The impact of beginning music teacher assessment on the assessors: Notes from experienced teachers

Abstract

While we often look at the impact that these sorts of initiatives have on beginning teachers, perhaps the strongest reasons for examining such programs are to determine their influence on veteran teachers. This study examines a state-sponsored beginning music teacher evaluation program from the perspective of the experienced teachers who serve as the assessors for their new colleagues, asking the following questions: How has your classroom performance changed as a result of the assessment experience? How have your attitudes toward teaching changed? How have you grown professionally? How have your relationships with your fellow teachers changed? The following emergent themes were identifi ed through analysis of the participants? responses: Professional Awareness/Recognition of ?Best Practices?; Confidence/Validation; Refl ection and Critical Analysis of One?s Own Practice; Professional Development & Growth. It is often said that one of the prime reasons for teachers leaving the profession is a ?lack of space to grow.? Perhaps beginning teacher mentoring, induction and assessment initiatives can allow our more experienced colleagues to find the room to grow without leaving the classroom.

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