Lesson Observation

Evidence/Feedback/Progress Form
Kansas State University
0 1 2 3 4
Not Observed Unsatisfactory Developing Meets Standard Exceeds Standard

0 Not Observed: No evidence related to the standard is provided.

1 Unsatisfactory: Unsatisfactory; ineffective; little evidence to support meeting the standard.
2 Developing: Limited or inconsistent evidence to support meeting the standard; approaching
the level of performance for the standard but has not yet reached the standard.
3 Meets Standard: Consistent evidence to support an adequate level of performance for
meeting the standard. This represents the level needed to be a competent
beginner in the first year of teaching.
4 Exceeds Standard: Convincing and consistent evidence to support a high level of performance
for meeting the standard. This represents in-depth understanding and high
levels of effectiveness and innovation in performance.

Category 1: THE LEARNER AND LEARNING 0 1 2 3 4

1. Learner Development
1a. Understands how learners grow and develop. Evidence:
1b. Recognizes that patterns of learning and development vary •
individually within and across the cognitive, linguistic,
social, emotional, and physical areas.
1c. Designs and implements developmentally appropriate,
relevant, and rigorous learning experiences.
2. Learning Differences
2a. Uses an understanding of differences in individuals, cultures, Evidence:
and communities to ensure inclusive learning environments. •
2b. Uses an understanding of differences in individuals, cultures,
and communities to enable each learner to meet rigorous
standards.
3. Learning Environments
3a. Works with others to create environments that support Evidence:
individual and collaborative learning. •
3b. Works with others to create environments that include
teacher and student use of technology.
3c. Works with others to encourage positive social interaction,
active engagement in learning, and self-motivation.
Category 2: CONTENT KNOWLEDGE 0 1 2 3 4
4. Content Knowledge
4a. Understands the central concepts, tools of inquiry, and Evidence:
structures of the discipline(s) he or she teaches. •
4b. Creates learning experiences that make the discipline
accessible and relevant for learners to assure mastery of the
content and provides opportunities for literacy experiences
across content areas.
5. Application of Content
5a. Engages learners through the creation of interdisciplinary Evidence:
lessons and facilitates the examination of issues from •
multiple perspectives through varied communication modes.
5b. Facilitates learning opportunities involving critical and
creative thinking.
5c. Incorporates learning opportunities that involve solving
authentic, real world problems independently and
collaboratively through concept-based teaching.

Additional Comments:
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Category 3: INSTRUCTIONAL PRACTICE 0 1 2 3 4

6. Assessment
6a. Understands how to use multiple measures to monitor and Evidence:
assess individual student learning. •
6b. Understands how to engage learners in self-assessment.
6c. Understands how to make informed decisions.
7. Planning for Instruction
7a. Plans instruction that supports every student in meeting Evidence:
rigorous learning goals. •
7b. Plans instruction by drawing upon knowledge of content
areas, technology, curriculum, cross-disciplinary skills, and
pedagogy.
7c. Plans instruction based on knowledge of learners and the
community context.
8. Instructional Strategies
8a. Understands and uses a variety of instructional strategies to Evidence:
encourage learners to develop deep understanding of •
content areas and their connections.
8b. Understands and uses a variety of instructional strategies to
encourage learners to build skills to apply knowledge in
relevant ways.
Category 4: PROFESSIONAL 0 1 2 3 4
RESPONSIBILITY
9. Professional Learning and Ethical Practice
9a. Engages in ongoing professional learning. Evidence:
9b. Uses evidence to continually evaluate his/her practice, •
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community) and adapts practice to meet the needs of each
learner.
10. Leadership and Collaboration
10a.Seeks appropriate leadership roles and opportunities to take Evidence:
responsibility for student learning. •
10b.Seeks appropriate leadership roles and opportunities to
collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner
growth.
Category 5: DISPOSITIONS 0 1 2 3 4
11. Professional Dispositions
11a. Values Learning and Professional Development. Dedicated to Evidence:
acquiring and applying new ideas about content, pedagogy, •
and students.
11b. Commits to Professional, Ethical, and Legal Conduct.
Committed to obeying the law and abiding by institutional,
state, and national professional and ethical standards.
11c. Values Positive, Caring, and Respectful Relationships.
Committed to interacting with students, colleagues, and
community members with care, compassion, and respect.
11d. Embraces Diversity, Equity, and Fairness. Recognizes and
values human differences and is committed to meet the
educational needs of all students.
11e. Commits to Wise and Reflective Practice. Dedicated to
careful reflection on instructional decisions and takes actions
to improve professional competence

