CDirections: A requirement to successfully complete Education 1100 is the completion of a minimum of 15 hours spent observing in a public

school K-12 classroom. While observing you are to look for the following indicators, provide examples, and reflect on your observations for
each indicator. You may or may not see all indicators listed below due to the limited amount of time you spend in your cooperating teachers
classroom. You are however required to learn more about each indicator. Therefore you must have a conversation with your cooperating
teacher to understand the indicators not observed.

Classroom Setting
Indicators

Examples

Reflection

Classroom Atmosphere:
Teacher- student and studentstudent interactions.

Constant interaction between teacher

and students, including instruction,
feedback, humor. Critical thinking
questions are asked

The teacher has gained quite a rapport with his

students, so there is a great amount of respect
both given and received. The atmosphere is
extremely welcoming and light-hearted at all
times.

Classroom procedures:
Groups, materials, supplies,
transitions, and, routines.

Materials: Sheetmusic.
Supplies: Binders, pencils
Transitions are made in between songs.
Routine: Students come in and stand on
the risers, waiting for warmups to start.
From there, they practice their concert
music, stopping to evaluate their
performances and for announcements.
Expectations: Be on time and be ready
to sing. No gum, always bring your
binder and a pencil, and nothing other
than water when on the risers. No
talking during class.
Open, welcoming atmosphere with good
acoustics. Posters everywhere for
reference, announcements and
schedule on whiteboard, projector when
needed.

Having a simple setup for a choir class is really

key. All thats really needed is a binder for
sheetmusic and a pencil to make notes with.
Having a simple schedule is also key for a
happy, welcoming rehearsal.

Classroom behavior:
Expectations/rules,
monitoring, and response.
Classroom layout:
Arrangement of furniture,
resources for student use, and
technology integration.

The teacher has instilled a love of music and

excitement to sing in all of his students, so
there is a great amount for respect of
expectations. There are never really any unruly
students.
Walking into the choir room is always a breath
of fresh air. Its bright and open with colorful
posters everywhere. On the first day of class,
all students are given a syllabus, on which, it
says: Leave your worries at the door. Its truly
inviting and welcoming.

Teaching
Indicators

Examples

Reflection

Communication: Learning
outcomes, expectations,
directions, explanation of
content, use of vocabulary.

Very heavy use of vocabulary: music terms

always used and reviewed. When a new one
comes up or one that hasnt been seen comes
up, an explanation is always in order. The
expectation for the students is to listen and write
notes in their music to clarify anything that they
dont understand.
When faced with a problem, students evaluate
their situation, work together to figure out a
solution, analyze their solutions, apply them, and
then understand what they need to know.
Sufficient wait time is implemented by the
instructor to allow the students time to process.
Students are required to participate 100% of the
time by singing, observing, answering questions,
and giving constructive criticism. If a student
cant sing, they fill out a rehearsal evaluation
worksheet while they sit.

The teacher always pushes the

students to utilize their vocabulary
and always includes it in classroom
discussion, so there is never a
student in the dark about what is
going on.

Questioning and discussion:

Blooms Taxonomy and wait
time.

This can be used when facing a

problem in the music, deciphering
sheetmusic or a new term, or during
worksheets/computer exercises.

Activities and assignments

Activities: Warm-ups, rehearsal, sectionals (voice

parts split off to work on their parts together).
Assignments: Worksheets, tests, singing
evaluations.

Grouping of students: Whole

class, small groups, pairs,
individual, etc.

Typically whole class, unless theyre doing

sectionals. If thats the case, then the class is
broken off into their individual voice parts.

Due to the fact that it is such a

welcoming environment, students
are always excited to come to class
and learn. Theyre always willing to
participate because they know theyll
see the best results if they do.
Warm-ups and rehearsal are very
important to putting on a good
performance the night of the concert.
Assignments help students
understand the music theyre looking
at more.
This class is very all-inclusive.
Students work very well together in
large groups as well as small groups.

Materials and resources:

Primary and secondary

Primary resources: music samples

Secondary resources: sheetmusic

Hearing the song before learning it

helps students realize their

Student Participation
techniques

expectations.

sources
Pacing: Gaining attention,
transitions, reflection, closure,
wait time, etc.

