News NCLB
and Music Teacher Education by Kimberly C. Walls
While chatting with a group of music teachers from Alabama, Georgia, and Pennsylvania recently, the topic of No Child Left Behind (NCLB, or Elementary and Secondary Act) arose. The teachers were concerned with the widespread impact of NCLB on their schools and music programs. They were surprised to learn that higher education has also had to change to meet NCLB regulations. In fact, NCLB has affected teacher education programs, including music teacher education programs, across the nation. The legislation has meant additional com- mittee meetings, paperwork, and administrative actions and additional requirements for music edu- cation majors.
Music is defined in Alabama as one of the core cur- riculum subject areas, so music teachers in Alabama must be "Highly Qualified" so that schools can receive federal funding. Each state submitted it's own plan to meet NCLB requirements, including the state definition of "Highly Qualified" teachers to gain approval from the federal government. The State Department of Education ensures that gradu- ates of university music education programs who are certified are "Highly Qualified." Across the state higher education faculty and administrators have reexamined curricula to make certain that new grad- uates of music education programs are "Highly Qualified."
Teachers who are "Highly Qualified" must have an academic major in their subject area, a graduate degree, or advanced certification. This means that new graduates must have a major in music, not only a major in music education. Music methods and ped- agogy courses do not count toward a major, so cur- ricula have been adjusted to make certain that each undergraduate has sufficient hours in to have a music major.
"Highly Qualified" new teachers must pass an aca- demic subject test. Due to an ongoing court decree regarding teacher testing in Alabama, this require- ment has been difficult to meet. Developing tests is an expensive proposition for the state and the last time the state invested in a subject test program, the court determined that the tests were discriminatory. This past spring, graduating seniors in music educa- tion were required to take the Praxis II exam to qual- ify for teacher certification. As the state gathers test performance data and reports back to the universi- ties, additional curriculum modifications will be necessary in higher education to insure that music education majors are taught all the content covered in the exam. Expect changes in music history, ele- mentary music methods, and educational psycholo- gy, as well as more emphasis on knowledge of both vocal and instrumental techniques for all music edu- cation majors.
What will be the effect of NCLB down the road for music educators in Alabama? I predict both positive and negative effects in the next few years. On the positive side, there will be fewer long-term substi- tute teachers and non-certified personnel teaching music. Those music teachers who are hired will be highly qualified. Certified music teachers will be highly valued and in high demand! On the negative side, many schools will not be able to offer music due to the lack of certified teachers. As fewer schools offer music programs, there will be fewer young musicians who can become music majors and future music teachers. Teacher shortages will increase and music programs led by certified teach- ers will become more rare. For the sake of music in Alabama, let's hope that creative minds will work with the state and the federal government and find ways to develop more music teachers who are high- ly qualified.
ala breve - October 2005 57
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