Macquarrie Evaluation

Walkthroughs & Formative Assessments for
LEIGH A MACQUARRIE
Evaluator: SARA E WHITE
Modified Date: 05/11/2015
Planning
Rating Specific Comments
1. Professional Knowledge - The teacher

demonstrates an understanding of the
curriculum, subject content, pedagogical
knowledge, and the needs of students by
providing relevant learning experiences.
Level III * This rating reflects your last two walkthroughs and 2nd formative observation.
Suggestions, if necessary, will be provided in the summative assessment.
Evidence for Rating (not exhaustive):

Linked the activity to International Night in order to assist stgudents with
making the real world connection
Addressed critical learning standards and content
Demonstrates clear and thorough understanding of curriculum,
standards, and subject content by accurately presenting material in a
comprehensible manner
Exhibits deep pedagogical knowledge by implementing processes and
practices that are appropriate for the students' developmental levels
(emotional, social, cognitive, physical)
Meets the needs of students by planning and implementing lessons that
are engaging and relevant
Sample Performance Indicators

Examples may include, but are not limited to:
2. Instructional Planning - The teacher plans
Level
using state and local school district curricula
IV
and standards, effective strategies, resources,
and data to address the differentiated needs of
all students.
* This rating reflects the final two walkthroughs and formative observation.

Lesson plans are consistently posted to the y drive and include critical
elements: inter-disciplinary connections, visual aids, modeling, common
core connections, learning standards, I can statements, assessmentsteacher and student self-assessments, music vocabulary, lesson
overview, student experience, differentiation, creation, performance and
evaluation.
Student choice is evident for the final unit project once the students have
tried all of the partsstudents choose either movement OR mallets.
Consistently uses real world resources and student data to plan relevant
lessons that are differentiated to meet the needs of all learners
Plans are consistently developed within a backwards design model;
lessons build on one another in a logical manner (introductory, modeling,
practice, assessment, proficiency, etc.)

Instructional Delivery
3. Instructional Strategies - The teacher

Level
promotes student learning by using research- IV
based instructional strategies relevant to the
content to engage students in active learning &
to facilitate the students' acquisition of key
knowledge & skills.

Modeled the expectations for students and with them as they sang and
stomped to the beat.
Reviewed the beat for the song about a rumble in the jungle, which was
on the board (ta, ta, ta, ta, ti-ti, ti-ti, ta, ta) as a visual reminder, then
practiced the beat by patting it on their legs.
Infusion of literacy, Rumble in the Jungle, and a song about how to utilize
the mallets served as a reminder for students regarding the proper way to
incorporate correct mallet position.
Consistent use of developmentally appropriate practices and resources
has had a positive impact on student engagement and learning
Students are active participants in the learning process
Instruction is consistently focused on key skills/concepts
Students are consistently/continually required to apply newly acquired
knowledge in relevant and purposeful ways

4. Differentiated Instruction - The teacher
challenges and supports each student's
learning by providing appropriate content and
developing skills which address individual
learning differences.
Level III * This rating reflects the final two walkthroughs and formative observation.

Music instruction is tailored to meet the needs of all students
Provides students with individualized support as needed
Scaffolds learning to reach each student at his or her level of
understanding
Provides differentiated instruction to increase access for all
students/promote student learning

Assessment of and for Learning
5. Assessment Strategies - The teacher

systematically chooses a variety of
diagnostic, formative, and summative
assessment strategies and instruments that
are valid and appropriate for the content and
student population.

Monitored students as they completed the required tasks and asked
questions centered around the content being covered, in addition to
watching students play their instruments.
Variety of assessment strategies are used in informal and formal ways to
measure student learning at different points in the learning process
Assessment strategies are appropriate for content and student population

6. Assessment Uses - The teacher
systematically gathers, analyzes, and uses
relevant data to measure student progress, to
inform instructional content and delivery
methods, and to provide timely and
Assessment data is used to measure student progress and improve
constructive feedback to both students &
student learning
parents.
Data is utilized to inform instructional content and delivery methods
Assessment data is used to group students and make instructional
decisions
Constructive feedback is consistently provided to students and parents in
a timely manner

