A Research Agenda for Alternative Licensure Programs in Music Education

Abstract

Over the past 25 years, alternative certification has emerged as a realistic option for obtaining teacher certification in music. Although advocated by policy makers and embraced by career changers, music teacher educators have frequently viewed the role of content knowledge and pedagogical training in these programs with a high degree of skepticism. This article provides an overview of the organizational schemes used in graduate and nondegree alternative certification programs at universities, school districts, and other entities. A research agenda is provided that is designed to stimulate academic scholarship on alternative certification policies and programs and their impact on candidate quality, music education programs, and the music education profession overall.Keywords music teacher education alternative certification, graduate teacher education, nondegree teacher education programs, research agenda Teacher certification policies provide a set of minimum criteria that regulate the quality and quantity of the prospective teaching force (Imig & Imig, 2008). State policy makers have often simplified the processes by which qualified individuals who do not Downloaded from Hellman et al. 79have a degree in teacher education can obtain certification. These initiatives have been grounded in the assumption that increased competition and diversity in the employment pool can improve education quality. Career changers interested in becoming teachers have embraced alternative certification as a practical and meaningful way to enter teaching without many of the traditional curricula constraints. On the other hand, teacher educators have been skeptical of the assumption that this trend is a productive way to improve education. In this article, we will provide background information on alternative certification, describe the organizational schemes of alternative certification programs, and propose a research agenda for examining the effectiveness and impact of alternative certification programs.

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

“…Alternative certification options may also appeal to teacher candidates whose musical traditions lie outside those typically espoused by university music teacher education programs. Hellman et al (2011) investigated a range of alternative certification programs for music educators and Dye (2018) determined that charter school music teachers are more likely to be alternatively certified, when compared with teachers in traditional public schools. Worth noting, some alternative certification programs involve teachers practicing in the classroom prior to receiving formal credentialing.…”

Traditional Versus Alternative Pathways to Certification: Assessing Differences in Music Teacher Self-Efficacy

“…To date, however, few researchers have assessed the self-efficacy of inservice music teachers (e.g., Wagoner, 2015), and the self-efficacy of ACMTs specifically remains wholly unexamined. In light of the relationship of teacher self-efficacy to variables of teacher effectiveness, and the relative dearth of research on alternative certification in music (Asmus, 2003; Hellman, Resch, Aguilar, McDowell, & Artesani, 2011), an examination of ACMT versus TCMT (traditionally certified music teacher) self-efficacy may inform discourses surrounding music teacher preparation practice and policy.…”

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

“…These pathways, commonly referred to as alternative teacher certification programs (ATCPs), encompass a variety of approaches that allow candidates to earn certification without completing traditional teacher preparation programs (Scribner & Heinen, 2009). Among these pathways are (1) certificate-only programs that focus on developing teaching competencies within areas of existing content knowledge, often offered by universities or school districts; (2) graduate-level teacher certification for those seeking both a master’s degree and licensure simultaneously; and (3) nonuniversity programs tied to state minimum standards, which often include on-the-job training, enabling noncertified candidates to assume paid positions as teachers of record while they complete licensure (Hellman, Resch, Aguilar, McDowell, & Artesani, 2011). Supporters of alternative pathways value their flexibility, convenience, and appeal to a broad market, while critics of nontraditional licensure options show concern for program rigor and quality (Levine, 2006).…”