EVALUATING THE EFFECTIVENESS OF FINE ARTS TEACHERS THROUGH A VALUE-ADDED MODEL
Date
2021-05
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Publisher
Austin Peay State University
Abstract
The arts are not typically assessed through standardized testing. Therefore, evaluating the effectiveness of fine arts teachers based on student growth or achievement is difficult. The state of Tennessee piloted a portfolio growth model to measure student progress in non-tested subjects and grades (NTSG). This model is known as the Tennessee Educator Acceleration Model (TEAM) student growth portfolio. The portfolio growth model for fine arts was received with optimism and implemented in counties throughout Tennessee. The purpose of this study was to better understand how peer-reviewed portfolios have affected visual arts teachers’ perception of a value-added system of teacher evaluation. This study explores a collection of case studies with data collected from interviews with three fine arts teachers working in a middle Tennessee school district. Although art teachers reported that this new form of evaluation does better represent what takes place in their classrooms, the participants in this study were left wondering if the effort put into creating the portfolio was really worth the outcome.
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Keywords
Portfolios in education, Teaching -- Evaluation