Instructional Context

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Teacher Evaluation ◽  
Charter Schools ◽  
Music Education ◽  
Education Reform ◽  
Standardized Testing ◽  
Race To The Top ◽  
Instructional Decisions ◽  
Federal Programs ◽  
Instructional Environment ◽  
Instructional Context

The chapter describes ways for new teachers gain a sophisticated understanding of the instructional environment. In fact, some research indicates that it takes five years in the classroom to become a fully competent teacher. Steps are laid out for pre-service teachers to lay the groundwork for understanding the instructional context by observing and interacting with in-service teachers, with the deliberate intent to understand not only what they do but also how they make their instructional decisions. Federal programs including Race to the Top are discussed. Various facets of school organizations and contemporary educational issues, such as standardized testing, teacher evaluation, diversity, and charter schools, are addressed, along with issues of music education reform.

scholarly journals Sentinels guarding the grail: Value-added measurement and the quest for education reform

2013 ◽  
Vol 21 ◽  
pp. 9 ◽  
Author(s):  
Rachael Gabriel ◽  
Jessica Nina Lester
Keyword(s):  
Teacher Evaluation ◽  
Education Reform ◽  
Value Added ◽  
New Teacher ◽  
Race To The Top ◽  
Media Representations ◽  
High Profile ◽  
Public Meetings ◽  
Teacher Evaluation Policy ◽  
The Media

Over the past three years, Value-Added Measurement (VAM) has captured the attention of the American public through high-profile media representations of the tool and the controversy that surrounds it. In this paper, we build upon investigations of constructions of VAM in the media and present a discourse analysis of the policymaking process within the meetings of Tennessee’s Teacher Evaluation Advisory Committee (TEAC), a 15-member panel appointed by the Tennessee governor to develop a new teacher evaluation policy under Race to the Top. The data included audiorecordings of public meetings from March, 2010 through the end of the committee’s work in April, 2011. As we analyzed the talk of the TEAC, we oriented to the particular version of VAM worked up within these conversations in relation to a descriptive metaphor in which VAM is compared to a “sentinel of trust.” We present examples to illustrate three patterns in the construction of VAM as the sentinel of trust within teacher evaluation: (1) VAM alone defines effectiveness; (2) VAM is the only objective option; and (3) concerns about VAM are minimized. We discuss the implications of this way of thinking and talking about VAM and contrast it with other possibilities, including those constructed by teachers, researchers, and the media.

Practices and solutions to improve profressional quality for preschool teachers in the organization of music education activities

2021 ◽  
Vol 66 (1) ◽  
pp. 136-144
Author(s):  
Trang Le Thu
Keyword(s):  
Music Education ◽  
Human Resources ◽  
Education Reform ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Quality Of Education ◽  
High Quality ◽  
Current Period ◽  
Education Innovation

Teachers are one of the most important factorsin determining the quality of education. In the context of education innovation in recent years improve profressional capacity, major of general teacher and preschool teachers in particular are increasingly interested. In the article, author mentions situation of music education activities program at kindergartens and suggests some solutions to improve quality of music education to foster profressional capacity building bring to preschool education high quality human resources, meeting the requirements of education reform in the current period.

Why Assessment?

2018 ◽  
pp. 2-16
Author(s):  
Brian P. Shaw
Keyword(s):  
Music Education ◽  
Standardized Testing ◽  
Student Performance ◽  
Classroom Assessment ◽  
Ensemble Methods ◽  
Zone Of Proximal Development ◽  
Music Educators ◽  
Growth Mindset ◽  
Proximal Development ◽  
Social Emotional

This chapter explains foundations underpinning assessment in ensembles. Music educators need information about what their students know and are able to do in order to do their best teaching. However, such information is hard to obtain using traditional ensemble methods. Individual classroom assessment yields more information about student performance than standardized testing or regular rehearsals. Concepts such as metacognition, the Zone of Proximal Development, self-efficacy, social-emotional learning, and growth mindset can be productively incorporated into the design and use of assessments. Assessment alters the curriculum as tested topics are emphasized, and runs the risk of reductionism. Still, classroom assessment has untapped power to transform ensemble music education.

Assessment

2019 ◽  
pp. 143-174
Author(s):  
Cara Faith Bernard ◽  
Joseph Michael Abramo
Keyword(s):  
Teacher Evaluation ◽  
Music Education ◽  
Music Teachers ◽  
Assessment Practices ◽  
Summative Assessments ◽  
Evaluation Measurement ◽  
Measurement Validity

This chapter explores how music teachers may assess students in ways unique to music education while remaining open to using the components of teacher evaluation to improve their assessment practices. First, the chapter reviews how assessment is commonly part of teacher evaluation. Second, it briefly covers some critiques of the assessment aspects of teacher evaluation. Third, the chapter defines some common vocabulary and tenets used in assessment. These include assessment, evaluation, measurement, validity, triangulation, data, and formative and summative assessments. This vocabulary may help music teachers work through these critiques of assessment. Finally, the chapter provides specific ways music teachers might apply assessment vocabulary and tenets to the assessment components of teacher evaluation. This includes when teachers are required to create the assessments alone or in a group and when assessments are chosen or mandated by the district or state. Sample assessments are included in the chapter.

scholarly journals Shaping Policy in Music Education: Music Teachers as Collaborative Change Agents

2020 ◽  
Vol 107 (1) ◽  
pp. 43-48
Author(s):  
Carlos R. Abril ◽  
Brent M. Gault
Keyword(s):  
Teacher Evaluation ◽  
Music Education ◽  
Student Learning ◽  
Music Teachers ◽  
Change Agents ◽  
Music Educators ◽  
Music Programs ◽  
Learning Standards

Music educators have experience working in education environments governed by shifting policies and mandates. How can music educators become agents empowered to shape, interpret, and design mechanisms for putting policy into practice? This article describes ways to understand policy and options for responding and contributing to its development and implementation. We examine how music educators have responded to two policy areas that have had a significant impact on music programs and teachers in recent years: (1) learning standards and (2) evaluation of student learning as a component of teacher evaluation. Examples in this article are meant to serve as a case in point for how music educators can become more responsive and actively engaged in policy matters.

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