Abstract
This essay extends the discussion of the “Guidelines for Evaluating Teacher/Artists for Promotion and Tenure,” emphasizing the need for consistent implementation and further refinement of evaluation procedures within theatre programs. It situates the Oxford Accord within a broader effort by professional associations to establish equitable standards for assessing creative and pedagogical work in higher education. The analysis identifies two primary objectives: developing comprehensive guidelines for evaluation and ensuring their effective institutional application. The author argues that evaluation must encompass both process and product, recognizing that artistic success cannot be judged solely by outcomes but must consider the educational and creative journey of faculty and students. The essay proposes specific measures, including early and summative evaluations, structured peer review, and the inclusion of external jurors selected according to institutional mission and program type. It concludes by endorsing a model of on-site evaluation supported by professional associations, advocating for transparent procedures that protect artistic integrity while ensuring accountability. The Oxford Accord, as interpreted here, represents a foundational but evolving framework for standardizing the evaluation of teacher-artists.
Recommended Citation
Byers-Pevitts, Beverley
(1986)
"The Oxford Accord: Further Guidelines for Evaluation and Implementation,"
Association for Communication Administration Bulletin: Vol. 57, Article 11.
Available at:
https://stars.library.ucf.edu/aca/vol57/iss1/11
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