Professional Growth Plan

PART 1

1a. What data are you using to guide the development of your professional learning goal (e.g. reflections on
teaching, teaching observations, mid-program evaluations, student feedback, video, student feed back/poll)??

 I have reviewed lesson plans that have been taught, lesson reflections and feedback from pre-internship
cooperating teachers that have observed me teaching lessons. All of this data has helped me to develop a plan to
progress and improve my professional learning goal. From the data I have reviewed, I have decided to utilize
video recordings of myself to evaluate what I do when I teach. There are reflections that are written after each
video in order to begin the process of self- reflection and assessment. In the videos, I have and will have my CT
giving my immediate, specific feedback as I teach. Therefore, it allows me to see the mistake I made, how to fix
it, how I proceeded to fix it and if the entire process worked. These videos are essentially a second set of eyes to
see myself through. Evaluations that I receive from my professors in the music and elementary education
department, are what I also use to help my see a different perspective of my teaching.
 1b. What do the data tell you? ----my area of weakness and strengths
 In the classroom, I have a welcoming presence to the children that they respond in a positive manner too. I have
a clear voice that projects so that all the students can hear me. I properly address the students and have an aura
of professionalism. The data has also shown me that pacing is my weak area as well as using to many words.
Through watching videos and reading teacher comments, I have an idea of what I want my students to learn but
it does not come across as clear and because of that my pacing is lethargic and has no momentum.
2. Using the information from question 1, what is your focus area (write both the Danielson domain and the
component that you have identified as having the greatest potential for increasing student learning below)?

 Domain 3.
 3a: Communicating with students
3. What goal will enable you to strengthen your practice (write your goal statement below)? No goal written.
Please add.

 My end goal is to engage students not only at a high level of rigor where they will be challenged to think past
simple answers and arrive to a place where this level of rigor is met with a creative mindset. Appropriate pacing
will also allow students the time needed to be intellectually engaged.

4. Describe what will you do to build professional background knowledge related to the domain and component
that you have selected in order for you to achieve your goal (e.g. what articles/books will you read, what Internet
resources will you use, what workshops will you attend, will you interview or observe teachers)?

 Work that I have already done in this area is participating in professional development, for example, FMEA, All
County workshops, private lessons, symposiums. In terms of books I have read many pertaining to music
education and a few of just overall education. For example, Seven habits of highly effective music students by
Bret Pimentel, Teaching Music through Performance in Band - Volumes 1, 3, 5, 6, 9, Outliers: The Story of
Success by Malcolm Gladwell. I also I have a monthly subscription to NAfME and receive magazines in the
mail each month pertaining to Music Education. I have also set up an interview with the Principal at the school I
 am interning at to talk about interviews, first year teachers, administration, budgeting and over well-being of
faculty/staff and student guardians.

5. What specific activities/actions will you implement to help attain your goal (e.g. administer a student interest
inventory, develop lessons that include multiple project options for students, include the use of formative
assessments during instruction, video tape and critique one’s practice, establish procedures for the distribution
and collection of materials and supplies)? Please revise.

 I will look over all lesson plans with my CT and adjust wording, processes, timing, resources, ect. I will write
out exactly what I want to say in 10 words or less to improve my weakness in pacing and clear communication. I
will also record myself in the classrooms and then write down everything I said to see how many words I have
or have not utilized. Leading to analyze what I said and how I could condense it. Video recording will still be
including in this process as they help me to truly see what my pacing and communication with students is like.
After each video, there will be a reflection written. Video recording will also help me to hear how the band
sounds so I can plan for our next rehearsal.
· 6. How will you collaborate with other professionals to meet your goal?