Learning Environment
7. Positive Learning Environment - The

teacher provides a well-managed, safe, and
orderly environment that is conducive to
learning and encourages respect for all.
Level
IV

Disruptions to instructional time are handled appropriately to protect
student engagement and learning
Transitions are seamlessly integrated within the class session and
students move throughout the classroom without issue
Appropriate practices/strategies are used to increase student
engagement in learning
Positive relationships have been established between teacher and
students
Maintains a respectful tone when communicating with students
Students feel safe taking risks within the classroom
Students work well together on academic tasks
Proactive measures are taken to handle possible disruptions and protect
the learning environment

8. Academically Challenging Environment The teacher creates a student-centered,
academic environment in which teaching and
learning occur at high levels and students are
self-directed learners.

Students were required to improvise melody and rhythm
Concisely reviewed the expectations and reiterated the rules for the
activity in which students walked around and sang the song while
stomping to the beat.
Praised students for their efforts and remained positive and enthusiastic
throughout the lesson.
Students knew the expectations and raised their hands to speak and
followed along with the teacher throughout the varied activities. (singing,
story read aloud, practicing the beat)
The class earned points for being on task during class
Instructional time is consistently maximized
Students have opportunities to make choices based on their readiness,
interests and learning preferences

Professionalism and Communication
9. Professionalism - The teacher exhibits a

commitment to professional ethics and the
school's mission, participates in professional
growth opportunities to support student
learning, and contributes to the profession.
Level
IV
Consistently follows/exhibits a commitment to the guidelines set forth in

the Code of Ethics for Educators
Works diligently to support the school's mission and serve as a role
model for other teachers
Participates in regular professional growth opportunities
Contributes to the profession by sharing ideas, strategies, techniques with
colleagues and other professionals

10. Communication - The teacher
Level
communicates effectively with students,
IV
parents or guardians, district and school
personnel, and other stakeholders in ways that
enhance student learning.

Consistently and effectively communicates with students, parents and
peer via a music blog, etc.
Communicatio is consistently centered on students and their learning
Maintains open lines of communication with all stakeholders


LEIGH A MACQUARRIE
Planning

Unrated

Level III
all students.
Evidence for rating:

Lesson plans are consistently posted to the y drive in a thorough and timely
manner and include the essential elements: learning standards, differentiation,
vocabulary, diagnostic assessment, interdisciplinary connections, technology,
hook, etc.
You plan for the mixed abilities of your students by serving them in groups and
you always infuse literacy, along with social studies and science.
Lesson plans are sequential and allow students time to be introduced to the
concept (pitch) before moving on to experiencing and practicing it before the
final performance.
Suggestions:
Consider how you can implement student choice as a part of your classroom
activities. Could students choose between 2-3 activities that are aligned to pitch
(or whatever concept they are working on) based on their personal interest?
What would this look like in your classroom?


Unrated
promotes student learning by using researchbased instructional strategies relevant to the
knowledge & skills.

Unrated


student population.
Unrated

Level III
parents.
Evidence for rating:

Informal and formal assessments are utilized to plan for instructional activities
within the classroom and feedback regarding student progress is ongoing.
Lesson plans call for students to "self-evaluate" their progress via the "I Can"
statements, in additional to teacher monitoring and questioning of skills related
ot eh concept of pitch.
Suggestions/Questions:
Do you discuss the class's data within your classroom? How does this look in
your music classroom?


Unrated

Level III Evidence for rating:

Students were able to transition from their designated seats on the carpet to an
open space in the classroom for the frog jumping activity, only to transition back
to their carpet spots again. The students transitioned without any issues and
instructional time was maximized throughout the activities, which flowed
without interruption. Student expectations for behavior and for learning the
concept of pitch were high, however, students were able to experience
success in the classroom due to your encouragement and support. Students
were pushed to think creatively and encouraged to attempt the activities even
when they were unsure, which increased their level of knowledge along with
their self esteem.
Suggestions/Questions:
How do students set learning goals in your classroom? How does this align to
your music program?


Unrated

Unrated


LEIGH A MACQUARRIE
Evaluator: ERICKA MACIAS-ESPOSITO
Planning

Unrated

Unrated
all students.


Unrated
knowledge & skills.

