Video Clubs to Support Music Teacher Development: An Exploratory Case Study

Laura K. Sindberg, University of Minnesota

lsindber@umn.edu

Recent work in music and arts education echoes the need to consider possibilities for teacher-directed professional development that addresses the expressed needs of teachers and evolves from the issues they face in their daily practice (Barrett; 2006; Bush, 2007; Conway, 2003; 2008; Hammel, 2007; Lieberman & Mace, 2010; Richardson, 2003). Learning in communities is an increasingly popular model of professional development, particularly in relation to teacher effectiveness and student learning (Crockett, 2002; Stanley, 2011). Examples of collaborative models in music education include internet-based, curricular-based, and performance- based forms of professional development communities (Junda, 1994; Pellegrino, 2011; Bell-Robertson, 2013). As PLC-like groups multiply, there is a need to explore ways in which their effectiveness for music teachers can be enhanced.

Informed by the work of Sherin and Han (2004) in mathematics pedagogy, the purpose of this exploratory study was to examine the ways in which a video club of secondary music teachers (Band, Choir, and Orchestra) supported teacher learning. The central question under examination was, How does participation in a video club influence music teacher development? Two subquestions helped refine the focus of the work: How does participation in a video club impact their teaching? And, In what ways does a video club foster community among the participants?

Seven junior high and high school music teachers convened bi-monthly over a period of two years. During the second year of meeting as a group the teachers shared video excerpts of their teaching, the focus of which was on incorporating comprehensive musicianship into their ensembles. Data collected for the study included transcripts of meetings, interviews, and video excerpts of teaching.

Initial findings suggest that viewing teaching excerpts was meaningful in multiple ways: as a tool for community building, sharing teaching ideas (some of which were directly related to incorporating comprehensive musicianship), and providing affirmation and support to each other. Interactions related to the videos were positive and group members valued the opportunity to see “colleagues in action,” and to “get feedback from people who really understand what our instruction is all about.” Initially hesitant to share videos of their teaching, over time the teachers were very enthusiastic about viewing these glimpses into their colleagues’ classrooms. Included in this presentation will be a discussion of the implications of this work for professional development, teacher education, teacher community and collegiality.

This project illustrates the kind of collaboration between music teacher educators and practitioners encouraged by SMTE; it is aligned with the 2015 conference focus: Toward a Stronger, Richer Community. This project is also linked to Areas for Strategic Planning and Action in several ways: building community, professional partnerships, and professional development of classroom teachers.

References

Barrett, J. R. (2006). Recasting professional development for music teachers in an era of reform. Arts Education Policy Review, 107(6), 19-28.

Bell-Robertson, C. G. (2014). “Staying on our feet:” Novice music teachers’ sharing of emotions and experiences within an online community. Journal of Research in Music Education, 61(4), 431-451.

Bush, J. E. (2007). Importance of various professional development opportunities and workshop topics as determined by in-service music teachers. Journal of Music Teacher Education, 10-18.

Conway, C. (2003). Ongoing professional development. In C. Conway (Ed.), Great beginnings for music teachers: Mentoring and supporting new teachers (pp.151- 165). Reston, VA: MENC.

Conway, C. M. (2008). Experienced music teacher perceptions of professional development throughout their careers. Bulletin of the Council for Research in Music Education, 178, 7-18.

Crockett, M. D. (2002). Inquiry as professional development: Creating dilemmas through teachers’ work. Teaching and Teacher Education, 18, 609-624.

Hammel, A. M. (2007). Professional development research in general education. Journal of Music Teacher Education, 17(1), 22-32.

Junda, M. E. (1994). A model in-service music teacher education program. Journal of Music Teacher Education, 6-20.

Lieberman, A., & Mace, D. (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61(1), 77-88.

Pellegrino, K. (2011). Exploring the benefits of music-making as professional development for music teachers. Arts Education Policy Review, 112(2), 79-88.

Richardson, V. (2003). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401-407.

Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183.

Stanley, A. M. (2011). Professional development within collaborative teacher study groups: Pitfalls and promises. Arts Education Policy Review, 112(2), 71-78.