Evaluation of Music Teachers
Colleen Conway, University of Michigan, conwaycm@umich.edu
Phillip Hash, Calvin College, pmh3@calvin.edu
ACCESS PPT NOTES AT WWW.PMHMUSIC.WEEBLY.COM
Session Overview
Voices of Michigan Music Educators
Effective Standards-based Music Instruction
Music teacher Evaluation-Who? What? How?
Individual versus Group Assessment in Performance-based Music Courses
Modification to Typical Teacher Evaluation Frameworks
Resources for Music Teachers For Measuring Student Growth
Survey of MMEA/MSVMA Members
[see handout]
• QUESTION: What would you like
your administrator to know and
understand about evaluating
music teachers in the state of
Michigan?
• N = 86 Responses
• Five themes emerged from coding
the data
Theme I – Knowledge/Understanding of Music as
an Academic Discipline
• Music Standards & Content
• What are students learning? (“It
isn't all for fun. Fun is the
bonus!”)
• How does the lesson connect to
curriculum & standards?
• Authentic, Performance-Based
Assessments (vs. pencil/paper)
Listening
Chanting
Moving
Singing
Performing
Reading
Musicianship
Composing
Aural Skills
Improvising
Sensitivity
Playing
Instruments
Theme II: Uniqueness of Music Learning
• Format – Build from one class to the next vs.
self contained
• Observation might occur in the middle of the lesson
• Build on reoccurring music concepts & knowledge
• Composer of the Month – Listen/Move
• Learn a song by rote and dictate rhythm w/ ta, ti ti, tikitiki
• Compose ostinato for the song using Orff instruments
• Active, performance based nature of music
• Group vs. individual focus (esp. performing
ensembles)
Theme III: Uniqueness of Music Teaching
• Number of Students (700+
per week)
• Lack of Instruction Time
• Lack of Prep Time
• Performance Requirements
Theme IV: Need for Music Teacher Specific
Evaluation Format
• Based on actual music teaching
and learning vs. (standardized
test scores in math & reading,
management, etc.)
• Danielson and other
standardized measures not
intended for music educators
• Increase Relevance for Music?
Theme V: Need for Communication
• “We are not just here to put on
‘shows’. There is material we are
teaching and benchmarks we
are trying to hit just like every
other teacher. If you don't
understand what we are doing,
please ask us. Don't just assume
all we do is play games. Those
‘games’ have a purpose.”
Effective Standards-based Music Instruction
Students need to be actively engaged in standards-based musical activities:
1.
2.
3.
4.
5.
Perform (move, chant, sing, play, read)
Create (compose, arrange, improvise)
Analyze, Describe, Evaluate (listening - moving, discussing, writing)
Analyze in Context (historical, cultural, social)
Analyze and Make Connections (other arts and disciplines outside the
arts)
• This notion of musicianship is different from simply the ability to sing or play
an instrument well.
Effective Standards-based Music Instruction
Good musicians have:
• Sensitivity to music
• The ability to respond both
tonally and rhythmically
• The ability to perform,
compose, and improvise with
and without musical notation
Effective Standards-based Music Instruction
Need for vertical alignment of P-12 music curriculum
Measurement of musical skills versus cognitive skills
Skills development over time (fine motor, etc.)
Resource issues for music development
Music Teacher
Evaluation-
•
MTE•
•
•
Only trained specialists should
evaluate music instruction and
curricular materials (items such as
recordings, written assessments,
compositions, analytical reflections,
etc.) used as part of a music
teacher’s evaluation.
These evaluators should have
considerable and successful
teaching experience.
Other areas of a music teacher’s
professional performance
(promptness, ability to work with
colleagues, communication with
parents, dedication to the
profession, etc.) may be better
evaluated by a building
administrator
(PMEPD TE Position Statement)
MTE-
Singing
Moving
Listening
• Skills in tone, intonation, rhythm, technique and interpretation
• Music-making through:
•
-singing, playing, moving, reading, composing, improvising, and listening
Improvising
Reading
Composing
MTE-
not?
• Student growth data from other
disciplines (e.g., math, language arts,
etc.) should not be used to evaluate the
music educator.
MTE-
not?
