1
CRANE STUDENT TEACHING HANDBOOK
STUDENT TEACHING
POLICIES AND PROCEDURES
of the
CRANE SCHOOL OF MUSIC
SUNY COLLEGE
AT POTSDAM
Prepared by:
Dr. Mark Campbell, Music Education
Dr. Daniel Gordon, Music Education
Dr. Robyn Hosley, Music Education
Mrs. Tammara Madeja, Sponsor Teacher
Dr. Peter McCoy, Music Education; Editor
Revised Edition: June 2011
2
TABLE OF CONTENTS
Standards of Professional Practice…………………………………………………..……3
Policies Relating to Admission and Assignment………………………………………..10
Student Teaching Requirements……………………………………………………...….13
Policies Relating to Retention/Withdrawal/Dismissal………………………………..…16
Policies Relating to Award of Credit……………………………………………………20
Student Teacher Evaluation…………………………………………………………..….21
Student Teacher Checklist……………………………………………………………….23
Record Keeping/Data Collection………………………………………………………...25
Appendix A………………………………………………………………………….…..28
Student Teacher Evaluation of College Supervisor
Request for Authorization of Employment/Volunteer Activity/Performance Form
Health Fee Waiver
Appendix B: Student Teacher Portfolio………………………………………………….33
Planning Forms
Classroom Observation Forms
Weekly Journal
Observation Feedback
Mid-Quarter Evaluation Form
Summative Evaluation Form
3
THE STANDARDS OF PROFESSIONAL PRACTICE
The professional educator…
1. Knowledge of Content
…is a well-educated citizen who understands the central concepts, tools of inquiry, and the structures of the
discipline he or she teaches and can create learning experiences that make these aspects of subject matter
meaningful to students.
2. Child Development and Learning
…understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
3. Knowledge of Student Differences
…understands how students differ in their approaches to learning and creates instructional opportunities that
are adapted to diverse needs.
4. Instructional Skills
…understands and uses a variety of instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
5. Management and Motivation
…uses an understanding of individual and group motivation and behavior to create a learning environment
that encourages positive social interaction in the classroom.
6. Communication Skills
…uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry,
collaboration, and supportive interaction in the classroom.
7. Planning Skills
…plans instruction based upon knowledge of subject matter, students, the community, curriculum goals and
local, state, or national standards.
8. Assessment of Student Learning
…understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
9. Reflects on Practice
…is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
10. Participation in the Professional Community
…is a principled educator who fosters relationships with school colleagues, parents, and agencies in the
larger community to support students’ learning and well being.
4
STANDARDS OF PROFESSIONAL PRACTICE FOR BEGINNING MUSIC
TEACHER LICENSING AND DEVELOPMENT1
Music teacher candidates preparing to work in the schools know and demonstrate the content, pedagogical, and
professional knowledge, skills, and dispositions necessary to help all students learn. They are distinguished in
the following:
1. KNOWLEDGE OF CONTENT
1.1 Shows command of subject matter


Understands how musical ideas are generated and described
Demonstrates mastery of subject matter knowledge and skills by:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Applying criteria for evaluating music and music performances.
8. Showing relationships between music, the other arts, and disciplines outside the arts.
9. Articulating music in relation to history and culture.



Displays a working knowledge of repertoire
Selects age appropriate literature for the musical situation
Communicates musical knowledge and skills from a bias-free, multicultural perspective
1.2 Displays a high level of musicianship



Performs in a distinguished and knowledgeable manner on a primary instrument
Knows in detail, the capabilities of instruments or vocal production
Uses singing appropriately in teaching and rehearsal situations (ability to sing a prepared melody,
retain tonic, and discern errors in pitch and rhythm)
 Able to accurately reproduce or notate an aural/rhythmic example.
1.3 Demonstrates clear conducting technique and knowledge of rehearsal technique





1
Conducts using clear beat patterns: executes subdivision, cues, and fermatas (starts and stops an
ensemble correctly)
Executes left hand dynamics (crescendos, diminuendos) and tempo changes (accelerandos, ritards)
Conducts expressively, reflecting the character and style of the music based on a thorough analysis
of the music and its cultural context
Provides evidence of detailed score preparation
Plans an effective rehearsal designed to implement specific instructional objectives
The Crane School of Music Standards of Professional Practice are based primarily on the Interstate New Teacher Assessment and
Support Consortium’s (INTASC) “Principles of Model Standards for Beginning Teacher Licensing and Development,” 1994/2001.
Available at <http://www.ccsso.org/intascst.html>; the National Board for Professional Teaching Standard’s “Five Core
Propositions,” 2001. Available at <http://www.nbpts.org/standards/five_core.html>; and the National Standards for Music Education,
1994/2001. Available at <http://www.menc.org>
5





Effectively warms up and/or tunes a performance ensemble
Able to detect errors, diagnose and solve pedagogical and performance problems
Establishes effective eye contact with students
Gives concise musical explanations
Maintains an effective rehearsal pace
1.4 Demonstrates the ability to accompany and model on secondary instruments





Possesses sufficient classroom piano skills
Accompanies songs and improvises accompaniments on at least one accompanying instrument
Plays pieces from chord progressions designated by letter/number symbols
Prepares accompaniments of appropriate difficulty
Performs proficiently on select secondary instruments particularly in their area
2. CHILD DEVELOPMENT AND LEARNING
2.1 Understands how children learn and develop




Provides learning opportunities that support students cognitive, affective, psychomotor and overall
personal development
Assesses prior learning and evaluates musical backgrounds, attitudes, interests, and abilities of
students
Makes connections to real-life, everyday learner experiences
Works well with students of different ages, abilities and aptitudes
3. KNOWLEDGE OF STUDENT DIFFERANCES
3.1 Makes accommodations for individual differences






Creates instructional opportunities that are adapted to diverse learners (including students with
special needs)
Uses teaching methods which respond to learner needs
Assesses and teaches at appropriate cognitive levels of understanding
Accommodates varying learner styles (auditory, visual, and kinesthetic)
Selects resources to meet range of individual needs
Is familiar with special education laws and teaching strategies for special education and special
needs students
3.2 Communicates high expectations for learning




Provides all learners with an opportunity to learn
Expects all learners to succeed
Holds learners accountable for learning
Selects the most effective methods for helping each student achieve maximum musical awareness
and satisfaction
4. INSTRUCTIONAL SKILLS
4.1 Monitors the learners and adjusts the teaching
6




Frequently checks for understanding
Demonstrates flexibility in adapting educational plans when unexpected situations occur
Allows for student reflection and closure as appropriate
Organizes time to maintain an effective lesson pace and to maximize time in the classroom, lesson,
or rehearsal
4.2 Engages learners in instruction



Maintains students’ time on task effectively
Optimizes rate and degree of learning through the use of active participation, closure, and transfer
(similarity, association, degree of original learning, and critical attributes)
Uses principles of retention such as meaning, modeling, guided practice, feeling tone, degree of
original learning, and vividness
4.3 Fosters multiple ways of knowing





Is able to generate topics of study central to music that provide enough depth, significance,
connections, and variety of perspectives to support students' development of powerful
understandings inherent to music and the arts
Presents subject matter to students through analogies, metaphors, experiments, demonstrations, and
illustrations
Is aware of and can address common misconceptions held by students that interfere with learning
Is aware of and uses teaching strategies that are both structured and reflective of inductive learning
Poses musical questions and problems in order to help students work through alternative solutions.
5. MANAGEMENT AND MOTIVATION
5.1 Manages space, time, and materials to support instruction



