Orchestra Teacher Resource Manual

TEACHER RESOURCE BOOK

Important Info Arrival: You must arrive to your scheduled class no later than 15 minutes prior to school schoo l dismissal. Make sure you confirm the exact dismissal time with with the school to ensure you arrive on time. Show your MMAS ID to the office staff  Upon arrival call customer service at 1-855-998-3110 to confirm that you have successfully arrived at the school. If you anticipate being late or absent please call Cris’ Chiles Chiles to notify her of your  absence or tardy If you are absent from work you will not be paid for that day If you are tardy then your paycheck will be deducted by $25. Please make sure you apologize to the front office staff for your tardiness

During Duri ng Class: Class: Ensure that all students complete their MMAS warm-up during the first 15 minutes of  class If there is an emergency and you have to leave the room to make a phone call please

Important Info Other: Communicate frequently with parents when they pick up students and via the MMAS website. Submit your monthly Lesson Plans to Cris’ by the first of each month Always have your Teacher Resource Book present when you teach If you need to take a personal day make this request two weeks in advance via the  blog (http://mmasteachers.blogspot.com (http://mmasteachers.blogspot.com)) Check the MMAS website and the blog for updates daily

Important Numbers: For questions about education, classroom details, etc: Cris’ Cell: 404-308-5331 Cris’ Office: 678-457-3080 ext. 4510 For questions about payroll, operational matters, and paperwork:

Standard Items Included in Orchestra Teacher Resource Kit

Consumables

Non-Consumables

Instrument Tape

Essential Elements 2000 Teachers Manual

Rosin

First Things First Teachers Manual

Rubber bands

5 Sponges

1 Set of Expo Markers

Set of Strings

Paper Clips

30 Wooden Dowels

Masking Tape

Chinrest Tool

Alcohol Swabs

MMAS Lanyard

Band-Aids

CD Player

Pencils

Metronome/ Tuner

   

Optional Items to be ordered for Orchestra Teacher Resource Kit Please place a check by the items you need below

Consumables

Peg Lubricant Peg Grip

Non-Consumables

Music Style Bingo Set/ Rhythm Bingo Set

Please check the items below that you are taking in your Teacher Resource Kit. All non-consumable items must be accounted for at the end of the semester. STANDARD  _____Instrument  _____Instrument Tape

_____Set _____Set of Strings

 _____Rosin  _____Rosin

_____30 Wooden Wooden Dowels Dowels

 _____1 Expo Expo Marker Marker Set

_____5 Sponges Sponges

 _____Pencils  _____Pencils

_____Chinrest _____Chinrest Tool

 _____Rubber  _____Rubber bands bands  _____Alcohol  _____Alcohol Swabs Swabs

OPTIONAL ITEMS

 _____Band-Aids  _____Band-Aids

_____ ______________ _____________________ ______________ ________  _ 

 _____Paper  _____Paper Clips

_____ ______________ _____________________ ______________ ________  _ 

 _____Masking  _____Masking Tape Tape

_____ ______________ _____________________ ______________ ________  _ 

 _____Essential  _____Essential Elements Elements 2000 Teachers Guide Guide

_____ ______________ _____________________ ______________ ________  _ 

 _____First  _____First Things First First Teachers Teachers Guide Guide

_____ ______________ _____________________ ______________ ________  _ 

 _____Tuner/  _____Tuner/ Metronome Metronome  _____CD Player  _____MMAS  _____MMAS Lanyard Lanyard

StringOrchestraLevel1Standards

Standard1:Singing,aloneandwithothersavariedrepertoireofmusic.

O.1.1Studentswilldiscriminatebetweensupportedandnon-supportedtones. O.1.2Studentswillde O.1.2Studentswilldemonstrateac monstrateaccuratevowe curatevowelshapes/sounds lshapes/sounds. . O.1.3Studentswillmatchpitchanddevelopanunderstandingofproperintonation 0.1.4Studentswilldevelopphrasingskillsthroughsingingsimplemelodies

Standard2:Performingon Standard2:Performingoninstrument instruments,alonean s,aloneandwithot dwithothersavaried hersavariedrepertoireof repertoireofmusic. music.

O.2.1Studentswillknowthenamesandfingeringsofthenotesintheappropriaterange O.2.2StudentswillidentifyandperformmusicinthekeyofC,G,andD O.2.3Studentswillsight-readlevelappropriatepassagesfromGrade1Repertoire O.2.4Studentswillbeabletomatchpitch.

Standard3:Improvisingmelodies,variations,andaccompaniments

O.3.1Studentswillimprovisesimple4measurerhythmicanswers. O.3.2Studentswillim O.3.2Studentswillimprovisesimple provisesimple4measure 4measuremelodicanswer melodicanswers. s. O.3.3Studentswillpe O.3.3Studentswillperformsimple rformsimplemelodiesby melodiesbyearandcre earandcreatecontrast atecontrastingvariati ingvariationsofthose onsofthosemelodies melodies

Standard4:Composingandarrangingmusicwithinspecifiedguidelines.

