"#$%& '(#&)*%+, -./)0*1.

,*
2*#(.,* 3.)&4%,5 6.$$+,78.4.)0$)9 :;$.0<)*%+, =+01



Teachei's Name: Auam Kishbauch uiaue LevelBiscipline: NS Choii Bate: Septembei 12, 2u14


Instiuctions to the Supeivisoi: "#$%& '() *)#+,$-'.,# /)0.12 -0)3#) +()+4 '() 3--,.-,$3') /.5 6., '() #'7*)%' ')3+(),8#
-),6.,93%+)2 '34$%& $%'. +.%#$*),3'$.% '() '$9$%& .6 '() ./#),:3'$.% ;$<)<2 %)3, '() /)&$%%$%&2 9$**0)2 ., )%* .6 #'7*)%'
')3+($%&=< >' '() /.''.9 .6 '() *.+79)%'2 3##$&% 3% .:),300 *)#+,$-'$.% .6 '() #'7*)%' ')3+(),8# -,.&,)##<

'>/.&*)*%+,$
?.9+@
'>/.&*)A
*%+,$
B//0+)&4%,5
'>/.&*)*%+,$
"..*$
'>/.&*)A
*%+,$
'>&..($
'>/.&*)A
*%+,$
C+
://+0*#,%*D
*+ :;$.0<.
E0./)0%,5 F+0 *4. :;$.0<)*%+,
Lessonensemble plan aiiives in auvance to enable the
supeivisoi auequate time to pioviue feeuback anu the
oppoitunity foi the teachei to ievise the lesson plan piioi to the
obseivation.
X
Lessonensemble plan incluues: 0bjectives (behavioial,
cognitive, expeiiential, constiuctivist), FocusingEssential
Question (classioom lessons only), Piocess (sequence),
Assessments (foimative, summative, integiative). The plan
incluues enough uetail that someone else coulu teach fiom it. The
activities pioviue stuuents with the infoimation anu expeiiences
they neeueu to meet the objectives anu answei the
focusingessential question.
X
Lessonieheaisal content is age appiopiiate anu auus value to
chiluien's lives. Tasks consiuei the benchmaiks in the 2u14
National Coie Nusic Stanuaius.
X
Lessonensemble plan is stuuent centeieu anu engages stuuents
in the aitistic piocesses of cieate, peifoim, iesponu, anu connect
(NAfNE Stanuaius, 2u14) thiough constiuctivist activities.
X
Activities consiuei the uevelopment of 21
st
centuiy skills
(collaboiation, cieativity, communication anu ciitical thinking).
X
Lessonensemble plan facilitates stuuent's abilities to meet Su0
(N}) oi SL0 (PA) as appiopiiate.
X
G9)$$0++1 6.$$+, :;$.0<)*%+,
Teachei is piepaieu, knows the lesson content anu fills the entiie
class peiiou with puiposeful instiuction.

Teachei facilitates stuuents' abilities to constiuct meaning foi
themselves.

Teachei nuituies, in stuuents, the acquisition of a ciitical
consciousness, empoweis theii musicianship anu pioviues
oppoitunities foi stuuents to contiibute to the lesson in
meaningful anu puiposeful ways.

Teachei honois the uiveisity of stuuent leaining styles incluuing
auapting foi stuuents with special leaining neeus.

Teachei uemonstiates he oi she is awaie of how stuuents aie
iesponuing anu pioviues oppoitunities foi stuuents to be
successful. Teachei incluues anu iesponus to foimative
assessment thioughout the lesson.

Teachei uses appiopiiate stiategies to scaffolu leaining anu
pioviues foi stuuent ieflection.

Teachei piaises stuuents when appiopiiate.
Teachei cieates a safe enviionment that contiibutes to goou
classioom management. When theie is an issue, teachei
auuiesses it, always maintaining the uignity of the stuuent.

Teachei iespects uiveisity anu uses language that is appiopiiate
anu fiee of genuei bias.

