Scott N. Edgar

Collaboration as Effective Music Professional Development: Success Stories From the Field

Collaborative professional development (PD) efforts are increasingly popular and successful across the United States. In this article, we highlight the voice of the teacher in brief descriptions of PD efforts that support collaboration as a key component of meaningful music teacher PD. To draw a vivid picture of the potential and possibilities in models of music teacher collaborative PD, we connect eight practicing teachers’ positive PD experiences to recommendations from recent research findings. We also make suggestions for music teacher educators about the implications of these findings about the establishment of a disposition in preservice teachers toward valuing collaborative development.

Communication of Expectations between Principals and Entry-Year Instrumental Music Teachers: Implications for Music Teacher Assessment.

Assessment of arts educators, including music educators, has evolved into a high-stakes situation that drives teacher pay, promotion, and retention. This assessment process is driven by federal policy advocating for a value-added model based on student performance. Principals, who are often charged with assessing artistic musical performance, traditionally conduct these evaluations but may be underprepared to do so. This disconnect between evaluator expertise and teacher assessment expectations poses a challenge for arts educators, administrators, and policymakers. This article presents a policy model for music teacher assessment based on findings from a study of principals’ expectations of entry-year instrumental music teachers (EYTs) and how these expectations are communicated. I first outline this study and then explain how these findings are relevant for music teacher assessment, especially within a value-added model. Principal expectations are especially important to articulate, given the high-stakes nature of teacher assessment and the direct connection between expectations and assessment. After speaking with both principals and EYTs, I derived the following conclusions: (a) principals’ expectations largely focus on interpersonal and general teaching skills such as engaging students and classroom management, not on musical expertise; (b) principals’ expectations are often not adequately conveyed to EYTs, and assessments are conducted primarily through official reviews; and (c) increased communication of principal expectations would benefit the EYTs induction process. I suggest that principals and music teachers increase communication and dialogue to define “musical success” and determine adequate methods for music teacher assessment. Finally, I conclude by presenting a new model linking policy with music teacher assessment.

Introducing Social Emotional Learning to Music Education Professional Development

There are more knowledge bases, skills, and dispositions that teachers need to have than can be covered in undergraduate music teacher education. One knowledge base that music teachers could benefit from, which is rarely covered in preservice teacher education, is social emotional learning (SEL) and techniques to implement it in their classrooms. Professional development (PD) can help provide career-long growth. The purpose of this article is to review literature on PD in relation to SEL techniques for music educators. Following an explanation of SEL, literature will be discussed in the areas of: (a) PD for teaching SEL techniques; (b) PD in general education, divided into subtopics of evaluation and effectiveness, reflective teaching as a PD experience, and collaboration as a PD experience; and (c) PD in music education. Implications and suggestions for SEL PD for music educators conclude this article.

Preparing High School Instrumental Music Educators to Respond to the Social and Emotional Challenges of Students

The purpose of this multiple instrumental case study was to explore how four high school instrumental music educators assuming the role of facilitative teacher prepared to respond to challenges affecting the social and emotional well-being of their students. The four participant instrumental music educators had a reputation as being caring and having positive professional relationships with their students, represented diverse settings, and had at least 10 years of instrumental music teaching experience. Findings included (a) formative elements leading to the instrumental music educators’ preparation to support included experience, demonstration of care by influential people, parenthood, professional development, and participation in this study and (b) the instrumental music educators experienced challenges associated with providing support, including quantity of challenges, time commitment, and lack of school assistance. Suggestions for teacher educators and in-service professional development are included.

Learning to Teach Graduate Students A Self-Study by Students and a Faculty Member

This study examined our perceptions as a music education professor and three PhD students as we conducted a self-study of our individual and collective experiences teaching graduate students. We framed our work around the key question: How do PhD students describe experiences specifically in relation to perceived potential as teachers of graduate students in higher education? Findings concerning graduate teaching included (a) views of graduate teaching changed with increased experience, and (b) confidence increased with more experience teaching graduate classes and more time to process the content. The use of self-study as an approach to inquiry is discussed along with these findings.

Approaches of high school instrumental music educators in response to student challenges

The purpose of this multiple instrumental case study was to explore approaches of four high school instrumental music educators assuming the role of facilitative teacher in responding to challenges affecting the social and emotional well-being of their students. This study utilized the framework of social emotional learning as a lens to view the educators’ interactions. The four participants represented diverse demographic settings and had at least 10 years of instrumental music teaching experience. Findings and implications include strategies for providing support, unique elements of the instrumental music classroom, and perceived outcomes from providing support.

Music Teacher Education at a Liberal Arts College: Perspectives across Campus.

In 2012, a committee at a small Midwestern liberal arts college, Lake Forest College, embarked on a journey to create a music education teacher licensure major. Drawing from narrative inquiry, this article reports how the dean of faculty, education department chair, music department chair, and assistant professor of music/music education coordinator collaborated on a curricular creation. Findings from this process included (a) the created music education major, (b) each participant’s rationale for wanting the new music education major, (c) valued components of the music education major, and (d) unique elements of a music education major at a liberal arts college. Implications from this experience could be valuable for music education programs at small liberal arts colleges, those involved in university/school partnerships such as professional development schools, and those looking to advocate for their music education programs across campus.