2

General Comments
• Great work visiting with all the students as they enter. The way you walk around and visit with them
and ask questions is a fantastic strategy to connect and start rehearsal.
• The projection of the schedule on the screen is excellent and serves a wonderful role.
• The physical warm-up is a great way to start the rehearsal. Think about ways to have that efficiency
worked in maybe even music playing as they enter. This can help set the tone as well.
• The celebration and affirmation at the end is fantastic.
• The student leadership aspect is so great! Ask Ms. Thomas how she sets this up and engages the
students. This is a great culture to set for the rehearsal classroom. The shared governance is really a
great pathway.
• The additional movement to the vocalise is great… the modeling works well too. Keep bringing that
kinesthetic mindfulness into your teaching.
• Good use of the piano and not letting it be a barrier or a hindrance in the rehearsal. Your avigation of
this is fantastic.
• Using the whiteboard was a great idea as well. Use this almost as a question as well. Say, do we
something that can help us remember the vowels?
• You identify the tonal issues quickly and have a great rapport with them to work on their musicality!
Really well done! The giggling and laughing along the way is refreshing!
• It is interesting to see how the pulse for students varies as they patch the beat for the D, Do-Re-Do
exercise. Some are right on, others have a different interpretation. This is so helpful to see as a
teacher. Great idea to have them do both as they sing.
• The descending is always difficult because we tend to overshoot the intervals.
• Did you hear how the “d” syllable changes on the repeated “dos”? Fascinating! You model it well,
but you can also insist on it as well.
• With the sightreading, I love that everyone is learning everyone’s part! This will be very effective
over a long period of time as well.
• Your change in proximity and voice timbre is very effective. You know how to keep the entire
classroom engaged. Well done!
• Sometimes, you can use falsetto with altos. This can be especially effective with younger students to
help with octave displacement.
• The use of pieces as warm-ups can be very effective. Well done!
• Good adjustments as they start to struggle after adding the text.
• Another idea to think about for getting them to produce more output is to have them visualize their
sound. Think about having them move the wall back 5 feet, 10 feet, etc… say aim sound at wall…
Tenor 1 top, tenor 2 middle, bari/bass lower. Then you can focus on balance as well. Too much on
either end and it all falls down.
• In hearing some of them as well, you might also think about having them feel where they are
breathing and how it is supporting their sound. Make that process kinesthetic as well. Give them
something they can focus on to ensure proper support through all of their singing.
• Another idea for support is also spreading out throughout the room and have them fill the space
around them with sound. This will work on support and listening as well.
• Nice roaming as they are completing the solfege entry.
• When you get to a point where you want to hear them give you a bit more, ask them to over do it
next time. Say, “I want you to over do it this time. Make me tell you to back off and relax a bit.” In
many cases they will give you what they want and you can say, “See! That is what I am asking for!”
Or, “See! I knew you could give me way more! Now go 90% of the way to where you just went.”

3

• Spencer, Overall, this is a fantastic first observation. You have a great foundation, and you are very
comfortable in front of students. Your confidence comes through in your proximity, interactions, and
communication with students. You work throughout is impressive and you have worked very hard to
get to the point. As you continue on, think about how to reach your goals for your students through
different metaphors and strategies extending beyond just rehearsal and conducting strategies. Think
of the various ways students learn and explain musical concepts from various perspectives to
continue reaching your students. Keep up the great work!
o DP