Music Education Department

Student Teaching Final Assessment Form

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

Date: 3/4/2015

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,
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,
engaging, and worth the students time.

Exceeds
Standard

Supervisors Comments:

Instructional Practice/Positive Outcomes:

-

Given the disruption of the PARCC exam, you handled yourself nicely with this smaller ensemble and the
constant in and out as choir members left or returned from testing. I know how hard it can be to keep the
momentum and work ethic going on these kinds of days. You kept the focus, Jazzie. Well done!
The silent mirror start was a very effective way to get the students focused and into the rehearsal
immediately; such a wonderful strategy with this age group. Well done!
I love the clapping/counting exercise; echo clapping, and songs with body movements. The overall
rhythm and pacing of your warm-up sequence is spot on and you can tell the students really love these.
Your ability to command the attention of your students and display such confidence in your teaching is
commendable. Its wonderful to see this kind of poise so early on in your career. Keep it up!
Your classroom management is very solid, Jazzie. This is clearly a product of the excellent rapport you
have with the students.
I appreciate your use of questioning techniques and dialogue with students regarding stylistic decisions
for the piece.
Overall, some very strong teaching today. Your personality and creativity are shining through in your
teaching and the students are clearly responding.

Questions to Consider/Suggestions for the future:

-I appreciate the use of solfege, vocal modeling and corresponding gesture, but Im curious why you didnt use the
Curwin hand signs?
-Allow the students to have at least one run-through of the sight reading exercise where you are not tapping out
the rhythm on the board. I have been guilty of this myself when teaching, but the fact is, many students simply
begin mimicking the movement of your hands when determining the rhythm of the exercise.
-To prevent students from talking over you or one another with open-ended questions, use the option 1/options
2 strategy to your advantage. Such as, hold up a one or two on your fingers, now someone with a quiet hand tell
me why you think that. (i.e. the same or different discussion- an age-level appropriate strategy with this forced
response approach.)
-When working with one section at a time, consider providing the other sections with something to do in order to
keep them on task. Sopranos will you listen to the guys sing and let me know how they do with the diction.
Altos will you hum your part while I work with the Sopranos.
Excellent Job, Jazzie!!

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

3/4/2015

Supervisors Signature

Date

Jasmine Riel

Student Teachers Signature

3/4/2015
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.