commentary
Strengths:
Areas for Growth:
Revised 6/11
13
The Crane School of Music
Student Teacher Summative Report Form
Name of Student Teacher
Name of Person Completing This form
Name of College Supervisor
Date
Please write score in the column at the far right. If a criterion has not been observed, please write N/A in the appropriate space.
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
0
1
2
3
1.1 Shows
command of
subject matter
Does not demonstrate mastery of
all of the national standards for
music education. Does not
demonstrate a working knowledge
of repertoire or appropriate
literature.
Sometimes unable to demonstrate
mastery of some of the national
standards for music education.
Sometimes does not display a
working knowledge of repertoire or
appropriate literature.
Demonstrates mastery of the national standards
for music education. Displays a working
knowledge of repertoire and appropriate
literature for the musical situation.
Communicates musical knowledge and skills
from a bias-free, multicultural perspective.
Demonstrates mastery of all the national
standards for music education. Articulates a
distinguished knowledge of repertoire and
literature for music situations. Consistently
communicates musical knowledge and skills from
a bias-free, multicultural perspective.
1.2
Displays a high
level of
musicianship
Does not perform in a
distinguished manner on primary
instrument/voice. Often gives false
information (i.e., facts, fingerings,
embouchure settings, or vocal
production) to students. Does not
use singing appropriately in
teaching or rehearsal situations.
Sometimes does not perform in a
distinguished manner on primary
instrument/voice. Sometimes does
not use singing appropriately in
teaching or rehearsal situations.
Sometimes unable to accurately
reproduce or notate an
aural/rhythmic example.
Performs in a knowledgeable manner on primary
instrument or voice. Knows the capabilities of
instruments/voice and uses singing appropriately
in teaching and rehearsal situations. Able to
accurately reproduce or notate an
aural/rhythmic example.
Performs in a distinguished and knowledgeable
manner on a primary instrument or voice. Knows
in detail the capabilities of instruments or vocal
production. Always uses singing appropriately in
teaching and rehearsal situations. Consistently
reproduces or notates aural/rhythmic examples.
Does not demonstrate a clear beat
pattern. Does not show evidence
of detailed score preparation.
Does not plan an effective
rehearsal designed to implement
specific instructional objectives.
Unable to detect errors, diagnose
or solve performance problems.
Does not consistently demonstrate a
clear beat pattern. Insufficient
preparatory gestures, eye contact,
cues, and cut-offs. Uses “mirroring”
too often. Sometimes unable to
detect errors, not consistent in
implementing strategies to improve
them.
Conducts with a clear beat pattern that most
often reflects the style of the music. Uses good
preparatory gestures, eye contact, cues, cut-offs,
and limited use of “mirroring.” Able to detect
errors and implement strategies to correct them.
Uses effective warm-up and tuning procedures.
Demonstrates good balance between sectional
drill and ensemble rehearsal.
Does not demonstrate sufficient
classroom piano skills or the ability
to improvise accompaniments on
at least one accompanying
instrument. Unable to perform on
secondary instruments.
Makes errors during
accompaniment and finds it difficult
to maintain eye contact with
students and accompany at the
same time. Performs proficiently on
only some secondary instruments.
Possesses sufficient classroom piano skills.
Accompanies songs and improvises
accompaniments on at least one accompanying
instrument. Performs proficiently on secondary
instruments.
Conducts clear beat patterns; executes subdivision, cues, and cut-offs. Executes left hand
dynamics and tempo changes. Conducts
expressively with facial expressions and body/arm
movement that reflects the character and style of
the music. Diagnoses and solves performance
problems. Establishes effective eye contact with
students. Gives clear musical explanations.
Maintains an effective rehearsal pace.
Possesses excellent classroom piano skills. Can
play pieces from chord progressions designated by
letter/number symbols. Prepares
accompaniments of appropriate difficulty.
Performs proficiently on all secondary
instruments.
1.Knowledge of
Content
1.3 Demonstrates
clear conducting
technique and
knowledge of
rehearsal
technique
1.4 Demonstrates
the ability to
accompany and
model on
secondary
instruments
Student Teacher Summative Report Form (Page 2)
14
Score
or
N/A
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
0
1
2
3
Does not demonstrate the ability
to plan learning opportunities that
support students’ cognitive,
affective, and psychomotor
development. Does not make
connections to real-live everyday
learner experiences.
Sometimes uses techniques and
terminology that are above or below
the level of the students. Plans
lessons that are too easy or too
challenging for the age and/or
experience level of the students.
