Abstract
Between 2009 and 2014, thirty-seven states in the United States have adopted or significantly amended their teacher evaluation laws, mostly shifting toward using measurements of student growth on achievement tests. Yet, the processes to evaluate core subjects have not always transitioned smoothly to nontested or artistic content, causing some music teachers to be evaluated on factors other than pedagogical skills or student achievement. This article provides a starting point for music educators interested in joining the national conversation on teacher evaluation, beginning with a contextual discussion of the history and previous policies of teacher evaluation in the arts. It explores strengths and weaknesses of several popular models of teacher evaluation, including value-added growth systems, and presents emerging research in teacher evaluation and how new innovations in professional evaluation could potentially be applied to arts education.
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