2015 SMTE SYMPOSIUM ASPA GOALS
by Connie McKoy
1. Policy
1.1. #1: Position the SMTE Policy ASPA as a collective that provides NAfME with white papers, policy analyses, and other information to inform the legislative, policy, advocacy agenda.
1.2. #2: To collaborate with SMTE membership and APSAs to support their efforts by providing resources and information regarding policy that is pertinent to their efforts.
1.3. 3: Serving as a clearing house for information relating to current and future policy issues.
1.4. #4: To provide teachers, administrators, and teacher educators with opportunities to get information about and engage with policy.
2. Supporting Beginning Music Teachers
2.1. Toolkit and Communication
2.2. New Music Teacher Support Guidelines for MEAs & State Music Organizations
2.3. Regional Beginning Music Teacher PD Outreach
3. Prof. Dev. for Experienced Teachers
3.1. For NAfME Atlanta 2016: a colloquium related to the need for various perspectives on reflection on pedagogy based on teachers’ needs at three different times in their career, BUT with the caveat that experienced teachers need autonomy and choice to choose and initiate their own PD based on their own awareness of their personal needs.
3.2. A refreshing and updating of the NAfME PD eKit into an infographic (something easily sharable and social media-compatible)
3.3. A survey to determine what kind of PD teachers are participating in, and why, and asking them what would be helpful in their specific context. This is designed to get at the issue of equitable access to PD: we have anecdotal evidence that access to meaningful, sustained, musical PD varies greatly across types of districts (urban, rural, and suburban)
3.4. Investigation of a grant to offer inclusive, equitable PD opportunities for experienced teachers through use of online platforms.
4. Teacher Retention
4.1. Quantitative study of music teacher satisfaction
4.2. Book compilation of a collection of teacher narratives on various aspects of teacher retention
5. MTEs: Identification, Preparation & Prof. Dev.
5.1. Expand the track of presentations for doctoral students and early-career MTEs at SMTE symposia and NAfME conferences
5.2. Expand the track of presentations for mid-career and later-career MTEs at SMTE symposia and NAfME conferences
5.3. Focus on various MTE mentoring needs (e.g., job interviews, research writing, mentoring network across institutions for lone MTEs at particular institutions)
6. Teacher Recruitment
6.1. Replicating the work of Dave Rickels, Ed Hoffman, & Bill Frederickson – “A comparative analysis of influences on choosing a music teaching occupation."
6.2. Replicating the work of Fred Burrack, Phil Payne, Ann Porter, & Bill Frederickson – “Encouraging students to consider music education as a future profession.”
6.3. A content analysis of university music department/music education program web pages.
7. Program Admission, Assessment & Alignment
7.1. Admissions processes for transfer students in music education programs.
7.2. Benchmarks (decision points) in place at various schools
7.3. Barriers in place that prevent students from entering or progressing through a music education program
8. Music Teacher Socialization…name change coming soon
8.1. Emergent frameworks for multiple case studies (Meta-analysis) Spaces through which music teacher identity is constructed or challenged
8.2. Music teacher identity as marginalized within the music profession
9. Critical Examination of the Curriculum
9.1. Multiple Case Study of Music Teachers’ Daily Practices Utilizing a PCSK Lens
9.2. Music Education Degree Analysis of Music Education Degrees in China Using PCSK as a Lens
9.3. BOOM! Creative Deconstruction and New Conceptions of Music Education Curricula
9.4. Piano Proficiency Survey
9.5. Exploring Terminology and Other Aspects of Creative Musicianship
9.6. A Vague Beginning of a Direction
9.7. Review of Literature: A Discussion of Reflective Practices Enacted in Preservice Curricula
10. Cultural Diversity & Social Justice
10.1. Straddling Intersecting Spaces: A Case Study Reader of Voices from the Margins of Music Education
10.2. Musical and Cultural Identities
10.3. Addressing reasons why MTEs don’t address Social Justice Issues in MTE Coursework.
10.4. SOCIAL JUSTICE FOR ACTUAL MUSIC EDUCATORS… reaching out to inservice teachers.
10.5. Teacher Evaluation Navigation: how are ED TPA and other teacher cert tests affecting the diversity of our students/teaching force?
10.6. Power, Space, Access, and Curricula
11. School/University Partnerships
11.1. Finalize and submit a presentation proposal for NAfME Conference in March
11.2. Collect descriptions of relevant school-university partnerships that are equitable and inclusive
11.3. Revise and distribute the school-university partnership in music education survey
12. Teacher Evaluation
12.1. A collaborative research project asking “What are the evaluative experiences and needs of mid-career music educators?”
12.2. A professional development proposal to CMPL strand of NAfME Atlanta focused on highlighting cases demonstrative of current evaluator-evaluatee practices across varied contexts and hierarchies (for a K-12 music administrator audience).
12.3. A collaborative research project exploring cooperating teachers’ experiences in working with student teachers completing their capstone assessments
12.4. A colloquium proposal for the SMTE strand of NAfME Atlanta created in partnership with the Policy ASPA entitled “Pre-Service Teacher Evaluation: Policy and Practices”
