II.
The MISMTE recommends that school administrators:
a. Work with music educators at the beginning of each evaluation cycle to identify objective measures of student learning and develop a timeline for data collection that will be part of the evaluation system.
b. Consider factors (e.g., scheduling and allotted instruction time, staffing and student/teacher ratios, materials, equipment, and facilities) that may affect 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 (see References for link).
c. Recognize the time needed for teachers to collaborate in the creation of district-wide local music assessments and provide adequate release and/or inservice time for this task.
d. Recognize 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).
e. Become familiar with the Michigan Music Content Standards and Benchmarks (Michigan Department of Education, 2011, see References for link) and local (district) music curricula.
f. Use with caution large-group and solo-ensemble festival ratings as part of teacher evaluation. (See addendum for a detailed explanation).
g. Consult colleagues, including those in higher education, for assistance in this process as needed. III.
The MISMTE recommends that music teacher educators: a. Know State and Federal laws/policies regarding teacher evaluation and tenure. b. Be aware of local policies and practices connected with evaluation and tenure. c. Communicate and interpret laws/policies to students and other stakeholders.
d. Work with state organizations (NAfME, MTNA, MMEA, Principal/superintendent/school board associations) to develop and assess policy and practice.
e. Offer assistance to school districts, administrators, and teachers seeking assistance in implementing new evaluation procedures.
f. Develop undergraduate and graduate curricula that teaches: i. Conceptual understanding of quantitative & qualitative measures
ii. How to develop valid and reliable assessment tools iii. How to interpret data (what data says/does not say) iv. How to use data to demonstrate learning (acquisition of musical skills, knowledge and dispositions over time).
g. Model effective assessment practices. h. Develop research agenda to track effectiveness of evaluation tools over time.
The new teacher evaluation system in Michigan has the potential to improve instruction and increase student learning if used appropriately. The MISMTE stands ready to work with music educators and school administrators to develop such a process.
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