NAME TWS page 1

Northern State University

Junior Field Experience

MUSIC Teacher Work Sample
Fall 2016
Candidate Name:

Balie Albrecht

Candidate Phone Number:

6053810130

Candidate ID Number:

7276681

Name of School where data

Holgate Middle School

was collected:
Subject/Content Area:

Beginning Band

Grade Level:

6th

Date Submitted:

4 December 2016

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS:
Website URL: www.baliealbrecht.weebly.com

Balie Albrecht

(electronic submission)

Task I:

Professional Goal Setting

1. Knowledge of Self as an Individual

Goal: I will be able to efficiently interact with middle school students.

Procedure: I will be more social with students when they are coming in and out of the
classroom. I will also try to help explain different concepts when they are struggling to
keep up with the class.

Evaluation: I will evaluate this goal by observing the students responses toward me
throughout my JFE. This includes calling me by name, asking me questions, and specific
interactions with me.

2. Knowledge of the Learner

Goal: I will be able to know what pace to go with the students when teaching beginning
instruments.

Procedure: I will observe the students and see how quickly they can pick up on new
concepts through written tests and class participation. I will also help individual students
when they are behind the rest of the group.

Evaluation: I will evaluate this goal by immersing myself into the students as a teacher.
This way, I can observe how my cooperating teacher transitions into new content and
what tools she uses to evaluate her class. I will also evaluate myself when I am going
through my lesson. From student feedback I will see if I moved too quickly or made them
bored by going too slowly.

3. Knowledge of Content

Goal: I will become more familiar with the South Dakota music standards for the middle
school level.

Procedure: I will compare the current standards to what is actually being taught in the
classroom.

Evaluation: I will evaluate this goal by having a physical copy of the South Dakota
music standards and finding which standards each lesson is covering and highlight when
these standards are accounted for. I will take notes on how and what the lesson covered.

4. Knowledge of Pedagogy

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Goal: I will be able to know how to manage a beginning band classroom.

Procedure: I will observe my cooperating teacher and ask questions about the layout of

her classroom and lesson plans.

Evaluation: I will evaluate this goal when I teach my lessons. When I teach my lesson I
will compare the students attitude and attention to myself verses my cooperating teacher.

5. Knowledge of Self as a Teacher and Member of a Learning Community

Goal: During this experience I will be seen as a role model for the students and make a
professional impression of school faculty.

Procedure: I will introduce myself to the teachers and administers I meet throughout the
entire JFE. I will show my personality and professionalism through getting to know these
individuals.

Evaluation: I will know that I have achieved this goal when certain individuals in the
hallway greet me on a first name basis.

Task II:

Contextual Information

In my Junior Field Experience, I will be at a middle school in a 6th grade band classroom. The
school handbook says that the districts mission is, Empowering all students to succeed in a changing
world. It also says that the schools mission is, to make your years with us among the best of your
educational career. We want to be the best middle school we can be and if we work together, showing
respect and responsibility at all times, we can achieve this goal. This is a bold statement trying to
encourage students to work together so they can be the ultimate best.
The missions of the district and this particular school hold strong in the music program.
Instruments can be provided so that anyone can participate. The teachers in the music department
collaborate together and seem to get along flawlessly. On the student side, they work together for their
common goal. I witness the students helping each other out with fingerings on the instruments as well as
where they are at in the music. There is a mutual student-teacher respect. The students are also good at
taking responsibility whether it be for something good or bad. This was a surprising thing for me to see
at this age level. This 6th grade class seems to be one that is top notch and is moving along quickly.
According to the South Dakota DOE 2014-2015 report card, Junior Field Middle School contains
about 460 students in grades six through eight. Of these students, 89% are Caucasian/white, 2% are
Asian, and 5% are of Native American descent. The ratio of male to female is about 1:1. In the
classroom that I am doing my field in, every student in the 6th grade band class appears to be Caucasian
and the male to female ratio holds at 1:1. Overall, the information provided does not surprise me and it
coincides with the classroom that I will be in for the semester.
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Task III:

Instructional Design and Implementation

Northern State University

Millicent Atkins School of Education: Common Lesson Plan Template MUSIC
BME VERSION
Teacher Candidate Name: Balie Albrecht
Grade Level:

Subject:

Band

Date:

Thursday, October 13, 2016

PLANNING
List the State Standard(s) to be addressed in this lesson:
6-8.MUe.Pr.4.2.b When analyzing selected music, sight-read in treble or bass clef simple
rhythmic, melodic, and/or harmonic notation
List the Learning Objective(s) to be addressed in this lesson:
Students will be able to play through pages 8-10 in their book with minimal mistakes.
Describe how the objective is relevant to students lives. (Rationale)
According to MLT, the goal of instruction in instrumental music is to learn to play an
instrument as an extension of the inner audiation instrument. We hear the pitch/melody
before we play it. The student will sing their piece/exercise if necessary. Rhythmic movement
also correlates here. The students are tapping their feet while playing the piece/exercise.
They also will clap the rhythm instead of playing the pitches on their instrument when
majority of the class doesnt get the rhythm while playing their instrument. My cooperating
teacher gave this lesson to me.

