Music Education Department

Student Teaching Final Assessment Form

Teachers Name: Jasmine Riel Grade Level/Discipline: 9-12

Date: 2/12/2015

Using the rubric below based on the New Jersey Professional Teaching Standards, please check the appropriate box for the
student teachers attainment of these pedagogical domains, taking into consideration the timing of the observation (i.e., near
the beginning, middle, or end of student teaching). At the bottom of the rubric, assign an overall description of the student
teachers progress.
NJ Professional Teaching Standards

Below
Standard

Approaching
Standard

Meets
Standard

Standards 1 and 2: Learning Development and Learning Differences

The teacher uses language, musical materials, and
activities/strategies that are developmentally appropriate.
A variety of resources, ideas, and perspectives are accessed in
x
order to support learning differences and needs.
Standard 3: Learning Environments
The teacher facilitates a positive, safe, and respectful
environment.
The teacher promotes and facilitates self-directed learning by
x
inviting students to interact in large or small groups, and by
honoring their interests and cultural backgrounds.
Standards 4 and 5: Content Knowledge & Application of Content
The teachers musical skills, understanding of musical
x
content, and preparation of musical materials enables students
to improve their musical performances or creations and make
appropriate adjustments during the lesson. These skills may
include (but are not limited to) singing, playing the piano,
conducting, playing guitar, sight-reading, and improvising.
The musical materials are of high quality and exemplify the
best materials to engage students in artistry and meet the lesson
objectives to lead students to strengthen their musical
understanding of creating, performing, responding and
connecting.
Standard 6: Assessment
The assessment(s) reflect the learning objectives and
x
demonstrate a range of different ways that the teacher will collect
information about student learning.
Standard 7: Planning for Instruction
The lesson plan is thorough and written precisely enough that
x
someone else could teach it. Musical experiences are connected
to clear lesson objectives and New Jersey Performing Arts
Standards.
The plan has a logical scope and sequence that allows students
x
to build upon prior knowledge.
Standard 8: Instructional Strategies
The plan incorporates various learning modes (aural,
x
kinesthetic, tactile) through activities such as singing, moving,
making connections to visual art or other content areas, creative
expression, playing instruments, discussing/critiquing,
integrating technology, and other activities that engage students
musically, physically, and intellectually.
The instruction was interesting, imaginative, creative,
x
engaging, and worth the students time.

Exceeds
Standard

Supervisors Comments:

Instructional Practice:
-I appreciate the fast start to the lesson and your right down to business approach.
Based on what you have described regarding the classroom management issues in
the class, this seem to be an appropriate and effective strategy.
-It is rare that I get to see a student teacher in action during a fire drill. You handled
yourself and brought the class back to focus and attention quickly. Well done!
-You seem to have a very nice rapport with these students. I know that behavior
seems to be an issue, from what you describe, but thus far I have not seen any
classroom management issues that would concern me. There have been positive and
productive exchanges with the students individually and collectively throughout the
lesson. Additionally, your use of humor is appropriate in diffusing potentially tense
exchanges.
-Given this piano-lab set up, it was nice to see you move around the room, work
with students depending on their individual skill-set and interest, and facilitate a
productive setting.

Questions to Consider/Suggestions for the future:

-Regarding the student whose head was down at the end of the second row for
most of the period- Was there an issue that needed to be addressed? Was he not
feeling well? At one point I saw you pass by and sort of jiggle his chair. Was there a

reason he was not participating and what should a teacher do to address this
situation?
Overall, Nice work, Jazzy.

Considering all of these domains, the student teacher (circle or highlight one):
Meets Standards

Approaches Standards

Student Teacher Response (Optional)

Below Standards

Exceeds Standards

Nicholas McBride

2/12/2015

Supervisors Signature

Date

Student Teachers Signature

Date

Notes:
1.
Student Teachers signature indicates that he or she has had the opportunity to review this
assessment with the supervisor and has had the opportunity to ask questions as necessary. It
does not acknowledge that the Student Teacher concurs with the Supervisors assessment.
2.

This form aligns to New Jersey Professional Teaching Standards (2014 version).

3.

To earn a final grade of A in student teaching, the student teacher must meet 95% of the
standards on this evaluation, 95% of the standards on the evaluation by the cooperating
teacher, 100% of the expectations for student teaching seminar and complete a successful
summative/integrative portfolio review by the faculty members in the Department.

4.

A copy of this form is retained in the Student Teachers departmental file.

Rev. 9/13/14 FA. Adopted by the Music Education Department, Fall 2014.