Designs learning opportunities that support
students’ overall development. Works well with
students of different ages, abilities, and
aptitudes.
Provides learning opportunities that support
students’ intellectual, social, and personal
development. Uses examples related to learner
experiences. Works well with students of
different ages and abilities. Is able to evaluate
musical backgrounds, attitudes, interests, and
abilities of students.
Does not create instructional
opportunities that are adapted to
diverse learners. Does not teach at
the appropriate cognitive level of
understanding.
Sometimes creates instructional
opportunities that are adapted to
diverse learners and accommodates
varying learner styles, but
implementation is inconsistent.
Creates instructional opportunities that are
adapted to diverse learners and uses teaching
methods which respond to learner needs.
Accommodates various learner styles (auditory,
visual, and kinesthetic)
Selects resources to meet the range of individual
needs (special learners to gifted). Is familiar with
special education laws and teaching strategies for
special education students.
Accepts a low level of effort and
performance from the students.
Works well with high achievers but
does not provide an opportunity for
low achievers to succeed. Does not
hold learners accountable for
learning.
Is usually successful at providing opportunities
for all students to succeed. Holds learners
accountable for learning.
Provides all students with an opportunity to
succeed. Expects all learners to succeed. Selects
the most effective methods for helping each
student achieve maximum musical awareness and
satisfaction.
Does not check for understanding
by eliciting overt behaviors from
the students. Does not organize
time to maintain an effective
lesson pace or maximize
instructional time.
Occasionally checks for
understanding but not often
enough. Is often unaware that
some students are not “getting it.”
Often checks for understanding by eliciting overt
behavior from the students. Organizes time to
maintain an effective lesson pace and to
maximize instructional time.
Frequently checks for understanding and adjusts
the teaching when students don’t “get it.”
Demonstrates flexibility in altering educational
plans if unexpected situations occur. Allows for
reflection and closure as appropriate.
Does not maximize students’ time
on task or use principles of
retention.
Does not keep students actively
involved in learning. Lessons and
rehearsals are teacher centered
rather than student centered.
Students are on task and cooperative from bell
to bell. Uses principles of retention such as
modeling and guided practice.
Maintains students’ time on task effectively.
Encourages students to actively participate.
Effectively maintains the attention of the students
with dramatization, humor, praise, enthusiasm,
and encouragement.
Does not use a variety of ways to
deliver instruction.
Plans lessons that do not always
meet the interests of the students.
Plans and presents lessons that are interesting,
meaningful, and enjoyable for students of
varying interests and abilities.
Designs lessons based on the prior knowledge,
experiences and skills that students of different
ages bring to the learning. Presents subject
matter to students through analogies, metaphors,
experiments, demonstrations, and illustrations.
2. Child Development
and Learning
2.1 Understands
how children
learn and develop
3. Knowledge of
Student Differences
3.1
Accommodates
for individual
differences
3.2
Communicates
high expectations
for learning
4. Instructional Skills
4.1 Monitors the
learners and
adjusts the
teaching
4.2 Engages
learners in
instruction
4.3 Fosters
multiple ways of
knowing
Student Teacher Summative Report Form (Page 3)
15
Score
or
N/A
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
0
1
2
3
5. Management and
Motivation
5.1 Manages
space, time and
materials to
support
instruction.
5.2 Manages
student behavior
effectively
5.3 Uses
principles of
motivation
The learning area is not arranged
before the class arrives to support
the learning. Does not give clear
directions. Transitions are not
smooth causing a loss of
instructional time.
Instructional materials are in place
but are not used effectively or
efficiently. Directions and
explanations are sometimes
effective.
The desks (stands), chairs, etc., are set up before
the students arrive. Uses time efficiently, gives
clear, concise directions and explanations.
Stimulates and maintains student attention,
transitions are smooth.
Arranges the learning area prior to the lesson.
Gives clear, concise directions, procedures, and
explanations. Uses time and materials efficiently.
Makes materials readily accessible to learners.
Transitions are smooth with no loss of
instructional time.
Is often unable to maintain control
of student behavior. Has not
established classroom rules and
routines or standards of conduct.
Is inconsistent in managing student
behavior. Does not respond
appropriately to misbehavior.
Monitors learner behaviors and is alert to
misbehavior. Uses appropriate and measured
prompts, when necessary, to refocus students’
attention. Respects students’ dignity and helps
them develop self-control.
Establishes classroom rules and routines that
promote instruction. Standards of conduct are
clear to all students. Response to misbehavior is
appropriate, successful, and respects students’
dignity. Handles discipline fairly and consistently.
