Without
License: A Case Study of a Non-Certified Middle School Music Teacher
Lisa
Martin, Bowling Green State University
In
recent years, alternative pathways toward teacher licensure have drawn the
attention of policymakers and teacher educators alike. Supporters of
alternative pathways value their flexibility and appeal to a broad market,
while critics of nontraditional licensure options show concern for program rigor
and quality (Levine, 2006). In music education, several researchers have
investigated types and availability of alternative pathways toward music
teaching (Dye, 2011, 2013), emphasizing the need to ensure both content
knowledge and pedagogical expertise develop throughout any certification
program (Hellman et al., 2011).
In
addition to alternative licensure programs, there are an increasing number of
teaching opportunities available to those who choose not to pursue licensure.
For example, in many states, charter and independent schools are able to
circumvent traditional teacher certification requirements when hiring personnel
(Baker & Dickerson, 2006). Consequently, candidates lacking formal
experience or training in the classroom may end up securing K-12 teaching
positions.
This
case study focused upon the experiences of a non-certified educator teaching
music in a public charter school. Holly, a second-career music educator, spent
a decade in technical sales before renewing her interest in the performing
arts. She shifted her career focus toward music, creating a successful
community musical theater company and establishing a robust private vocal
studio. In her 40s, she returned to college to earn her Bachelors degree in
vocal performance but opted not to pursue licensure.
To
complement her musical theater and private instruction, Holly accepted a
position teaching choir and musical theater to sixth, seventh, and eighth grade
students at a local charter school. The charter schoolÕs hiring committee chose
Holly for the position over other candidates with both licensure and K-12 music
teaching experience. Although HollyÕs community theater and studio teaching
helped prepare her for the position, traditional classroom teaching presented
unique challenges.
In
the spring of 2015, data were collected in the form of semi-structured
interviews, teaching observations, professional artifacts, and electronic
communication. Initial findings highlight the differences in private
instruction versus classroom teaching, particularly in terms of social dynamics
and motivation orientations. Other findings showcase the need to develop
pedagogical content knowledge on-the-job (Shulman, 1987), as well as how
occupational identity may be enhanced through professional relationships and
responsibilities.
As
the number of charter and independent schools continue to increase, so may the
number of non-certified music educators in K-12 classrooms. This case study
highlights potential benefits and drawbacks to bypassing licensure in music
teaching. The discussion will also address implications surrounding the hiring
committeeÕs valuation of teacher credentialing.
References
Baker, B.D., &
Dickerson, J.L. (2006). Charter schools, teacher labor market deregulation, and
teacher quality: Evidence from the Schools and Staffing Survey. Educational Policy, 20(5), 752-778.
Dye, C. K. (2011,
September). A description of alternative
routes to music education certification in selected states. Poster session
presented at the Symposium on Music Teacher Education, Greensboro, NC.
Dye, C.K. (2013,
September). National trends in participation
in alternate routes to music education certification. Research paper
presented at the Symposium on Music Teacher Education, Greensboro, NC.
Hellman, D.S., Resch,
B.J., Aguilar, C.E., McDowell, C., & Artesani, L. (2011). A research agenda
for alternative licensure programs in music education. Journal of Music Teacher Education, 20(2), 78-88.
Levine, A. (2006). Educating School Teachers. Washington,
DC: Education Schools Project. Retrieved from http://www.edschools.org/pdf/educating_teachers_report.pdf
Shulman, L.S. (1987).
Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.