O.4.1Studentswillcreatemelodicandrhythmiccompositions O.4.2Studentswilltranscribesimplemelodiesfortheirinstrument

Standard5:Readingand Standard5:Readingandnotatingmu notatingmusic sic

O.5.1StudentswillidentifynamesofnotesonthestaffandtheirfingeringfortheG,D,andAstrings O.5.2StudentswillidentifyMajorKeySignaturesandapplytheappropriatefingerpatternsforthose keys O.5.3Studentswilldefineanddemonstrateappropriateterminologyandsymbolsrelatingtoexpression, style,dynamics,tempo, style,dynamics,tempo,andarticulat andarticulation ion O.5.4Studentswilldemonstratephrasing

Standard7:Evaluating Standard7:Evaluatingmusicandmu musicandmusicperformances. sicperformances.

O.7.1Studentswillevaluatetheaccuracyofrhythmandtempoforindividualandensemble performances O.7.2Studentswilljudgethequalityofperformancesbasedupontone,intonation,balance,expression, andrhythm O.7.3Studentswillus O.7.3Studentswilluseappropriat eappropriateterminolog eterminologytoprovid ytoprovidefeedbackon efeedbackonindividualan individualandensemble densemble performances

Standard8:Understandingrelationshipsbetweenmusic,theotherarts,anddisciplinesoutsidethe arts.

O.8.1Studentswilldevelopanunderstandingoftheworkethicneededforthepreparationofa performance.Developan performance.Developanunderstandi understandingof“stan ngof“standard”rehe dard”rehearsaltechni arsaltechniquesandits quesanditsusageforsu usageforsuccess ccess inmusicandlifeexperiences O.8.2Studentswillidentifywaysinwhichtheprinciplesandsubjectmatterofotherdisciplinestaughtin theschoolareinterrelatedwiththoseofmusic O.8.3Studentswilldisplayproperetiquetteanddecoruminrehearsalandconcertsettings

Standard9:Understandingmusicinrelationtohistoryandculture.

IntermezzoStringOrchestraStandards

Standard1:Singing,aloneandwithothersavariedrepertoireofmusic.

O.1.1Studentswillsingwithintheirbasicrange,aloneandinagroup O.1.2Studentswillrespondappropriatelytoconductorcues O.1.3Studentswillsingin2-partharmony

Standard2:Performingon Standard2:Performingoninstrument instruments,alonean s,aloneandwithot dwithothersavaried hersavariedrepertoireof repertoireofmusic. music.

O.2.1Studentswillknowthenamesandfingeringsofthenotesonallstrings O.2.2StudentswillidentifyandperformmusicinthekeyofA,F,andBb O.2.3Studentswillsight-readlevelappropriatepassagesfromGrade1.5Repertoire O.2.4Studentswillrespondtoconductorcues O.2.5Studentswillrecognizeandaccuratelyperformsixteenth,dottedquarter,andvariouspatterns withtheirrespectiverests

Standard3:Improvisingmelodies,variations,andaccompaniments

O.3.1Studentswillimprovisesimple4measurerhythmicanswers. O.3.2Studentswillim O.3.2Studentswillimprovisesimple provisesimple4measure 4measuremelodicanswer melodicanswers. s. O.3.3Studentswillpe O.3.3Studentswillperformsimple rformsimplemelodiesby melodiesbyearandcre earandcreatecontrast atecontrastingvariati ingvariationsofthose onsofthosemelodies melodies

Standard4:Composingandarrangingmusicwithinspecifiedguidelines.

O.4.1Studentswillcreatemelodicandrhythmiccompositionswithvarietyofmovement O.4.2Studentswilltranscribesimplemelodiesfortheirinstrument

Standard5:Readingand Standard5:Readingandnotatingmu notatingmusic sic

O.5.1Studentswillidentifynamesofnotesonthestaffandtheirfingeringforallstrings O.5.2Studentswilldefineanddemonstrateappropriateterminologyandsymbolsrelatingtoexpression, style,dynamics,tempo, style,dynamics,tempo,andarticulat andarticulation ion O.5.3Studentswillusestandardnotationtorecordtheirmusicalideasandthemusicalideasofothers O.5.4Studentswillrecognizeandperforminmixedandcompoundmeters

O.7.2Studentswilljudgethequalityofperformancesbasedupontone,intonation,balance,expression, andrhythm O.7.3Studentswilluseappropriateterminologytodescribemusiceventsinagivenauralexample

Standard8:Understandingrelationshipsbetweenmusic,theotherarts,anddisciplinesoutsidethe arts.