Relies on legal authority to
motivate student performance.
Does not use positive
reinforcement or acknowledge
learners’ success.
Relies mainly on reward and
punishment to encourage student
participation instead of motivating
students to learn through interest
and success.
Is able to convey to the students the importance
of the work at hand, is able to encourage
students to produce a high quality of work, and
is able to develop a classroom atmosphere
where a high level of behavior is expected.
Demonstrates genuine caring and respect for
individual students. Motivates students to learn
by appropriately raising or lowering the levels of
concern. Uses positive reinforcement and
behavior prompts to increase desired behavior.
Rewards learner success.
Does not communicate daily
objectives to the students. Does
not use a variety of instructional
material or technology.
Is not consistent in writing
objectives and/or communicating
them to the students. Does not use
enough variety of questioning
techniques.
Clearly writes and states instructional objectives
and consistently communicates them to the
students. Uses a variety of instructional
materials and questioning techniques.
Communicates instructional objectives effectively
through use of a variety of instructional materials,
media and/or technology to add instructional
impact. Employs a wide variety of questioning
techniques. Responds constructively to learner
questions and contributions, and builds upon
student responses.
Speech and written language are
not clear and correct. Vocabulary
is not appropriate to students’
ages. Lack of variation in voice
quality.
Spoken and/or written directions
and explanations are sometimes
confusing.
Speech and written language are clear and
correct. Vocabulary is appropriate to students’
ages. Possesses voice quality (pitch, speed,
volume) conducive to oral communications.
Uses knowledge of effective verbal and nonverbal
communication techniques. Vocabulary is
appropriate to students’ ages and interests.
Possesses voice quality conducive to oral
communication. Communication is honest and
tactful.
Does not write daily lesson plans
for all lessons taught. Lessons are
not designed sequentially. Does
not incorporate music standards in
lessons.
Lessons are not well planned.
Instruction has little sequence or
flow or does not achieve objectives.
Sometimes selects appropriate
teaching strategies.
Lesson plans are well constructed and lead to
well organized lessons. Incorporates recognized
curricular guidelines and music standards.
Selects appropriate teaching strategies and
activities.
Defines and sequences objectives for instruction
at the correct level of difficulty (Bloom’s
Taxonomy). States objectives in terms of
observable student behavior and uses a variety of
methods and innovative approaches.
6. Communication
Skills
6.1
Communicates
major concepts
and principles of
subject matter
6.2 Demonstrates
exemplary
communication
skills
7. Planning Skills
7.1 Structures a
highly coherent
lesson
16
Score
or
N/A
Student Teacher Summative Report Form (Page 4)
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
0
1
2
3
Does not have clear assessment
criteria. Does not monitor the
learners’ ongoing performance.
Has no method for recording
student progress.
Has some assessment criteria but
does not monitor ongoing student
performance in terms of the criteria.
Does not have enough variety of
formal and informal evaluation
techniques.
Assessment criteria and standards are clear.
Uses a variety of formal and informal evaluation
techniques and assessment techniques for
measuring student growth and understanding.
Has clear assessment criteria and standards and
communicates them to students. Monitors
ongoing performance of learners. Involves
learners in self-assessment activities. Maintains
an effective method for recording student
progress.
Does not exercise professional
judgment or maintain appropriate
professional behaviors. Is not
dependable or cooperative. Does
not implement suggestions. Fails
to complete assigned tasks and
duties.
Does not always express a sincere
interest or enthusiasm for teaching.
Occasionally needs to be reminded
to attend to assigned tasks and
duties. Reluctantly accepts and acts
upon constructive criticisms.
Is dependable, cooperative and assumes
responsibility. Exercises professional judgment.
Demonstrates interest in professional growth
and development. Accepts and acts upon
constructive suggestions and avoids blaming
others. Follows through on assigned tasks and
duties. Reflects professional taste in appearance
and manners.
Always attends to assigned tasks or duties on
schedule without prompting. Appears deeply
committed to the teaching profession. Exhibits
openness and flexibility in making rational
decisions. Implements suggestions and shows
desire for improvement. Seeks opportunities to
work with colleagues to learn and grow
professionally.
Does not demonstrate
responsibility for on-going selfevaluation and self-reflection in
teaching effectiveness.
Needs reminding to complete
reflective observation and journal
entries. Is not able to critically
examine own teaching practice or
recognize where improvement is
needed.
Able to critically examine own teaching practice
and recognize where improvement is needed.
Completes reflective observation and journal
entries on time. Accepts and acts upon
constructive suggestions and avoids blaming
others.