 Collaborating with my colleagues, professors, and various other educators in the community, such as the county
I am interning in, Seminole County. For example, Lindsey Williams, John Dupuis, FMEA officials and
presidents, ect. My CT is also a great use of a professional to help me obtain the skills I need to acquire a full-
time job as a music educator. Having most of these people and educators at my disposal in the classrooms every
day, they see me teach quite frequently. This is perfect for them to be able to assess my instruction while
teaching and give real, live and related feedback. Their advice and experience is a wealth of knowledge that
helps me to improve as an educator.

7. What evidence/artifacts will you collect to demonstrate that your goal is being met?

 Video recording will be used to demonstrate goals I have achieved in the instruction. The use of lessons plans
and reflections from myself, CT and supervisors will also help to demonstrate my goals being met. These
lessons plans also help to keep my teaching, planned thoroughly, well thought out. There will be certain
worksheets that help to demonstrate my goals. For example, note naming worksheets, scale and transposing,
time signature and key signature, and counting worksheets. All of these contribute to showing what I have
achieved with the students.
PART 2

1. What did you do to build your professional background knowledge related to the domain and
component that you selected? Did you add any new professional learning opportunities during
your intern?
 To build on my professional background knowledge, I applied video recordings to evaluate
myself teaching. Reflections are written after each video in order to begin the self- reflection
and assessment process, which I have utilized. In the videos, my CT provides immediate,
specific feedback as I teach. This allows to see mistakes made, how to fix it, how to proceed to
resolve it and if the method succeeded. These videos are necessary to see myself through a
second pair of eyes. Observations from my supervisor during the internship provided an
opportunity to receive feedback and assessment to put towards my professional development.
During the internship, I attended all faculty meets about leadership, basic psychological needs,
assessment strategies, maintaining a positive environment, differentiated learning tactics, and
how to better teach ELL students or students with disabilities. All of which helped to
development my teaching in the domain and component area that I selected. It was also used to
simply learn about good, quality teaching. On February 16th and March 4th, I had the Principle
of Rock Lake Middle School come in and observe me. I received the Principles feedback and
used it to my advantage in the classroom as well.

2. What specific activities/actions did you implement to help attain your goal? Describe at least 4
specific activities.

Activity 1: I reviewed available data sources and research, qualitative and quantitative, that
could assist in helping me to develop different teaching strategies, assessment tactics and differentiated
instruction. I needed to find and apply research-based practices that initially were developed for
academic classes and personalize it to my own teaching philosophy and style. I did this by going to all
faculty meetings, learning communities on these topics, grade level meetings about instructional design
and planning, student-centered learning environments, ESOL instructional models, differentiating
formative and summative assessment, developing higher-order thinking skills and instructional
delivery and comprehensiveness. I even attended two workshops, 1) methods developed from Steven
Krashen’s contributions of second-language acquisition, bilingual education and reading. 2)
Adolescent Literacy Support Framework, where I learned about different types of motivation and how
certain literacy strategies can apply across curriculums, even music.

Activity 2: I conducted a needs assessment to identify the gap or verify a known gap in
knowledge, skill, or attitude/behavior. I learned about this in a faculty meeting about self-assessment
and I thought it would be very strategic to incorporate this. I asked the Principle of Rock Lake Middle
School to sit down with my CT and we discussed my strengths and weaknesses and tools I could
utilize to help in these areas.

Activity 3: With help from my CT, we designed and developed a learning activity based upon
the results of the needs assessment. We decided that my biggest weakness was pacing which led to
 classroom management and transitions. First we administered a student interest inventory to learn more
about the students. We then designed a lesson where the students would lead the rehearsal with
minimal but vital guidance from me. Almost like a problem-based learning environment where the
students worked cooperatively to solve a problem, but in this case a rehearsal. This helped me to learn
how minimize the amount of words I would say and to actively engage and listen to what was
happening around the classroom.

Activity 4: From day one of the internship, my CT and I decided to have on-the-job coaching
and feedback analysis. This helped in two ways, it developed me professionally as an educator and it
helped to develop our professional relationship and intern and cooperating teacher. What this offered
was skill and knowledge by answering questions I had during rehearsals or anytime of the day,
reviewing work such as grading papers, unit plans, case studies, lesson plans, etc., discussing progress,
and providing general direction. It also provided work through actual problems in order to share
insight, comprehension, and problem-solving strategies. As well as monitoring developmental progress
and feed-back.

