Inside-out: a look at the MTNA Assessment Tools for the Independent Music Teacher

In preparation for the IMT Forum meeting held during the 2005 Conference, and because it also provided certification renewal points, I recently decided to take the Assessment Tools for the Independent Music Teacher in hand and evaluate it by actually DOING it? The experience has taught me much more than I anticipated, and I encourage members to take advantage of this tool with eyes wide open to the great insights it will provide, as well as the pain that accompanies a request for critique.

The Assessment Tools are designed to aid studio teachers with assessing the many aspects of their work through a three-part evaluation:

* Self-Assessment

* Peer Assessment

* Client Assessment

College faculty members are very familiar with the process of being evaluated by their students, as routine evaluation is required. Those of us who have played in juries or competitions open ourselves up to evaluation and, in fact, desire the insight these experiences provide. However, independent music teachers rarely receive detailed evaluations of their work and, consequently, are limited to their own perspective of the effectiveness of their studios.

The purpose of evaluating our teaching is straightforward; that by assessing it, we may improve it. It is an "inside-out" approach; a process that requires inspection, honesty and courage. As we scrutinize our philosophies, practices, even our deepest feelings about teaching, we realize that change comes from the inside-out. Only when we sincerely desire to enact a change, realizing the need and the potential for growth, can it actually occur. As Wayne Dyer states, "Change the way you look at things, and the things you look at change." Through careful evaluation, we will see areas that need improvement, updating, revamping and even amputating. It is our way of keeping current and it is a necessity in our changing world.

My experience with the Assessment Tools was eye opening! I started with the "Self-Assessment" section and found myself seriously pondering each question, making notes as ideas for improvements and changes flooded my thoughts. It was exciting and revealing and while there were many areas I hoped to improve, there were many more places where I felt pleased and encouraged.

Step two, the "Peer Assessment" section was a kind and encouraging experience. As my friend and colleague reviewed my studio practices and teaching methods, a lively and open flow of ideas ensued, filling me with an increased sense of satisfaction and love for our profession and those involved with it. As one schooled in the art of teaching, her comments and suggestions were valuable and helpful to me.

The third step was to distribute the "Client Assessment" forms to parents. I did so, realizing I was asking for their input, even criticism, and I encouraged them to be open with me and to return the forms anonymously if they desired. I have prided myself on the quality of my students and consider most of them lifelong friends. Casualties have been few and misunderstandings rare. The forms came back. With the scale rating being "1-Needs Improvement and 5-Satisfactory," I scanned the results, relieved to see a vast majority of 5s. Then, I began to scrutinize the less than perfect scores, wondering who it was that felt that way and why? In the next few days I obsessed over those scores, forgetting that in the "Self-Assessment" I had been much harder on myself, always seeing room for improvement, awarding myself very few 5s and feeling fine about it.

My pride was hurt and that led to another level of introspection. It is most important to realize that some who are completing the "Client Assessment" form have no understanding of the fine points of teaching or music. Generally, they approach it emotionally rather than intellectually, and may find your style too strict or not "fun" enough, depending on their backgrounds. I was very discouraged until the moment I realized that I was the best judge of how I was doing ... the inside-out concept again! The "Client Assessment" gave me feedback, but my own assessment gave me insight!

It is a well-known management maxim that "If you keep doing what you are doing, you will keep getting what you are getting." If we desire to upgrade or improve our teaching, the Assessment Tools provide a valuable way to monitor how and where. When we challenge ourselves to grow inside, it enables us to give more to our students and our profession.

BONUS BYTE

The MTNA Assessment Tools can be found in the August/September 2004 American Music Teacher, or it may be purchased from MTNA by calling (888) 512-5278 or on the MTNA website at www.mtna.org.

Geri Cheney, NCTM, is an independent music teacher, active adjudicator, lecturer and church choir director. She is past president of the Utah MTA, immediate past president of the Southwest Division and is currently a member of the MTNA Board of Directors.

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