O.8.1Studentswilldevelopanunderstandingoftheworkethicneededforthepreparationofa performance.Developan performance.Developanunderstandi understandingof“stan ngof“standard”rehe dard”rehearsaltechni arsaltechniquesandits quesanditsusageforsu usageforsuccess ccess inmusicandlifeexperiences O.8.2Studentswillidentifywaysinwhichtheprinciplesandsubjectmatterofotherdisciplinestaughtin theschoolareinterrelatedwiththoseofmusic O.8.3Studentswilldisplayproperetiquetteanddecoruminrehearsalandconcertsettings

Standard9:Understandingmusicinrelationtohistoryandculture.

O.9.1Studentswilllistentorecordingsandcompareperformancestyles O.9.2Studentswillkno O.9.2Studentswillknowabasichist wabasichistoryofcompost oryofcompostersinmajor ersinmajorhistorical historicalperiods periods O.9.3Studentswillcompare,invariousculturesoftheworld,thefunctionmusicserves,rolesof musicians,andconditions musicians,andconditionsunderwhich underwhichmusicistyp musicistypicallyperfor icallyperformed med

Beginning String Orchestra Benchmarks (Level 1) Performance Standards

Violin

Cello

Bass

Whole, Dotted Half, Half, Quarter and Eighth Time Signatures – 2/4, 3/4, 4/4, and Common Time

Whole, Dotted Half, Half, Quarter and Eighth Time Signatures – 2/4, 3/4, 4/4, and Common Time

Whole, Dotted Half, Half, Quarter and Eighth Time Signatures – 2/4, 3/4, 4/4, and Common Time

Alto Clef- all strings 1-23-4 12-3-4

Bass Clef- all strings 1-3-4 1-2-4

Bass Clef- all strings 1-3-4 1-2-4 Shifting on the G String

Recognize, play, and write the C, G, and D scales

Recognize, play, and write the C, G, and D scales

Recognize, play, and write the C, G, and D scales

Recognize, play, and write the C, G, and D scales

Up and Down Bow Articulations Articulations / Bowings/ Bow Lifts Slur and Ties Dynamics Detache, Staccato, Legato  p-f dynamics dynamics

Up and Down Bow Bow Lifts Slur and Ties Detache, Staccato, Legato  p-f dynamics dynamics

Up and Down Bow Bow Lifts Slur and Ties Detache, Staccato, Legato  p-f dynamics

Up and Down Bow Bow Lifts Slur and Ties Detache, Staccato, Legato  p-f dynamics dynamics

Proper Bow Grip Straight Left Wrist w/ Fingers on Tips Proper Instrument Posture Proper Characteristic Tone Production

Proper Bow Grip Straight Left Wrist Proper Instrument Posture Proper Characteristic Tone Production

Proper Bow Grip Straight Left Wrist Proper Instrument Posture Proper Characteristic Tone Production

Cluster Concerts Performing Ensembles

Cluster Concerts Performing Ensembles

Cluster Concerts Performing Ensembles

Rhythms

Whole, Dotted Half, Half, Quarter and Eighth Time Signatures – 2/4, 3/4, 4/4, and Common Time

Viola

Note Reading/ Finger Treble Clef- all strings 1-23-4 Patterns 12-3-4 Scales

Technique

Performance Opportunities

Proper Bow Grip Straight Left Wrist w/ Fingers on Tips Proper Instrument Posture Proper Characteristic Tone Production Cluster Concerts Performing Ensembles

Intermezzo String Orchestra Benchmarks (Level 2) Performance Standards

Violin

Viola

Cello

Bass

Rhythms

Dotted Quarter and Sixteenths Time Signatures – Cut Time, mixed meter, and compound meters

Dotted Quarter and Sixteenths Time Signatures – Cut Time, mixed meter, and compound meters

Dotted Quarter and Sixteenths Time Signatures – Cut Time, mixed meter, and compound meters

Dotted Quarter and Sixteenths Time Signatures – Cut Time, mixed meter, and compound meters

Treble Clef- all strings 1-23-4 12-3-4 1-2-3-4 1-2-34

Alto Clef- all strings 1-23-4 12-3-4 1-2-3-4 1-2-34

Bass Clef- all strings 1-3-4 1-2-4 X1-2-4 1-2-X4 Shifting to 4th position

Bass Clef- all strings 1-3-4 1-2-4 Shifting on the G and D Strings

Recognize, play, and write the A, F, and Bb scales Level One Upper/ Lower  Octave Scales

Recognize, play, and write the A, F, and Bb scales Level One Upper/ Lower  Octave Scales

Recognize, play, and write the A, F, and Bb scales Level One Upper/ Lower  Octave Scales