3. Did you meet your intended goal? Describe the evidence and artifacts that demonstrate the
professional learning goal was met (include at least four descriptions of evidence). One piece of
evidence must be the focused observations by your cooperating teacher in your selected area of
growth (attach the feedback provided by your cooperating teacher). Label and describe each
piece of evidence and explain why each piece helps meet your intended goal. Attach the artifacts
to the end of the report.

Artifact 1: This artifact is an observation of a Danielson Assessment C #1 completed by my

supervisor, Dr. LeFils. This observation contains specific related feedback that helps me to
reach my intended goal. This feedback allows me to see mistakes made how to fix it, how to
proceed to resolve it and if the method succeeded. What it also provides is positive feedback.
Allowing me to see the progress I have made and encouraging me to keep the same path. For
this observation, Dr. Lefils rated me as developing. In the feedback, it goes on to explain that
“Directions and instruction occasionally needed repeating due to students talking. Teacher
talk was at times a little too much but at all times the vocabulary was developmentally
appropriate and projected well.” It also comments on my ability to handle behavior and
classroom management. Providing tips and tricks on how to carry myself and act so that
the students respond accordingly, and material and instructions can be addressed, heard
and taught. Overall, this evidence helped me to understand what I could improve on
within the 3a component, what to pay attention for, how to address it and then assess my
results. This piece of evidence has given me guidance on how to further pursue my
learning goal.

Artifact 2: My second artifact is another observation of a Danielson Assessment C #2

completed by my supervisor, Dr. LeFils. In the component (3a) of Danielson I am working on,
the goal is for rehearsal activities be clearly communicated; content is scaffolded, clear, and
accurate. Dr. Lefils rated me as proficient in this area. His direct feedback and comments said,
“You were clearly understood throughout the rehearsal; your character is cool and relaxed; you
could use some occasional increased energy just to add variety. Conducting cues, though not
needed much today, were clear and accurate.” This observation shows my improvement and
growth in component 3a, communicating with students, of the Danielson Assessment C. This
 evidence helps me to realize I am on the correct path to meeting my goal, and supports the
professional development activities I have been participating in such as faculty meetings, work-
shops, self-assessment/reflection and receiving specific-related feedback, along with in depth
discussion and analysis from and with my CT.

Artifact 3: My third artifact is a weekly reflection. This reflection, I felt, focused on my

professional learning goal, which is communication with students; tying into, transitions,
pacing and classroom management. Self-assessment is incredibly vital to professional growth
and development. This weekly reflection really shows how I try to think objectively about my
pedagogical performance over that past week of teaching and how I am trying to be active in
faculty meetings about professional growth to improve my teaching. It allows me to consider
key accomplishments, areas for improvement and professional development goals.

Artifact 4: My fourth artifact is a successful lesson plan that represent my professional

learning goal, communicating with students. This lesson plan was made to improve on my
intended goal which communicating with students. During this lesson, I had minimal pacing
issues, my transition were smooth and quick, my classroom management was appropriate and
executed well. This lesson plan really helped me meet my goal by giving an organized, well-
thought out plan, that provided me with an optimal scenario to pursue quick and energized
pacing. The lesson plan left no room for students to sit, talk and become bored or impatient. It
had the students playing a majority of the class period. If they were not playing, the students
were instructed to listen along, fingering along and count along. Because I had a well-executed
plan that was thoroughly explained, I was able to communicate more clearly, precisely and
effectively with all students. Resulting in a quality rehearsal for the students.

4. How did you collaborate with other professionals to meet your goal?
 I had the Principle of RLMS come into the classroom to observe me teach as well as sit down
and partake in a needs assessment meeting with me and my CT. this was to evaluate strengths,
weaknesses and any gaps in my ability to educate.

