Teacher evaluation and principal perception: How arts integration may be key to elevating dance

This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, muti-agency teacher training program funded by one collaborative grant. Innovation is driven out of need, and I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new M.Ed. program in Arts and Academic Interdisciplinary Education. Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration. Collaboration also occurred within each university: the College of Arts and Science and the College of Education. In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.

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Music Teacher Evaluation

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 1 ◽

10.1093/oxfordhb/9780190248093.013.34 ◽

2019 ◽

pp. 793-829

Author(s):

Douglas C. Orzolek

Keyword(s):

Teacher Evaluation ◽

Music Teacher ◽

American Education ◽

Effective Teacher ◽

Research And Practice ◽

Self Reflection ◽

Evaluation Systems ◽

The Impact ◽

Music Teacher Evaluation

This chapter outlines the nature of music teacher evaluation found in existing and related literature and research. From these writings, there are an abundance of emergent themes that provide stakeholders with an opportunity to examine this topic and consider its application in their own settings. These themes include ideas related to the following: the intent of teacher evaluation; the role of teacher evaluation; what an effective teacher is; the importance of multifaceted evaluation systems; the place of student learning in the evaluative process; the various forms of evidence used to evaluate educators; the fact that research and practice should be intertwined in developing evaluation systems; the role of testing; the degree to which observation and self-reflection should be involved in teacher evaluation; the importance of clear and concise goals for learners; and the impact that systems of evaluation will have on the educators, schools, students, and American education as a whole. This chapter intends to allow stakeholders the opportunity to reflect on all of these issues and challenges.

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Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

Gifted Child Today ◽

10.1177/10762175211008516 ◽

2021 ◽

Vol 44 (3) ◽

pp. 151-170

Author(s):

Dhara Baiden

Keyword(s):

Critical Thinking ◽

Gifted And Talented ◽

Arts Integration ◽

Writing Skills ◽

Gifted Students ◽

Subject Area ◽

Project Based Learning ◽

Learning Opportunity ◽

Integrated Project ◽

Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

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