McKENDREE UNIVERSITY MUSIC DEPARTMENT
ENSEMBLE TEACHER EVALUATION FORM
Please consider each question and answer according to your observation of your ensemble director. A ranking of 1 means much improvement is needed. A ranking of 5 means that this is a strength for your director.
A. QUALITY OF THE CLASSROOM ENVIRONMENT
1. Is the classroom task oriented, yet relaxed? N/A 1 2 3 4 5
2. Is the teacher continuously aware of everything going on? N/A 1 2 3 4 5
3. Is the environment productive? N/A 1 2 3 4 5
4. Is there a seriousness of purpose? N/A 1 2 3 4 5
5. Does the teacher vary the intensity level in various class meetings? N/A 1 2 3 4 5
6. Is there evidence of planning? N/A 1 2 3 4 5
7. Are routines and procedures well-established? N/A 1 2 3 4 5
8. Are students actively participating and enjoying the class? N/A 1 2 3 4 5
9. Is there an absence of indiscriminate playing and talking during instruction? N/A 1 2 3 4 5
10. Is there a shared sense of accomplishment? N/A 1 2 3 4 5
11. Do you take pride in what you are doing? N/A 1 2 3 4 5
12. Can you concentrate well in this class? N/A 1 2 3 4 5
13. Do you take some responsibility for your own learning? N/A 1 2 3 4 5
14. Do students show respect for one another and for the teacher? N/A 1 2 3 4 5
Additional Comments:
B. QUALITY OF TEACHER-STUDENT INTERACTION
15. Is the teacher supportive and encouraging? N/A 1 2 3 4 5
16. Does the teacher react with sensitivity to the students’ needs and feelings? N/A 1 2 3 4 5
17. Does the director’s facial and body language reflect concentration, interest, and enthusiasm
as opposed to boredom and frustration? N/A 1 2 3 4 5
C. QUALITY OF INSTRUCTION
18. Does the director give clear directions? N/A 1 2 3 4 5
19. Do you know what is expected? N/A 1 2 3 4 5
20. Does the teacher practice “preventative medicine” by careful teaching of fundamentals in order to avoid future problems? N/A 1 2 3 4 5
21. Does the teacher recognize when something is wrong? N/A 1 2 3 4 5
22. Does the teacher find the problem? N/A 1 2 3 4 5
23. Does the director prescribe and try a solution? N/A 1 2 3 4 5
24. Does the director persist until the problem is fixed, or does the teacher leave it and plan
to fix it at another time? N/A 1 2 3 4 5
DOES THE TEACHER PRESENT INSTRUCTION, PROVIDE CORRECTIVE FEEDBACK, AND REINFORCE INSTRUCTION ON THE FOLLOWING:
25. Breathing N/A 1 2 3 4 5
26. Posture N/A 1 2 3 4 5
27. Tone Quality N/A 1 2 3 4 5
28. Intonation N/A 1 2 3 4 5
29. Balance and definition of parts N/A 1 2 3 4 5
30. Rhythm Accuracy N/A 1 2 3 4 5
31. Rhythm Style N/A 1 2 3 4 5
32. Phrasing and expressiveness N/A 1 2 3 4 5
33. Articulation N/A 1 2 3 4 5
34. Style N/A 1 2 3 4 5
35. Dynamics N/A 1 2 3 4 5
36 Technique N/A 1 2 3 4 5
37. Embouchure N/A 1 2 3 4 5
38. Fingerings N/A 1 2 3 4 5
39. Bowings N/A 1 2 3 4 5
40. Vowels (choral only) N/A 1 2 3 4 5
41. Diction (choral only) N/A 1 2 3 4 5
DOES THE DIRECTOR REHEARSE OR DISCUSS THE FOLLOWING AREAS?
42. Scales N/A 1 2 3 4 5
43. Intervals N/A 1 2 3 4 5
44. Major and minor key relationships N/A 1 2 3 4 5
45. Modulation N/A 1 2 3 4 5
46. Cadences N/A 1 2 3 4 5
47. Phrase relationships N/A 1 2 3 4 5
48. Discuss historical considerations N/A 1 2 3 4 5
49. Discuss forms, styles, and genres N/A 1 2 3 4 5
D. DOES THE TEACHER:
50. Have high standards and expectations and demonstrate
an inner desire for excellence? N/A 1 2 3 4 5
51. Show enthusiasm? N/A 1 2 3 4 5
52. Have an emotionally flat style, or is the energy and intensity level varied to correspond to the instructional context? N/A 1 2 3 4 5
53. Know the music? N/A 1 2 3 4 5
54. Maintain good eye contact? N/A 1 2 3 4 5
55. Take responsibility for getting results? N/A 1 2 3 4 5