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High Stakes without the Stakes: Positioning Music Educators amid Teacher Evaluation Reforms.
- Source :
-
Music Educators Journal . Mar2022, Vol. 108 Issue 3, p38-46. 9p. - Publication Year :
- 2022
-
Abstract
- Teacher-focused accountability started to ramp up in the United States in 2007–2010 as the focus of accountability shifted from schools to individual teachers. Since that time, there has been a remarkable amount of change to the way that teachers are evaluated, and music teachers have been placed squarely under the microscope of accountability. In this article, I focus on high-stakes teacher evaluation (HSTE), a collection of reforms that are among the most hot-button issues of the past ten years. I argue that despite the intentions of these reforms, they were mostly "high stakes" only on paper. However, HSTE reforms have been far from inconsequential, with numerous negative effects on teachers. I first review the origins and logic of the HSTE reforms and discuss how music teachers were considered in such policy conversations. I then demonstrate how the reforms were mostly characterized by bluster and incomplete/subverted implementation, and I attempt to explain the reasons for the sputtering of HSTE. Finally, I discuss the negative consequences of HSTE and offer recommendations for music teachers as they navigate teacher evaluation in the future. [ABSTRACT FROM AUTHOR]
- Subjects :
- *MUSIC teachers
*MUSIC education
*TEACHER evaluation
*EDUCATIONAL change
Subjects
Details
- Language :
- English
- ISSN :
- 00274321
- Volume :
- 108
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Music Educators Journal
- Publication Type :
- Academic Journal
- Accession number :
- 157107297
- Full Text :
- https://doi.org/10.1177/00274321221090928