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Teacher Evaluation in MusicA Guide for Music Teachers in the U.S.$
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Cara Faith Bernard and Joseph Michael Abramo

Print publication date: 2019

Print ISBN-13: 9780190867096

Published to Oxford Scholarship Online: February 2019

DOI: 10.1093/oso/9780190867096.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 24 June 2021

Teacher Evaluation

Teacher Evaluation

History, Policy, and Practice

(p.11) 1 Teacher Evaluation
Teacher Evaluation in Music

Cara Faith Bernard

Joseph Michael Abramo

Oxford University Press

This chapter provides a background on laws and policies related to teacher evaluation in the United States. This background might help music teachers navigate teacher evaluation systems and avoid misunderstanding evaluators’ motivations and pressures. First, the chapter provides a brief history of federal and state education law and education policy. This history is presented as a series of four phases, each aimed to standardize public education. These phases move from evaluating standards through student performance and standardized tests to teacher performance and quality through instructional practice. Second, there is an investigation of how history and policy have led to tensions, disagreements, and contradictions within teacher evaluation processes and policies. Finally, the chapter describes how these tensions have resulted in the common characteristics of teacher evaluation systems found throughout the country. By understanding this background and history, music teachers may begin to actively and constructively participate in teacher evaluation.

Keywords:   teacher evaluation, music education, education policy, education law, teacher professional development

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