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Tagged: student growth, teacher evaluation, value-added
nafmeadmin.
nafmeadminLike many other states, South Carolina is currently beta-testing a value-added model for teacher evaluation, a large component of which is based on student growth measures. Our SCMEA task force on teacher evaluation is currently developing recommendations for music teacher evaluation in the hopes that our state dept. of education will implement a system that measures a music teacher’s effectiveness based on his/her own work (evidenced in large part by student growth measures in music), not on school-wide value-added measures based on standardized math and science test scores.
One of the questions that has arisen touches on higher education and teacher preparation programs: Won’t basing a large percentage of a teacher’s evaluation on student growth create a disincentive for K-12 teachers considering taking on a student teacher? Handing over a class to a student teacher for several weeks suddenly seems a bit scarier considering the higher stakes involved. Currently K-12 mentor teachers receive certification renewal credits for this important work, but I’m thinking there would need to be some additional concessions or latitude extended to those who open their classrooms to novice teachers if student growth measures end up affecting pay/effectiveness evaluations. Just wondering if Doug or others know of how other states are handling this.
Michael Moore
nafmeadminYou are correct, Michael – teachers ARE refusing to host student teachers in their classrooms. In our area (Rochester, NY), we have three colleges with music education majors, and our district has received increased requests for cooperating teachers because of this. Fortunately for those local programs, at least 25% of our music teachers have accepted student teachers for next year.
Considering the warp speed at which policy changes, CCLS, teacher evaluation practices, etc. are being implemented, one would hope that certification programs would be given some type of grace period to review/revise their curricula for education students. Sadly I hear that that is not happening.
Christopher M. Johnson, Professor of Music Education and Music Therapy, is currently the Chair of the Music Education and Music Therapy Department and Director of the Music Research Institute at the University of Kansas. Johnson earned his Ph.D. from the Florida State University.
Since his arrival at The University of Kansas, Johnson has taught courses in Instrumental Conducting, Teaching Instrumental Music, Managing Behaviors in the Music Environment, Psychology and Acoustics of Music, and Research Methods in Music Education and Music Therapy. Johnson served two terms as the editor of the International Journal of Music Education: Research, the research publication of the International Society for Music Education. He is currently serving his second term on the National Association for Music Educations Executive Committee of the Society for Research in Music Education. He also served on the editorial board of the Journal of Research in Music Education, and one earlier term as the Chair for the MENC Executive Committee of the Society for Research in Music Education. Johnson also served as the Chair for the Research Commission of the International Society for Music Education.
Johnson’s research interests include applied research in music education, and basic research in all aspects of the psychology of music. He has published articles in many journals including the Journal of Research in Music Education, the International Journal of Music Education, the Journal of Music Therapy, Journal of Band Research, Contributions to Music Education, and the Bulletin of the Council for Research in Music Education, among others. Johnson has also been an active member and contributor to the Research Seminar of the International Society for Music Education and World Alliance for Arts Education.
Johnson received a university teaching award – the Ned N. Fleming Award for Excellence in Teaching and received the recognition for Graduate Teaching Achievement from the Center for Teaching Excellence. Johnson was also awarded a lecturing & research award as a J. William Fulbright Scholar and recently received the Ella Scoble Opperman Citation for Distinguished Achievement from the Florida State University College of Music.
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