WCC-Music Education Student Teacher Evaluation Form

1. Default Section

 
Student Name
Student Teaching/Practicum Type
Cooperating Teacher
College Supervisor
Grade Level
Date of Practicum
Directions: Please check the appropriate box for each item.
The scoring rubric is as follows:

5: Teaching is EXEMPLARY and far exceeds the expectations for this level of experience. (This is the level one would expect an experienced teacher. Use this number sparingly and ONLY in the rare instances where the student demonstrates proficiency and competency equal to or exceeding that of the cooperating teacher.)
4: Exceeds the expectations for this level of experience.
3: Meets the expectations for the appropriate level of the experience (i. e., elementary, secondary, student teaching. We expect MOST categories to receive 3).
2: Some continued growth noted here. (For Elementary and Secondary practicum, we expect to see many areas rated “2”)
1: Teacher does not meet the minimum level of expected performance.

This form is NOT COMPLETE without written comments in the places provided for Student Strengths and Suggestions for student’s continued growth. Any category that is assigned a 2 or 1, should be coupled with a written comment.
Part One: Subject Matter Knowledge
I. Teachers know and understand:
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(1)Teachers design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students.
(2) In-depth the subject matter they plan to teach and the relationship of that discipline to other content areas;
Part One: Subject Matter Knowledge
II. Teachers value and are committed to:
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(1) Appreciating multiple perspectives and conveying to learners how knowledge is developed from the vantage point of the knower; and
(2) Enthusiasm for the discipline(s) they teach and see connections to every day life.
Part Two: Human Growth and Development
I. Teachers know and understand:
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(1) Teachers shall understand how children and adolescents develop and learn in a variety of school, family, and community contexts and provide opportunities that support their intellectual, social, emotional, and physical development.
(2) How students construct knowledge, acquire skills, and develop habits of mind and how to use instructional strategies that promote student learning;
(3) How student learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values; and
Part Two: Human Growth and Development
II. Teachers value and are committed to:
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(1) The educability of all children and adolescents;
(2) The belief that all children and adolescents bring talents and strengths to learning;
(3) Appreciation for multiple ways of knowing;
(4) The diverse talents of all students and to helping them develop self-confidence and subject matter competence; and
(5) The belief that all children and adolescents can learn at high levels and in helping all students achieve success.
Part Three: Diverse Learners
I. Teachers know and understand:
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(1) Teachers shall understand the practice of culturally responsive teaching.
(2) How a person's worldview is profoundly shaped by his or her life experiences, as mediated by factors such as race/ethnicity, social class, gender and special needs;
Part Three: Diverse Learners
II. Teachers engage in activities to:
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(1) Create a learning community in which individual differences are respected.
Part Four: Instructional Planning and Strategies
I. Teachers know and understand:
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(1) How to plan instruction based on students' needs, developmental progress, and prior knowledge;
(2) The 4Mat system and are able to design lessons and rehearsals that help individual learning styles and right/left brain processing;
(3) Critical Pedagogy for Music Education (CPME);
(4) Teacher shall understand instructional planning, design long and short term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving, and the performance skills of all learners.
(5) A variety of instructional approaches and the use of various technologies, along with their advantages and limitations, and uses them to empower musicianship, understanding, and application of knowledge to address the needs of all students.
Part Three: Diverse Learners

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II. Teachers value and are committed to the development of students' critical thinking, independent problem solving, and performance capabilities.
Part Four: Instructional Planning and Strategies
III. Teachers engage in activities to:
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(1) Identify strategies to create learning experiences that make subject meaningful for students, address a variety of learning styles, encourage students to pursue their own interests and inquiries, and help students connect their learning to personal goals;
(2) Create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas;
(3) Create learning experiences that connect word to world;
(4) Create learning experiences that foster conscientization;
(5) Create learning experiences that are transformational.
Part Five: Assessment
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(1) Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students.
Part Six: Learning Environment
I. Teachers know and understand:
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(1) Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe, and respectful learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
(2) The principles and strategies of effective classroom management that promote positive relationships, cooperation and purposeful learning activities in the classroom;
(3) Establish and maintain appropriate standards of behavior.
Part Seven: Special Needs
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(1)Teachers shall adapt and modify instruction to accommodate the special learning needs of all students.
Part Eight: Communication
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(1) Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration, and supportive interactions.
Student's Strengths:
Areas in Need of Improvement:
Suggestions for the student's continued growth:
General Comments:
FOR SENIOR STUDENT TEACHERS:
Recommended for Letter of Eligibility (Certification):
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