Recognize, play, and write the A, F, and Bb scales Level One Upper/ Lower  Octave Scales

Accents Slur, Multi-Note Slurs Articulations Articulations / Bowings/ Ties Detache, Staccato, Legato, Dynamics Hooked Bowing Bow Distribution Phrasing using Dynamics Proper Bow Grip Straight Left Wrist w/ Fingers on Tips Technique Proper Instrument Posture Proper Characteristic Tone Production

Accents Slur, Multi-Note Slurs Ties Detache, Staccato, Legato, Hooked Bowing Bow Distribution Phrasing using Dynamics Proper Bow Grip Straight Left Wrist w/ Fingers on Tips Proper Instrument Posture Proper Characteristic Tone Production

Accents Slur, Multi-Note Slurs Ties Detache, Staccato, Legato, Hooked Bowing Bow Distribution Distribution Phrasing using Dynamics Proper Bow Grip Straight Left Wrist Proper Instrument Posture Proper Characteristic Tone Production Thumb Placement

Accents Slur, Multi-Note Slurs Ties Detache, Staccato, Legato, Hooked Bowing Bow Distribution Phrasing using Dynamics Proper Bow Grip Straight Left Wrist Proper Instrument Posture Proper Characteristic Tone Production Thumb Placement

Cluster Concerts Performing Ensembles Chamber Music

Cluster Concerts Performing Ensembles Chamber Music

Cluster Concerts Performing Ensembles Chamber Music

Cluster Concerts Performing Ensembles Chamber Music

Note Reading/ Finger Patterns

Scales

Performance Opportunities

Mult i-Cult ural Links In the Classroom Class room

In accordance with the MMAS Standards each student will compare the function music serves, roles of musicians, and conditions under which music is typically performed in various cultures.

Each teacher must use one of the below pieces or another traditional piece to satisfy this requirement. Make sure you also teach students students about the culture and traditions of music within the piece you choose. You can use this website to find more information on the use of traditional music within various cultures. http://spotlightonmusic.macmillanmh.com/music/teachers/articles/ folk-and-traditional-styles/native-american-folk-music Please use the piece below as a guideline. I. Kum-Ba-Yah (Stringing Along) a. Teach the fundamentals of the piece a. D Major Scale  b. Pizzicato and Arco c. Fermata, Ties, Ties, and Ritardando  b. Use the website above to find information on how music is used in the African culture

ORCHESTRA  PACING GUIDE Beginning String Orchestra

Timeframe

Concepts posture and proper instrument maintenance

posture, guitar position, pizzicato, left hand position, open string note identification, proper pizz tone, aural rote songs, intro to principles of tone

Book page 2

pages 4-5

1st Semester

simple rhythms (quarter notes and rests), simple melodies, match pitches, intro to D scale, 1-23/ 1-3-4 finger patterns, intro to basic melodic and rhythmic structures on the D & A strings, aural rote songs

reading basic melodic and rhythmic notation, beginning bow hold, intro to key signature, intro to G string notes, concert etiquette

pages 6-13

pages 14-15, 26-27

Performance/ Winter Break pages 4-19 Review all previous concepts and begin short composition assignments in D major as comprehensive assessment of skills learned

2nd Semester

Intro into eighth notes and eighth note patterns with variations, alternate endings, blend and balance within an ensemble, intro to dotted half notes and 3/4 time signature

Intro to F and C natural, 12-3/1-2-4 finger patterns, melodic exercises using the above scale finger pattern, intro to slurs and ties, intro to the C and E strings

Performance/ Summer Break

pages 20-25, 28

pages 29-35, MMAS Resource Library

ORCHESTRA  PACING GUIDE Intermezzo String Orchestra

Timeframe

1st Semester

Concepts

Book

Review all beginner concepts from year one, D major lower octave for viola/ cello-extensions, 4th finger strengthening exercises, proper tone production

MMAS Resource Library

Multi-Note Slurs, G major upper octave violin, chamber music, phrase and melodic structure, dotted quarter notes, new finger pattern 1-2-34/1-2-X4, intro to A major scale

MMAS Resource Library

proper concert etiquette, note identification exercises, slurs, phrasing, ensemble techniques, cut time, A major melodic phrases and variations

MMAS Resource Library

Performance/ Performance / Winter Break

2nd Semester

Review all previous concepts and begin short composition assignments in A major as comprehensive assessment of skills learned, bow distribution

MMAS Resource Library

Intro to F Major scale aurally, finger pattern 1-2-3-4/X1-2-4, hooked bowings, ensemble techniques, sixteenth notes, sixteenth note patterns with variations

MMAS Resource Library

Intro to Bb Major scale aurally, finger pattern1-2-34/X1-2-4, mixed meter, syncopation, compound meter

