Vocal-General Music Internship Evaluation

INSTRUCTIONS: A minimum of one time each week, schedule a formal observation and follow-up
conference with your Mentor Teacher. Your University Supervisor will schedule a minimum of three formal
observations and follow-up conferences during each placement, as well as the Final Evaluation Conference with
you and your Mentor Teacher. Send this form electronically and duplicate copies of this form for your Mentor
Teacher. Print and place a hard copy of each form completed by your Mentor Teacher and Supervisor in your
Internship Notebook/Binder after each observation, and have this Notebook available for review by your
University Supervisor during each visit.

Student intern: _Chris Au_ Date of observation: _5/4/17_ Observation #: _3_

Mentor teacher: _Mrs. Tammy Mills_ School: _Perry Hall MS_
Time of observation: _9:20-10:10_ Approx. # of students: _21_
th
Class/rehearsal description and grade(s): _8 gr. American Music _

InTASC Standards Observed

X 1 Learner Development X 5 Application of Content X 9 Professional Learning & Ethical
Practice
2 Learning Differences 6 Assessment to Prove & 10 Leadership & Collaboration
Improve
X 3 Learning X 7 Planning for Instruction 11- Technology
Environments
X 4 Content Knowledge X 8 Instructional Strategies

Activity
Positive Feedback
Description
Drill 1) You were able to quickly progress through the drill with
the students, which provided an appropriate review of how
to form chords.
Transition to 1) Good job dividing up the students and assigning pairs,
guitars followed by having them either get the assigned guitar or
practice chords via air guitar.
2) This was an excellent transition and there were no major
distractions or problems students were on task and
followed your instructions.
Power chord 1) You successfully moved through the teaching/reviewing of
activities the 3 power chords G5, C5, and D5 taking the
necessary time for students to regroup and play the
respective chords with lots of repetition.
2) When you transitioned to students changing from G5 to
D5 your provided an appropriate timeframe for them to
work through any problems. This was followed by putting
it in the context of rotating between the 2 chords, building
in rests, with the assistance of the metronome.
3) You then transitioned to the switching of all 3 power
chords, building in rests between so as to allow students to
change their chord fingers.
4) Excellent use of repetition, as this is exactly what the
students need to become more comfortable playing the
chords.
Constructive Feedback
1) I wasnt looking, but did you
quickly go through the room and
check for student understanding and
completion of the drill?
1) My main suggestion is to switch
partners more frequently, so as to
maintain student interest and keep
the flow of moving forward in
learning at a student-focused pace.
2) Another suggestion is to have the
students speak the chords along
with you, including those without
guitars.
3) I know that you are having students
not playing to observe and assist
their partners who are playing, but
you may want to remind them. If
student players appear not to need
help, have the students without
 Vocal-General Music Internship Evaluation
5) Excellent use of the metronome, as a mechanism to guitars practice the chord fingering
maintain student tempo focus. with their air guitars.

1) 1)

Overall comments, reactions, suggestions about interns progress:

1. Lesson plan (objectives, standards, materials/resources, strategies/procedures, assessment):

1) Excellent provision of a detailed written lesson plan.
2) You are providing appropriate visuals of the chord fingering charts and blues chord chart.
2. Instruction (readiness, focus, pacing, transitions, sequencing, musicality):
1) Your pacing was good, and you were able to successfully move through the teaching/reviewing of these
3 power chords, along with introducing and playing the basic framework of the 12-bar blues!
2) Excellent use of quick transitions.
3. Classroom management (consistency, clear directions, rapport, routines):
1) You have established a very good teacher-student rapport with this class, and you know most of the
names, which really helps maintain the desired student-focused learning.
4. Evaluation (assessing, questioning):
1) This was mostly a performance-based type of assessment, as students are learning by doing.
2) I suggest building in checks for student understanding of the 12-bar blues chord progression by having
all student speak the power chords along with you.
3) Try building in more higher order thinking questions so as to challenge their critical thinking skills more.
5. Professionalism:
1) Very good display of a professional and optimistic teaching demeanor.

Observation:
SATISFACTORY __X__ NEEDS IMPROVEMENT _____ UNSATISFACTORY _____

Supervisor Review of Internship Notebook/Binder:

SATISFACTORY __X__ NEEDS IMPROVEMENT _____ UNSATISFACTORY _____

*REMINDERS -- post-Conference plan of action discussion with Ms. Mills from 4/28/17:

1) Dont focus the learning of the 3 piano accompaniments; rather, focus on the needed conducting skills for
these 3 pieces and correctly learning and teaching the music pitches, rhythms, phrasing.
2) The pacing of moving forward do not have students sing over and over again without a purpose
students need to know what you need to change, why, and how?
3) From here, move forward with the dynamics and stylistic concepts embedded in these 3 pieces.
4) Apply your knowledge of score study and conducting preparations from your past classes to your
preparation of these 3 pieces.
5) Videotape.

Observer Signature _Dr. Alicia Mueller_