The purpose of this study was to compare differences in the quality of professional development between U.S. music educators and teachers of other disciplines. Data were drawn from the 2011–2012 Schools and Staffing Survey. Factors such as types of professional development, quantity of activities, and levels of satisfaction were analyzed through a series of multiple regressions to determine the relationships between professional development quality for teachers of music and non-music disciplines. Results indicated that music educators were significantly less likely to collaborate with other educators on issues of instruction and engaged in significantly less technology-related professional activity; however, music educators reported significantly higher levels of satisfaction with content-specific professional activity and engaged in significantly more content-specific activity than some higher-stakes disciplines. In light of educational policies and trends, the common assumption that music educators are generally less supported within their schools does not hold true. Implications of this study include the need for music educators to participate in more collaborative forms of professional development. This study also suggests that all educators should receive more time spent in professional learning congruent to the level of engagement espoused by research literature.

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Professional development for early career educators was examined to determine potential differences in the quality of mentorship and school-provided supports for music and nonmusic disciplines. A nationally representative sample of early career educators (N = 6,134) drawn from the most current restricted-use Schools and Staffing Survey 2011–12 data was used to compare these engagements by discipline. Data were analyzed using ordinary least squares multiple regressions with state fixed effects to control for potential differences in educational polices. Results indicated that first-year music educators received significantly lower-quality mentorship and induction supports. Implications of this study include the need for school policy makers to strengthen the support provided to early career music educators such as offering partnerships with local music teacher mentors and music-specific induction programs.

This article offers perspectives on disrupting the typical elementary school “canon” through providing considerations and pedagogical orientations for including hip-hop. Three issues of critical importance in elementary music education are addressed: decentering Whiteness in elementary music, understanding hip-hop in relation to culturally responsive teaching, and establishing new pathways for musical creativity through hip-hop. Engaging with hip-hop both as a genre and the product of a culture offers music educators opportunities to meaningfully reconsider their practices.