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NGU College of Education - Domain 1 + Domain 3 Checklist Report

Date of Observation:​ 3/5/2019 Program:​ Music


Student Name:​ Clay Blackwood Term:​ Spring2019
Student Level:​ 2nd Semester Senior/ Student Teacher Evaluator’s Name:​ Phil McIntyre
Student Email: ​blackwood4633@ngu.edu Evaluator’s Role:​ NGU Supervising Instructor (student
Which Lesson:​ ADEPT 4.0 teaching)
Lesson Topic: ​Compound Time Evaluator’s Email:​ phil.mcintyre@ngu.edu
Domain 1: Instructional Indicators Checklist
Exemplary (4)- Always: 90%-100% Unsatisfactory- (1)- Rarely: 0-29%
Proficient (3)- Often: 60-89% Not Applicable- N/A
Needs Improvement (2)- Sometimes: 30-59%

Indicator Score Comments

1. Standards and Objectives​: 3 Teacher explained and demonstrated how to clap and sing the
Aligned; Connected to previous learning, and 6/8 rhythm patterns.
Communicated; Evidence of Mastery of the
Objective.

2. Motivating Students​: 3 Students were engaged ( all raised their hands to answer
Content is Relevant, Engaging, and Meaningful. teacher's questions)and content was relevant in that it was
required to understand the content to be able to play the
musical passage.

3. Presenting Instructional Content​: 3 Teacher demonstrated the rhythm by counting and clapping
Clear and concise information in a logical sequence; and writing the rhythm patterns on the board.
Examples given; Expectations modeled by teacher.

4. Lesson Structure and Pacing​: 4 Pacing was appropriate and transitions were efficient. Teacher
Appropriate Beginning, Middle, End; used a countdown clock to assure students would be on time
Efficient transitions and material distribution, for the varied activities.
Timely pacing.

5. Activities and Materials​: 3 Teacher used several methods some with and some without
Varied,​ Relevant, Challenging, Support lesson Technology.
objectives; Technology is used by teacher and/or
students

6. Questioning​: 3 Questions remained on the basic level since this was new
Variety of Bloom’s levels that are linked to SLO, material.
Wait time evident; Teacher generates​ ​High Order
Questions.

7. Academic feedback: 3 Teacher asked students to count rhythms and monitored that
Specific, meaningful, frequent​, used for instructional all understood the concept.
monitoring and adjusting

8. Guided Practice: 4 Teacher demonstrated and had the students demonstrate the
Enhance learning; Roles assigned; Goals set and time counting examples.
learning evaluated; Accountability for individuals is
evident

9. Teacher Content Knowledge: 3 Teacher was knowledgeable and he did connect the 6/8
Accurate knowledge of material taught; counting to other learning. For example he explained how the
top number was how many beats there were in a measure and
NGU College of Education - Domain 1 + Domain 3 Checklist Report

Subject-specific strategies utilize​d; Sufficient depth the bottom number indicated what kind of note got one beat.
of content.

10. Teacher Knowledge of Students: 3 There was no evidence of differentiation of instruction because
Understands and anticipates needs; ​Differentiates of interests or cultural heritage. Teacher did seem to be
and makes accommodations in instruction; knowledgeable of his students and their needs.
incorporates cultural heritage.

11. Thinking/Problem Solving​: ​Provides 3 Teacher provided a worksheet that each was to complete that
opportunities to: generate a variety of covered analyzing the material of the lesson.
ideas/solutions,
analyze problems and share information
NGU College of Education - Domain 1 + Domain 3 Checklist Report

Domain 3: Environmental Indicators Checklist

Exemplary (4)- Always: 90%-100% Unsatisfactory- (1)- Rarely: 0-29%


Proficient (3)- Often: 60-89% Not Applicable- N/A
Needs Improvement (2)- Sometimes: 30-59%

Indicator Score Comments


Expectations 3 Expectations were on a basic level of introductory
Teacher sets high and demanding academic knowledge of 6/8 time signature.
expectations for every student;
Teacher encourages students to learn from mistakes;
Teacher creates learning opportunities where all
students can experience success;
Students take initiative and follow through with their
own work;
Teacher optimizes instructional time.

Managing Student Behavior 4 Students were on task, there were no disruptions


Students are well-behaved and on task; observed.
Teacher reinforces rules and expectations for
learning and behavior;
The teacher uses techniques such as positive
feedback, intrinsic motivation, and/or consequences
to maintain appropriate student behavior;
The teacher overlooks inconsequential behavior;
The teacher deals with students who have caused
disruptions rather than the entire class;.
The teacher attends to disruptions quickly, firmly,
fairly, and consistently with no interruption to
instruction.

The Classroom Environment 4 Classroom was immaculate


Is organized;
Supplies, equipment, and resources are easily and
readily accessible for all students.

Respectful Culture 4 Students and teacher demonstrated caring and respect


Teacher-student interactions demonstrate caring and throughout my time with them.
respect for one another;
Students are encouraged to exhibit care and respect
for one another.

Overall Average Score: 3.33

Overall Lesson Comments: ​Was a very good lesson and the teacher was a more engaged. Much improved over the last
observation.