Facing an “age of accountability,” teachers are subject to increasing evaluation and scrutiny from school administrators, politicians, and the public. This book provides music teachers with strategies to help them thrive in teacher evaluation amid this increased scrutiny. Embedded in educational research and theory and explained using real-world teaching situations, this book helps music teachers find balance between advocating for themselves and remaining open to feedback. The introduction provides background on teacher evaluation systems, including commonly found components and requirements. ... More

Facing an “age of accountability,” teachers are subject to increasing evaluation and scrutiny from school administrators, politicians, and the public. This book provides music teachers with strategies to help them thrive in teacher evaluation amid this increased scrutiny. Embedded in educational research and theory and explained using real-world teaching situations, this book helps music teachers find balance between advocating for themselves and remaining open to feedback. The introduction provides background on teacher evaluation systems, including commonly found components and requirements. Chapter 1 details a brief history of teacher evaluation policies and laws in the United States. Chapter 2 provides a framework to help music teachers successfully use teacher evaluation to spark professional growth. Chapters 3 through 6 delve into four key areas that music teachers often struggle with in order to prepare them for observations and discussions with evaluators and improve practice: questioning strategies, differentiation, literacy, and assessment. At the end of each of these chapters are sample lesson plans that demonstrate ways to implement these pedagogical strategies in music classrooms. The final chapter discusses how to talk to evaluators. It explores how music teachers might inform evaluators about the unique challenges and strategies in music education while also remaining open to feedback. It discusses how to talk to both music and non-music evaluators, including those who are poor communicators and those who might not provide sound advice on teaching. Finally, the postlude reminds readers of the importance of approaching teacher evaluation as a means for reflection and professional growth.