BRAVO to the team who created the of the present day MTNA Assessment Tools for the Independent Music Teacher! The document.

BRAVO to the team who created the of the present day MTNA Assessment Tools for the Independent Music Teacher! The document, unveiled in the August/September 2004 AMT, moves 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. yet now, we all have an of the first water instrument, which provides just that--while helping us evaluate the effectiveness of our teaching rules curriculum, business practices and student/parent relations.

To prepare a better idea of to what extent it works, I recruited three colleagues to full the "Peer Assessment," and three parents to consummated the "Client Assessment." The parents believed the assessment was quick, covering all essential items for the studio and their child's instruction. undivided 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 religious 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 miracleed "How can you possibly do all this in common lesson?" But upon further discussion, we realized we probably do touch immediately after most of the curriculum aspects at more [i]or[/i] less point in any given lesson--just not always in midst The "Peer Assessment" ideally could be done by the agency of having colleagues observing several scholars in several lessons during the course of the year. This would provide a better overall evaluation of pupil progress and balanced curriculum appease It also would be a useful idea to ask colleagues to review the contentment thoroughly before observing lessons and perhaps discuss the make easy ahead of time. That way, they could squander their time actually observing the lecturing and do their writing later. I especially liked the chiding 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 forward 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 single beginning to explore, and this will provide a upright starting point.

The scolding and Curriculum Assessments provide a to a high degree thorough summary of the essential component parts of the private lesson curriculum, on the other hand also suggest some alternatives regarding activities and reproof structure--another area I'm anxious to explore. Overall, the self-assessment does an virtuous 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 for what cause in the world he or she can accomplish all this. This would be a great opportunity for our local associations to mentor these young populace to help them become happy IMTs. The document offers many prodigious discussion topics for our local associations or pedagogy classes, like as:

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

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

* to what degree 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 prosperous entrepreneurs?

Overall, the questions were to a high degree thorough and thought-provoking. The MTNA Assessment Tools really do highlight the enormous capacity for personal, professional and musical pullulation that exists for us as independent music teachers. It is a welcome resource for independent music teachers, as well as an highly deserving 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 restrains a B.A. degree in piano performance and a master's extent in piano pedagogy.

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