A Case Study of a Noncredentialed, Second-Career Music Educator

Abstract

Throughout the United States, educators lacking formal credentials have increasing opportunities to assume classroom teaching positions. The purpose of this instrumental case study was to explore the career decision making and early-career teaching experiences of Holly, a noncredentialed music educator working in a public charter school. Data were collected over 6 months in the form of semistructured interviews, teaching and performance observations, and artifact analysis. Holly's pathway to classroom teaching as a second career was characterized by nonlinear decision making, exploring numerous options before choosing to teach school music. Her early classroom teaching experiences were similar to those of traditional earlycareer music teachers with regard to classroom management concerns; however, her experience in private lesson instruction and directing community music theater equipped her with more practical pedagogical skill sets than typical early-career music educators. The discussion includes considerations of the value of formal credentialing and implications for music teacher education program recruitment.In the United States, there is a growing debate surrounding the value of traditional teacher preparation and certification requirements. This debate exists largely between those favoring rigorous licensure procedures and requirements (commonly referred to

Music Teachers in U.S. Charter Schools: A Multistate Profile

“…This higher percentage may raise concerns due to the unique nature of requisite knowledge and skills in music education. However, these uncertified music teachers may have other past experiences or training that render them more prepared for the classroom than a typical uncertified or newly certified teacher (Martin, 2018a). For example, one uncertified participant had a graduate degree in music education and 5 years of public charter school teaching experience, which some may consider substantial when compared with a typical first year teacher that has formal licensure in hand.…”

“…The uptick in charter and independent schools, particularly those with flexible licensure requirements, may contribute to a possible increase in noncredentialed music teachers (Martin, 2018b). As such, there may be opportunities to explore how the music education profession might best support teachers without certification (Martin, 2018a).…”

“…Moreover, the data from extant studies are typically reported by school administrators rather than the music teachers themselves (Aprile, 2021; Austin & Russell, 2008; Cone, 2017; Elpus, 2012; Hedgecoth, 2017; Kelley & Demorest, 2016; Shaw, 2021). To gain a comprehensive picture of the experiences and background of charter school music teachers, researchers must go directly to music educators working in these contexts (Martin, 2018a).…”

“…While the majority of research on charter school music programs and their teachers has been quantitative in nature, Martin (2018a) conducted a case study exploring an uncertified music educator teaching choir in a public charter school. The main subject of the study had substantial training in music and education but did not hold a formal credential.…”

Untitled

“…B. Martin, 2018). 2 Nicht berücksichtigt werden die Rekrutierung und der Verbleib von Quer-/Seiteneinsteigenden (vgl.…”