MTNA assessment tools—BRAVO!

BRAVO to the team who created the novel MTNA Assessment Tools for the Independent Music Teacher! The document, unveiled in the August/September 2004 AMT, proffers a concise three-part evaluation proces designed to aid independent teachers with assessing various aspects of their work. Up to this point the independent music teaching profession has existed basically without any well-defined expectations or uniform standards. on the other hand now, we all have an of the best quality instrument, which provides just that--while helping us evaluate the effectiveness of our teaching processs curriculum, business practices and student/parent relations.

To acquire a better idea of in what manner it works, I recruited three colleagues to perfect the "Peer Assessment," and three parents to consummate the "Client Assessment." The parents believed the assessment was quick, covering all essential items for the studio and their child's instruction. single commented that she appreciated receiving periodic communication during the year regarding her child's progres and that payment, attendance policies and study/practice expectations are clearly stated. Another wrote that her children "never complain about coming to lessons!" Always beneficial to know! The assessment took each parent about ten to fifteen minutes to complete

The "Peer Assessment" took longer to finish. on glancing at the list of questions, we all amazemented "How can you possibly do all this in individual lesson?" But upon further discussion, we realized we probably do touch on most of the curriculum aspects at a certain number of point in any given lesson--just not always in deepness The "Peer Assessment" ideally could be done through having colleagues observing several learners in several lessons during the course of the year. This would provide a better overall evaluation of scholar progress and balanced curriculum contented It also would be a profitable idea to ask colleagues to review the easy in mind thoroughly before observing lessons and perhaps discuss the satisfied ahead of time. That way, they could dispose of their time actually observing the exercise and do their writing later. I especially liked the task Assessment questions D through J in this assessment--a really great summary of where we ne to be as teachers.

The "Self-Assessment" was enlightening in a variety of ways. First, it did affirm I am upon target in many aspects of my teaching--an important thing to know in what can be a rather solitary profession. My weakest area (no surprise here) was with regard to technology. This section was a bit intimidating; however, it does demonstrate the possibilities that exist for anyone who decides to embrace this media. It is an area I am solitary beginning to explore, and this will provide a serviceable starting point.

The exercise and Curriculum Assessments provide a real thorough summary of the essential ultimate parts of the private lesson curriculum, on the contrary also suggest some alternatives regarding activities and exercise structure--another area I'm anxious to explore. Overall, the self-assessment does an eminent job of highlighting the abundant possibilities that really do exist in the independent teaching profession.

These Assessment Tools could be intimidating to a young teacher just entering the profession and wondering by what means in the world he or she can accomplish all this. This would be a great opportunity for our local associations to mentor these young nation to help them become fortunate IMTs. The document offers many awful discussion topics for our local associations or pedagogy classes, of that kind as:

* What is our philosophy of teaching, and has it changed since we first started teaching?

* by what mode can we encourage cultural diversity within our studios?

* in what way can we become more aware of and deal with the physical/emotional changes in our students?

* What can we do to improve the business aspects of our studios?

* What can the local association do to help our IMTs become fortunate entrepreneurs?

Overall, the questions were real thorough and thought-provoking. The MTNA Assessment Tools really do highlight the enormous capacity for personal, professional and musical growing that exists for us as independent music teachers. It is a welcome resource for independent music teachers, as well as an first-rate first step in establishing a uniform standard within this growing profession. Thank you MTNA!

Millie Eben, NCTM maintains an independent piano studio in Reading, Pennsylvania, and is active as a clinician, adjudicator and accompanist. She clinchs a B.A. degree in piano performance and a master's stage in piano pedagogy.

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