Arranges the learning area and has materials readily available to achieve planned objectives
Uses time efficiently: gives clear, concise directions, procedures, and explanations; stimulates and
maintains student attention and focus; transitions are smooth with little loss of instructional time
Effectively and efficiently utilizes repertoire, instructional materials and rehearsal teaching methods
5.2 Manages student behavior effectively





Establishes classroom rules and routines that are developmentally appropriate and promote
instruction
Standards of conduct are clear and consistent for all students; teacher reviews and prompts behaviors
when appropriate
Respects students’ dignity and helps students develop self-control
Monitors and responds appropriately to learners behaviors
Response to misbehavior is appropriate, consistent, fair, and successful
5.3 Uses principles of motivation


Demonstrates genuine caring and respect for individual students
Varies instructional activities to match learners’ interests
7




Motivates students to learn through interest, success, knowledge of results, and level of concern
Creates a positive climate conducive to learning
Uses positive reinforcement and behavior prompts to increase desired behavior
Acknowledges and rewards learners’ success
6. COMMUNICATION SKILLS
6.1 Communicates major concepts and principles of subject matter




Communicates instructional objectives effectively through media and/or technology to add
instructional impact
Uses of a variety of instructional materials
Employs a variety of questioning techniques and consistently provides adequate wait time
Responds thoughtfully and constructively to learners’ questions and contributions, and builds upon
student responses
6.2 Demonstrates exemplary communication skills





Speech and written language are clear and correct
Uses effective verbal and nonverbal communication techniques
Vocabulary is appropriate to students’ ages and interest
Possesses voice quality (pitch, speed, volume) conducive to oral communications
Promotes effective patterns of classroom communication
7. PLANNING SKILLS
7.1 Structures a highly coherent lesson







Defines and sequences objectives for instruction at the correct level of difficulty (Bloom’s
Taxonomy)
Prepares objectives that include a specific content of learning
States objectives in terms of observable student behavior
Plans instruction to achieve objectives
Incorporates recognized/required curricular guidelines and music standards
Selects appropriate teaching strategies and activities and uses a variety of methods and innovative
approaches
Adjusts lesson plan to meet student needs, interest, and motivation
8. ASSESSMENT OF STUDENT LEARNING
8.1 Assesses student learning


Has clear assessment criteria and standards and communicates them to students
Monitors ongoing performance of learners (formative)
8




Involves learners in self-assessment activities to foster awareness of their strengths/needs and to set
personal goals for learning
Maintains an effective method for recording student progress
Uses a variety of formal and informal evaluation techniques and assessments for measuring student
growth and understanding
Designs and implements evaluative procedures which focus on learner achievement and instructional
effectiveness
9. REFLECTS ON PRACTICE
9.1 Demonstrates initiative and enthusiasm for teaching by maintaining appropriate professional
behaviors and a commitment to growth






Is dependable, cooperative, and assumes responsibility
Exercises professional judgment, exhibits openness and flexibility in making rational decisions
Reflects professional taste in appearance/manners
Always attends to assigned tasks or duties on schedule without prompting
Implements suggestions and shows desire for improvement
Seeks opportunities to work with colleagues to learn and grow professionally
9.2 Engages in personal reflection on teaching




Demonstrates responsibility for on-going self-evaluation and self-reflection in teaching effectiveness
Able to critically examine own teaching practice and recognize where improvement is needed
Completes reflective observation and journal entries
Pursues knowledge about current thinking, trends, and practices in education to expand their
repertoire
10. PARTICIPATION IN THE PROFESSIONAL COMMUNITY
10.1 Maintains effective working relationships





Works effectively as a member of a professional team
Establishes a positive rapport with students, colleagues, parents and administrators
Seeks opportunities to volunteer for activities outside of own classroom or creates activities such as
enrichment or remedial classes for students outside of regular school day
Demonstrates tact and discretion in communications with all constituencies
Respects the confidentiality of student information
Rev. 4/19/2010
9
POLICIES RELATING TO ADMISSION AND ASSIGNMENT
PREREQUISITES
Students must complete the following prerequisites before acceptance into the student teaching program.
Students will normally be required to have all prerequisites completed by January 1 for the spring semester and
by August 15 for the fall semester.
The student must have accomplished the following:
1.
2.
3.
5.
6.
A cumulative college grade point average of at least 2.5 or higher at the conclusion of the semester
preceding student teaching.
An academic standing unaffected by academic warning or academic probation.
A grade of 2.0 or higher is required in each music course in order for it to count toward a major in music.
In courses that are sequential, a 2.0 or higher is required to advance to the next course(s) in the sequence.
Failure to receive a 2.0 or higher in the second attempt at a music course required for a major (or majors)
will result in dismissal from that major (or majors).
The completion of the following courses, each with a grade of 2.0 or higher:
a.
Basic musicianship courses (MUCB)
b.
Conducting I and II (MUCP)
c.
Music Education core sequence (PME, MTL, Practicum, Practices – Elementary and Secondary)
d.
Techniques competencies as specified for each performance concentration
Completion of 100 clock hours of classroom observation
Competencies may be demonstrated by:
a.
Satisfactory completion of required course work, or
b.
Credit by examination administered by the chairperson of the area to be tested, or his/her designee.
In addition, the student must possess the social, emotional and professional qualities and dispositions
that, in the opinion of the faculty, are predictive of success in the teaching of music. Assessment of these
qualifications will be conducted through systematic review of each student’s performance called Sophomore
Evaluation, which is conducted during the students’ sophomore year. In the case of transfer students who have
completed more than two semesters in music education at another college, this review will take place after one
semester of study at The Crane School of Music. Based on this review, a student may be admitted to the Music
Education Professional Sequence, required to remediate deficiencies, or denied admission.
SEMESTER PLACEMENT PROCESS
In the beginning of the fifth semester of study, students will be placed in a specific
student teaching semester. This decision is made after consideration of remaining course
requirements and faculty studio loads. Any student requesting a change in their student
teaching semester assignment must make the request in writing to the Chair of Music
Education upon receipt of their Student Teaching Assignment Letter.
10
TIMEFRAME FOR PLACEMENTS
1.
2.
3.
4.
5.
6.
7.
8.
Music Education students will be notified by the Chair of Music Education during their junior year
regarding the semester in which they have been assigned to student teach. At that time students will be
informed of all requirements that remain to be completed prior to student teaching.
Early in the semester prior to student teaching, prospective student teachers will attend a meeting to
receive Information Sheets and Area Request forms from the Chair of Music Education. Students
should complete these forms and return them to the Music Education Office.
Student teachers will rank-order the five student teaching areas (Capital District, Hudson Valley,
Syracuse, Long Island, and the North Country) served by College Supervisors. While attempts are made
to accommodate the student’s first choice, assurance cannot be offered regarding placement. Many factors
contribute to area assignments for student teaching placements (i.e., faculty loads, instrument balance).
Student teachers are informed that they may not be placed in their first area choice and they are not
guaranteed placements that will allow them to live at home.
The supervisors from the five areas will conduct on-campus interviews and information meetings midway
through the semester prior to student teaching. At this time, preferences as to the type of school, teaching
level, and location of assignment may be discussed.
Student teaching applications are audited and reviewed: (a) during the months of September and October
for students who intend to student teach in the spring; (b) and during the months of January and February
for students who intend to student teach in the fall. Requests to the public schools are sent in the months of
October and February and the schools are given 30 days to respond.
The supervisors make placements to specific schools. Student teachers are assigned to school districts
based on availability of supervisors, availability of qualified sponsor teachers, and response from public
schools. Many factors influence the placement process. College Supervisors consider special requests and
try to make the best possible placement for each student. Once placements are confirmed, no changes are
made and all requests for changes will be denied. Student teachers are notified by letter of their
assignments approximately six weeks after the on-campus interview.
Students should only attempt to contact a sponsor teacher after the official assignment is made by Crane.
Students should not attempt to make placement arrangements on their own. Self-initiated placements
have caused considerable conflicts and are not permitted. Students may not student teach in their home
school districts.
Once placements are confirmed, students are to contact both sponsor teachers by telephone to introduce
themselves and to arrange an observation.
PLACEMENT SETTING
Student teaching is a full semester experience that may or may not take place in a single school district.
In either case, students are provided the opportunity to request specific teaching experiences in different areas
and levels of music programs to give the student teacher both depth and breadth in preparation for teaching.
Every effort will be made to ensure that students have a multi-level experience that includes a general
music experience along with a placement in their major area of emphasis and interest. Combinations of areas of
music teaching are described on the assignment sheets sent to the contact persons in the designated schools.
The optimum student teaching experience includes vocal, instrumental, and general music involvement to
prepare adequately for the all-inclusive certification, K-12.
11
LIVING ARRANGEMENTS
SUNY College at Potsdam recommends that wherever you are student teaching, you let your sponsor
teacher know that you are in need of a place to live. Usually, the sponsor teacher knows of someone in the
district who rents apartments or rooms in their homes.
It is the responsibility of the student teacher to make his/her own living arrangements. The College is
not responsible for recommending or promoting any particular housing in any community; however, it is our
practice to solicit assistance from the off-campus supervisors on behalf of our student teachers.
STUDENT TEACHING THROUGH OTHER INSTITUTIONS
At SUNY College at Potsdam, student teaching in music is a continuation of several years of previous
course work designed to help the student become the best teacher possible. Student teaching has been carefully
designed to build upon and enhance the skills obtained in this course work. It is viewed as an extremely vital
and integral part of a student’s program at The Crane School of Music. It involves twelve credit hours and a
semester of diligent work.
In consideration of the above, The Crane School of Music will only approve for certification those
students who have completed student teaching through the SUNY College at Potsdam.
12
STUDENT TEACHING REQUIREMENTS
GENERAL TEACHING RESPONSIBILITIES
College Regulations
Because the student teaching experience is considered a full-time commitment, the following regulations
apply:

