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• W195799963 abstract "This study investigated the (a) accuracy of assessment comments written by K-12 public school music teachers who supervise and mentor student teachers, and (b) extent to which the comments reflected criteria approved by the National Council for the Accreditation of Teacher Education and a specific state's department of education. Public school supervising music teachers of 97 systematically selected student teachers completed a final evaluation form containing twelve approved skill and behavioral criteria. Completion of the evaluation required written feedback responses to each criterion that were based on definitions and models provided on the evaluation form. Of the criteria, two (assessment and learning environments) had significantly more accurate than inaccurate responses, while four (continuous improvement, subject matter knowledge, role of the teacher, and technology) had significantly more inaccurate than accurate responses. For all other criteria (communication, critical thinking, diversity, ethics, human development and learning, and planning), the difference between the number of accurate and inaccurate responses was not statistically significant. Transforming students to teachers is the ultimate goal of a complex music teacher education process. Melding theoretical information with practical experience usually culminates with the student teaching experience. Results of the student teaching experience hopefully provide the preservice music teacher with a transition from student to teacher that includes the realities of teaching, both positive and negative, in a school setting. It is during this period that preservice music teachers frequently encounter influences that will shape their careers for many years (Gallant, 1994; Liebhaber, 2000). For example, during the student teaching experience preservice music teachers begin to define what success means (Liebhaber, 2000). Thus, when reflecting on their professional preparation, many music teachers have referred to their student teaching experience as one of the most valuable experiences in their teaching careers (Brand, 1982; Conway, 2002). While there are many university individuals throughout the teacher training programming that are responsible for orientating the preservice music teacher to professional expectations and standards, the K-12 school supervising music teacher is usually the person primarily responsible for providing transitional experiences during the student teaching period (Brand, 1982). This transition process is frequently accomplished over the course of the student teaching experience and is supported by an assessment process of the student's growth and development (Fallin & Royse, 2000). The assessment of skills and behaviors provides feedback on the student's progress, strengths and weaknesses, and ideas for future activities or instructional approaches (Kelly, 2001). Feedback becomes influential in developing the preservice teacher's attitudes, behaviors, and skills while empowering the supervising teacher as a mentor and influential resource into the initial years of teaching (DeLorenzo, 1992; Kelly, 2001; Kruger, 1999). Previous research on the assessment of music student teachers has centered on the undergraduate preservice experience. This has included the effects of personal and social characteristics (Teachout, 1997; 2001), visual characteristics (Clifford & Walster, 1973; VanWeelden, 2002), auricular development (Conway, 2002), and teacher classroom behaviors (Brand, 1982; Madsen & Duke, 1993; Madsen, Standley, Byo, & Cassidy, 1989; Rohwer & Henry, 2004). Research regarding the actual music student teaching experience has received less attention with investigations relating to personality characteristics (Teachout, 2001), effective teaching behaviors (Madsen, Standley, Byo, & Cassidy, 1989), curricular issues (Schleuter, 1991), and social influences on teaching placement decisions (Kelly, 2003). …" @default.
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• W195799963 date "2006-01-01" @default.
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• W195799963 title "The Accuracy of K-12 Public School Supervising Music Teachers' Written Assessments of Student Teaching Performance Practices" @default.
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