 I attended and participated in faculty meetings, learning communities on these topics, grade
level meetings about instructional design and planning, student-centered learning
environments, ESOL instructional models, differentiating formative and summative
assessment, developing higher order thinking skills and instructional delivery and
comprehensiveness.

 I attended and participated in attended two workshops, 1) methods developed from Steven
Krashen’s contributions of second-language acquisition, bilingual education and reading and 2)
Adolescent Literacy Support Framework, where I learned to incorporate literacy into the band
classroom and different ways to motivate students.

 I contacted Lindsey Williams, the Arts Coordinator of Seminole County and retired band
director, to review available data sources and research, qualitative and quantitative, that could
assist in helping me to develop different teaching strategies, assessment tactics and
differentiated instruction.

 I also collaborated with my CT and engaged in on-the-job coaching and feedback analysis with
her.
5. What new learning did you acquire as a result of the professional learning opportunities in
which you engaged?
 I learned a lot about myself and how I teach. What I discovered is that I did not particularly like
the way I was going about teaching. Looking back now, it was unorganized, chaotic, and not an
effective way to communicate with students. I was not using factual data to implement into my
teaching strategies and lesson; I also found myself just making it up as I go.

 From the professional learning opportunities that I participated in, I learned how to take all this
information about differentiating instruction, leadership, basic psychological needs, assessment
strategies, maintaining a positive environment, differentiated learning tactics, and how to better
teach ELL students or students with disabilities, and incorporated it into my own teaching style.
A style that made sense to me and most importantly that made sense to the students. My
teaching now, goes in chronological step by step systems, where I break down the concept of
what we are learning in class, and build it back up, using all these different tools and skills.

 One of the most vital learning experienced I acquired was how to effectively communicate
with students. This directly correlated to my professional learning goal. Before I would take a
large chunk of class to figure out a solution with the student or go through concepts so slowly
that students would become lost, confused and irritated. Not only did this interrupt the pacing,
but it was not fair to the student’s quality of musical education. Through teaching, studying,
discussion, self-assessing and reflecting, I am now able to apply the information I have learned,
I am better equipped to fix challenges and dilemmas on the spot and even incorporate the rest
of the class. Actively participating in meetings about classroom management and seeing my CT
example this really helped as well.

6. What impact did the changes in instructional practice have on you as a professional?
 It has changed who I am as an educator entirely. It has made me more focused, research bound,
organized, composed and confident. Before, I felt like I would get up on the podium and fake
my way through a rehearsal. Now, I get up on the podium and know exactly what I am looking
for, listening for and what to anticipate. When problems arrive, I am immediately going
through all of the files in my brain of what strategy I could use to improve this situation. In my
lessons plans, I now include differentiating instruction and if it is not on my lesson plan, I can
improvise on the spot. My instructional delivery has improved. I no longer spew a stream of
words that have no impact. I try to be clear, direct and to the point so the students can play
more. I see the vitality of incorporating higher order thinking skills into lessons and the
importance of differentiating my types of assessment.

7. What impact did the changes in instructional practice have on your students’ learning?
 It had all the impact in the world. When I first started the internship and was teaching, students
did not seem to be focused, motivated, or really understood what I was asking of them. Now,
overall students in the class seem interested, motivated, and engaged. Before I could not fix
problems on the spot, but now it is no problem. If a student is not understanding a concept like
enharmonic equivalence, I can absolutely describe it in three different ways so that it meets
their learning style. I am still working on pacing, but I know it has improved. Students did not
lose their attention anymore; classroom management was greatly improving and the students
 were learning. They would come back the next day and remember everything we did the
previous rehearsal because it was exciting, engaging and most importantly fun.