No simultaneous course work is permitted during the student teaching semester.

The college supervisor and the sponsor teacher must approve any employment during the student teaching
assignment. Student teachers must complete an Authorization of Employment form to obtain permission
from their sponsor teacher and off-campus supervisor. The form must be sent to the Chair of Music
Education for a decision.

The college supervisor and the sponsor teacher must approve any volunteer activities that could interfere
with the student teaching assignment. Notification must be given to the Chair of Music Education of
decision.

Participation in the following activities at The Crane School of Music during the student teaching semester
requires advance permission of the college supervisor, sponsor teacher, and the Chair of Music Education:
Ensembles
Lessons
Performances
Competitions
Sponsor Teacher Contact
Student teachers are required to contact their sponsor teachers by phone prior to the start of student
teaching. During your initial phone contact, ask for directions to the school, the arrival time for teachers and
request a convenient time for you to visit or observe. Don’t forget to leave a phone number where you can be
reached!
Your first meeting is an opportunity for you to discuss the daily schedule of your sponsor teacher and
observe a few classes. You may also want to discuss school discipline policy, dress code, curriculum, and
availability of materials and resources. Tour the school building and complete an observation form.
Daily Attendance
You have an obligation to your students and sponsor teacher to be in school every day. You must make
direct contact your college supervisor and sponsor teacher in advance of any absence or tardiness. It is the
responsibility of the student teacher to have phone numbers for their college supervisor, sponsor teacher, and
school, and to observe the notification procedure without fail.
Personal absences for compelling reasons must be arranged through prior permission of the college
supervisor and sponsor teacher. Absences for employment interviews will be approved if they cannot be
arranged outside of the school day.
Cumulative absence, for any reason, of more than five days will result in a grade of “incomplete” until
the time is made up. Other action may be taken as determined by the college supervisor in consultation with the
sponsor teacher and the Chair of Music Education.
13
Seminars
Student teachers are required to attend all student teaching seminars scheduled by their college
supervisor. This professional development activity is concomitant with the student teaching experience and is
mandatory. Seminars cannot be rescheduled. Seminar dates will be announced by the college supervisor in the
area you are assigned to student teach.
The purpose of the student teaching seminars is to provide the student teachers with the opportunity to
learn more about topics that are pertinent to their professional development. In addition, seminars provide
student teachers with the opportunity to raise questions and think critically about solutions to various problems
associated with on-the-job realities. The seminars also provide the student teachers with excellent opportunities
for sharing ideas, exploring alternative solutions to common problems, and interacting with peers.
Professional Activities
The period of student teaching is understood to provide an opportunity for participation and growth of
understanding in all aspects of a teacher’s role. One very important area of growth is a firm grounding in the
responsibilities involved in professional relationships and activities. Student teachers are expected to participate
in all the professional activities of your sponsor teachers including: classroom teaching and supervision,
planning, preparation, parent conferences, faculty meetings, staff development days, department meetings,
concerts, committees, or other school related activities.
Student teachers work in a team-relationship with the sponsor teacher and assume teaching
responsibilities on a schedule developed individually by each sponsor teacher with the student teacher. When
activities such as bus or hall duty are not a regular part of the sponsor teacher’s responsibilities, the student
teacher should not be assigned such duties.
In many of these areas, there are strongly held differences of opinion among practicing professionals. It
is important as a new entrant to the profession to listen, learn, and gain experience from these situations.
However, you should not offer your opinions in a professional meeting unless asked to do so. Do not put
yourself in a situation of “taking sides” which might influence your effectiveness and allegiances as a student
teacher.
Substituting
Occasionally, student teachers may be requested by the school administration to assume full
responsibility during the sponsor teacher’s absence of one or more days if the sponsor teacher attests to the
student teacher’s readiness for such responsibility. The school must provide supervisory guidance during such
cases. A student who feels unable to carry on alone may ask for specific supervisory assistance, or, ask to be
excused. Student teachers are to receive NO financial remuneration for teaching. The college supervisor should
be notified whenever a student teacher is asked to substitute. Student teachers in music may NOT substitute in
any subject area other than music.
14
Student Teacher Liability
Section 3022 of the Education Law makes the Board of Education liable in a suit or a judgment brought
against a teacher by reason of alleged negligence or other act resulting in accidental bodily injury to a student.
Such teacher or member of the supervisory or administrative staff, however, must at the time of the accident, be
acting in the discharge of his/her duties within the scope of his/her employment. This section also makes student
teachers subject to the same protection as other members of the teaching staff. The Board must be given a copy
of the summons or complaint by the teacher with ten days of the time the teacher was served or the Board will
not be subject to the duty imposed by this section.
Labor/Management Problems
Work Stoppage
In the event of a school work stoppage or strike in our participating schools, college supervisors and
student teachers are asked to remain neutral in the conflict. This would mean respecting the picket lines as well
as refraining from walking in them. The college supervisor is to be notified as soon as possible concerning the
status of the situation. If the work stoppage appears to be of long duration (more than five school days) or if the
situation is intense, alternative placement may take place after appropriate consultation with the college
supervisor and Chair of Music Education. In the interim, the college supervisor and the involved student teacher
shall continue with the seminars, orientations, and other appropriate activities.
Work-To-Rule or Similar Action
If a college supervisor feels that the student teacher in the affected school system is being placed in
jeopardy by the action(s) instituted by either the administration or teacher organization, the same guidelines
outlined above should be followed, including possible withdrawal.
15
POLICIES RELATING TO RETENTION/WITHDRAWAL/DISMISSAL
The Crane School of Music has every expectation that the student teacher will make the transition from college
student to practicing teacher successfully based on his/her years of course work and preparation. The student
teaching experience is designed to provide the student with the mentoring and guidance necessary to achieve
confidence and skill in the classroom. However, there may be occasions when it is necessary for students to
repeat, withdraw, or be dismissed from the student teaching program.
Procedure for Obtaining Assistance
Sponsor teachers and supervisors are often unaware of the severity of the difficulties a student teacher may be
experiencing. Once the circumstances are explained, they are generally willing to help in any way possible. A
student teacher who encounters difficulties during student teaching should follow the subsequent procedures:

Schedule a triad conference with the sponsor teacher and supervisor.

