“Competency Based Music Teacher Education: Is Systematic Accountability
Worth the Effort?”
Author: Dennis M. HoltBulletin of the Council for Research in Music Education
Vol. 40 (1974): 1-6.
Presented by: Amy RedekerJuly 04, 2012
PURPOSE
• To explore the parameters of competency-based teacher education (CBTE) as a viable framework for the design of music CBTE (2)
• To describe a program of music CBTE evolving at the university of North Florida (2)
NEED FOR STUDY
EducationalAccountability
• Interest for educational accountability has been growing.
Commission on Teacher Education
• In 1968 the Commission on Teacher Education developed recommendations for the improvement of music teacher education.
• 13 objectives were developed.• The Music Educators National
Conference (MENC) clarified each objective.
Commission on Teacher EducationStatement:
Music Teacher CompetencyFramework
ProficiencyTest
History Theory StyleTechniques
AdvancedStanding
Procedures
Adequate Final Assessment
Competency(rather than passing a course)
Teaching Institution
Certification
Outcome of Commission’s Work
• Design and implement music CBTE
CBTEDESIGN
Competency Based Program
has the following qualities:• Observable/measurable behaviors based on
competencies• Identified learning conditions• Evaluation conditions congruent with behaviors• Identified minimal level of performance• Procedure for collecting formative and summative
data• Procedure for external and internal evaluation• Constant feedback on learner’s performance• Procedure for evaluating effectiveness and
appropriateness of program
Individualized Program
Student and Professor have input to the following:
• Learning objectives• Rate of student progress• Level of student achievement• Testing conditions• Selection of learning activities
Individualized Program
Teaching-Learning Modules• Main vehicle• Guide to direct student learning• Means of organizing units of content for
instruction• Learning tasks prepared by specialists
Field Based
• Students spend at least 50% of time allocated for professional education courses in an actual school setting. (3)
CBTE at the
University of North Florida
• The undergraduate and graduate music education program at UNF is evolving into a CBTE program. (3)
• The CBTE program at UNF is individualized and field based
Competencies & Product at UNF
To be able to:• Organize content that’s consistent with psychological and
physiological demands of learner• Plan for instruction: identify objectives for and with the
learner• Identify and demonstrate proficiency in methods,
processes, procedures, and techniques related to learner objectives
• Collect and use assessment data of pupil • Accept leadership and professional responsibilities • Integrate conceptual skills: see relationships of a system
and describe the total interactive process and it’s outcome
Developing a CBTE Program
• Select competencies• Group competencies• Match competency components to
courses• Match courses to performance
objectives• Develop, test, refine modules
Objective Example:
“A competent preservice music teacher demonstrates the ability to
relate musical learning tasks to children’s musical growth patterns with
at least 70 percent accuracy.” (4)
Individualized Instructionat UNF
Each module contains:• Classification• General Directions• Performance objective(s)• Prerequisites• Preassessment• Learning Activities• Post Assessment
Field Based Instructionat UNF
Includes 3 Elements:1. Opportunity for student to apply
knowledge in schools2. Opportunity for all subjects involved to
provide input about the UNF music teacher education program
3. Opportunity for professors to be involved directly with public schools
Common misconception:
“Study of theory almost automatically improves practice” (6)
Fact:
“…theory improves practice if the student comprehends the
linkages…” (6)
CONCLUSION
Evaluation of CBTE at UNF
• Program is still evolving.• Several dimensions are not described
in the article.• An informal evaluation of CBTE at UNF
concludes that implementation of a music CBTE program is worth the effort. (6)
Presenter’s Insights
Evidence that CBTE still exists:
Educational Accountability:
-No Child Left Behind Act
-standardized tests
-Professional Development Plans
-Achievement based pay for teachers
Preservice teacher programs in WI
-Praxis Exams
Works Cited
Holt, Dennis M. “Competency Based Music Teacher Education: Is Systematic Accountability Worth the Effort?” Bulletin of the Council for Research in Music Education 40 (1974): 1-6.