A Case Study of Issues Concerning Professional Development for Rural Instrumental Music Teachers

Abstract

Current legislation focusing on the professional development (PD) of teachers has come under closer scrutiny since the advent of the No Child Left Behind Act of 2001. The purpose of the present study was to investigate the effects of music specific PD activities provided as part of a community symphony orchestra’s educational outreach project on rural instrumental music teachers. Rural music teachers face unique challenges of time, place, and distance. The problem was to determine the extent to which rural instrumental music teachers’ attitudes, teaching strategies, and musical skills are affected through onsite music-oriented PD activities. PD activities designed specifically for instrumental music teachers appeared to stimulate and improve teachers’ personal self-development of music and teaching skills. Data indicate that PD must be oriented toward relevant and useful topics and experiences that spark an inquisitiveness and continuing curiosity of learning and self-development in teachers, and to counteract the complacency that may occur from being in a fixed, isolated career path.

Keywords

professional development adequate yearly progress (AYP)outreach rural instrumental music teachers No Child Left Behind

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