Abstract
This study delves into the effectiveness of the Model for Collaborative Evaluations (MCE) as a transformative tool for elevating music education across school systems. By championing a culture of cooperation among school administrators, educators, and other key stakeholders, the MCE aims to substantially uplift the quality and outcomes of music education programs. This study highlights the utilization of the MCE to actively involve program administrators and stakeholders in a reflective and collaborative evaluation process, thereby fostering a shared responsibility toward educational excellence. The study reveals how the MCE facilitates the development of essential collaborative skills among music education administrators. These skills include engaging in collaboration with educational professionals, conducting evaluations of music education, and initiating performance improvements. Preliminary findings indicate a positive shift in administrative practices, with enhanced collaborative efforts leading to advancements in music education quality. This study contributes to the conversation on the value of collaborative methodologies in educational reform, offering perspectives on their application within the specific framework of music education in schools. By presenting evidence of the MCE’s potential to foster educational enhancements, the study encourages the adoption of collaborative evaluation models as a practice for educational development and excellence.
Presenters
Karen Ojeda RodriguezStudent, Curriculum and Instruction, PhD, University of South Florida, Florida, United States Liliana Rodriguez-Campos
Department of Educational and Psychological Studies, University of South Florida
Details
Presentation Type
Theme
KEYWORDS
Music Education, Collaborative Evaluation Model, Educational Enhancement