Improvisation: Making
adjustments, flexibility based
on the student needs
Student interests, culture, and
other diversity incorporated

Gaining attention: warm-ups start as soon as the

bell rings, which catches the students attention.
Transitions are fairly smooth, usually after
running a song a couple times. Reflection is
made in between takes of songs, with ample wait
time between questions. Closure is usually done
during announcements after rehearsal.
The teacher always has the floor open for
students to bring up what they feel they need to
work on, so the schedule of the class can be
adjusted to fit the students needs.
VERY diverse cultures, interests, ages, social
groups, etc.

Using this schedule, the students get

their voices ready to sing effectively

Having this flexibility helps students

work on what they need to in order to
learn and improve their performance.
Since the love of music is universal,
there are all different types of
students involved in this class. Its a
wonderful opportunity to get to know
new people and learn about them.

Lesson Planning
Indicators

Examples

Reflection

Concepts, skills,
prerequisites, and
pedagogy

Concepts: Tonality, musicality, reading

music/sight reading, reading other languages,
etc.

Student abilities,
interests, learning
styles, level of
knowledge, culture,
background, and
needs.
Learning outcomes
linked to standards
within and outside of
the discipline that are

Mixed choir: beginner level

Auditioned choirs: higher levels of knowledge
All different cultures and backgrounds, some
special needs students sprinkled in.

Concepts are simply laid out and

explained in a way that anyone could
understand. Additional resources are
provided for those who arent quite
grabbing it and
Entering students all start at the same
level and then have the chance of
moving up to an auditioned choir, based
on their end of the year vocal exam.

Since this isnt a typical class, all learning

outcomes are able to be assessed based on a
diverse population of students.

able to be assessed
based on a diverse
population of
students.
Classroom Resources
to enhance the
teachers professional
knowledge and
appropriately
challenging student
materials that fit the
learning needs of all
students.
Learning activities
sequentially designed
to engage and
advances students
learning.
Intentionally
organized student
groups created to
support learning.

Formative and
summative
assessments aligned
to learning outcomes
that drive planning
and instruction.

Alfreds: A computer program to test the

students on their knowledge of music theory
learned in class. Also expands upon the lessons
in class to help further knowledge and
challenge the students. Students can stay on
particular levels as long as they need to.

Alfreds was a really fun learning tool.

There was a small lesson before an
assessment and students could take as
long as they need. All the data is sent to
the teacher so he can see where
students really need help

Alfreds, sectionals, observation

All of these together help students

determine where they are and where
they need to be.

Sectionals during class or study hall, cocurricular choirs for students who want to
audition and further their love and knowledge
of music, and choir officers (president, vice
president, and librarian, who all help organize
aspects of the class and activities).

Sectionals help specific voice parts work

on their part of the song and really dig
into what they need to work on; they can
work on one measure as long as they
want. Sometimes, its assigned and
sometimes they just pick things out on
their own.
Worksheets, quizzes, and computer
programs help the students realize
where they are and where they need to
be. Choir concerts and the vocal
evaluations held after help the students
realize if they got where they need to be
and what they still need to work on.

Formative: quizzes, worksheets, Alfreds.

Summative: choir concerts and post-concert
vocal examinations.
Through the data based on student
performance, the instructor plans out what
students need to work on and what methods
work better.

Assessment
Indicators

Examples

Reflection

Criteria expectations

Students are expected to study all criteria and

work on areas that they dont understand both

This class is a group effort

with their peers and at home.

Monitoring student learning

Feedback: Timely,
substantive, constructive,
teacher proximity, provides
guidance.

Student participation: Selfmonitoring.

Formative Assessment

Always a constant. The director leads the choir,

grades all the quizzes, and holds singing tests
after each concert to measure each students
growth.
Feedback is always instant. If a section is off, the
director stops the class and asks the students
what went wrong and asks for ways that they can
fix it. Students are encouraged to give
constructive criticism and evaluate both their
personal performances and the performances of
their peers. The director always gives guidance
when needed.
Full participation is required all throughout class.
Even if a student is sick, they must fill out a
worksheet observing the days rehearsal and
making comments on what went well and what
needs work. All students are encouraged to do so
as well while rehearsing. To aid in this, students
write notes in their music to help.
Quizzes, worksheets, computer programs, and
rehearsal.