Discuss the problem maturely and professionally even if the problem is with the sponsor teacher and/or
supervisor.

If the conference does not resolve the problem successfully, clarify the difficulty in writing, sign and date
the letter, include a current address and telephone number, and send the letter to the Chair of Music
Education.
Procedure for Improving Performance
This model was developed to provide a reasonable timeframe and sequence of events, given the
resources that are available, for assisting a student teacher who is not experiencing success in student teaching.

The supervisor (in consultation with the sponsor teacher) will identify the areas of deficiency and will
provide the student teacher with an oral and written review and elaboration when difficulties become
apparent. The review shall include a candid discussion about the demands of the profession and should
provide the opportunity for the student teacher to consider all options regarding his/her future.

A remediation plan with a realistic timeframe for accomplishing specific tasks should be completed.

The sponsor teacher, as primary mentor, will provide the student teacher with assistance as needed,
including working closely with the supervisor to ensure that they have done all that can reasonably be
expected.

If the student teacher is unsuccessful after being provided chances to succeed, the supervisor identifies
which areas on the mid-quarter report are not satisfactory and meets with the student teacher to review the
evaluation.

After assistance from the sponsor teacher and the supervisor, and after auditing courses (if desired), and
after student teaching unsuccessfully for two of three quarters, the college’s commitment to training the
student teacher is completed. At this point, the student is referred to Career Planning or Counseling
Services to reconsider career goals.
16
Mid-Quarter Report
Any student judged by the college supervisor to have achieved less than average competence at the end
of the first four weeks of student teaching is informed that progress is unsatisfactory through the above
procedures. The student may be counseled to withdraw from student teaching or be encouraged to remain in the
situation and attempt to make the necessary improvement. The college supervisor, in consultation with the
student teacher and sponsor teacher, gives the student a preliminary profile sheet accompanied by a specific
recommendation for action (withdrawal or achievement of a defined level of competence.) Copies of these
documents are sent immediately to the Chair of Music Education.
If the student chooses to remain in the student teaching situation after being advised to withdraw, it must
be clearly understood that it is done at his/her own risk. The student is not likely to receive credit. If, on the
other hand, the student is encouraged to remain, it may be assumed that he/she has a reasonable chance of
achieving the necessary level of competence by the end of the assignment.
First Quarter
Failure to achieve adequate competence at the end of the first quarter (eight-week period) may result in
dismissal from student teaching with an accompanying statement of the reasons signed by the college
supervisor and preceded by consultation with the sponsor teacher. Under very unusual circumstances, it may be
desirable to give a second placement to a student whose first quarter performance has been unsatisfactory. This
may result from the advice of the college supervisor with the approval of the Chair of Music Education.
However, the conditions of the assignment must be clearly stated in writing with copies given to both the
student and the Chair.
Second Quarter
Occasionally, a student who has completed the first half of student teaching successfully may show
evidence of unsatisfactory achievement during the second eight weeks. In such instances, the procedures
outlined above will be followed including a consultation including the student teacher, sponsor teacher, and
college supervisor, written statement to the student, and documentation to the Chair of Music Education.
Behaviors Leading to Poor Student Teaching Performance
The following behaviors are considered to be unacceptable during student teaching assignments. The
Student Teacher:

Shows little or no professional commitment and makes the least possible effort, indicating difficulty making
an acceptable transition from student to professional educator.

Must be reminded to prepare and submit instructional plans to the sponsor teacher and supervisor in a timely
manner.

Demonstrates little or no initiative. He/She fails to prepare teacher-made materials or to otherwise
personalize instruction to enrich students’ learning.

Is not open to suggestions from the sponsor teacher or supervisor. Student presents excuses and fails to
accept constructive analysis of performance.

Must be reminded to be on time each day and to remain at school in compliance with the school and
mentor’s policies.
17

Must be reminded to call school, sponsor teacher, and supervisor to report that he/she will be late or
absent. Also must be reminded or responsibility to provide supervising teacher with instructional plans for
those classes.

Lacks dependability and judgment is based upon non-professional considerations.

Does not establish proper rapport with students based upon their developmental levels and needs.

Frequently uses language that is inappropriate or casual instead of language that enhances the active
thinking and development of the student.

Fails to establish and maintain appropriate professional and personal relationships with supervisors, staff,
and/or parents.

Uses unacceptable written communication. Lesson plans and other written materials are inadequate.

Must be reminded to execute properly the policies and requirements explained in the Student Teaching
Handbook and other documents.
Professionalism in Student Teaching
Teachers are professionals. However, teachers are different than many other professionals in that they can never
leave their role as teachers. In fact, if they try to take on another role with their students, it will lead to trouble
every time (i.e. trying to be a buddy or friend with the students). A student teacher must earn the respect of their
students by acting in a professional manner.
As professionals, teachers should never, ever lose sight of the tremendous responsibility they are given for
educating our children. You must regard every student as a person of worth and treat each child with dignity.
EXPECTATIONS FOR PROFESSIONAL BEHAVIOR
Attendance and punctuality are of the utmost importance for teachers. You are counted on to be at school every
day, on time.
Dress in professional attire. A teacher should look like the teacher, not one of the students. As a professional,
you should always be neat and clean and look your best.
Model professional conduct at all times. You should not have any personal contact (e-mail, telephone, or
physical contact like a hug) with students.
Be respectful and practice good social skills. You are not competing with your colleagues; you are working with
them as a member of a professional team. Always respect the confidentiality of student information.
Communicate effectively. Do more listening than talking. You will encounter people you admire and respect
and you will find people who are difficult. Associate with other teachers who enjoy being teachers.
Know the expectations of student teaching and do them to the best of your ability. Be prepared every time you
enter the classroom. When your sponsor teacher makes a suggestion, implement it. Be committed to personal
reflection and a desire to improve. Be involved in all the professional responsibilities of your sponsor teacher.
18
Don’t wait to be asked. Successful student teachers are the ones who go above and beyond ordinary levels of
effort to serve the needs of their students.
Don’t make excuses. Demonstrate initiative and enthusiasm for teaching. The intensity of your passion to teach
should be evident. Inspire your students. Set high expectations for yourself and your students.
Professional teachers set a good example in every way, every day.
19
POLICIES RELATING TO AWARD OF CREDIT
Conditions for Assigning “ Satisfactory” (S)
“Satisfactory” in student teaching is given when the sponsor teacher and college supervisor agree that the
student has the competencies needed to accept employment as a beginning teacher. The student is expected to
show evidence of adequate professional growth and progress during the teaching assignment.
Evaluative statements by the sponsor teacher and college supervisor become a part of the student’s record and
are filed in the Career Services Office. Any actual or potential disagreement between the college supervisor and
the sponsor teacher is discussed with the Chair of Music Education so that steps may be taken to bring about
agreement if possible. The final decision regarding the award of credit rests with the college supervisor.
Conditions for Assigning “Unsatisfactory” (U)
If a student is unable to complete either half of the student teaching semester successfully, the student may be
removed from student teaching and the grade is either “W” or “U.”
Conditions for Assigning “Incomplete” (Inc)
The grade of “Incomplete” may be reported by the college supervisor only when (1) the student has requested
an incomplete, (2) course requirements have not been completed for reasons beyond the student’s control (e.g.,
illness or family emergency), or (3) the student has completed the majority of the work for the class, and the
student can accomplish the remaining requirements without further registration. (Grading policy of SUNY
College at Potsdam)
An extended absence (more than five days) because of illness or other legitimate reasons, for which an
“Incomplete” is given, is ordinarily made up by engaging in an additionally agreed upon period of teaching
immediately after completing the original assignment.
Conditions for Placement of Repeating Student Teachers
Placement of repeating student teachers may be dependent upon completion of additional course work and/or
other requirements, as well as the availability of openings.
20
STUDENT TEACHER EVALUATION
Evaluation Rationales
The major reasons for evaluating student teachers are:

