Introduction

Abstract

This introduction provides a rationale for why music teachers should engage in teacher evaluation. First, it names some concerns music teachers have with teacher evaluation to help them understand and address these challenges and avoid negative experiences. These include concerns that teacher evaluation systems are applied to teaching in general and are not specific to music; that evaluators often do not have backgrounds in music teaching and therefore do not have the expertise to evaluate music teachers or provide valuable feedback; that music teachers receive mixed messages about what is good teaching from evaluators; and that music teachers do not receive sufficient time and attention from evaluators to implement effective teacher evaluation. To address these frustrations, the introduction provides a rationale for working past them and using teacher evaluation to improve teacher practice and professional growth.