2

'>/.&*)*%+,$
?.9+@
'>/.&*)A
*%+,$
B//0+)&4%,5
'>/.&*)*%+,$
"..*$
'>/.&*)A
*%+,$
'>&..($
'>/.&*)A
*%+,$
C+
://+0*#,%*D
*+ :;$.0<.
3.)&4.0H$ "#$%&%),$4%/
Teachei plays piano appiopiiately anu shows eviuence of
technical skills appiopiiate foi the lesson.
X
Teachei sings uemonstiating musicality, accuiacy of pitch,
ihythm, uiction, appiopiiate vocal technique anu unueistanuing
of style.
X
Teachei uemonstiates competence on instiuments utilizeu in a
lesson oi ieheaisal. Teachei uses accuiate teiminology.
X
Teachei's conuucting is cleai anu ieflects the ability to
communicate musical iueas.
X
',$.1;9. 8.4.)0$)9 :;$.0<)*%+,
Teachei is piepaieu, has a thoiough knowleuge of the musical
scoie, anu fills the entiie ieheaisal peiiou with puiposeful
instiuction.
X
Teachei constiucts waim-ups that connect to the music being
ieheaiseu.
X
Teachei listens anu continually assesses ensemble's peifoimance
suggesting appiopiiate stiategies foi iemeuiation when
necessaiy.
X
Teachei piaises stuuents when appiopiiate. X
Teachei speaks only when appiopiiate. Instiuctions aie cleai anu
concise.
X
Teachei uses appiopiiate stiategies to scaffolu leaining anu
pioviues foi stuuent ieflection.
X
Teachei cieates a safe enviionment that contiibutes to goou
ieheaisal management. When theie is an issue, teachei
auuiesses it, always maintaining the uignity of the stuuent.
X
Teachei iespects uiveisity anu uses language that is appiopiiate
anu fiee of genuei bias.
X
8.F9.&*%,5 +, *4. :;$.0<)*%+, IJ,*.50)*%<. B$$.$$1.,*K
Teachei ieflects ciitically on his oi hei peifoimance. Teachei is
able to iuentify stiengths anu weaknesses of his oi hei
peifoimance.
X
Teachei ieflects ciitically on the stuuents' peifoimance. X
Teachei ieflects ciitically on the efficacy of the lessonieheaisal
plan.
X
Bialogue with the supeivisoi is positive anu constiuctive. X
Eviuence of emeiging teachei agency is appiopiiate to the timing
of the obseivation.
X
With the supeivisoi, teachei is able to set appiopiiate goals foi
futuie teaching.
X

:;$.0<)*%+, C+*.$ F0+1 *4. G+99.5. 2#/.0<%$+0 IE9.)$. %,&9#(. &+11.,*$ +, %*.1$ *4)* )0. ;.9+@ .>/.&*)*%+,$KL All
of the pieces of the waim-up weie in place. Anu youi ieheaisal plan incluueu all of the iequisite paits. Congiatulations
anu thank you foi that. All of the pieces of the waim-up weie in place. Anu youi ieheaisal plan incluueu all of the
iequisite paits. Congiatulations anu thank you foi that.













S


?.%#$*),$%& 300 .6 '()#) $')9#2 '() #'7*)%' ')3+(),8# -),6.,93%+) .% '($# ./#),:3'$.% 13# ;+$,+0) ., ($&(0$&(' .%)=@

?.9+@ B//0+)&4%,5 "..*%,5 '>&..(%,5
'>/.&*)*%+,$ '>/.&*)*%+,$ '>/.&*)*%+,$ '>/.&*)*%+,$

2*#(.,* 3.)&4.0H$ 8.$/+,$. I!"#$%&'(KL
























2*#(.,* 3.)&4.0H$ 5+)9$ F+0 ,.>* +;$.0<)*%+,L As you think about futuie waim-ups you might consiuei ways to
shaie the iesponsibility foi auuiessing the issues of the waim-ups with the stuuents. Foi example, you askeu them what
they knew about goou singing postuie, anu they gave you gieat answeis. The same happeneu with bieathing. That was
outstanuing. Beginning wheie they aie with what they know anu using that, as a biiuge to new leaining is soliu. Eunice
Boaiuman, in hei geneiative appioach, calleu that going fiom the known, thiough the unknown to the new known. She
baseu that on Biuneiian psychology, but it is an appiopiiate leaining theoiy. In the ciitical peuagogy lingo, I call that
"honoiing theii woilu." What woulu have sealeu the expeiience was foi you to paii them in two's anu have one membei
of the paii watch the othei one to check the postuie anu the bieathing. Then, they coulu give each othei feeuback. It
woulu not have auueu moie time to the waim-up, but might have ieinfoiceu youi waim-up goals. You might have askeu
them to take a moment uuiing the weekenu, to watch theii favoiite singei on YouTube to check out the postei anu
bieathing anu to wiite a note to you explaining what they saw. You coulu ieau a couple at a subsequent ieheaisal. That
woulu auu the element of ieflection to youi waim-up. If theie is a choii blog oi webpage, they coulu post theii ieflections
theie. Anything you can uo to connect them to the choii beyonu anu outsiue the ieheaisal will make the expeiience moie
eniiching.
In a futuie waim-up you might have them listen to a iecoiuing of a piece in theii foluei anu following the scoie,
anu then suggest to you some of the challenges. Then ueuicate a pait of the waim-up to piepaie singeis to meet those
challenges when they face them in the music.
Thinking about youi own skills, you appeaieu uneasy with moueling foi them with youi own voice anu playing
the piano. uet ovei that. If the piano skills aie inhibiting, finu a way to compensate. Naybe Nis. Szabo will play foi
you. But, you must mouel anu uemonstiate moie with youi voice. That's impoitant. Then, as they sing, get useu to
listening anu ciitiquing (assessing foimatively) what you aie heaiing anu comment on that. Was the postuie 0K. Was
the bieathing what you askeu them to uo. Tell them. Weie the vowels in the aipeggio long anu tall. Tell them anu if not,
holu them to making the coiiection.