To assist the student teacher in improving and progressing in the areas of instructional skills and
professional development.

To help the student teacher master skills of self-reflection, self-analysis, and self-evaluation.

To assess the instructional and professional competence of the student teacher. Self-reflection, selfevaluation and professional growth are continuous processes best implemented through periodic
conferences and in an atmosphere of non-threatening help.
Evaluation Philosophy and Principles
Evaluation procedures for assessing the growth and performance of a student teacher are based on the following
principles:

Evaluation is a process of determining progress toward clearly defined and mutually understood
objectives. Student teachers from the Crane School of Music are evaluated on the Standards of
Professional Practice for Beginning Music Teacher Licensing and Development2

Evaluation is integral and continuous part of the teaching-learning process.

Evaluation is a cooperative enterprise leading toward increasing skillful self-appraisal.
The Crane School of Music at SUNY Potsdam views the evaluation of the student teacher as a shared
responsibility involving the college supervisor, the sponsor teacher, and the student teacher. Although each
individual is expected to make a distinct contribution to the evaluation process, it is generally recognized that it
is the sponsor teacher, because of the unique relationship and time involvement, who must bear the major
responsibility for evaluation.
Formative Evaluation and the Mid-Quarter Report
The mid-quarter report provides an opportunity to recognize growth and acknowledge strengths, as well as
provide guidance and/or modeling in areas where growth is needed. Sponsor teachers and student teachers are
each asked to complete a mid-quarter evaluation and then meet to compare and discuss responses.
2
The Crane School of Music Standards of Professional Practice are based primarily on the Interstate New Teacher Assessment and
Support Consortium’s (INTASC) “Principles of Model Standards for Beginning Teacher Licensing and Development,” 1994/2001.
Available at <http://www.ccsso.org/intascst.html>; the National Board for Professional Teaching Standard’s “Five Core
Propositions,” 2001. Available at <http://www.nbpts.org/standards/five_core.html>
21
Differences between the two reports provide an excellent opportunity to examine interpretations, discuss
strengths and areas for growth, as well as set new goals. Copies of both the sponsor teacher's mid-quarter report
and the student teacher's mid-quarter report are to be given to the college supervisor. Information obtained
from both copies is used primarily for future conferencing related to the student teacher's progress. The midquarter report's primary function is formative. The Mid-Quarter Report is found in Appendix A.
Summative Evaluation and the Student Teaching Reference Letter
Final evaluation of the student teacher occurs in the form of a summative evaluation form. This form is
completed by the off-campus supervisor in consultation with the sponsor teacher. Summative report forms are
submitted to the Chair of Music Education.
The off-campus supervisor and sponsor teacher also provide the student teacher with a written reference. This
letter should contain an accurate summation of the current knowledge, skills, and dispositions of the beginning
teacher and reflect the student teacher’s performance and growth. The sponsor teacher and college supervisor
are each responsible for writing student teaching reference letters.
A good final or summative evaluation is a result of frequent and extensive formative evaluation. The midquarter report is often quite helpful in preparing to write a summative evaluation of the student teacher, as is
information gained from previous informal and formal conferences with the student teacher and college
supervisor. Sponsor teachers may also find it helpful to use the wording in the rubrics of Standards of
Professional Practice for Beginning Music Teacher Licensing and Development as an aid in creating narrative
for student teaching reference letter (See pp. 5-12 of Handbook).
Reference letters should be mailed to the Music Education department secretary as soon as possible after the
end of the student teaching assignments.
22
STUDENT TEACHER CHECKLIST
Prior to Student Teaching
_______
Attend Crane Student Teacher Informational Meeting.
_______
Complete student teaching Area Request form and student teacher Information Sheet and
return to Music Education Office.
_______
Download and read the Crane Student Teaching Handbook.
_______
Schedule and attend interview with College Supervisor.
_______
Attend group meeting on campus with College Supervisor.
_______
Contact Sponsor Teachers upon receipt of official assignment, PRIOR to the start of student
teaching.
_______
Make housing arrangements and notify the Music Education Office of address, phone number,
and e-mail.
_______
Get one binder for student teaching portfolio materials and another for seminar materials.
_______
Purchase a semester subscription to TaskStream (assessment portfolio system) for submitting
student teaching projects.
_______
Complete 20 hours of music class observations PRIOR to student teaching. Use an observation
form for each class observed. Include a visit/observation to each of your sponsor teachers. A
completed observation log, signed by classroom teachers, is due at your first seminar.
Career Planning
_______
Attend Career Planning meeting of all student teachers at Crane.
_______
Sign release form at meeting to open your Career Planning reference file.
_______
Keep all Career Planning handouts from meeting in seminar binder.
_______
Begin resume and portfolio preparations.
New York State Certification
_______
Complete Literacy, EDLS-207 and School Health, HLTH 230
_______
Complete fingerprinting process.
_______
Register and take the New York State Certification Exams (LAST, elementary OR secondary
ATS-W, and CST) for initial certification.
23
_______
Set-up TEACH account to apply for initial certification on-line with NYS Office of Teaching
Initiatives (http://www.highered.nysed.gov/tcert/)
During Student Teaching
_______
Dress professionally and model professional conduct at all times.
_______
Participate in all student teaching seminars and attend all professional activities of your sponsor
teachers. Don’t wait to be asked, show initiative.
_______
Be respectful and practice good social skills. Don’t make excuses!
_______
Attendance and punctuality are of the utmost importance. Notify College Supervisor and
Sponsor Teacher in advance of any absence.
_______
Be prepared with a music lesson plan for each classroom lesson taught and an ensemble
rehearsal plan for each rehearsal conducted.
_______
Complete ten student teaching semester projects (one for each standard) and submit on
TaskStream.
_______
Complete all record keeping/data collection assignments (journal, lesson group records,
general music class record of topics and activities).
_______
Complete two student teacher exchange observations.
_______
Complete two mid-quarter reports and review with each Sponsor Teacher.
_______
Send thank-you letter to each Sponsor Teacher upon completion of each quarter of student
teaching.
_______
Complete Evaluation of College Supervisor at end of the semester.
_______
Notify College Supervisor immediately of any problems or concerns.
24
RECORD KEEPING/DATA COLLECTION
Observations
All student teachers are required to complete their final 20 hours of field experience observation hours
prior to the start of student teaching. Two of the observations should be completed in the sponsor teachers’
classrooms. These observations will help the student teacher become familiar with the student teaching
environment, provide practice in systematic observation, and build analysis skills. Student teachers may also
observe in other music teachers’ classrooms near their hometown, or in other exemplary music teachers’
classrooms. It is imperative that observations be arranged in advance and professional courtesies be observed
(sign in at school office, wear visitor identification). Observations are most productive when focused on
specifics. Student teachers should complete an observation form (Appendix B) for each class observed. A
completed observation log, signed by the classroom teachers, is due at your first seminar.
Portfolio Binder
Each student teacher is required to assemble a student teaching portfolio binder. The student teaching
handbook, record keeping and data collections forms, and copies of standards projects should be kept in the
portfolio binder. You may also want to purchase five tabbed divider sheets to separate the planning, classroom
