Music Education Department

Student Teaching Final Assessment Form

Teachers Name: Jasmine Riel Grade Level/Discipline: 8th General Music

Date: 4/8/2015

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
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
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,
engaging, and worth the students time.

Exceeds
Standard

x
x

Supervisors Comments:

Instructional Practice:
-I appreciate your fast start to the lesson and the way you framed the listening example.
You facilitated a nice discussion afterwards and posed excellent questions. I would go even
further with structuring this listening activity... (Draw a picture, tell a childrens story,
describe a scene from a film.) Provide multiple ways for the students to get at and
understand the information. You may find that their responses are rich with detail and
imagery.
-For the most part, your explanation of program vs. absolute music was clear. I would
consider providing more listening examples in this discussion to illustrate the point. You
also tied in the Rhapsody vs. Concerto discussion nicely. Are there ways these concepts
could connect to contemporary music?
-As always, your rapport with the students is solid and I appreciate your use of humor
when appropriate. The sequence of your instruction is clear and well organized.
Suggestions for the future/Questions to Consider:
-

Be careful: When you establish a dont talk while listening to the music routine,
you want to follow this rule yourself. I actually think this is quite important, we
can chat about why.) Are there specific arrival or listening points in the music,
instruments, etc. that you could draw their attention to?

Perhaps you could provide them with an example of how instruments represent
other sounds in program music. (i.e. Carnival of the animals?)

Whats another way that students would understand musical form in terms of
ABAB? Whats another example of a Rhapsody that many of the students may
recognize?

Just curious, does the piano activity tie into the lesson content? Should it?

Nice work, Jazzie! You are making wonderful progress this semester.

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

4/8/2015

Supervisors Signature

Date

Jasmine Riel

Date

Student Teachers Signature

4/8/2015

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.