MMAS Resource Library

Performance/ Performance / Summer Break

Absentee/ Behavior Sheet Student Name

September

ctobe r

Nove ber

Absentee/ Behavior Sheet Student Name

September

ctobe r

Nove ber

Absentee/ Behavior Sheet Student Name

D cember

January

F brua y

Absentee/ Behavior Sheet Student Name

D cember

January

F brua y

Absentee/ Behavior Sheet Student Name

arc

April

May

Absentee/ Behavior Sheet Student Name

arc

April

May

SIGN-O SIG N-OUT UT SHEET Parentsareinstructedtocomeintotheclassroomtopickupthestudent  Parents/GuardiansmustshowapictureI.D. ComparenameonI.D.withthestudent’sDismissalForm IfnamediffersfromanylistedonDismissalForm,pleasefollowsteps outlinedinSecurityProceduressection

ST U DE NT NA M E 1 2 3 4 5 6

S I G NATU R E

RELATION TO STUDENT



SIGN-O SIG N-OUT UT SHEET ST U DE NT NA M E

17 18 19 20 21 22 23 24 25 26

S I G NATU R E

RELATION TO STUDENT

Pre-Planning Preparations Have sufficient materials for everyone in the class Prepare a one-page syllabus for parents outlining goals for each month during the school school year. Include helpful websites along with with the MMAS website that parents can use as a resource. Ensure that you provide your Supervisor with a copy of this syllabus prior to giving it to parents Prepare your lesson plan and submit for the month Have the class roster readily accessible Create an inviting atmosphere Organize all materials that you need from your Resource Kit so that all materials are readily accessible Prepare a song on your instrument to demonstrate your talent to students

Opening Day

First Day of Classes All Music Matters After School teachers will arrive to their school at least 30 minutes before students are released. Please take the time to acquaint yourself yourself with the schools location to ensure timely arrivals each week. Upon arriving to your school for the first day of class class you should complete the following objectives: 

Introduce yourself to Front Desk Staff  o o Our primary contact (if a meeting is pre-arranged) Principal if a meeting is pre-arranged) o



Confirm the dismissal procedures o Inform school of MMAS dismissal procedures first, if the school has a different  policy then follow their policy o Find out exactly when they release your students to come to your class What time they start arriving in your classroom o Where do the parents come to pick them up o



Class roster procedures Some schools want to know the attendance in your class so find out if they need o the info below:  Absentee list, reporting an absent student Reporting a student in class that is not on your roster 

TEACHER: Focus: concept and skills to emphasize  Rhythm Singing Form Moving Tone Color Expressive Qualities Playing Instruments

Melody Listening Harmony Creating

School: Objectives/ Goals: 1.

Materials/Equipment/Repertoire:

National Music Standard(s) Achieved: Singing, alone and with others, a varied repertoire of music  Performing on instruments, alone and with others, a varied repertoire of music  Improvising melodies, variations and accompaniments  Composing and arranging music within specific guidelines  Reading and notating music  Listening to, analyzing, and describing music  Evaluating music and music performances  Understanding relationships between music, the other arts and disciplines outside the 

Beginner Techniques: 1.

Date:

DAILYWARM-UP GoalfortheMonth:

TERMS Week 1

Week 2

INDEPENDENTPRACTICESUMMARY(week1) Evaluateyoursectionon Evaluateyoursectiononascaleof1t ascaleof1to4andgive o4andgivecomments commentsforallscores forallscoresbelow4. below4. 1=poor(11ormoremist 1=poor(11ormoremistakes) akes)2=fair(8-10) 2=fair(8-10)3 3=average(4-7) =average(4-7) 4=excellent 4=excellent(1-3) (1-3)

Intonation: Rhythm: Bowing: Ensemble:

SCORE

LISTENINGLOG(week2)

DAILYWARM-UP TERMS Week 3

Week 4

THEORY WEEK3

WritetheAssignedScale

WEEK4

TheoryAssignment

Plays the Instrument Alone and with Others

Posture

Pass

Comments/ Date

Intonation

edge of chair

adjust pitch

 back straight

tune by matching pitches

feet on the floor

double stops (open strings)

Pizzicato--guitar position

Pass

Comments/ Date

Dynamics

good sound

adjusts to phrase structure

uses thumb

adjusts to melodic contour

Pizzicato--playing position

Pass

Co Comments/ Date

Sight Reading

uses index finger to pluck

4 measure excerpt

thumb attached to fingerboad

8 measure excerpt

 plucks over fingerboard

Grade 1 piece

Bow Hold

Pass

Comments/ Date

Scales

curved thumb

C major

middle fingers together on the frog

G major  

 pinky curved/ pinky on the screw

D major 

flat wrist

A major

Playing Position

Pass

Comments/ Date

September  

left arm parallel to the floor

October  

draws a straight bow

November

fingers on tips

January February

Comments/ Date

Pass

Comments

Pass

Co Comments

Pass

Comments/ Date

Pass

Comments/ Date

 