List the words relevant to the content area that you will either introduce and/or review
during your lesson. (Vocabulary)
Quarter note, half note, whole note, note names

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List the materials you will need to teach the lesson.

Book

ASSESSMENT
Pre-Assessment: Explain how you know your students are ready for this lesson:
They have played pages 8-10, this is review in preparation for their concert

TECHNOLOGY
Describe the instructional and/or assistive technology that you will use:
None for this lesson

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students learning, culture, language, etc. *
(Based on what you identified/described in your contextual information).
None needed for this class

MANAGEMENT
Identify the management and motivational strategies to keep students on task and engaged. ]
The students have favorite pieces in the book, so if they listen and follow along Ill let them
pick their favorite piece to play.

LESSON IMPLEMENTATION
Lesson Opening Describe how you will engage students (hook)
Students get instruments and sit down in their seats, put their instruments together and
otherwise prepare for playing.
List Activities (modeling, guided practice, rehearsal techniques, etc.)
Warm up on page 7
Play through page 8-10 each piece once or twice
If time, we will go through their first day of band concert sheet.
Lesson Evaluation Describe how you will determine the success of your students

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(Include a blank copy of your post-assessment (if applicable)

No formal evaluation is done at this time, but there will be formative assessment throughout
the lesson
Lesson Closing Transition Describe how you will reemphasize the lesson objective(s) and
transition to a new activity
Students will put instruments away and sit in their seats until the bell rings.

ANALYZE

(Student engagement and learning)

(This portion may only be done after the post assessment is collected/scored.)

Post-Assessment: Include a blank copy and answer key of the post-assessment (if applicable).
Include and describe the results of the Post-Assessment including the following: Students progress from pre-
to-post assessment. (if applicable) Factors that may have influenced the post assessment results; How the results
of the post assessment highlight what areas of the lesson will require re-teaching (if any); insert a
table/chart/graph that shows the post-assessment data results (if applicable). Include a copy of the answer key
or a description of the desired outcome of your lesson.

Insert an image of your table/chart/graph here (if applicable).

REFLECT
(Teacher performance and teaching strategies)
Describe what went well.
We got through the entire lesson! The students were really attentive for the most part and
they learned a new note. We just continued in the method book as far as they could go. We
went through some things only once because 95% of the class got it. Most things we played
at least twice if not three times for note accuracy and tone.
List and describe challenges
Keeping their attention is a challenge. They have so much energy and spunk that it can be
overwhelming. I kept them entertained as well as them learning new things and improving
upon what is already known.
List and describe strategies for improvement.
I will over plan next time for sure!

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Northern State University

Millicent Atkins School of Education: Common Lesson Plan Template MUSIC
BME VERSION

PLANNING
Teacher Candidate Name: Balie Albrecht
Grade Level:

Subject:

Band

Date:

Tuesday, October 18, 2016

List the State Standard(s) to be addressed in this lesson:

6-8.MUe.Pr.4.2.b When analyzing selected music, sight-read in treble or bass clef simple
rhythms, melodic, and/or harmonic notation
List the Learning Objective(s) to be addressed in this lesson:

Students will be able to draw a treble clef on the staff correctly

Students will be able to draw the bass clef on the staff correctly
Students will be able to name notes in the clef they use on their instrument
Students will be able to draw in the notes on the staff when given the note name
Describe how the objective is relevant to students lives. (Rationale)
This is a lesson provided by my cooperating teacher. According to the state standard 6-
8.MUe.Pr.4.2.b, students have to sight read in the treble or bass clef. In order to accomplish
this, students must know what each clef is, where the clefs sit, and what each clef means. In
this lesson, students will understand the clefs.
List the words relevant to the content area that you will either introduce and/or review
during your lesson. (Vocabulary)
Treble clef, G clef, Bass clef, F clef, notes, staff, note naming
List the materials you will need to teach the lesson.
Worksheet, smart board

ASSESSMENT
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Pre-Assessment: Explain how you know your students are ready for this lesson:
This is review. This is getting into the specifics of where the clefs sit on the staff. This is also a
way to see how many notes they can name when not knowing all of them on the staff
(ABCDEFG over and over in order line space line space)

TECHNOLOGY
Describe the instructional and/or assistive technology that you will use:
Smart board for drawing clefs and notes

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students learning, culture, language, etc. *
(Based on what you identified/described in your contextual information).
I will need to repeat myself frequently for those who arent as ahead as others. I will also
have to go around to individual students and help those who have questions individually.

