Foucauldian genealogy provides a space to think differently. Through an analysis of policy documents from the field of education and practitioner-oriented publications in the field of art education from 1983 to 2019, this genealogical dissertation traced the emergence of teacher effectiveness as a normalized discourse in educational policy and explored the impact of teacher effectiveness on the field of art education. Enabling conditions, such as the perception of a failing educational system in the United States, the prevalence of a market-based approach to education, and the shift in focus from teacher training programs to the individual teacher came to the fore as major contributors to the emergence of teacher effectiveness as a normalized discourse. While the COVID-19 pandemic, the parental testing opt-out movement, and the counter-narratives to A Nation at Risk acted as discontinuities that threatened the collapse of the discourse of teacher effectiveness, the discourse persisted. Despite the common perception that art educators exist outside of the purview of educational policy and the discourses policy supports, this dissertation demonstrates the consequential impact of teacher effectiveness discourse on the field of art education. The discourse of teacher effectiveness produces art educators as teaching subjects, influencing the ways in which art educators are trained, evaluated, and judged at the local level.