The purpose of this research was to ascertain the methods used to evaluate music faculty and whether achievement measures, or student progress, impact the evaluations made about teacher effectiveness for music faculty in the higher education context. The author surveyed Chairs of Departments or Directors of Schools of Music (n = 412) listed as degree-granting (Baccalaureate, Masters, and Doctorate) in music performance on the National Association of Schools of Music's current membership directory in the United States. Administrators (n = 142) responded to an emailed link to an online survey where they were asked to give information regarding their programs, their faculty, and their processes for evaluating teachers' effectiveness, yielding a response rate of 34%. Methods of faculty evaluations and the ways in which they were used were examined. Respondents shared exemplars of the instruments used to evaluate faculty. Results from this study suggest that the methods for evaluating faculty include students' perceptions of instruction, peer evaluations of teaching, self-assessments of teaching and measures of student progress as the current practices being employed. Suggestions for the field include further investigation as to what administrators might agree upon as to appropriate measures of student progress, achievement or growth.