Music educators’ perceptions of portfolio-based teacher evaluations in Tennessee

Abstract

The purpose of this study was to gather and investigate the perceptions of K-12 public school music teachers who have used portfolio-based evaluations in Tennessee. Research questions included: (1) What are the perceptions of music teachers in Tennessee who have used the Tennessee Fine Arts Portfolio Model? (2) Do differences in music teacher perceptions of the Tennessee Fine Arts Portfolio Model exist among a range of backgrounds, and if so, where do those differences exist? Tennessee Music Education Association members (K-12 public school music teachers, N = 98) responded to a researcher-constructed questionnaire. While most respondents scored above or significantly above expectations on the portfolio, their perceptions of the value of the portfolio averaged between neutral (neither agree nor disagree) and negative (disagree). While the most experienced teachers found the portfolio standards harder to implement compared to those who were the least experienced, they also scored higher. Tenured teachers also perceived the standards as significantly harder to implement than those who were not tenured. Finally, those with a bachelor’s degree found the portfolio significantly less beneficial, authentic, ideal, and consistent with their goals than their counterparts who earned master’s degrees. Recommendations include prioritizing feedback over scoring, localizing portfolio evaluations, and providing tenured teachers with choice in how they are evaluated.