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date: 29 February 2020

Abstract and Keywords

This chapter explains the rationale supporting current practices in teacher evaluation as demonstrated through the main event of the teacher observation, with a focus on their application to the professional practice of music teachers. Formal teacher evaluation models and their observation protocols are described that include recommendations for use in improving teacher performance and contributing to ongoing professional growth. The value and integrity of such practices in music teacher observation is discussed, supported by participants’ responses to a nationally administered survey that queried music teachers’ observation experiences. Of particular interest are music educators’ feelings of dissatisfaction with their observers’ lack of content expertise, both in supplying informed feedback and in evaluating their performance as effective teachers. Suggestions for addressing music teachers’ concerns are offered that reflect the goals of teacher evaluation, improved teacher effectiveness, and their inclusion in the actualization of a “well-rounded education” for all students.

Keywords: music teacher observation, informed feedback, lack of content knowledge, supervision, teacher evaluation

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