Music teacher perceptions of evaluation: a case study of the Tennessee fine arts portfolio model

Abstract

While high-stakes testing has influenced music teacher evaluation, evidence of music teacher agency influencing the policy process has been scarce. One notable exception is the Tennessee Fine Arts Portfolio Model (TNFAPM), designed by music teachers in Tennessee as an alternative to music teacher evaluations that have been based, at least in part, on reading and math test scores. In place for nine years, the model is one of the few peer-reviewed teacher evaluation initiatives that has been in continuous use in public schools, enabling researchers to examine music teacher perceptions of evaluation in Tennessee, including perceptions of the portfolio. The purpose of this study was to examine two music teachers’ perceptions regarding the different means of teacher evaluation (student reading/math test scores and the TNFAPM) used within the state of Tennessee. After analyzing data collected during the study, I sought to answer the following question: How have teacher evaluation practices and policies impacted music teachers’ self-perceptions, classroom policies, and curriculum implementation in Tennessee? Findings suggest that administrative support, feedback delivery/reception, and value for music making shaped the participants’ perceptions, policies, and classroom practices. Additionally, scores did not generate positive perceptions.