2. Music teachers who are struggling with demon- strating student growth should consider exploring the assessments found in the MAEIA project. 3. Music teachers who are struggling with teacher accountability or are being unfairly evaluated by measures such as math or reading test scores should consider using MAEIA resources as a conversation starter. Tis could help to change the narrative with administrators from counterproductive accountability to relevant growth.


In a time of political uncertainty and instability in educa- tion, music educators may be in a unique position to speak to building administrators and state leaders about evalua- tion and assessment. Trough the work of projects such as MAEIA, we have models of assessment. Furthermore, by knowing the difference, we as music educators can work together to push the pendulum away from accountabili- ty-driven education and back to growth-based education. I invite music educators across the state to consider partici- pating in these collaborative efforts by exploring MAEIA re- sources and changing the way we talk about assessment and evaluation within our professional learning communities.


2018 House Bill 5707 would return the percentage to 25. Te bill passed in the State House on December 13, 2018, and it awaits approval from the State Senate.


1Tennessee Code § 49-1-302 (2016). 2


References


Darling-Hammond, L. (2014). Next generation assessment: Moving beyond the bubble test to support 21st century learning. San Francisco: Jossey-Bass.


Darling-Hammond, L. (2017). Empowered educators: How high performing systems shape teaching quality around the world. San Francisco: Jossey-Bass.


Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).


Michigan Arts Education Instruction and Assessment Project (MAEIA). (2018). Michigan Arts Education Instruction & Assessment. Retrieved from https:// maeia-artsednetwork.org


Michigan Department of Education. (2018). Instructions for using the Michigan Department of Education SLO student growth measurement tool. Retrieved from https://www.michigan.gov/documents/mde/Instruc- tions_for_Using_the_MDE_SLO_Student_Growth_ Measurement_Tool_558771_7.pdf


Michigan Department of Education. (2018). Student growth for educator evaluation. Retrieved from https://www. michigan.gov/mde/0,4615,7-140-5683_75438_78528- --,00.html


No Child Leſt Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319. (2002).


Robinson, M. (2015). Te inchworm and the nightingale: On the (mis) use of data in music teacher evaluation. Arts Education Policy Review, 116(1), 9-21.


Teacher Effectiveness Measure. (2015). Te teacher effective- ness manual. Retrieved from http://www.scsk12.org/ uf/memo/files/files/15-16%20TEM%20Manual- final. pdf


Tennessee Department of Education. (2014) New tenure law. Retrieved from https://www.tn.gov/content/dam/ tn/education/legal/legal_tenure_faq.pdf


Tennessee Department of Education. (2015). Teacher and administrator evaluation in Tennessee. Retrieved from http://team-tn.org/wp- content/uploads/2013/08/ rpt_teacher_evaluation_year_32.pdf


Tennessee Department of Education. (2017). Attachment 2: Shelby County salary schedule. Retrieved from https:// www.tn.gov/content/dam/tn/stateboardofeducation/ documents/meetingfiles /8-25-17_IV_B_LEA_Alter- native_Salary_Schedule_Attachment_2.pdf


Te Danielson Group. (2017). Te Framework. Retrieved from https://www.danielsongroup.org/framework/


United States Department of Education. (2009). Race to the Top program executive summary. Retrieved from https://www2.ed.gov/programs/racetothetop/execu- tive-summary.pdf


David Potter is a Ph.D. student in music education at Michigan State University. Before coming to Michigan, David taught K-5 general music at Levi Elementary School in Memphis, Tennessee. David holds a B.M. in music education from the Eastman School of Music and an M.M. in music education from the Crane School of Music.


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