observations, journal, observation feedback and standards project sections. You must have your student teaching
portfolio binder with you every day in school. It will become your collection of artifacts, evidence of
completion of the ten student teaching semester projects, and reflections based on your semester of student
teaching. The purpose of the portfolio is to act as a tool for your continuous self-evaluation and reflection, and
as a way to ensure that you meet each of the standards of professional practice assignments.
Seminar Binder
Each student teacher is required to assemble a student teaching seminar binder. You must bring your
seminar binder with you to each student teaching seminar. It will become your collection of handouts from your
college supervisor, as well as the handouts from career services.
Student Teaching Schedule
Provide your college supervisor with a copy of your daily teaching schedule each quarter. This schedule
will assist the college supervisor in planning an effective observation schedule. Be sure to notify your college
supervisor of any changes in your schedule, especially if it affects a scheduled observation day.
Lesson Plans
Student teachers must prepare a written music lesson plan for each class taught. Daily lesson plans
should include an objective, materials, vocabulary, procedures, prior knowledge, standards, closure, indicators
of success, and follow-up. Daily classroom lesson plans should be reviewed with your sponsor teacher
BEFORE implementation. Often, your sponsor teacher can assist in helping you to avoid some common
teaching errors before they happen. The college recommends that student teachers not be permitted to teach if
lesson plans are not approved in advance. In addition to formulating daily lesson plans, student teachers should
use the general music class record of topics and activities to keep track of how much each class accomplishes
in the lesson plan.
25
Rehearsal Plans
Student teachers must prepare a written ensemble rehearsal plan for each rehearsal conducted.
Rehearsal plans should include set-up (materials), warm-ups, the musical focus of each section planned for
rehearsal, closure, indicators of success, and follow-up.
Weekly Reflective Journal
Student teachers are required to keep a journal during their student teaching semester. Through a variety
of processes (usually in the post-observation conference or journal entries) student teachers are encouraged to
develop the skills needed to evaluate teaching-learning experiences. You may also include your own entries –
observations of other teachers, self-analysis of lessons taught, conference notes after meetings with your
sponsor teacher or college supervisor, and any other entries that help you reflect on the teaching-learning
process. Some stems that you can use for your own personal reflections are: I wonder…, The implications
are…, What puzzles me…, What would happen if…, I am surprised…, and I think… These will help you
imagine, explore, confirm, and question. These reflective activities will help you to consciously observe and
analyze your own behaviors and their impact on learners.
Self-evaluations focus on reflection that is the key to changing behavior. The process of assessing
specific strengths and weaknesses in the performance of objectives helps the student teacher analyze overall
progress and set goals for achievement. As the student teacher reflects on the most and least effective aspects of
the lesson and recommends alternatives, he/she develops skills and patterns of behavior essential to continued
professional growth. The completed journal will be a record of valuable insights you have gained through the
student teaching experience, and evidence of your personal and professional growth.
Lesson Group Records
Student teachers are required to keep records of secondary instrumental or vocal lesson group’s weekly
progress. Keep a lesson group record form for each lesson group taught. Record the warm-up (scales),
attendance, and lesson assignment (materials) for each lesson group. Lesson group record forms will allow you
to see the progress of each group over the span of eight weeks.
Student Teacher Exchange
Each student teacher will have the opportunity to spend a half-day observing at another student teacher’s
placement each quarter. For each exchange, student teachers should complete a student teacher exchange
observation report form. Exchange observations will be cooperatively arranged by the college supervisor in the
area you are scheduled to student teach.
26
Mid-quarter Report
The mid-quarter report provides an opportunity to recognize growth and acknowledge strengths, as
well as provide guidance and/or modeling in areas where growth is needed. Sponsor teachers and student
teachers are each asked to complete a mid-quarter evaluation and then meet to compare and discuss responses.
Differences between the two reports provide an excellent opportunity to examine interpretations, discuss
strengths and areas for growth, as well as set new goals. Copies of both the sponsor teacher's mid-quarter report
and the student teacher's mid-quarter report are to be given to the college supervisor. Information obtained
from both copies is used primarily for future conferencing related to the student teacher's progress. The midquarter report's primary function is formative.
Evaluation of College Supervisor
Upon completion of the student teaching semester, student teachers are asked to provide feedback to
their college supervisor on the Evaluation of College Supervisor form.
27
APPENDIX A: STUDENT TEACHING FORMS
Student Teacher Evaluation of College Supervisor
Student Teacher Request for Authorization of Employment
Health Fee Waiver Request
28
STUDENT TEACHER EVALUATION OF COLLEGE SUPERVISOR
College Supervisor Name
Student Teaching Semester
Year
Directions: Please rate each of the following on a scale of 1 to 10 (10 being highest) and provide at least one
supportive statement for each rating.
I.
ORIENTATION
The college supervisor provided adequate orientation to your initial experiences and expectations of
student teaching.
II.
SEMINARS
Seminar Topics and materials were useful and helpful.
The seminar materials were presented to assist you in making meaningful decisions and solving
problems.
Enthusiasm, as evidenced here by the college supervisors teaching.
III.
OBSERVATION CONFERENCES
Observation feedback was presented in a professional manner.
29
Observation feedback was helpful and provided adequate direction and assistance.
Observation feedback was designed to meet your individual needs.
IV.
PORTFOLIO
Record keeping and standards projects as an aid in organizing concepts learned.
Journal entries/observations as an aid in developing critical thinking and applying theoretical ideas to
real problem situations.
V.
GENERAL COMMENTS
Availability of college supervisor for individual assistance.
Specific ways in which the college supervisor was helpful to you as a student teacher.
Please return this form to the Music Education Office
Thank You!
30
Student Teacher Request for Authorization of
Employment/Volunteer Activity/Performance
Student Teacher Name ______________________ Semester __________
College Regulations
Because the student teaching experience is considered a full-time commitment, the
sponsor teacher and college supervisor must approve any employment, volunteer activity or
performance during the student teaching assignment. All requests for authorization must be
presented in writing on this form to the college supervisor to be forwarded to the Chair of
Music Education. Student teachers may not participate in any employment, volunteer activity or
performance unless authorized.
Place of Employment/Volunteer Activity/Performance:
_____________________________________________________________
Dates and Hours involved with this commitment:
_____________________________________________________________
If there are any changes to the information given above the student teacher must inform the
sponsor teacher and college supervisor immediately. This approval may be revoked by the
sponsor teacher, college supervisor, or Chair of Music Education if the above employment,
volunteer activity or performance interferes with the student teaching responsibilities.
______________________________
Approval of Sponsor Teacher
_________________________
Date
______________________________
Approval of College Supervisor
_________________________
Date
______________________________
Notification to Chair of Music Education
_________________________
Date
31
REQUEST FOR HEALTH FEE WAIVER
Student Health Services (SHS) at SUNY Potsdam is funded by the Mandatory Health Fee that each student must pay
each semester. The fee pays for all the services provided by SHS, including direct medical care, health education
