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The Professional Standards Debate in Australia:
Developing Subject-Specific Standards for Music Educators:
Amanda Watson, David Forrest, Neryl Jeanneret

Biographies

Dr Amanda Watson is an Instrumental Music Teacher with the Department of Education & Training Victoria. She has taught Classroom Music at primary and secondary levels and initially trained as an Early Childhood Educator. Her research interests include music and arts curriculum development in schools, and developing professional standards for music teachers. She is currently the National Secretary for the Australian Society for Music Education and Vice President of the Council of Professional Teaching Associations of Victoria.

Associate Professor David Forrest is the Program Manager for Music & Arts in the Faculty of Education, Language and Community Services at RMIT. He has taught in UK, Hong Kong and Australia. His research interests include curriculum development and policy, music for children, and the life and educational philosophy of DB Kabalevsky. Dr Forrest is currently the National Publications Editor for the Australian Society for Music Education.

Dr Neryl Jeanneret is a Senior Lecturer at the University of Newcastle where she is the Director, Professional Experience Unit in the School of Education, Faculty of Education and Arts. She has lectured to pre-service teachers in Australia, Canada and the United States and her publications include national and international journal articles as well as teacher support materials for the Australian Music Centre, Musica Viva, Opera Australia, the Sydney Symphony Orchestra, the NSW Board of Studies and the NSW Department of School Education. She is the National President of ASME.

Foreword

This paper highlights the current development and debate of professional standards of teaching in different subject areas, with special focus on music, in Australia. As stated in the paper, the three authors have been leading a project in developing subject-specific standards for Australian Music Educators. And as evidenced in the literature review, scholars emphasize the significance of establishing standards are to raise the status of the teaching profession and the development of these standards should highly involve the teaching profession. Related to the development of the music standards, the authors propose to categorize music into three areas: classroom teaching, instrumental music teaching in schools, and private studio teaching; and describe and discuss the contents and relationships of these areas. They further stress that instrumental music teaching serves as a link between classroom and studio teaching. Furthermore, four domains were identified for discussion in the structural framework for subject-specific standards for Australian music educators. They are professional knowledge, professional practice, professional values, and professional engagement. The dance standards mentioned are highlighted for further discussion in establishing the music standards in Australia. Another issue related to the standards is the different forms of teacher registration that have been existed in Australia.

Issues and questions for discussion

1. Is establishing standards a “must” for music, and what are the pros and cons?

2. How could the teaching profession be best involved to establish the music standards?

3. Are the three categories (classroom, instrumental and studio teaching) proposed appropriate for other countries, and are there other suggestions?

4. Comment on the argument that instrumental teaching is a link between classroom and studio teaching?

5. Is the proposed structural framework of the four domains an appropriate starting point for discussion?

6. How could standards of other subjects like the dance standards help to establish the music standards?

7. Should there be uniform standards for teacher registration in a large country?

8. A more far away issue: could there be standards for music teacher registration?

Abstract

In 2002, the National Executive of the Australian Society for Music Education [ASME] commenced discussions about the development of professional standards for Australian Music Educators. Although most Australian States and Territories had developed generic professional standards for teachers, this research was prompted by current work on establishing subject-specific professional standards for teachers of English, Mathematics and Science. In addition, the Australian Dance Council has developed professional standards for dance teachers, and Drama Australia has developed a position on ‘working conditions’ for drama teachers.

In the case of music, it appeared that there needed to be three categories of standards that related to teachers of classroom music, instrumental music in schools, and private studio teachers. This paper is one element of a ‘work in progress’ as the authors describe the approach and process they have taken. It documents the activity of this project throughout 2003 and the anticipated next stages to develop subject-specific standards for Australian Music teachers.

Introduction

Developing generic professional performance standards and subject-specific standards for teachers is considered one of the most important issues facing educators in Australia. A common reason for developing professional standards in Australia has been to document what teachers should know and be able to do and seems to be a part of the current trend of accountability. Professional standards are also developed for the benefit of advocacy, certification and improved professional development for teachers. This paper records the approach taken by the authors as they lead a project to develop subject-specific standards for Australian Music Educators, highlighted in research by Watson, Forrest and Jeanneret (2003a, 2003b, 2003c, 2004).

Background

It is acknowledged in much of the literature that involvement from practising teachers is crucial if any professional standards are to be embraced by those for whom they are written. Participants in a national forum in April 2000 on the development of standards for the teaching profession identified raising the status of the teaching profession as one important outcome of such a project, with the ownership of this development firmly embedded in the profession. Cook (2000, 2001, 2002) endorses the contribution of professional standards in raising the status of teaching in Australia and Ingvarson (2000) suggests that developing standards and assessments be left to the teacher associations and organisations, with extensive consultation with teachers.

