Music teacher licensure in the United States: a policy analysis

Abstract

The purpose of this study was to construct a comprehensive, national profile of music teacher licensure practices. Our objectives in this research were a) to construct a descriptive, national profile of legislative policy about music teacher licensure, b) to identify licensure parameters required of music teacher candidates, and c) to identify points of convergence or divergence across state-level written policies. Teacher licensure is one of many policy-related topics that necessitate consistently updated, descriptive research to establish an understanding of current practice. In addition, the current national teacher shortage calls for an in-depth exploration of potential pipeline barriers or inequities. We therefore conducted a retrospective, or ex post policy analysis, which involves the distillation and transmission of information and policies after they have been implemented. Within this retrospective policy analysis, we adopted a problem-finding perspective (Dunn, 2012). That is, we sought not only to describe music teacher licensure policy but to identify and explain elements that may contribute to problems with inconsistency or inequity. State-level music teacher licensure policy existed predominately in the form of statute or code, with most states offering a holistic, rather than leveled or tracked music teacher certification. Most states required two or more written examinations of content knowledge or pedagogy. Under one-half of states required a portfolio assessment of teacher performance. The notion of certification reciprocity presented multiple points of convergence and divergence in policy across states.