Level III It is clear that you have planned an instructional lesson that supports the
learning needs of your students. The lesson content was appropriate and had
scaffolds in place to ensure the students would meet the set learning target.
During the lesson, students were placed in small groups and provided with
white boards to work on while creating their own rhythm(s) with movement(s).
Using the white boards, before finalizing the rhythm and movements on the
graphic organizer, allowed students to be creative with the kind of the music
and movement they wanted for their final piece. This also allowed students to
challenge themselves with selecting a movement that went along with the
rhythms they wanted in their final piece. While students all worked on the same
content, the process and product for this lesson was observably differentiated.
Overall, it was clear that you planned a lesson that provided your students with
appropriate content and that allowed them to develop skills which addressed
and challenged their individual learning differences.


student population.
Level III Per your observation and the responses to your follow-up questions, it is clear
that you utilized diagnostic, formative, and summative assessment strategies
to guide your instruction and assess student understanding of the learning
target. At the beginning of each unit, you had students assess themselves
based on the "I Can" statements. After the implementation of the lessons in the
unit around imitation, play, improvisation, and creation, students self-assessed
themselves again around the same "I Can" statements. During these lessons,
you provide students with the opportunity to discuss their growth around the
statements and give feedback on their progress or areas of improvement.
During your observed lesson, students were given check points to complete
before being allowed to move to the next step in the activity. This provided
students with an opportunity to assess their work, and contribution to the team,
in a manageable and developmentally appropriate way. Overall, you utilized
suitable instructional strategies that drove your instruction and provided
students with feedback about the level of their work.

Unrated
parents.


Level III It is evident that you have developed a warm and inviting environment that is
conducive to learning. As students worked with their groups, they were
seemingly engaged and excited about creating their own piece of music with
movement. Also, the level of respect between students was clear as they
discussed their ideas with one another with little to no prompting - this is
indicative of a climate that values trust and teamwork. During the lesson,
students used the learning materials appropriately and were aware of the
expectations of cleaning up their area as you were bringing the lesson to a
close. It was clear that classroom rules, routines, and procedures have been
established and are enforced in a consistent and appropriate manner. Overall,
the classroom environment was well-managed and safe while being positive
and fun!

Unrated


Unrated

Unrated


LEIGH A MACQUARRIE
Planning

Level III * This rating reflects the first two walkthroughs and formative observation. There
will be additional opportunities to increase ratings second semester with two
additional walkthroughs and another formative.

Demonstrates clear and thorough understanding of music curriculum,
standards, and subject content by accurately presenting material in a
comprehensible manner
Meets the needs of students by planning and implementing lessons that
are engaging and relevant
Use of a variety of research based instructional strategies and
developmentally appropriate resources indicates strong pedagogical
knowledge and an awareness of student needs on all levels (k-5)
Suggestions:
Utilize data from a multitude of assessments (diagnostic, formative, and
summative; informal and formal) to determine the needs of your students
and plan accordingly

Level III
all students.
* This rating reflects the first two walkthroughs and formative observation. There

Plans are consistently posted to the y-drive
Posted plans reflect the consistent use of state and local school district
music curricula and standards
Effective strategies and resources are consistently cited within plans
Suggestions:
Consider how you can increase the use of real world resources in your
lesson plans. How would you tie them in with the music curriculum? What
would this look like in your classroom? Bringing in community members
to share their talent? Students sharing their most recent performance task
with the community?


Level III
knowledge & skills.

Infusion of literacy as a part of the lessons.
Consistently uses a variety of research-based instructional strategies to
increase active engagement and promote student learning (student
collaboration, instruments, music, movement, rubrics, etc.)
Use of developmentally appropriate practices and resources has had a
positive impact on student engagement and learning
Students play an active role in the learning process
Instruction is consistently focused on key music concepts
Students are often/continually engaged in metacognitive learning
Students are consistently/continually required to apply newly acquired
knowledge in relevant and purposeful ways
Suggestions:
Reflect on the strategies you've used to determine which have been most
effective in supporting/enhancing student learning

Level III * This rating reflects the formative observation. There will be additional
opportunities to increase ratings second semester with two additional
walkthroughs and another formative.

