Music Teacher Performance Evaluation: A Call for More Inclusive Models

Traditional methods for the evaluation of teachers appear to have limited applicability for the majority of elementary and secondary school educators engaged in the field of fine and performing arts, due primarily to the specialized nature of their respective teaching disciplines. Educational administrators charged with the responsibility for evaluating personnel confront an additional challenge when compelled to apply general models that are not suited to the highly complex world of performing arts instruction. In order for educators to make informed evaluation decisions, comprehensive information about the contributions of arts personnel may need to be reconsidered. New evaluation models emerging in the closing years of the twentieth century may hold the key for a more inclusive view of teaching performance in the arts. This article explores the use of traditional evaluation in the context of music education and addresses the future need for more reliable approaches to music teacher evaluation.

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1. The College of William and Mary in Virginia, USA Charles Maranzano

1. Charles Maranzano

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Maranzano, C. Music Teacher Performance Evaluation: A Call for More Inclusive Models. Journal of Personnel Evaluation in Education 14, 267–274 (2000). https://doi.org/10.1023/A:1008152400957

• Issue Date : September 2000
• DOI : https://doi.org/10.1023/A:1008152400957

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Keywords

• Teacher Evaluation
• Comprehensive Information
• Evaluation Decision
• Additional Challenge
• Personnel Management