Instructional Goals
- Establishes clear objectives for the day
- Provides clear instruction that results in achievable goals
- Builds on work from previous classes and/or assignments
- Encourages conceptual and critical thinking and independent learning
- Aligns daily class content with course goals articulated in the syllabus
Communication
- Articulates objectives for the day within the context of the course
- Clearly delivers content
- Utilizes and facilitates various modes of instruction as appropriate such as lecture, discussion, questioning, modeling, visual aids, group work, experiential learning, or imagery to increase student engagement
Feedback
- Constructive
- Positive
- Motivating
- Genuine/honest/specific
- Students engaged in feedback loop
Effective Use of Class Time
- Provides appropriate opening and closure
- Facilitates organized transitions between topics or activities
- Allows time for summary and student questions
- Efficiently manages class time and resources
- Achieves a balance between structure and flexibility
- Demonstrates awareness of issues or student questions that need to be addressed
Student Engagement
- Effectively engages students: Students appear interested (note taking, participating, posing questions, making observations, inquisitive, no off-task behavior)
- Facilitates contributions from variety of students
Professional Presence/Relationship with Students
- Treats students with respect
- Demonstrates a positive attitude towards teaching and students (engaged, committed, focused)
- Responds to student needs by drawing upon teacher’s professional, performative, and pedagogical experience
Summary and Next Steps
- Provides a summary of the day’s class
- Articulates next steps (gives assignments, due dates, etc.)
Rehearsal Goals
- Provides clear instruction that results in achievable goals
- Builds on work from previous rehearsals
- Achieves noticeable changes as a result of instruction
- Utilizes technical work to serve artistic goals
- Demonstrates a clearly articulated rehearsal plan
- Encourages conceptual, holistic, and comprehensive learning
Communication
- Uses various strategies such as gesture, questioning, imagery, and musical and/or technical modeling
- Effectively communicates technical and artistic ideas
- Effectively communicates logistical details to musicians
Feedback
- Constructive
- Positive
- Motivating
- Genuine/honest/specific
Effective Use of Rehearsal Time
- Provides appropriate opening and closure
- Facilitates organized transitions between activities
- Efficiently manages rehearsal time and resources
- Achieves a balance between structure and flexibility
- Demonstrates awareness of performance issues or student questions to be addressed
Professional Presence/Relationship with Students
- Treats students with respect
- Demonstrates a positive attitude towards teaching and students (engaged, committed, focused)
- Responds to student needs by drawing upon teacher’s professional, performative, and pedagogical experience
Student Engagement
- Facilitates contribution from all students present in the rehearsal
- Effectively engages students; students are actively listening, making notations as needed, and not engaging in off-task behavior (phones, etc.)
Summary and Next Steps
- Recognizes goals achieved
- Discusses improvement needed
- Articulates next steps (suggests resources, paths, techniques)
Instructional Goals
- Provides clear instruction that results in achievable goals
- Builds on work from previous lessons/coaching
- Achieves noticeable changes as a result of instruction
- Utilizes technical work to serve artistic goals
- Encourages conceptual and critical thinking and independent learning
Communication
- Engages in reciprocal communication (listens as well as talks) with all voices in the room
- Uses various strategies such as questioning, imagery, and musical and/or technical modeling
- Effectively communicates pedagogical and artistic ideas
Feedback
- Constructive
- Positive
- Motivating
- Genuine/honest/specific
- Students engaged in feedback loop
Effective Use of Time
- Provides appropriate opening and closure
- Facilitates organized transitions between topics or activities
- Achieves a balance between structure and flexibility
- Demonstrates awareness of issues or student questions that need to be addressed
Professional Presence/Relationship with Students
- Treats students with respect
- Demonstrates a positive attitude towards teaching and students (engaged, committed, focused)
- Responds to student needs by drawing upon teacher’s professional, performative, and pedagogical experience
Summary and Next Steps
- Recognizes goals achieved
- Discusses improvement needed
- Articulates next steps (suggests resources, paths, techniques)
These details should be shared with the mentor one week prior to the evaluation:
- Instructor Name
- Instructor Email Address
- Course Number and Name
- Classroom Location
- Observer’s Name
- Preferred Observation Date and Time
- Course Description (also send syllabus to observer)