 

 

Rhythmic Counting

thumb across from 1st finger/ 2nd finger

Pass

 

Compose, Arrange, and Improvise

Compose

Pass

Comments/ Date

Analyze, Describe, and Evaluate

Evaluate your own performance

a piece for your instrument

intonation

ABA form

rhythm

2 measures

tone

4 measures

concert etiquette

Improv

Pass

Comments/ Date

simple melody

Identify and Describe

Pass

Comments/ Date

Pass

Co Comments/ Date

Pass

Comments Comments// Date

Pass

Comments/ Date

Pass

Comments/ Date

 parts of the instrument

4 measure answer

parts of the bow

scale

instrument maintenance simple rhythm

4 measure answer 

Identify Identify and Perform Perform Time Signature Signaturess

scale

simple meters (2/4, 3/4, 4/4) compound (2/2, 6/8, 9/8, 12/8)

Arrange

Pass

Comments/ Date

mixed meter 

2-4 meaure song teachers choice

Evalute Others Performance

student's choice

intonation rhythm tone

Conducting Common Time Simple Compound

PRACTICELOG--YOUMUSTPRACT PRACTICELOG--YOUMUSTPRACTICE20-30 ICE20-30MINUTESEVERYDAY MINUTESEVERYDAY GOALFORWEEK1: DAY DAYON ONE

DAY DAYTW TWO

DAYT AYTHR HREE EE DAYF AYFO OUR

DAY DAYFIV FIVE E

DAY DAYSIX SIX

DAYS AYSEV EVEN EN

TOTA TO TALL

Whatdidyoupractice:

TechniquesUsed:Youmustuseatleastfourofthesixeachweek

ParentSignature

GOALFORWEEK2: DAY DAYON ONE

DAY DAYTW TWO

DAYT AYTHR HREE EE DAYF AYFO OUR

DAY DAYFIV FIVE E

DAY DAYSIX SIX

DAYS AYSEV EVEN EN

TOTA TO TALL

PRACTICELOG--YOUMUSTPRACT PRACTICELOG--YOUMUSTPRACTICE20-30 ICE20-30MINUTESEVERYDAY MINUTESEVERYDAY GOALFORWEEK3: DAY DAYON ONE E DAY DAYTW TWO O DAY DAYTH THRE REE E DAY DAYFO FOUR UR DAY DAYFI FIVE VE

DAY DAYSI SIX X DAY DAYSE SEVE VEN N

TOTA TO TALL

Whatdidyoupractice:

TechniquesUsed:Youmustuseatleastfourofthesixeachweek

ParentSignature

GOALFORWEEK4: DAY DAYON ONE E DAY DAYTW TWO O DAY DAYTH THRE REE E DAY DAYFO FOUR UR DAY DAYFI FIVE VE

DAY DAYSI SIX X DAY DAYSE SEVE VEN N

TOTA TO TALL

Pre-Observation Form 1. What are your goals as a teacher for this school year?

2. What are your goals for your students for this school year?

3. What are your strengths and weaknesses as a teacher? How do you plan to use your strengths

Teacher Performance Observation I. IDENTIFICATION IDENTIFICATION Teacher:    

  

Discipline:    

  

School Year:

   

Instructions: Complete the following evaluation based upon what you observe in during the classroom. Make sure you document all evidence for each area area of evaluation. If you have additional comments please use the back for this information. Do NOT show this to the teacher you are evaluating. He/she will receive a copy of this document once it has been completed. Please submit this document to the Education Department no later than one week after your observation. If you have any questions please contact the Education Department at 678-456-3080 ext. 4510.

Curriculum and Planning The teacher makes decisions about planning that demonstrate an understanding of pedagogy and curriculum implementation by appropriately planning for what students are expected to know, understand, and be able to do. o

Exceeds Standards

o

Meets Standards

o

Needs Improvement

Teacher Performance Observation Instruction The teacher consistently uses a combination of research-based strategies (method book), conceptual teaching, and motivational resources in the classroom to challenges each student to achieve high levels of l earning. o

Exceeds Standards

o

Meets Standards

o

Needs Improvement

Does the teacher maximize instructional time? Does the teacher inform students of expectations for the day?  Evidence:  Evidence:

Does the teacher provide differentiation for each student?  Evidence:  Evidence:

Does the teacher use conceptual teaching with all levels of students students combined? Does this teaching engage all students?  Evidence:  Evidence:

Does the teacher use a variety of strategies and resources for student mastery? Do any of these include technology?