programs, laboratory services, and administrative services.
Administrative services are used by students even if they are not attending the Potsdam campus. These services
include the maintenance of their medical record and assuring they are in compliance with New York State and
SUNY Potsdam health regulations. However, waiver of the health fee may be considered in some circumstances. A
waiver is valid for the semester/session for which it is requested. A new waiver is required for each semester or
session in which a health fee is assessed.
Acceptable reasons for requesting a waiver include, but are not limited to: Student teaching in a district more than
50 miles from the Potsdam campus; Students studying abroad for a semester; Students who are taking classes at
affiliated facilities which are more than 50 miles from the Potsdam campus, as long as their residence is also more
than 50 miles from the Potsdam campus. Exceptional circumstances will also be considered by the Director of
Student Health Services.
A waiver will be denied if: The student is requesting a waiver because they have other health insurance; The student
is requesting a waiver because they have access to their own family physician; The waiver request is made after the
close of Student Health Services on the last day of Add/Drop during the regular semester, or the close of Student
Health Services on the fifth day of classes during a summer session or during Winterim. The Director of Student
Health Services may deny a waiver for other reasons as well.
Applications for waiving the health fee are available on the SHS web site and at the Student Health Services office
upon request. The applications are to be sent to the Director of Student Health Services, who will then determine
whether the waiver is accepted or denied. The student will be notified of this decision by mail.
Name _______________________________________________________ P # ____________________________
Address ______________________________________________________________________________________
SESSION (check one):
Fall Semester ___
Spring Semester ___ Winterim ___ Summer Session # ___
Reason for fee waiver request:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(Please use reverse side if necessary.)
Return to:
Director - SUNY Potsdam Student Health Services
44 Pierrepont Avenue, Potsdam, New York 13676-2294
9/03: lg; 1/06:pc, 1/08:lg, REM 10-08
Watkins Student Health Services Center • Phone: (315) 267-2377 • Fax: (315) 267-3260
44 Pierrepont Avenue • Potsdam, New York 13676-2294 • www.potsdam.edu/shs
32
APPENDIX B: STUDENT TEACHER PORTFOLIO
I.
Planning:
Student Teacher Schedule
Weekly Planning Guide
General Music Class Record of Topics and Activities
Music Lesson Plan
Ensemble Rehearsal Plan
Lesson Group Record
Group Lesson Plan
II.
Classroom Observations:
Guided Observation Form
Student Teacher Exchange Observation
III.
Journal
Weekly Journal Reflections
IV.
Observation Feedback
Conference Reflection Guide
Rehearsal Reflection Guide
Mid-Quarter Evaluation Form
Summative Evaluation Form
33
STUDENT TEACHER SCHEDULE
Student Teacher Name _________________________
School _________________
Sponsor Teacher Name _________________________
Semester _____ Qtr. ______
Time
MONDAY
TUESDAY
WED.
THURSDAY
FRIDAY
34
WEEKLY PLANNING GUIDE
DAY
Monday
Tuesday
Wednesday
Thursday
Friday
COURSE
TEACHING RESPONSIBILITIES
35
GENERAL MUSIC CLASS RECORD OF TOPICS AND ACTIVITIES
________________
Day of Week
__________
Date
Grade ______ Classroom Teacher _______________
Concepts and
Activities:
Grade ______ Classroom Teacher _______________
Concepts and
Activities:
Grade ______ Classroom Teacher _______________
Concepts and
Activities:
Grade ______ Classroom Teacher _______________
Concepts and
Activities:
Grade ______ Classroom Teacher _______________
Concepts and
Activities:
Grade ______ Classroom Teacher _______________
Concepts and
Activities:
Grade ______ Classroom Teacher _______________
Concepts and
Activities:
Grade ______ Classroom Teacher _______________
Concepts and
Activities:
(I) Introduce
(FI) Formal Instruction
(P) Practice
(AM) Assess Mastery
36
Daily Lesson Plan Form
Objective(s):
(What do I want the students to learn [to be able to do] and how are they going to
show me they have learned it?)
Materials:
(What materials will I need?)
Music Vocabulary:
(What terminology do I want students to know?)
Prior Knowledge:
(What do the learners already know and what kinds of experience have they already
had?)
Music Standards:
(Which National or State standards are met in this lesson?)
Procedures:
(How will I present the material and in what sequential order?)
1.
2.
3.
4.
5.
6.
Closure:
(What kind of opportunity is provided for the learners to summarize for themselves
what they have learned?)
Indicators of Success: (What products, responses, reactions, and results do I want to be the consequences of
the lesson?)
Follow-up:
(How can this lesson be expanded?)
37
Daily Rehearsal Plan Form
Objective(s):
(What do I want the students to learn [to be able to do] and how are they going to
show me they have learned it?)
Set-Up/Materials:
(What set-up and materials will I need?)
Warm-ups:
(What activities will I sue to focus the attention of the students, to train students to
listen to themselves and to each other, and to set the foundation for the material to be
learned during this rehearsal?)
Selection Title
Rehearsal Number
Focus:
Rehearsal Number
Focus:
Rehearsal Number
Focus:
Selection Title
Rehearsal Number
Focus:
Rehearsal Number
Focus:
Rehearsal Number
Focus:
Closure:
(What kind of opportunity is provided for the learners to summarize for themselves
what they have learned?)
Indicators of Success: (What products, responses, reactions, and results do I want to be the consequences of
the lesson?)
Follow-up:
(How can this lesson be expanded?)
38
LESSON GROUP RECORD
Group _________
Day ___________
Instrument/Voice _____________________
Practice Record / Attendance
Student Names
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Assignments
Date _______
Warm-up
Materials
Date _______
Warm-up
Materials
Date _______
Warm-up
Materials
Date _______
Warm-up
Materials
Date _______
Warm-up
Materials
Date _______
Warm-up
Materials
Date _______
Warm-up
Materials
Date _______
Warm-up
Materials
39
Group Lesson Plan
Student Teacher Name _______________________
Group ________ Grade ________ Instrument/Voice _____________ Date _________
Set-Up (Include specific lesson materials):
Warm-ups/Ear Training/Sight-reading:
Previously assigned material: Page __________
Exercises _______________
Musical Concept(s)
Objective(s)
Procedures: (Include plans for guided practice, checks for understanding, and closure)
Indicators of Success:
New Material: Assignment for Date ________ Page ________ Exercises ____________
Musical Concept(s)
Objective(s)
Procedures: (Include plans for guided practice, checks for understanding, and closure)
Indicators of Success:
40
GUIDED OBSERVATION FORM
Student Teacher _______________________ Class ________________ Date ________
1. Knowledge of Content
Discuss the teachers’ command of subject matter; rehearsal and conducting technique.
2. Child Development and Learning
What learning opportunities does the teacher provide to support students intellectual, social, and personal
development?
3. Knowledge of Student Differences
How does the teacher adapt instruction for individual differences in learning styles
(visual, auditory, kinesthetic) and communicate high expectations for learning?
4. Instructional Skills
How does the teacher monitor the learners and adjust the teaching, and engage the learners in instruction?
41
5. Management and Motivation
How does the teacher manage time, space, and materials; student behavior; classroom climate; and provide
positive reinforcement?
6. Communication Skills
Describe the teachers’ speaking voice (volume, articulation, speed); and variety of questioning techniques:
7. Planning Skills
What were the lesson objectives? Describe the variety of teaching strategies and activities in the lesson:
8. Assessment of Student Learning
Describe the formal and informal monitoring of individual and group progress used in the lesson:
42
EXCHANGE OBSERVATION
EXAMPLES OF OBSERVATIONAL QUESTIONS FOR EDUCATIONAL SETTINGS
Bogdan, R.C., & Biklin, S.K. (1982) Applied Qualitative Education.
Boston, MA: Allyn and Bacon (pp. 223-231).
School Environment
Physical Environment: describe the size of the school building, age of the building, general appearance and
condition, building temperature and ventilation, location in community, arrangement of classrooms, classroom
size/windows, bathroom facilities, cafeteria location and arrangement, school grounds. Are entrances clearly
marked?
