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Dr. Jo-Anne van der Vat-Chromy
James Madison University © 2011 – All rights reserved
A.R.
JMU Student Teaching Observation: Name: Kathryn Bailey
T.E.A.R. - Teacher Effectiveness Assessment Rubric # Date: 9/21/17
Ensemble & Repertoire: VMRC Choir, Holly and the Ivy
Directions: Whether you are observing yourself or another teacher, please fill in both the (Part I) cognitively focused behavioral rubric,
as well as the affectively focused (Part II) Comments & Reflection Section.
PART I:
Criteria: Teacher Behaviors Grade (1- 5) Next behaviors
1. Eye contact:
Teacher maintains eye contact throughout the rehearsal and is out of the score 5 Nice
as much as possible.
2. Non verbal affect; facial affect:
Non-verbal affect is pleasant, safe and non-judgmental. Facial affect is pleasant 5 I Smile a lot!
and reflective of the mood of the piece.
3. Emotional tone, mood, humor: Sometimes I try to make too many jokes, but this particular
Emotional tone is pleasant, safe and non-judgmental. Verbal/speaking voice 4
and style of interaction is empowering, joyful and positive. choir seems to enjoy it
4. Use of speaking voice:
The speaking voice is used a mirror of the singing voice. Speaking is not too
loud, forced, varied and expressive. The teacher is not speaking on the cords or 5 Very clear and well supported
speaking without resonance. Teacher does not speak over the choir. The choir
does not talk through the rehearsal.
5. Use of the room:
The classroom is arranged in workstation areas. The teacher uses it effectively Although we must stay in one place at the microphone, I
throughout the rehearsal, moving around the classroom to engage students in
5
address all members of the choir very well
all parts of the room.
6. Classroom management:
Teacher has many skills that manage behaviors, transitions, and is inspiring to There was not much distraction from the choir, but I was
their students. Teacher manages the energy of the classroom and the
5
ready with anything.
students.
Criteria: Rehearsal Behaviors Grade (1- 5) Next behaviors
0. Prepared Rehearsal Guide: Well thought out, but may have been too slow for the
Teacher has prepared a rehearsal guide in advance of teaching a piece, and 4
uses this guide to inform, pace, and sequence the learning in rehearsals. choir.
1. Pacing: I had a fast lesson plan in mind that covered short, similar
Teacher demonstrates an active, crisp tempo in rehearsals that keeps students
engaged and on task. Use of a considered vocal style, and a practiced style is
3 chunks all at once, but the choir wanted to move through
larger chunks, so I had to adapt.
“ T. E. A. R.” - Teacher Effectiveness Assessment Rubric p. 2
Dr. Jo-Anne van der Vat-Chromy
James Madison University © 2011 – All rights reserved
evident.
3. Minimum of talking:
As a result of a Direct Instruction model (DI) teacher talk is at a minimum. “7 3 I explain a little too much
words of less”. Off task talking is not evident, or used as a teacher strategy.
4. Effective rehearsal plan:
Teacher has a well thought out, effective, developmentally sequenced I stated my goals very clearly
rehearsal plan, that is guided and informed by their rehearsal guide. The
teacher varies, departs from or adapts the plan as needed. Scaffolding is 4 I needed to be more flexible in the moment.
evident. Teacher references past learning and lessons in current lesson. The
TIMES for each major sections of the rehearsal are clearly listed on the Once I got into the groove, I was able to carry out my original
rehearsal plan. plan in larger chunks.
5. Statements of Goals, Rehearsal Threads, and Learning Strategies:
The lesson begins with a statement of goals (what music is to be rehearsed,
including measure numbers) what rehearsals threads will be the focus of the
rehearsal, and what learning strategies will be employed in order to work the
5 Did this!
rehearsal threads and accomplish the goals (vowel singing, solfege, in what
keys, counting, count-singing, looping, etc.) This information is on the board.
6. Use of models: Vocal, Aural, kinesthetic, visual: My tone quality started out a little shaky because of nerves,
Teacher demonstrates appropriate use of aural, kinesthetic and visual 4
modeling to communicate musical concepts and performance style.
but cleared up quickly and was very well supported
I had a very specific lesson plan in mind, and had a bit of trouble adapting on the spot because I practiced this
lesson many times. I wish I had gotten the opportunity to learn for myself as to why my original plan
would/wouldn’t have worked, because that is how I learn best, but I understand why I needed to do larger
chunks in the moment. I took this into consideration for my next lesson plans and it was more successful! The
choir just wants to sing, and I should let them!
I am also pretty awkward in my conducting still, especially forcing my arms out a little more. When I conduct
the Choristers, I am about 2 ft away from them in the space because of where in the service it falls, so I refrain
from doing large gestures in fear of smacking one of them in the face. This is a good lesson for me to learn to
“ T. E. A. R.” - Teacher Effectiveness Assessment Rubric p. 5
Dr. Jo-Anne van der Vat-Chromy
James Madison University © 2011 – All rights reserved
be out more, and adapt to the choir and space in the moment because I will not be able to conduct every
choir the same way!