• For those classes in which large ensemble performance (e.g., band, orchestra,
and choir) is a primary part of the curriculum:
• Group performance assessment might be taken into consideration
• BUT NOT as the sole criterion
Festival Ratings: Advantages/Disadvantages
Advantages
• Third party assessment Credibility
• Focuses on a major aspect of
ensemble curr.
• Final ratings are likely reliable
over time
• Meaningful as one of multiple
measures
Disadvantages
• Narrow: 3 pieces & sight reading
at one point in time vs. broader
musical concepts & skills
• Group vs. individual measure
• Pre- post-test?
• Ceiling effect
• Subject to outside influences
• Role of MSBOA/MSVMA?
Ratings Growth Example
Hypothetical Contest Ratings for One Ensemble over a Three-year Period
Annual
SightJudge 1 Judge 2 Judge 3
Average Increase
Reading
a
Final
Year 1
II
III
II
II
2.25
-
2
Year 2
II
II
I
II
1.75
22%
2
Year 3
I
II
I
I
1.25
29%
1
aTotal
increase from year 1 to year 3 = 44.4%. (assuming 2.25 = 100%)
MTE• It is imperative that evaluation parameters be established at the local level
with input from all stakeholders and with locally constructed criteria, based
on locally established curricula.
• This provides the most appropriate and effective means of gathering and
analyzing student-growth data.
MTE• Scheduling, instructional time limits,
staffing, class size, student/teacher ratio,
instructional materials, and facilities are
outside the control of the teacher.
• However, they can have a significant impact
on student growth and should be carefully
considered by the evaluator.
(PMEPD, TE Statement)
Consider
MTE- Building Administrators
Work with music educators at the beginning of each
evaluation cycle to identify:
objective measures of student MUSICAL learning
and
•
•
develop a timeline for data collection that will be
part of the evaluation system.
MTE - Building Administrators
• Consider factors (e.g., scheduling and allotted instruction time, staffing
and student/teacher ratios, materials, equipment, and facilities) that may
impact student growth and achievement when evaluating teacher
effectiveness.
For additional information, see Opportunity-to-Learn
Standards for Music Instruction (MENC, 1994) available
at the National Association for Music Education website.
MTE - Building Administrators
• Recognize the time these assessments and
new approaches to instruction will require
and, as needed, reconsider the number and
types of performances presented by music
programs (e.g., pep band, marching band,
musical pit orchestra, elaborate concert
performances, and other community service
appearances).
MTE- Building Administrators
• Become familiar with the Michigan Music Content Standards and
Benchmarks (Michigan State Board of Education, 1998, see References for link) and local (district) music
curricula.
MTE - Building Administrators
• Consider carefully the use of large-group and solo-ensemble festival ratings
as part of teacher evaluation.
(see Michigan Society for Music Teacher Education Teacher Evaluation Statement)
Adapting to Teacher Evaluation Frameworks:
NAfME Evaluation Workbooks [see handout]
• Philosophical Premise
• “Good music teacher evaluation is not only about valid
& reliable summative evaluation, but it is also about
quality formative professional development.”
• “[Intended] to provide a helpful tool to music
educators, principals and/or supervisors
engaged in the entire process of professional
development. It should be used as a guide to
personal reflection and improvement.”
• Part 1: Instruction Manual
• Part 2: Ensemble Teacher
Evaluation Summary Form:
Criteria for Evaluation &
Examples (based on
Danielson)
• Part 3: Evaluation
Worksheets
• Appendix – Resources
• $35.00 from Rowman &
Littlefield Education
Music Educator Evaluation Strategies
• Study the evaluation form
• Schedule PD around the
evaluation instrument
• Always have lesson plans
connecting to standards
• Plan lessons using evaluation
rubric as a guide
• Be prepared to provide evidence
of instructional & professional
practices
• Use a variety of instructional
practices.
• Focus on student engagement.
• Don’t try to put on a show for
evaluator
• [Is it time to reconsider the
number of performances per
year??]
Additional Resources
• Music Teacher Evaluation
Resources (info & assessment
samples)
• www.pmhmusic.weebly.com
• Excellent Elementary General
Music Lesson
• Walker Charter Academy
• Steve Wideman – Music Educator
• https://youtu.be/1D-JcPKgo4k