Economic, social and cultural environment: describe the reputation of the school, major problems the school
faces, racial composition, nature of relations between different ethnic groups, socioeconomic composition. How
are minority group students and teachers treated?
Semantic environment: what nicknames do staff members give students, what clichés do staff members’ use
when talking about students, are students referred to by some behavioral or mental characteristic (i.e. slow poke,
big mouth), what do kids call each other, are the nicknames kind or cruel, what words and phrases are used in
the school which you have not heard before?
Human Environment
Teachers: what do teachers complain about/praise, how do teachers explain students’ low/high achievement, do
teachers have favorites, who are the most popular/most disliked teachers in the school, what seems to make
them popular or disliked?
Other Staff: what are the various titles of the people who work in the school, what reasons do staff members
give for working in the school, what is the relationship between maintenance/secretaries and teachers, how are
the various specialists thought of by students, teachers, parents, administrators?
Staff members and Students Communication: how do staff members view students, do staff gossip about
students/each other, to what extent are students teased, do staff members raise their voices when talking to
certain students, how do staff members/students measure success, what type of achievements are most
rewarded?
Students: student dress/hair styles, does dress tell you anything about status systems or informal groups, who
seem to be the most/least popular children – for what reasons?
Administration: how long has the current principal been principal, what are the styles of administrators, how is
the administration thought of by the staff, how do administrators check on teachers?
Parents: what communication occurs between the school and parents, what rules pertain to visitors, is there a
PTO, how are parent complaints handled, what is the extent and nature of the volunteer program, how are
visitors treated in the school?
43
Learning Environment
Learning Situation: describe the classroom arrangement and decorations, are students interacting with each
other, what is the ability range of the class, what are children complimented for, what is the average class size,
are all students engaged in the same task at the same time, do students volunteer answers in discussion readily,
does classroom procedure optimize cooperation or competition, how do students perceive they will be rewarded
for effort, is the class heterogeneously or homogeneously grouped?
Teacher-Student Relationships: where is the teacher’s desk, what are the teacher’s movements, what kind of
curriculum materials are used, how is the class paced, what kind of group work activities are provided, which
students have most/least contact with the teacher, does the main instructional material revolve around the use of
texts?
Discipline and Control: can students choose where they sit, how prominent is control in the operation of the
school/classroom, what restrictions are placed on students’ mobility in the school, what methods of control are
used by teachers/administrators, what tone of voice do teachers use when addressing students, what student
behaviors elicit punishment?
Overall Impressions
Is this a school building in which you would like to work – why or why not?
Include any additional comments on your exchange visit.
44
STUDENT TEACHER EXCHANGE OBSERVATION
Student Teacher ___________________________________
Date ____________
Student Teacher observed __________________________________
Name of School ___________________________________
School Environment
1.
Describe the physical environment of the school:
2.
Describe the economic, social, and cultural environment:
3.
Describe the semantic environment of the school:
Human Environment
1.
Teachers:
2.
Other staff:
3.
Staff members and students communication:
4.
Students:
5.
Administration:
6.
Parents:
Grades __________
45
Learning Environment
Classes Observed __________________________________
1.
Learning Situation:
2.
Teacher-Student Relationships:
3.
Discipline and Control:
Grades __________
Overall Impressions
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
46
WEEKLY JOURNAL REFLECTIONS
Student Teacher Name _______________________
Week of ________________
Directions: Each week of student teaching, you are required to provide a written response to 3 to 5 of the
following “journal starters”. Write your journal reflections on a separate paper, label each with the date, and
keep them together in this section of your portfolio.
What I learned from observing/teaching this week…
Describe the most/least effective techniques observed or used this week…and why?
I agree/disagree with…
Questions I have after observing/teaching this week:
Elaborate on one or two particularly significant events that occurred this week:
47
CONFERENCE REFLECTION GUIDE
Student Teacher’s Name
Date
Class
Principle
Knowledge of
Content
Child
Development
and Learning
Knowledge of
Student
Differences
Instructional
Skills
Management
and Motivation
Communication
Skills
Planning Skills
Assessment of
Student
Learning
Grade
What Worked
What I Learned
What I Might Do Differently
48
REHEARSAL REFLECTION GUIDE
Student Teacher __________________________
What Worked
Date of Observation _____________
What I Learned
What I Might
Do Differently
Planning skills
(Score preparation; Specific musical objectives; Logical teaching sequence)
Instructional
skills
(Organized warm-up routine and tuning procedure; Positive working relationship on and off podium;
Creates a positive learning environment by routinely encouraging individuals and sections of the
ensemble; Diagnoses and corrects pedagogical and musical performance problems; Establishes effective
eye contact across the whole ensemble; Uses a system of “spot” rehearsal to break down a problem;
Gives suggestion for correcting mistakes each time rehearsal is stopped; Appropriate use of vocal
modeling (accurate pitch, rhythm, style)
Communication
skills
(Gives clear directions for locating where to begin; Provides sufficient time after stopping before
delivering verbal comments; Speaks loud and clear enough for all musicians to hear instructions; Gives
concise musical explanations - short and effective verbal comments; Appropriate ratio of talking vs.
playing/singing; Gives specific and appropriate feedback)
Management
and motivation
(Begins and ends rehearsal on time; Maintains an effective rehearsal pace; Uses time efficiently when
dealing with administrative tasks; Balances listening to sections alone with full group rehearsal; Senses
when to move on so as not to lose contact with entire group)
49
General Conducting Technique
Rate as follows:
Posture
U = Unsatisfactory; does not understand concept
B = Basic; implementation is intermittent
P = Proficient; understands concepts and implements consistently
D = Distinguished; exemplary ability
_______
Baton Grip
_______
Stands up straight
Relaxed upper body movement
Convincing leadership/confidence
Relaxed contact points
Curve of the fingers
Baton direction
Beat Patterns _______
Cues _______
Clarity of beat patterns
Executes meter changes
Use of horizontal plane
Use of vertical plane
Limited use of “mirroring”
Preparatory gesture
Prepared eye contact
Positive facial expressions
Left Hand Independence
Fermatas
Subdivision
_______
_______
Natural rebound style
Subdivides the beat when
musically necessary
Advance preparation
Appropriate size and shape of
release gesture
Clear release and continuation
Non-Verbal Communication
Tempo Control
_______
Style of Pattern
_______
Shows advance preparation
Accelerandos and ritards
Eye contact
Legato, Staccato, Marcato
Size of Pattern
Appropriate level of emphasis
Preparation
_______
Accents
_______
Pattern reflects the dynamic intensity
Sustaining Gestures _______
Left Hand Dynamics _______
Independent motion from right hand
Shows crescendo and decrescendo
Relaxed at rest position at side
Clarity
Conducts expressively
Reflects style of music
50
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
Score
or
N/A
51
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
Score
or
N/A
52
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
Score
or
N/A
53
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
54
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
Score
or
N/A
55
Student Teacher Summative Report 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
Score
or
N/A
56
Student Teacher Summative Report 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
Score
or
N/A
57
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
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