The Intersection of Teaching, Learning and Evaluation

Heather M. Cote, Westwood Public Schools

hcote@westwood.k12.ma.us

Nearly ever state in the U.S. now requires its teachers to be evaluated, at least in part, by student growth measures. Although teachers in some states had Value- Added Measures (VAM) with no connection to music content thrust upon them, music educators in <STATE> may still work within their school districts to determine the best means of exhibiting student growth in music. These are known as District- Determined Measures. Many music teachers in <STATE> have been collaboratively engaged in gathering evidence, selecting, piloting, and revising appropriate these student growth measures.

In spite of the relative fairness of this process, the double-layer of accountability— providing evidence of student growth at the same time one is demonstrating one’s own teaching effectiveness—often is confusing. Teachers in <STATE> receive a student impact rating as well as a summative performance rating comprising four areas of teacher effectiveness: (a) curriculum, planning and assessment; (b) teaching all students; (c) family and community engagement; and, (d) professional culture. They often have little guidance in how to connect evidence from District- Determined Measures for student growth with their summative performance rating. Furthermore, many music teachers in <STATE> are evaluated by administrators who lack background in music or other performing arts. This can make teachers feel they are losing autonomy in their practice.

To promote meaningful dialogue between teacher and evaluator, evaluations can become more reflective in nature, involving the teacher in setting goals and reflecting on their impact on their students, not just on student assessment or one- shot classroom observations. However this becomes another variable for an evaluator in the sense that the response and skill toward this initiative will vary among both new and veteran teachers. This creates a challenge for the evaluator both in evaluative responsibilities and creating an effective, cohesive program and department. This session will be presented by a K-12 Performing Arts coordinator, providing current practical examples of evaluation and assessment, the potential connection between teacher and student growth, and demonstrate how educators can be reflective of their practice, while still encouraging their students to develop as thoughtful, independent musicians.