8. How will you continue to develop in this area?

 I will continue to invest in professional development growth opportunities. Self-assessment is
also necessary to track my growth in teaching. It is vital to continue to evaluate my own
pedagogical performances, whether it be lesson-by-lesson or day-by-day. This is without doubt,
one of the finest ways to expand and improve upon our instruction and allowing our students to
benefit from our efforts.

 I will continue to reach out to other professionals in the community to collaborate with them to

 meet my developing goals as an educator and to keep refining my craft.

 I will continue to invite professionals into my classroom to assess me and provide coaching and
feedback.

 I will also continue to keep video recording myself and writing reflections. These reflections
are so necessary for my own assessment.

Artifact 1: Danielson Assessment C, Observation #1 - PDF Link Attached

file:///C:/Users/osman/Downloads/5630677%20Danielson%20Assessment%20C%20%231-%20Supervisor
%20.pdf

Artifact 2: Danielson Assessment C, Observation#2 - PDF Link Attached

file:///C:/Users/osman/Downloads/5630677%20Danielson%20Assessment%20C%20%232-%20Supervisor
%20.pdf

Artifact 3: Weekly Reflection – Attached below

 SPRING INTERNSHIP 2020

WEEKLY REFLECTION

LOOKING BACK

1. My Accomplishments last week:

My accomplishments so far have been few but still very strong! I have learned so many aspects about all the
instruments, specifically trombone and clarinet which is awesome. It allows me to be able to assess the
students more accurately because of my large depth of knowledge in those instrument areas now. I also
improved a lot in my pacing of lessons. I wrote out my lessons plans to be more detailed and that helped a lot.
I also have almost all the students’ names memorized.

2. Things I would do differently:

I still am working hard to figure out who I am as a teacher. Last week however, I did see glimpse of my
personality show. I still feel like I am trying to fit a mold but not as much as last week. I am trying to teach
differently as well, I have been attending professional development faculty meetings at the school, which I am
learning a lot of information at. I felt all last week that my teaching was not as structured and organized as it
could have been for these students at a beginning band level. Beginning band needs more structure than any
other level and I am working on trying to provide that for them, The pacing was all over the place which led to
transitions that took a long time and the students were getting a little out of control. I will also work on my
strategy to improve classroom management, specifically when it comes to students talking through rehearsals.
I know that pacing has a lot to do with classroom management as well as transitions. Communication with
students is the goal for my PGP, so it will be a concept I focus on greatly throughout my internship. Going to
faculty meetings about classroom management and classroom environment has given me plenty of insight and
a lot to consider when putting my lesson plans together and interacting with students. I will also continue to
video tape myself during rehearsals to go back and assess. In the videos my CT will be giving specific-related
feedback as I teach, so hearing solutions to my mistakes immediately, will hopefully push me to become a
more structured educator.

LOOKING FOWARD
3. Aspects of teaching (and activities) I am working on this week include:

I am working on using my teacher voice, pacing, transitions and classroom management. For my voice, it is
not in the sense of how stern it is but how loud it is. I realized last week that while I thought I was speaking
loudly; my voice really was not projecting at all and that can be the deciding factor in whether or not students
pay attention or not.

I will also be working on how to effectively explain the concept of a pick-up note; this has a lot to do with my
pacing. Last week students really struggled to understand the concept when I reviewed it with the students,
and I now realize it was due to my pacing and unclear communication with them. I did not project the concept
in a clear, systematic order; therefore, the students struggled to understand and remember.

I think I will also be introducing signing to the class next week. This allows me the opportunity to plan an
organized and structured lesson plan where I can focus on pacing, transitions and classroom management. The
students are also having trouble hearing how a scale sounds which is important for beginners. Hearing pitches
and movement of notes can really define their fundamentals, especially as young musicians. They know when
they mess up a note because of the key signature but they still do not what Ti to Do sounds like. Hopefully, I
will be able to go over this concept in a structured outline with momentum and energy.

I will also include having a happier face on when I am teaching. Sometimes I am concentrating so much on
what is happening at hand that I forget that body language is a vital part of teaching as well.

