A Content Analysis of Music Teacher Student Learning Objectives in Michigan

Abstract

Abstract States have revamped teacher evaluations over the last 10 years to include teacher performance ratings based on student achievement/growth, presenting a challenge in nontested subjects such as music. The most common approach has been to measure music teacher effectiveness based on teacher-designed student learning objectives (SLOs), but almost no evidence exists on SLO processes. The purpose of this study was to examine the assessments and parameters used in SLOs. Specific research questions were: (a) What assessments are used to measure student growth? (b) What is the overall design for demonstrating student growth? (c) What are the parameters for teacher goal setting in the SLO process? We analyzed 35 SLOs across six districts in Michigan and coded them for assessment content, growth design, and particulars of teacher-level goal setting. Results indicate that most SLOs were based on students’ musical performance assessed with a rating scale, or based on knowledge of musical notation with pencil-and-paper tests. Musical creativity and response were almost completely absent. Almost all SLOs used a pretest/posttest design, but particulars of growth and judging teacher success differed considerably. We offer implications for teachers, administrators, and policy makers concerned with music teacher evaluations.