Evaluation of Music Teachers - PowerPoint Presentation

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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 Slide2

Session Overview

Voices of Michigan Music EducatorsEffective Standards-based Music InstructionMusic teacher Evaluation-Who? What? How?Individual versus Group Assessment in Performance-based Music CoursesModification to Typical Teacher Evaluation FrameworksResources for Music Teachers For Measuring Student GrowthSlide3

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 ResponsesFive themes emerged from coding the dataSlide4

Theme I – Knowledge/Understanding of Music as an Academic Discipline

Music Standards & ContentWhat 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)Slide5

Theme II: Uniqueness of Music Learning

Format – Build from one class to the next vs. self containedObservation might occur in the middle of the lessonBuild on reoccurring music concepts & knowledgeComposer of the Month – Listen/MoveLearn a song by rote and dictate rhythm w/ ta, ti ti, tikitikiCompose ostinato for the song using Orff instrumentsActive, performance based nature of musicGroup vs. individual focus (esp. performing ensembles)Slide6

Theme III: Uniqueness of Music Teaching

Number of Students (700+ per week)Lack of Instruction TimeLack of Prep TimePerformance RequirementsSlide7

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 educatorsIncrease Relevance for Music?Slide8

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.”Slide9

Effective Standards-based Music Instruction

Students need to be actively engaged in standards-based musical activities: 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. Slide10

Effective Standards-based Music Instruction

Good musicians have:Sensitivity to music

T

he ability to respond both tonally and rhythmically

T

he ability

to perform, compose, and improvise with and without musical

notationSlide11

Effective Standards-based Music Instruction

Need for vertical alignment of P-12 music curriculumMeasurement of musical skills versus cognitive skills

Skills development over time (fine motor, etc.)

Resource

issues

for music developmentSlide12

Music Teacher Evaluation-

Who?

What?

How?Slide13

MTE-

Who?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)Slide14

MTE-

What?

Skills in tone, intonation, rhythm, technique and interpretation

Music-making through:

-singing

, playing, moving, reading, composing, improvising, and listening

Singing

Improvising

Composing

Listening

Moving

ReadingSlide15

MTE-

What not?Student growth data from other disciplines (e.g., math, language arts, etc.) should not be used to evaluate the music educator.Slide16

MTE-

What not?

For those classes in which large ensemble performance (e.g., band, orchestra, and choir) is a primary part of the curriculum:

G

roup

performance assessment

might

be taken into consideration

BUT

NOT

as the sole criterionSlide17

Festival Ratings: Advantages/Disadvantages

AdvantagesThird party assessment - CredibilityFocuses on a major aspect of ensemble curr.Final ratings are likely reliable over timeMeaningful as one of multiple measuresDisadvantagesNarrow: 3 pieces & sight reading at one point in time vs. broader musical concepts & skillsGroup vs. individual measure

Pre- post-test?Ceiling effect

Subject to outside influencesRole of MSBOA/MSVMA?Slide18

Ratings Growth Example

Hypothetical Contest Ratings for One Ensemble over a Three-year Period

Judge 1

Judge 2

Judge 3

Sight-Reading

Average

Annual

Increase

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

a

Total

increase from year 1 to year 3 =

44.4%

. (assuming 2.25 = 100%)Slide19

MTE-

How?

It is imperative that evaluation parameters be established at the local level w

ith 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.Slide20

MTE-

How?

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)

ConsiderSlide21

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.Slide22

MTE

- Building AdministratorsConsider 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

.

Slide23

MTE

- Building AdministratorsRecognize 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).  Slide24

MTE-

Building AdministratorsBecome familiar with the Michigan Music Content Standards and Benchmarks (Michigan State Board of Education, 1998, see References for link) and local (district) music curricula. 

CurriculumSlide25

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) Slide26

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 ManualPart 2: Ensemble Teacher Evaluation Summary Form: Criteria for Evaluation & Examples (based on Danielson)Part 3: Evaluation WorksheetsAppendix – Resources

$35.00 from Rowman & Littlefield EducationSlide27

Music Educator Evaluation Strategies

Study the evaluation form Schedule PD around the evaluation instrumentAlways have lesson plans connecting to standardsPlan lessons using evaluation rubric as a guideBe prepared to provide evidence of instructional & professional practicesUse 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??]Slide28

Additional ResourcesMusic Teacher Evaluation Resources (info & assessment samples)

www.pmhmusic.weebly.comExcellent Elementary General Music LessonWalker Charter AcademySteve Wideman – Music Educatorhttps://youtu.be/1D-JcPKgo4k Slide29