4. The support I need is:

I just need to keep reminding myself that the point of the internship is to learn and improve. I keep getting
frustrated that I do not know all the fingerings on the oboe yet and that these students cannot understand what
a pick-up note is. In reality, I just do not know how to effectively teach yet. It is in no way the student’s fault.
What will help is continuous studying of the instruments, detailed lesson plans, self-assessing and reflecting,
continuing to discuss and analyze my teaching with my CT and my other professors, and continuing to go to
faculty meetings involving professional growth and development.

5. Other concerns:

A concern of mine is that I am not improving fast enough. I feel as if I should be a thousand times better at
teaching now but, I still struggle with just projecting my voice properly and pacing. I feel as if I am hindering
the student’s education because of my uneven pacing and unstructured lessons. I am also concerned that I
might over-step my place with a student in terms on disciplinary action.
Artifact 4: Lesson Plan – attached below

Name: Victoria Rogers Date: 3/10/2020 Period: 1st

Ensemble or Class: Beginning Band, Period 1 Lesson Topic: Warm-ups, scale: G, F, Bb, Eb, Ab, Pass
offs, Creepy Crawlies, Rock with Bach
Standards: (CCSS/NGSSS)
MU.68.S.3.1: Sing and/or play age-appropriate repertoire expressively.
MU.68.S.3.2: Demonstrate proper vocal or instrumental technique.
MU.68.S.3.6: Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

Long Term Goal: The long-term goal is to know 7 Major scales (G, C, F, Bb, Eb, Ab, Db) comfortably so that all members of the
ensemble can approach a piece of music and be able to identify key signatures instantly. As a result, sight reading,
fingerings/slide positions, and overall conceptualization of music should improve significantly.
Instructional objectives(s): Students will be able to play the concert G, F, Bb, Eb, Ab scales. Flute, clarinet, bassoon and mallets
2 octave Eb scale
Key Vocabulary: Arpeggio, All-state pattern, key signature Instructional Materials/Resources/Technology:
and octave, subdivision Tuner, music for Creepy Crawlies and Rock with Bach

Critical Thinking: Lesson Structure:

What is the relationship between this scale and the previous Tune, Concert F 16 Warm-up, scale review with note check for
scale you learned? woodwinds and brass, creepy crawlies.
Why is it important to have all of the instruments represented
in a band?
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures: 1. Use a tuner and ears
to see if sharp or flat.
-Concert F 16 2. See students push in
1. 3 min or pull out
- tune the low brass and low reeds on concert, then flutes and 3. Listen for percussion
2. 2 min Saxophone. to keep a steady beat
and if they can follow
3. 3 min -B on saxophone. the conducting/
snapping
- Have everyone play concert F 16 4. Look at student's
embouchure
 Do they have the right
4. 3 min Lesson/Rehearsal Procedures: valves pushed down?
Review all the scales: G, F, Bb, Ab and Eb  Is posture correct?
 if it is not a block day, only do one scale. o Feet flat
 Newest scale, Eb. o Straight backs
 Woodwinds play Eb two octaves (not oboe) o Front of chair
o Horn angle
o Chin position
o Hand
5. 3 min “IF Eb IS NOT SOUNDING GREAT, FOLLOW STEPS BELOW”
placement
 Do they have enough
Everyone look at the Eb scale: mouthpiece in?
 Are fingers covering
the entire hole?
6. 30  Are they blocking
secon What are the first notes for: (ask or tell students): their air ways?
ds
 Do they have the
7. 2 min - show fingers and look for correct fingerings correct slide position?
8. 1 min
5. Ask students in
9. 4 min Clarinets and Trumpets- F (Low F = Cl) - you have 1 flat, what is it? ensemble the order of
Bb sharps and flats
6. Have them write in on
10. 3 min
Saxophones: C - you have no flats or sharps, everything is natural. white board
7. Show me correct
11. 3 min that means F natural. fingering and slide
positions for 4th and 7th
Horns - Bb scale –2 flats. Bb and Eb is the flat note for you that is note
second finger. 8. Observe if they use
their fingering charts
Oboes (won’t play two octaves), Flute, Bassoon, Trombone,
Baritone and Tuba - Eb - you have three flats, what are they? Bb,
Eb and Ab