Summative Assessment

Choir concerts, post-concert vocal evaluations.

Grading system: Traditional,

standards-based

This class is kind of a hybrid between traditional

and standards-based.

Since this class is very hands on

(rather ears on), student progress
is always evident.
Along with progress being evident,
areas that need work are very
evident as well. Both are brought up
constantly. The areas that made
progress are always celebrated and
boots student morale. When it comes
to talking about what needs
improvement, students are always
willing to offer sugestions.
Having students who are sick still
participate with a worksheet also
helps the instructor get an outside
perspective of what the students are
doing well on and what areas need
attention.
All of these help students hone their
skills.
These help the students realize their
achievements and help them think
about what they can do to get even
better.
Having traditional grading scale for
course grades but having
assignments graded based on
standard makes for an interesting
classroom.

Teacher Interview
1. What ways do you find yourself reflecting on your teaching practices? For example do you think your conversations with your colleagues,
journal writing, examining student work, conversations with your students, or just thinking about your teaching for the day?
- All of the above! Each of these methods are used every day.
2. How does reflecting on your teaching practices drive your future instruction?
- It helps me realize what works and what doesnt, in order to get the best result from the students.
3. What method do you use to keep track of grades and homework completion?
- Computer gradebooks, and folders for papers handed in.
4. What assessment does the district use to determine a students ability at the beginning of the year and what assessment is used to
determine progress? Do you use any other forms of classroom assessment to determine academic progress?
- This isnt a typical academic class, so this doesnt really apply here. For my class, though, students get vocal exams to determine where
theyre at and they receive feedback on that. Sectionals, peer observation, and worksheets, and computer programs are used to determine
academic progress.
5. Can you tell me about the Rti process in your school district? What is the process to refer a student for special services?
- Students are evaluated and the school team evaluates that data. If a student falls under a certain percentile, an intervention is put into
place to see what can be done to help the student. If they still do not improve, a special education plan is put into place.
6. What methods would you suggest for keeping yourself organized? For example what method do you use to keep track of parent contact,
when students turn in permission slips, lunch count, attendance or picture day money?
- All parent contact is typically done electronically though e-mail, unless a parent calls. Any paperwork students turn in are put into
folders.

7. How do you keep your students families informed about what is going on in the classroom or with their individual student?
- Parents are kept in the know through the department webpage and Facebook group, as well as through e-mails.
8. Do you encourage parental participation and volunteering in your classroom? Why or why not?
- Absolutely! The more parental participation, the better. Parents are very helpful during preparation for choir concerts/other events as
well as trips.
9. Do you meet with your grade level partners on a regular basis? Do you have collaborative plan time built in your schedules? What is
discussed at these meetings? Is this district or school mandated or do you find time to collaborate yourselves?
- Cooperate with learning groups, meet as a department during own schedules, and participate in the professional development school
mandate.

10. What clubs, coaching, or committees are you involves in beyond the school day? Does you district compensate employees for sponsoring,
coaching, or committee membership? Is there a minimal requirement?
-Musical and co-curricular choirs.
11. Does your administrator solicit feedback from teachers on school initiatives? What kind of initiatives are taking place in your school right
now?
-Yes, assessment of student learning and growth.
12. How do you stay current on hot topics in education or best practices?
-Being involved, going to workshops, talking to other teachers
13. Do you attend workshops or participate in professional development activities? What are the most recent ones you have participated in?
- All-State, convention, ACDA convention, spoke at Research International Symposium of Music Education.
14. Are you a member of any professional organizations? If so, which ones?
-Yes, IMEA and ACDA.

15. Are you on any leadership teams or are you in charge of any committees? What are your roles on these committees?
- Webmaster of ACDA, school improvement (to maintain the webpage).
16. If you knew then what you know now, what advice would you give me?
- Have patience with students!
17. What is the most rewarding thing about being a teacher?
- Definitely the Ah-ha! moment.
18. What is the most challenging this about being a teacher?
- Time: Getting what needs to be done, done, while still meeting the needs of the students.