MANAGEMENT
Identify the management and motivational strategies to keep students on task and engaged. ]
The students know that this is graded and will need to complete the worksheet before class
is done. They will also get a chance to draw on the smart board and the rule is if they pay
attention and listen, they will get to draw on the smart board.

LESSON IMPLEMENTATION
Lesson Opening Describe how you will engage students (hook)
Get out a pencil and wait for instructions.
List Activities (modeling, guided practice, rehearsal techniques, etc.)

Pull up smart board staff and notes program

Explain the treble clef and why it is called the g clef
o Draw the treble clef and explain exactly where it falls on the staff step by step

o Have everyone trace the three and write the clef three times on their own
o Ask 2 students whose instrument is in treble clef come draw one on the board

Explain the bass clef and why it is called the f clef

o Draw the bass clef and explain exactly where it falls on the staff step by step

o Have everyone trace the three and write the clef three times on their own

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o Ask 2 students whose instrument is in bass clef come draw one on the board
Show some crazy clefs
Finish the worksheet only on the side that has the clef they play in
If this side is finished start working on the other side
Lesson Evaluation Describe how you will determine the success of your students
(Include a blank copy of your post-assessment (if applicable)
The worksheet will determine the success of students
Lesson Closing Transition Describe how you will reemphasize the lesson objective(s) and
transition to a new activity
The students will hand in their papers and pack up. Once this is done the students wait in
their seats for the bell

ANALYZE

(Student engagement and learning)

(This portion may only be done after the post assessment is collected/scored.)

Post-Assessment: Include a blank copy and answer key of the post-assessment (if applicable).
Include and describe the results of the Post-Assessment including the following: Students progress from pre-
to-post assessment. (if applicable) Factors that may have influenced the post assessment results; How the results
of the post assessment highlight what areas of the lesson will require re-teaching (if any); insert a
table/chart/graph that shows the post-assessment data results (if applicable). Include a copy of the answer key
or a description of the desired outcome of your lesson.

Insert an image of your table/chart/graph here (if applicable).

REFLECT
(Teacher performance and teaching strategies)
Describe what went well.
The students were all very attentive. They love going up to the board to draw. I could have
had more students go up to the board.
List and describe challenges
It was hard to check to make sure all of the students were on the correct side of their
worksheet. It also takes a long time to grade all of their papersnote for future!
List and describe strategies for improvement.

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I would repeat myself even more than I did. This group is very bright, but there are always
some stragglers.

Task IV:

Analysis of Focus Students (Case Study 1 at each level)

Amanda* is a sixth grader at Junior Field School and is in the sixth grade band class. While

being in the classroom, Amanda has shown a different attitude and demeanor than most of the students.
It seems as though she just doesnt get it and cannot focus on the task at hand about ninety percent of the
time. She has a flighty attitude but seems to want to be in the band classroom and be included with her
peers. She shows some characteristics of ADHD, but has never been diagnosed with it. I chose her for
this case study because of these issues in the classroom.
When discussing with my cooperating teacher, it seems that Amanda has had a relatively
normal background. She is from a white, middle-class family. She lives with her dad, stepmother, and
two stepsiblings. She does not have any noted special needs or a behavior record. Her performance in
other classes seems to excel in the A and B grade range except for math. Her math skills are lacking and
the current grade is teetering between an F and a D for a grade. When looking at the grand scheme of
things in the band room, this struggle with math shows through her musical ability. She has trouble
keeping a steady beat and counting.
Amanda wanders around the classroom when she is not asked to play. She is a distraction for the
other students and some of the students in the class have asked my cooperating teacher and me why she
just doesnt get it. She is behind the rest of the group with note names and where the notes are on her
instrument. This is frustrating to her because she is on the small beginner bell set while the other two
percussionists are moved to the xylophone and marimba. When playing in the method book, she hits
random notes and doesnt even bother to figure out the music and it again distracts the other students.
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The only time she seems to focus is when she is called out either by my cooperating teacher or a fellow
student.
One thing that might help Amanda is to set goals and write them out. This would be a tangible
document for her to keep motivated. Once these goals are achieved, there could be a reward of some
sort. If there is a reward, she might be more willing to pay attention and do what is asked of her. She
also needs something to do when she is not playing other than wandering around the classroom. This
could be a small task like organizing her music or the percussion instruments. Another thing might be to
give her a worksheet covering note names or counting for when she isnt playing. This could help her
musically when she can just sit down and figure it out on her own.
The strategy that seems to work best is standing right next to her or playing with her. Then she
seems to focus her attention on the task and really tries to do well. This strategy is not ideal. There
wont be an extra person in the classroom constantly. Maybe one of the other students who is playing
the same instrument and excelling could be her partner and help her keep on track. When she is called
out on her behavior, she also seems to pay attention more. A classmate or my cooperating teacher could
do this more frequently.