- trombones, Eb and Ab are the same position

- remind them of Ab ask for fingering

Play scale in half notes with percussion

- BRASS I am going to work with the woodwinds, look at the Eb

scale. Especially the slide position and fingerings for the last 4
notes.

While working on brass, have woodwinds go through fingerings for

the upper octave

-Do flutes know the fingering for High D?

Clarinets flute and saxophone, review the new scale sheet you got
and review the upper octave

GO BACK TO WOODWINDS

Go in sections, have the clarinets tell and show upper octave

Then Have flutes do this as well - high D and Eb should be easy

Saxophone is similar to Clarinet, just lifting fingers

Bassoon same thing

BRASS

This is a hard scale, go through each player or each section.

 It’s okay if brass cannot play the higher notes right now, if
they are putting down the right fingers and trying.

CREEPY CRAWLIES

Have them play it right away

 Count out loud while they play if needed

Run it through to see what is sounds like

 Address notes, breathing through bar line (woodwinds and

trumpet) mm. 11
 Horn playing right pitches - beginning
  Low brass at 25 and the change in rests
 Low brass – mm 30
 Low brass – mm 29
 Put 29 and 30 together
 Clarinets, oboes and flute 45 to end (four before end)
 Rehearse each section individually
 Last measure every person – to long

Then have them play from the beginning again. Move on

ROCK WITH BACH

Every person play the Bb melody, see how long you can go without
having to take a breath

Reminders:

 Saxophone = F
 trumpet and clarinet = B NATURAL
 Oboe= A natural
 Low brass Ab

Have each section play measure three

 Play measure three altogether

Move on to the counter melody have them count and clap.

 Low brass on half sheet of paper

 first 8 measures, then play
count and clap rehearsal D or B then play

 Next 8 measures
put it all together

 Including trumpets with the melody

Show the low brass the full sheet of paper

 have trombones play rhythm on page

 Tubas play quarter note bass line
 Put together = play together
Put everything together from letter C

then the beginning

 Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire or
activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

 No item were emitted during this lesson.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.

 I would have reviewed the “newer” scales for the students, instead of going right into them.
 On Eb and Ab, a good handful of students struggled with the key signature and fingerings for the 3 rd and 7th notes.
 I would have allowed the all the low brass to play together, not just the individual section. They all have very similar
parts.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.

 I think the lesson went fantastically. At the beginning we ran through the entire piece which I knew would energize
the students. It becomes boring when we only rehearse certain sections or hear people play individually, so allowing
them to run through the entire piece without stopping was exciting!
 I have struggled with my pacing in the past, but with this lesson, I knew exactly the spots I needed to address in the
piece. I wasted no time and hit those measures. The students had no time to talk or become impatient. Only time to
play their instrument.
 Creepy crawlies was a huge success and a ton of progress was made. Rock with Bach was a little slower; however, the
transition between Creepy Crawlies and Rock with Bach was smooth. I had the agenda with the order of the music
written on the board before class, so the students knew exactly what music to take out and what order to have it in.
Rock with Bach is a newer piece and the key signature is tricky. There are more different parts amongst section which
means, the students need to depend on themselves more and not the others around them.
 I knew there was going to be down time for other sections, so I made sure to be clear when I told them no talking.
They may finger along in their music.
 This did help a lot when I would work with individual sections on harder rhythms are higher ranges.
 Overall, this lesson was simple but super effective for pacing, classroom management and transitions. It gave little
room for students to talk and a lot of room to play their instruments.