An Analysis of State Music Education Certification and Licensure Practices in the United States

Abstract

Teacher certification and licensure practices for music educators vary by state. Enhancing music teacher educator knowledge of state music education certification and licensure practices can inform music teacher preparation and improve future music teacher quality. The purpose of this study was to compile relevant information for music educators about the certification practices of each of the United States and the District of Columbia as of January 2016, and to examine the commonalities and differences among the states’ policies. Results revealed a movement toward comprehensive certification for all grade levels and music subject areas. Researchers noted heightened accountability through increased testing requirements and the inclusion of teacher performance assessments.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

“…In today’s schools, music educators can expect to teach a variety of learners. Across the United States, nearly all music educators are certified to teach a broad range of grades and content areas (May et al, 2017). 1 Music teacher education program accreditation guidelines also state that “attention should be given to .…”

Preparedness of Instrumental Music Majors Teaching Elementary General Music

“…The practice was developed in 1954 at the University of Illinois; instrumental, choral, and general music tracks were established in order to reduce the number of credit hours and time needed in a certification program (Groulx, 2016; Kuhn, 1955). In contradiction with tracked music teacher education programs, most music teachers receive comprehensive licensure (May, Willie, Worthen, & Pehrson, 2017). While having discrete tracks of music teacher education streamlined the preparation process, as the current study explored, the specificity may not always adequately prepare teachers for the broad range of teaching experiences they will likely encounter in the field or for which they are certified.…”

Review of Literature: Pedagogical Content Knowledge and String Teacher Preparation

“…Based on current hiring practices of non-string specialists and the potential need of additional string educators in the future, it may be critical to provide support for non-string specialists who are assigned to teach string classes. Regardless of a teacher’s expertise or skill in a specialized music field, 39 states offer music teacher certification in which teachers would be considered qualified to teach strings, band, choir, general music, or any other type of music class (May, Willie, Worthen, & Pehrson, 2017). Research has suggested that teachers’ subject matter preparation and pedagogical training are positively related to student learning (Goldhaber & Brewer, 1997; Monk, 1994), and when teachers are assigned subjects outside their fields of specialty, both their instructional strategies and student learning gains are affected negatively (Goldhaber & Brewer, 1997; Monk, 1994; Ross, Cousins, Gadalla, & Hannay, 1999).…”