*Amanda is not the students real name

Task V:

Reflection and Self-Evaluation- Goals

My Junior Field Experience has been one of the most satisfying, rewarding, and fun things I have

been able to do at NSU. When I began the process of choosing a cooperating teacher, I was very
apprehensive of the younger age group that I was going to be working with. I have always known that I
want to teach at a high school level, but due to taking this class I was exposed to the middle school level.
I absolutely loved it! They have so much energy and still have the desire to learn and be better. They are
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also at the age where the teacher is still cool. My cooperating teacher taught me so much not only about
teaching, but how to be a great teacher. Over the course of the semester, I have jumped in feet first with
these students and achieved the goals laid out when we began this process.
The first goal was, Knowledge of Self as an Individual. My goal was to efficiently interact
with middle school students in a positive way. This goal was one of the easiest that I made. Many of the
students say, hello, and would give me a high-five on the way into the classroom. They had a very
positive attitude towards me and enjoyed my presence. They would always ask if I would be teaching
them or if I had anything special to show them. I would be walking around listening and assisting those
who werent getting the concepts as quickly many times when I was in the classroom. These students are
very inquisitive and would ask many questions. The students in the percussion section were especially
inquisitive when I brought a new instrument, showed them a new concept, or played something for
them. It was great to be in such an accepting environment where the students look up to you as a role
model.
The next goal was Knowledge of the Learner. The goal that I chose for this section was to
know the pacing of the students with beginning instruments. This was one of the more difficult goals
that I had for myself and I think it is for any beginning teacher. The students are at all different levels
and its hard to choose how fast or how slow to go with them while new concepts are being mastered. I
achieved this goal through my two lessons. One lesson took much longer than I thought it would and the
other I did not have enough things to do. It really depends on the group and the understanding as a
whole. Many times I would have to repeat myself and explain things two or three ways before the
students would begin to understand the concept. Other times I would say something once and they had
mastered it before the complete sentence came out of my mouth. It really is a skill that will take time to
master, but so far I have gotten the hang of it.

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The Knowledge of Content goal was to understand the middle school standards and familiarize
myself with them. This goal was also an easy one because the standards are very vague and open-ended.
Many of the concepts taught could be placed under two or three standards. The standards are loose to
give freedom to teachers, but without an understanding of these standards I can see where teachers could
fail to complete all of them. The standards are in one column for Middle School Ensemble. This
includes grades six through eight. The same standards are used for all three years, but there are so many
concepts to be covered in that short amount of time. You have to pick and choose what is the most
important. The method books do a great job of hitting these concepts as well as outside resources.
The fourth goal was under the, Knowledge of Pedagogy, category. I left this goal more openended: I will be able to know how to manage a beginning band classroom. Throughout the semester, I
have learned so much about classroom management. There is a routine to follow and the students know
what they are supposed to do. My cooperating teacher told me it takes about a week for the new students
and the new sixth graders to get the hang of it, but after the first week it is smooth sailing. When being at
this level, you also have to teach students organizational skills as well as the subject content. They are
learning so much all at the same time: keep your music in the folder, keep your instrument in its
assigned locker, pick up everything when youre done, bring your book and instrument to every class, be
on time for class, and so on. Not only that, but they are also learning the music and how to be proficient
at an instrument. Were trying to cram so much into their brains that it could be extremely
overwhelming! Thats why this class needs to have the fun aspect to it. If the content or how the content
is presented isnt fun, they wont learn as much. On the behavior side of classroom management, my
cooperating teacher has a point system. This point system is Harry Potter themed, so the students are
split into houses. They can earn points for good behavior like being ready on time, playing well, and
answering questions just to name a few. Points can also be taken away for those who are misbehaving.
At the end of the week, the house that has the most points gets a candy. This little thing has shown so
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much improvement in behavior. Who thought a Jolly Rancher at the end of the week could be such an
incentive to be good?
The last goal category was, Knowledge of Self as a Teacher and Member of a Learning
Community. This goal was also very easy to achieve. The goal was to be seen as a role model for the
students and make a professional impression on the school faculty. As explained above, the students did
see me as a role model. They asked me questions and enjoyed my presence. As on the faculty side, I met
many different teachers and staff. Many smile and said, hello, when I was in the hallway. The music
faculty was very open and made me feel so welcome. They called my by my first name and were polite
when giving me feedback. The principal and secretary also made me feel very welcome. They are a
great resource for guidance. I hope the staff I will be able to work with when I get a teaching job will be
this welcoming and pleasant to be around.
Overall, this experience has solidified my desire to be a teacher. It also has shown me that I am
able to teach at the middle school level and enjoy teaching at this level. Its such a great opportunity to
be able to go into a school and teach and get these experiences first hand. I cant wait to student teach
and be in a classroom setting for a semester before having a classroom of my own.

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