teacher evaluation · 2! curriculum!! a quick overview of critical ideas & issues! •all...
TRANSCRIPT
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The Challenge Music Educators Must Address
Joseph Manfredo Illinois State University
� PEAC or Performance Evaluation Advisory Council
� Other States: What they’re doing � Math and Language Arts has been designed.
Science is making progress � Music and the Fine Arts has not started
� IMEA committee has been formed to address music teacher evaluation
� Met with ISBE consultant � Showed a sincere interest in partnering with IMEA
committee � Outlined initial steps to designing the evaluation
process � There will be sessions at this year’s IMEA state
conference addressing teacher evaluation
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� Curriculum � A quick overview of critical ideas & issues
• All disciplines in education must develop and follow a standards-based curriculum
• Curriculum = identifying what concepts your students will learn in your class (not literature)
• See Scott Shuler, President of NAfME, MEJ article � His recommendations on what students should learn � Simplifies the process of curricular design
� When designing a standards-based curriculum, you should be able to define the SCOPE and SEQUENCE
� This is difficult for music teachers, for we 1) aren’t curriculum specialists, nor 2) do we have a textbook
� The scope of the curriculum is about musical concepts, not the literature or activities
� Use SMART goals that define what your students will learn • S = Specific • M = Measurable • A = Attainable • R = Realistic • T = Timely
� Will be guiding principle for designing an effective curriculum that will be critical for YOUR evaluation as a music teacher
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� Shaping Sound Musicians • Patricia O’Toole (GIA pub)
� Music Curriculum Writing 101 • Denese Odegaard (GIA pub)
� National Standards for Arts Education • MENC publication
� Websites of other school music programs � NAfME Website
� Assessment � A quick overview of critical ideas & issues
• Assessment drives curriculum � What should the TYPICAL student be able to do
• Design the assessment while you are designing the unit of study & considering the curricular goals
• Types of Assessment � Formative (formal & informal) � Summative (only formal)
� The “old model” is no longer enough • Concerts, Contests, or Programs • If the “group” did well, all students in the group were
“good”. • NCLB changed the conversation � It’s about INDIVIDUAL STUDENT GROWTH � No longer can we focus on the “majority rules” principle to
education
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� Challenges for Music Educators • Designing effective & efficient assessment strategies • Too many students (compare to your colleagues) • Not enough time (compare to your colleagues)
� The unspoken challenge • Will formal assessments in music class (an elective)
hurt enrollment?
� Tools for Powerful Student Evaluation • Susan Farrell (Meredith Music pub)
� Scale Your Way to Music Assessment • Kimpton & Harnisch (GIA pub)
� NAfME website
� Evaluation is divided into two measures: • Formal observation & supervision protocols • Individual student growth
� The teacher can demonstrate individual student growth within the curriculum of each classroom
� The teacher can collect and present data that clearly demonstrates student growth
� The formal observation process is expanded and clearly defined
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� Observation and Evaluation of “PRACTICE” � Illinois is using the Danielson model
• 4 Part Framework (See handout) � The four domains are:
• Planning & Preparation • Classroom environment • Instruction • Professional Development
� Expansion of the traditional process of observation
� Here’s the CHALLENGE for music educators � Ensemble classes, in particular, are about the group
dynamic and ensemble classes � You have to have a clear understanding of:
• What concepts you want students to learn • What each student can do or knows • What material (or content) will you use • How will you determine that your students have learned the
concepts
� We hope that ISBE/PEAC will agree to include both content knowledge AND performance as two equal components for determining individual student growth
� A series of assessments must be included � Consider the challenges for collecting reliable data:
• Scheduling of music classes, variety of • Grade based issues • Performance classes versus non-performance classes
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� We don’t have a choice! You have to do this! � Educators in all disciplines are facing the same
challenge � An effective strategy is to understand evaluation from
the administrative viewpoint and educate your administration about key aspects of music education that fit into their framework.
� For more information, go to the PEAC website (www.isbe.net/PEAC/default.htm) From the home page > PERA Resources > Teacher Evaluation PPT