Department of Dance
Appendix 2: Criteria for evaluating the work of TA´s
I. For those teaching modern, ballet, and jazz classes.
A. Criteria specific to the course content:
1.) The class has a sense of wholeness or unity, rather than being just
a collection of exercises. There is progressive development throughout
the class, so that students are prepared both physically and cognitively
for more complex/demanding movement by the end of the class
2.) The class consists of movement material that is kinesthetically and
visually interesting, rhythmically varied, anatomically sound, appropriate
for the level of the class.
3.) The instructor presents the material with cues that refer to qualitative
dimensions of the movement as well as necessary mechanics
4.) The instructor conducts the class at an appropriate pace, and doesn't
move on until the students are ready; modifies appropriately if material
is too challenging or not challenging enough for students
5.) The instructor is conscious of safety, in terms of movement choices
and how they are taught
6.) The instructor demonstrates good alignment and rhythmic awareness
7.) The instructor demonstrates when appropriate, but then gives the material
to the students so they are not always "following the leader,"
but are able to take ownership of the material; gives students some opportunity
for making decisions/choices.
8.) The instructor watches student during each performance of the material,
giving descriptive feedback (not just evaluative feedback like "good");
able to analyze student problems and clarify with a different way of explaining,
if necessary
9.) The instructor makes appropriate connections between material presented
in class and dance performance as an art form.
B. General criteria for undergraduate teaching applicable to these courses.
The instructor:
1.) Encourages contacts between students and faculty
2.) Develops reciprocity and cooperation among students.
3.) Gives timely feedback and fair evaluations of student work
4.) Communicates high expectations, making demands on students that are
related to the teaching/learning process.
5.) Emphasizes time on task.
6.) Meets all classes regularly and for the full class term
7.) Respects diverse talents and ways of learning.
8.) Demonstrates appropriate teacher-student relationship; is mature and
confident but not arrogant, avoiding put-downs.
II. For TA's teaching DCE 231 and 233:
A. Criteria specific to the course content. The instructor:
1.) Presents movement material that is accurate and clear.
2.) Presents material that is at the appropriate level for the class
3.) Presents movement material in social/cultural/historical context,
as appropriate.
4.) Presents the material with cues that refer to qualitative dimensions
of the movement as well as necessary mechanics
5.) Conducts the class at an appropriate pace, and doesn't move on until
the students are ready; modifies appropriately if material is too challenging
or not challenging enough for students
6.) Is conscious of safety, in terms of movement choices and how they
are taught
7) Demonstrates good alignment and rhythmic awareness
8.) Demonstrates when appropriate, but then gives the material to the
students so they are not always "following the leader," but
are able to take ownership of the material; gives students some opportunity
for making decisions/choices
9.) Watches student during each performance of the material, giving descriptive
feedback (not just evaluative feedback like "good"); able to
analyze student problems and clarify with a different way of explaining,
if necessary.
B. General criteria for undergraduate teaching applicable to these courses:
1.) Encourages contacts between students and faculty
2.) Develops reciprocity and cooperation among students.
3.) Gives timely feedback and fair evaluations of student work
4.) Communicates high expectations, making demands on students that are
related to the teaching/learning process.
5.) Emphasizes time on task.
6.) Meets all classes regularly and for the full class term
7.) Respects diverse talents and ways of learning.
8.) Demonstrates appropriate teacher-student relationship; is mature and
confident but not arrogant, avoiding put-downs
III. For TA's teaching dance appreciation and other theory classes. The
instructor:
1.) Presents material that is accurate, clear, rich, and significant.
2.) Organizes/sequences materials logically within each class, and from
class to class.
3.) Uses strategies to promote student engagement/time on task during
and outside class time. (If most students are not participating, and are
sleeping or doing other work during class, we regard this as indication
of a problem, and expect the TA to be actively trying different strategies.)
Encourages contacts between students and faculty; develops reciprocity
and cooperation among students.
4.) Uses current events/issues as examples, to help students see relevance
and connection to other aspects of their lives currently and in the future.
5.) Uses diverse approaches to meet differing learning styles of students.
6.) Establishes an environment that is mutually respectful (between and
among students and faculty), so that students can safely raise issues,
disagree, etc.
7.) Projects enthusiasm about dance and about teaching and student progress.
8.)
Demonstrates good communication skills--speaking and writing as needed.
This includes written responses to student papers.
9.) Gives clear expectations, including those related to attendance, assignments,
grading. Expectations should be presented in writing, as well as discussed
in class.
10.) Gives evaluation/feedback of student work that is not only prompt
and fair, but also constructive and helpful.
11.) Maintains high expectations, with demands on students that are related
to the teaching/learning process.
12.) Meets all classes regularly and for the full class term
13.) Demonstrates appropriate teacher-student relationship; is mature
and confident but not arrogant, avoiding put-downs