Teacher Performance Observation

Assessment The teacher consistently uses a balance of assessments that are systematically implemented and produce student mastery of  standards. The teacher provides consistent consistent feedback throughout the class that is both informative and constructive. constructive. o

Exceeds Standards

o

Meets Standards

Does the teacher provide consistent and constructive feedback?  Evidence:  Evidence:

Does the teacher use formative and summative assessments?  Evidence:  Evidence:

Does the teacher demonstrate high expectations for students?  Evidence:  Evidence:

o

Needs Improvement

Teacher Name___________________________ Name______________________________ ___

School Year_______________ 

Standard 1: Curriculum and Planning

1. The teacher plans instruction that is in alignment with the MMAS standards and benchmarks. 2. The teacher plans instruction instruction that reflects reflects strong knowledge of both content and effective instructional delivery to meet the needs of the students. 3. The teacher plans assessments assessments to measure student progress toward mastery of the standards. 4. The teacher plans for appropriate use of differentiation. Comments:

ES

MS

NI

Teacher Name___________________________ Name______________________________ ___

School Year_______________ 

Standard 2: Instruction

1. The teacher effectively effectively communicates learning expectations. 2. The teacher uses an appropriate variety of instructional techniques and materials designed to meet the needs of the student. 3. The teacher differentiates differentiates to meet student needs through the use of: check for understanding, vary vary the pace of the learning, and provide guided/ independent practice accordingly. 4. The teacher uses available technology to to enhance student learning. 5. The teacher fosters the development of higher order  thinking skills. 6. The teacher maximizes maximizes instructional time.

ES

MS

NI

Teacher Name___________________________ Name______________________________ ___

School Year_______________ 

Standard 3: Assessment

1. The teacher uses assessment strategies to identify individual and class strengths, misconceptions, and areas of  weakness to guide planning 2. The teacher uses both formative and summative assessments to evaluate and communicate student progress toward mastery of standards. 3. The teacher provides effective effective and timely feedback to students and parents 4. The teacher uses assessments assessments to monitor student progress progress and adjust instruction to maximize student achievement. Comments:

ES

MS

NI

Teacher Name___________________________ Name______________________________ ___

School Year_______________ 

Standard 4: Administrative Duties

1. The teacher is ALW ALWAYS punctual to all schools and MMAS events 2. The teacher adheres to all MMAS policies policies and administrative administrative  procedures. 3. The teacher exhibits good judgement, a professional professional attitude, and ethical behavior in all MMAS related matters. 4. The teacher communicates effectively with with students, parents, office office staff, and school personnel. 5. The teacher uses established established channels of communication when  professional concerns arise. 6. The teacher attends all meetings regularly and makes positive contributions to discussions. 7. The teacher keeps accurate classroom records and submits reports reports

Yes

No

Teacher Name___________________________ Name______________________________ ___ Additional Notes/ Comments:

School Year_______________ 

Teacher Performance Rubric Curriculum and Planning The teacher makes decisions about planning that demonstrate an understanding of pedagogy and curriculum implementation by appropriately planning for what students are expected to know, understand, and be able to do.

Needs Improvement

Meets Standards

Exemplary Examples of Evidence

Examples of Evidence ➡

➡

➡

➡

Creates lessons that are not connected to assessments Utilizes the method book as the only source of instruction Plans activities that are strung together rather than being based on student learning needs or standards Uses activities that do not lead students to mastery but are more likely a way to keep students busy/ controlled

Observations «  Asks students for facts with no expectation in achieving deeper understanding « Overlooks incorrect or confused student responses by moving on to another student or changing topics « Limits students interactions with one another and controls class discussions

Examples of Evidence ➡

➡

➡

➡

Uses method book as primary source of  instruction. Creates lessons that fall within the MMaS Curriculum Guideline Implements components of an instructional framework with a sequence for lessons (e.g., warm-up, primary focus, wrap-up, etc.) Plans lessons starting with the standards and then moving to logically connected activities and assessments

Observations « Uses current and accurate content knowledge in teaching « Explains content in more than one way « Relies on teacher-student-teacher teacher-student-teacher response pattern that keeps students dependent on teacher for approval/ disapproval of their ideas «  Asks simple questions questions of fact or interpretation

Implements an instructional framework  that brings all components of the lesson together ➡ Considers students’ prior knowledge in relation to standards, then creates appropriate assessments and strategies ➡  Aligns standards, standards, instruction, and assessments logically for lessons and units ➡ Uses the method book as a guideline but uses a variety of resources to provide for student learning and engagement « Designs opportunities for students to learn content in ways that support their learning styles, multiple intelligences, etc. ➡

Observations « Uses students’ prior knowledge and/or misconceptions to guide instruction « Expects and encourages students to learn and reason about problems in the content area «  Arranges opportunities opportunities for students to explore content knowledge in complex ways and report discoveries to others

Instruction The teacher consistently uses a combination of research-based strategies (method book), conceptual teaching, and motivational resources in the classroom to challenges each student to achieve high levels of learning.