Instruction is tailored to meet the needs of all students
Provides students with individualized support as needed
Scaffolds learning to reach each student at his or her level of
understanding
Suggestions:
Increase the level of challenge for students who have demonstrated
mastery
Consider students' interests, ability levels, and learning styles when
differentiating instruction, where possible


student population.
Level III * This rating reflects the first two walkthroughs and formative observation. There

Variety of diagnostic, formative, and summative assessment strategies
are used in informal and formal ways to measure student learning at
different points in the learning process
Assessment strategies are directly aligned with instruction and effectively
measure student learning
Rubrics are used to clearly communicate levels of performance and
provide specific and meaningful feedback related to standards
Suggestions:
Consider how you can guide students to monitor and reflect on their own
academic progress.

Level III
parents.

Data (from a variety of assessments) is used to inform planning and
instruction
Constructive feedback is provided to students on their progress toward
their instructional goals.
Assessment data is used to group students
Suggestions:
Increase the use of data (formal and/or informal) to make instructional
decisions
Involve students in the use of assessment data by encouraging them to
establish learning goals and monitor their progress toward these goals


Level
IV

Classroom rules and procedures were established early on in the school
year and are consistently revisited
Disruptions to instructional time are handled appropriately to protect
student engagement and learning
Transitions are seamlessly integrated within the activities (large group to
small group or partners and then back to the carpet)
Appropriate practices/strategies are used to increase student
engagement in learning
Positive relationships have been established between teacher and

students
Maintains a respectful tone when communicating with students
Students feel safe taking risks within the classroom
Students work well together on academic tasks
Demonstrates cultural competence and is attuned to students' interests,
backgrounds, and experiences
Suggestions:
Continue the use of cooperative learning to promote student collaboration
Consider how you can support the other music teachers in our learning
community

Level III * This rating reflects the formative observation. There will be additional
opportunities to increase ratings second semester with two additional
walkthroughs and another formative.

Consistent use of student-led groups/pairings/rotations, cooperative
learning, and differentiated instruction reflect a student-centered
environment
Instructional time is consistently maximized
Teaching and learning consistently occur at high levels
Students are consistently challenged to reach higher levels of thinking
Level of rigor is appropriate for all students and the activities are a level 3
& up on Bloom's
Suggestions:
Implement open-ended activities that promote the active engagement of
students
Consider how students can take a greater role in their own learning


Level
IV

Consistently follows/exhibits a commitment to the guidelines set forth in
the Code of Ethics for Educators
Works diligently to support the school's mission
Participates in regular professional growth opportunities
Contributes to the profession by sharing ideas, strategies, techniques with

colleagues
Applies professional knowledge to positively impact those in the school
and community
Maintains an ethical approach to the profession at all times
Suggestions:
Consider how you can incorporate professional reading/research and
reflection into your daily practice.

Level III

Shares critical feedback in an effective and appropriate manner
Communication is consistently centered on students and their learning
Maintains open lines of communication with all stakeholders
Responds to emails, phone calls, and notes in a timely manner
Maintains privacy of students and their families when communicating with
others
Suggestions/Questions to Consider:
How can you leverage your communication techniques in a variety of
situations to proactively inform, network, and collaborate with
stakeholders to enhance student learning?


LEIGH A MACQUARRIE
Planning

Unrated

Level III
all students.
There is sufficient evidence to support a Level III rating for this standard. You
planned an effective recorder lesson based on the required learning standards,
the expectations for student mastery were made clear to the students in
advance, and your lesson pacing and transitions resulted in a successful class
session.
Moving Forward - Continue to utilize the 5 way practice, the B song and
additional resources to support your lessons, while also promoting student
accountability in your classroom. Determine how to seek out and incorporate
multiple data in order to meet the needs of varied types of students. What
would that look like in your classroom? What data sets can you utilize?


Level III
knowledge & skills.
implemented research-based instructional strategies (small groups, student
collaboration, modeling, practice, exploration, the communication of the"
learning intentions" was clear and succinct and you built upon the student's
prior knowledge and experience with recorders.
Moving Forward - Continue to engage students in active learning while
facilitating their growth with utilizing the recorders appropriately. How can
students be exposed to higher order thinking skills in relation to this unit? Would
it entail students creating, constructing, arranging their own song on the
recorder? How would this look in your class?

