iRubric: ATA Instructor Assessment Tool rubric

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ATA Instructor Assessment Tool

BMS Private Instructor Assessment

Used to evaluate the performance of Private Post-Secondary Instructors

Rubric Code: U229B38

By kaykluttz

Ready to use

Public Rubric

Subject: Medical

Type: Assessment

Grade Levels: Undergraduate

Private Instructor
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts	Exemplary 5 pts
Communication 20 pts How does the candidate monitor student understanding during instruction and respond to student questions, comments, and needs?	Poor Often has difficulty explaining concepts. Loses patience with students. Does not listen to the concerns of students.	Fair Sometimes has difficulty explaining concepts. Sometimes loses patience with the students and gives up trying to explain concepts. Sometimes does not listen to the concerns of students.	Good Rarely has difficulty explaining concepts. Rarely loses patience with students and usually listens to their difficulties and concerns.	Excellent Explains concepts clearly and concisely. Listens carefully to concerns of student. Shows patience in repeating instruction until student understands.	Exemplary Explains concepts clearly and precisely. Uses own examples and methods in attempting to help student understand. Listens carefully to the student, and persists in helping the student until the concepts are understood. Provides motivation for the student to learn.
Interaction 20 pts How does the candidate actively engage students in their own understanding of specific musical skills and strategies used in performing, creating, analyzing, describing, or understanding music?	Poor Never approaches or prompts student first.	Fair Sometimes prompts students, but approaches them with hesitation.	Good Approaches and prompts students. Tries to employ strategies for intellectual engagement to offer some opportunities for students to develop and/or apply their own specific musical skills and strategies	Excellent Regularly approaches and prompts students. Regularly employs strategies for intellectual engagement to offer some opportunities for students to develop and/or apply their own specific musical skills and strategies	Exemplary Always helpful and collegial with students. Looks for ways to develop a relationship with students, providing help and encouragement. Approaches and prompts students. Always looks to employ strategies for intellectual engagement to offer some opportunities for students to develop and/or apply their own specific musical skills and strategies
Attendance and Punctuality 20 pts How does the candidate approach the designated lesson time?	Poor Frequently late for lesson and unprepared to get right to work. Misses a lot of lessons.	Fair Enters the lesson at the last minute and less than prepared to get right to work. Has missed a few classes.	Good Enters class on time and begins interacting with the student. Rarely misses or is late for a lesson.	Excellent Usually arrives early for and rarely misses a lesson. Interacts with student immediately upon student's arrival to lesson. Has material prepared to get right to work.	Exemplary Always arrives early for and rarely misses a lesson. Interacts with student immediately upon student's arrival to lesson. Begins with material prepared to get right to work.
Energy and Attitude 20 pts What is the general tenor of the candidate's energy and attitude during lessons, and how well does the candidate translate this energy and attitude to students?	Poor Rarely smiles or gives encouragement to students. Students are hesitant to approach instructor.	Fair Helps students but often appears bored, uninterested, and tired.	Good Helpful to students, but does not provide a lot of energy and enthusiasm.	Excellent Usually positive, helpful, energetic and enthusiastic. Is a good role model for students.	Exemplary Always positive, helpful, energetic, and enthusiastic. It is obvious that instructor cares about the student(s). Is a great role model and seeks way to leave students inspired.
Organization 20 pts How well does the candidate implement an organized curriculum and to what extent does the candidate utilize learning materials?	Poor Has no formal plan to the lesson time. At the end of a lesson, candidate rushes out with the student or just says goodbye.	Fair Planning for the lesson time seems haphazard, and is employed ineffectively. Candidate concludes lesson with minimal suggestion for student engagement at home. Candidate waits for student to leave lesson before wrapping up and leaving the room.	Good Adequate planning for lesson time. Candidate covers several areas of practice, with a clear sense of organization. At the end of class, candidate concludes with the students by reviewing lesson points. Candidate employs some resource materials (worksheets, exercises, student music folders). Candidate concludes lesson with practical suggestions for student engagement at home.	Excellent At the end of class, candidate concludes with the students by reviewing lesson points. Candidate regularly explains and employs resource materials (worksheets, exercises, student music folders). Candidate concludes lesson by reminding student of expectations for practice and practical means for improvement at home.	Exemplary At the end of class, candidate concludes with the students by reviewing lesson points. Candidate explains and employs resource materials effectively (worksheets, exercises, student music folders). Candidate concludes lesson by clearly conveying expectations for practice and practical means for improvement at home.

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