Developing a Mindset to Succeed in Teacher Evaluation Systems

Abstract

This chapter discusses some of the common problems music teachers have with teacher evaluation and provides an overall framework or approach that can help music teachers overcome them. This framework can help teachers develop the best mindset and strategies when working through these common challenges. Music teachers commonly mention that the criteria for teacher evaluation are not applicable to music teaching and that non-music evaluators do not provide useful feedback. The framework requires teachers to distinguish between what are commonly called “content knowledge,” “general pedagogical knowledge,” and “pedagogical content knowledge.” In doing this, music teachers might balance advocating for themselves with having an openness to critique and improving as professionals. Through this balance, music teachers can use teacher evaluation to not just survive but also thrive, to successfully advocate for their teaching, and to grow professionally.