Middle School Administrator and Instrumental Music Teacher Perceptions of the Danielson Framework for Teaching Observation Tool

Despite continuous efforts to develop teacher observation and evaluation frameworks, one-size-fits-all evaluation tools may not be adequate for an instrumental music classroom. Since implementing the Every Student Succeeds Act (ESSA) in 2015, teacher evaluation has shifted from a high-stakes accountability model to models focused on feedback and professional growth. One popular model is the Danielson Framework for Teaching (FFT), which is utilized across all disciplines, including music. The current study proposes to fill a gap in the literature regarding the utility of the FFT to contribute to teachers’ professional growth. This transcendental phenomenological study examines the perceptions of middle school instrumental music teachers and administrators on the effectiveness of the FFT as an evaluation tool for instrumental music. Open-ended survey questions were distributed to volunteer middle school instrumental music teachers and administrators, and semi-structured interviews were conducted following the survey. The discussions were audio-recorded, transcribed, and analyzed using thematic analysis. Administrator participants indicated the biggest challenge is a lack of knowledge of the content and what is considered effective planning and preparation for instrumental music classes. Teacher participants expressed frustration over applying the framework to a single class observation, which does not fully document the comprehensive nature of the instrumental music class.