Methods and models used to evaluate the teaching performance of theatre arts teachers appear to have limited applicability due to the specialized nature of theatre in the classroom. Instructional leaders whose responsibilities include observation and evaluation may find additional challenges when charged with evaluating theatre arts teachers using general educational evaluation models. This qualitative study explored the nature of the practices and perceptions of theatre arts teachers and the administrators charged with evaluating them through the backdrop of Joint Committee Standards of Educational Evaluation.

Though the Joint Committee outlined specific measures to ensure that teacher performance evaluation models and methods are properly designed and implemented through the personnel evaluation standards, this study concluded that those standards often are not used properly or do not apply to theatre arts teachers. Moreover, administrators are left to determine the best implementation of general evaluation instruments in specialized subjects such as theatre. Implications of this study indicate that better tools for theatre arts teacher performance evaluation must be provided so that theatre arts teachers can reflect, respond and grow professionally in order to provide students with the best arts education possible. By providing proper and effective evaluation tools, theatre arts teachers can educate students to meet the needs of a changing world.