Unrated


student population.
Unrated

Level III
parents.
gathered student data as they played the B song in order to determine student
progress, while also providing ongoing feedback to students regarding their
recorder-playing abilities.
Moving Forward - Continue to utilize data sets in order to determine next steps
for students and consider how you can lead others in the realm of effective data
usage to drive instruction.


Unrated

Unrated


Unrated

Unrated


LEIGH A MACQUARRIE
Evaluator: TAYLOR PRATT
Planning

Level III There is sufficient evidence to support a Level III rating for this standard. You
demonstrated a thorough understanding of the curriculum and subject content.
You were able to meet the diverse needs of your students by incorporating
pedagogically appropriate practices and providing a personalized learning
experience.
Moving Forward - Continue to meet the various needs of the students in your
classroom by utilizing developmentally appropriate strategies and engaging
students in personalized learning experiences. Ensure students clearly
understand how addressed concepts and skills relate to their lives away from
school.

Unrated
all students.


Unrated
knowledge & skills.


Unrated

student population.
Level III There is sufficient evidence to support a Level III rating for this standard. Your
students had numerous opportunities to self-assess. Observation and other
formative assessment strategies were utilized to measure and monitor student
learning.
Moving Forward - Continue providing students with opportunities to self-assess.
As we discussed during our conference, I'd like you to involve students in
developing a rubric for a performance task. This will allow students to have a
more clear understanding of what is expected of them. You may want to begin
with one class or grade level.

Unrated
parents.


Level III There is sufficient evidence to support a Level III rating for this standard. The
classroom environment was well-managed, safe, and orderly. Disruptions,
which were rare, were handled in a timely and appropriate manner. You
maintained a respectful tone with the students at all times and modeled
enthusiasm for learning.
Moving Forward - Continue to reinforce expectations for rules, routines, and
procedures while actively listening to your students and paying close attention
to their needs and responses. Students have always thrived in your classroom.
Keep up the great work!

Unrated


Unrated

Unrated


Macquarrie Evaluation

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Macquarrie Evaluation

Diunggah oleh

Hak Cipta:

Format Tersedia

Walkthroughs & Formative Assessments for

Rating Specific Comments

1. Professional Knowledge - The teacher

Evidence for Rating (not exhaustive):

Sample Performance Indicators

Evidence for Rating (not exhaustive):

Sample Performance Indicators

Rating Specific Comments

3. Instructional Strategies - The teacher

Evidence for Rating (not exhaustive):

Sample Performance Indicators

Evidence for Rating (not exhaustive):

Sample Performance Indicators

Assessment of and for Learning

Rating Specific Comments

5. Assessment Strategies - The teacher

Evidence for Rating (not exhaustive):

Sample Performance Indicators

Sample Performance Indicators

Rating Specific Comments

7. Positive Learning Environment - The

Evidence for Rating (not exhaustive):

Sample Performance Indicators

Evidence for Rating (not exhaustive):

Sample Performance Indicators

Professionalism and Communication

Rating Specific Comments

9. Professionalism - The teacher exhibits a

Evidence for Rating (not exhaustive):

Consistently follows/exhibits a commitment to the guidelines set forth in

Sample Performance Indicators

Evidence for Rating (not exhaustive):

Sample Performance Indicators

Walkthroughs & Formative Assessments for

Rating Specific Comments

1. Professional Knowledge - The teacher

Sample Performance Indicators

Evidence for rating:

Sample Performance Indicators

Rating Specific Comments

3. Instructional Strategies - The teacher

Sample Performance Indicators

Sample Performance Indicators

Assessment of and for Learning

Rating Specific Comments

5. Assessment Strategies - The teacher

Sample Performance Indicators

Evidence for rating:

Sample Performance Indicators

Rating Specific Comments

7. Positive Learning Environment - The

Sample Performance Indicators

Level III Evidence for rating:

Sample Performance Indicators

Professionalism and Communication

Rating Specific Comments

9. Professionalism - The teacher exhibits a

Sample Performance Indicators

Sample Performance Indicators

Walkthroughs & Formative Assessments for

Rating Specific Comments

1. Professional Knowledge - The teacher