Needs Improvement

Meets Standards

Exemplary

Examples of Evidence

Examples of Evidence

Examples of Evidence

«

«

«

« « «

« « « «

Plans the same instruction and assessment delivered the same way for all students Does not plan the incorporation of resources to differentiate instruction Makes assignments without explaining lesson goals or expectations Does not identify or display work samples to demonstrate levels of performance toward mastery of the goal Does not explain the purposes of the lessons or articulate expectations for student work  Focuses lesson on coverage of material rather than on understanding Does not include motivating strategies that engage students in learning Does not provide opportunities for choice or student decision-making, but instead regulates all aspects of assignments

Observations « Explains content in one way only « Provides no logical purpose for selected strategies «  Attends to teacher concerns more more than student concerns « Teaches Teaches all students in the same way, not adapting lessons for students needs « Ignores students’ attempts to contribute prior knowledge or experience

« «

«

«

Modifies planning as needed for some students, but tends to be teacher-centered and whole-group in approach Sometimes differentiates lessons while maintaining challenge for all students Plans for students to learn with understanding, beyond acquisition of facts and skills Selects activating strategies (anticipation guides, demonstrations, games, etc.) to motivate learners Includes a limited number of research-based strategies in lessons

Observations «  Adjusts instruction to use alternative alternative strategies when whole class struggles in learning « Demonstrates a working knowledge of  characteristics of recognized exceptionalities, multiple intelligences, and learning styles but is not always sure how to adapt lessons for special needs « Tries various instructional strategies but limits student engagement « Uses mostly teacher-centered strategies « Demonstrates superficial coverage of the curriculum

«

« « «

Plans for student differences Creates lessons that address multiple levels to meet developmental and individual needs of  diverse learners Plans lessons, units, and assessments designed so that students can succeed Plans in advance, but sometimes adapts plans as knowledge of specific students evolve Selects a wide range of research-based strategies that provide multiple perspectives on concepts and problems of the content area(s) and standards

Observations « Uses exemplary work, benchmarks, or examples of student work to illustrate various levels of achievement frequently during instruction « Teaches Teaches students how to compare their work  to the benchmark work to identify the next steps « Explains content in multiple ways until students demonstrate understanding «  Adjusts instruction to use alternative alternative strategies when students struggle in learning « Provides appropriate scaffolding, coaching, and modeling to support students as they learn new skills or learn new concepts, removing supports and students are ready to continue and expand on their own

Assessment The teacher consistently uses a balance of assessments that are systematically implemented and produce student mastery of standards. The teacher provides consistent feedback throughout the class that is both informative and constructive.

Needs Improvement

Meets Standards

Examples of Evidence

Examples of Evidence

Lesson Plans/Curriculum Units « Does not use formative assessments to guide instruction « Makes a single plan for all learners « Does not re-teach concepts and instructs students simply practice if they are having trouble

Lesson Plans/Curriculum Units « Plans for some formative assessment, but does not know how to use data to adjust instruction to meet individual student needs « Re-teaches rarely and then primarily to the whole class instead of individuals «  Assesses student student learning typically at the the end of a unit (summative evaluation) to determine student achievement rather than to identify students in need of  support

Observations « Does not adjust instruction to meet the needs of students who are having difficulty understanding the lesson

Observations «  Adjusts instruction instruction at the whole class level and does not address individual needs « Demonstrates limited skill in making adjustments abased on formative assessment data « Notices consciously how students respond to teaching strategies, but is not comfortable adjusting instruction in the middle of a lesson

Exemplary

Examples of Evidence Lesson Plans/Curriculum Units Uses formative assessments to guide adjustments to instruction «  Adapts plans as he/she he/she develops knowledge of specific students « Experiments with a variety of formative assessment measures including student notes and reflections, assignments, quizzes, performances, etc. « Plans time and guidance for students to reflect on and assess progress « Identifies a repertoire of benchmarks of  student work that show various levels of  achieving standards «

Observations «  Adjusts instruction to address the needs of students who are having difficulty understanding the lesson « Encourages student questions and talk in the classroom and uses student input for spontaneous planning and adjustments « Provides alternative explanations and seeks effective approaches when students questions reveal lack of  understanding

Incident Report Date: _________________  Incident Time: _______________  Used to document inquiries, notify management of adverse situations, requests from teachers, school staff or   parents. Must be submitted submitted to management by customer  customer  service by no later than 5pm on the day the event took   place/inquiry was made. made. Instructions:

Submitted by: __________________  Personnel Personnel to resolve: ______________________ 

 Tardiness arriving to class

Teacher: ________________________________

School: _________________________________ 

Notified by: _____________________________

Teacher