Document Type
Article
Publication Date
Fall 2011
Department
Faculty of Music
Abstract
Danielson & McGreal (2000) state that an effective teacher evaluation system must contain three elements: a) a coherent definition of the domain of teaching - "What," h) techniques for assessing all aspects of teaching-"How," and c) trained evaluators who can make consistent judgments about performance - "Who." In part one (which appeared in the previous issue of this journal) I examined some of the issues associated with these three areas. In part two below I designed a potential music teacher evaluation system that contains these elements for the school system in Ontario, Canada. On the whole, the proposed system is designed to help teachers feel that they have been fairly evaluated by professionals with relevant pedagogical knowledge, as well as from other parties who have an interest in their role as a teacher, and that they have had a voice in their evaluation. Careful consideration to levels of performance, weighting, and score combining were taken into account when designing the system alongside the evaluation being informed by multiple data sources.
Recommended Citation
Clements-Cortés, A. (2011). Designing an effective music teacher evaluation system: Part two. Canadian Music Educator, 53(2), 22-24.
Included in
Elementary Education and Teaching Commons, Music Pedagogy Commons, Secondary Education Commons
Comments
This article was originally published in Canadian Music Educator, 53(2), 22-24. Copyright © 2011 by Amy Clements-Cortés. Reproduced with kind permission from the Canadian Music Educators' Association.