Pursues knowledge about current thinking, trends,
and practices. Demonstrates responsibility for ongoing self-evaluation and self-reflection in
teaching effectiveness.
Does not work collaboratively with
others or respect the ideas of
others. Does not demonstrate tact
or discretion in communication.
Is sometimes shy in interactions
with students/peers/others. Does
not seek opportunities to volunteer
for activities outside of own
classroom.
Works effectively as a member of a professional
team. Relates easily and establishes positive
interactions with students, colleagues, parents,
and administrators. Respects the confidentiality
of student information.
Establishes a positive rapport with everyone in the
school community. Seeks opportunities to
volunteer for activities outside of own classroom
including enrichment or remedial. Demonstrates
tact and discretion in communication with all
constituencies.
8. Assessment of
Student Learning
8.1 Uses a variety
of methods to
assess student
learning
9. Reflects on Practice
9.1 Demonstrates
initiative and
enthusiasm for
teaching
9.2 Engages in
professional
reflection on
teaching
10. Participation in
the Professional
Community
10.1 Maintains
effective working
relationships
17
Score
or
N/A
Student Teacher Summative Report Form (Page 5)
Unsatisfactory
Needs Improvement
Meets Expectations
Exceeds Expectations
0
1
2
3
Unable to discern errors or
accurately reproduce or notate an
aural/rhythmic example.
Sometimes unable to discern errors,
not always able to accurately
reproduce or notate an
aural/rhythmic example.
Almost always able to discern errors and
accurately reproduce or notate an
aural/rhythmic example.
Always able to discern errors and accurately
reproduce or notate an aural/rhythmic example.
Unable to sing a complete song
with correct pitches, rhythm, and
phrasing.
Sometimes able to sing a complete
song with correct pitches, rhythm,
and phrasing.
Able to sing a complete song with correct
pitches, rhythm, and phrasing.
Able to sing a complete song with correct pitches,
rhythm and phrasing while playing an
accompaniment instrument.
Unable to sing a complete song
with correct intonation while
retaining tonic.
Sometimes unable to sing a
complete song with correct
intonation while retaining tonic.
Able to sing a complete song with correct
intonation while retaining tonic.
Able to sing a complete song with correct
intonation while retaining tonic using pleasing
tone with style and expression.
Speaking/writing skills are unclear,
disrespectful, argumentative, or
contextually inappropriate.
Speaking/writing skills are
disorganized or inappropriate.
Speaking/writing skills are organized;
communicates honestly and tactfully with
others.
Speaking/writing skills are clear, expressive,
organized and grammatically correct; always
communicates with honesty and tact.
Does not work collaboratively with
others or respect the ideas of
students/peers/others.
Is sometimes shy in interactions
with students/peers/others.
Relates easily and establishes positive
interactions with students/peers/others.
Actively seeks opportunities to work with
students/peers/others; encourages others to
share ideas.
Lacks interest or enthusiasm for
teaching or demonstrates
unethical, immoral, or illegal
behavior.
Does not always express a sincere
interest or enthusiasm for teaching
or is disrespectful to
students/peers/others.
Expresses a sincere interest and enthusiasm for
teaching; respects students/peers/others.
Appears deeply committed to the teaching
profession; models integrity and ethical conduct.
Fails to complete assigned tasks
and duties.
Occasionally needs to be reminded
to attend to assigned tasks or
duties.
Follows through on assigned tasks or duties.
Always attends to assigned tasks or duties on
schedule without prompting.
Ignores constructive suggestions;
becomes defensive, argues, or
makes excuses for behavior.
Reluctantly accepts and acts upon
constructive suggestions.
Accepts and acts upon constructive suggestions
and avoids blaming others.
Consistently welcomes constructive suggestions;
is solution-oriented.
Frequently absent or tardy.
Sometimes absent or tardy.
Rarely absent or tardy.
Always displays excellent attendance and
punctuality.
Passive; depends on others for
directions, ideas, and guidance.
Sometimes needs direction and
guidance or shows discomfort with
uncertainty.
Creative and resourceful; independently
implements plans and adapts to changes.
Self-starter; responds positively to change and is
open to new possibilities.
Knowledge, skills, and
Dispositions
Musicianship
Singing
Aptitude
Singing
Intonation
Communicatio
n
Intra/
Interpersonal
Skills
Professional
Integrity
Responsibility
Maturity
Attendance
Initiative
Scor
e
or
N/A
Student Teacher Summative Report Form (Page 6)
Optional Supporting Commentary
Revised 6/11
19