Further support for the involvement of practitioners in this process comes from a number of sources. The final statement in the conclusion of Standards of Professional Practice for Accomplished Teaching in Australian Classrooms (Australian College of Education, 2000) provides an important guiding principle: “The imperative to establish and abide by accomplished teaching standards ought to come from within the profession itself” (p.12). Similarly, Crowley (1999) has remarked: “It is the role of the profession [of teaching] to define its own standards” (p.18), and Maling (1995) commented that “teachers themselves must develop their profession’s standards of ‘good practice’” (p.4). This view is also acknowledged in A Class Act: Inquiry into the Status of the Teaching Profession (Australian Senate, 1998) with a proviso that authorities with an interest in education have a “legitimate contribution” to make to their development (p.17) and Sunderland (2002) states that classroom practitioners should drive the process.

In the past decade in Australia, a plethora of generic professional and subject-specific standards have been written and published or are still in the process of being developed. As a Federation of States and Territories, Australia has nine education authorities: the eight States and Territories and the Commonwealth. The Commonwealth does not direct the States and Territories however it is still seen as a partner as its policies and directives impact on the States and Territories. Each of these jurisdictions is currently developing generic professional standards in conjunction with teacher registration procedures, in addition to other objectives. Over time, most Australian States and Territories have had forms of teacher registration, with many of them removing or diluting relevant legislation in the early 1990s in response to National Competition Policy agreements. Since this time, each state has reinstated their own procedures for the registration of teachers in each of the three schooling sectors: Government, Non-Government and Catholic. Any direct link between professional standards and registration is still in early planning stages. The structures currently being developed in each Australian State and Territory are outlined in Appendix 1.

Coupled with action at the Government level, professional teaching associations have been or are currently preparing subject-specific standards or providing broad ranging professional support. Prior to the authors commencing any research on this topic subject-specific standards had been written for teachers of English and Literacy, Mathematics, Science and Dance and working conditions for Drama. A summary of each is presented in Appendix 2. A summary of teaching standards appears in Appendix 3.

Developing Music Standards: Consultation with the Profession

Prior to presenting an Issues Forum at the ASME National Conference in Darwin (Northern Territory) in July 2003, an introductory paper was placed on the ASME website for comment and a paper included in the Conference satchels (Watson, Forrest and Jeanneret 2003a, 2003b). The Issues Forum commenced with a presentation was followed by small group discussion and concluded with a short summary. A discussion handout (see Appendix 4) was given to those in attendance for completion. Some starter questions were printed on the left hand side with space for responses on the right hand side. The handout was collected at the conclusion of the Issues Forum. Participants were asked to record their name and State or Territory on the back. It is planned to publish all participant’s names when this project is finalised.

Delegates who participated in the forum confirmed that a structure focussing on the development of standards for classroom music, instrumental music and studio music teachers was a significant option. To accommodate the different ‘types’ of music education provided in Australia, it was suggested that standards should be unique to each. However, an analysis of the written responses from the conference delegates indicated confusion regarding the definition of the types of standards to be developed and the relationship with the teaching profession. References were made to student content standards (possibly signalled by the use of the term ‘subject-specific’ standards) and to registration requirements of the Australian State and Territory teacher registration boards. The respondents found it difficult to focus on the development of standards from a national perspective (with an international influence) and chose to identify with their own State or Territory.

Proposed Model

A number of differing models could be considered in designing a structure for subject-specific music standards. These include the integration of generic and specific music education factors; adopting the Australian national standards framework; accommodating Australian State and Territory standards frameworks; developing arts standards to accommodate all disciplines in the Arts key learning area followed by standards that are more specific to each discipline; taking a direct focus on music and addressing the various categories of classroom music, instrumental music, studio music, early childhood and preschool, primary (elementary) school, middle school, secondary years; or specialist opposed to non-specialist (generalist) teachers.

Students attending school in Australia predominately receive their music education in one or more of three settings: classroom music, instrumental music in schools, studio music. Throughout Australia, pre-service student teachers study methodologies in classroom music and instrumental music. Employment opportunities are offered for classroom and instrumental music and teachers are classified in these two categories. Therefore, it is most appropriate to select a model linking classroom, instrumental and studio music for the development of music standards.

Classroom music occurs in schools and is part of the core curriculum or an elective class subject. Usually 26 students will be in each class and the content delivered by the classroom music teacher includes music history, music theory, listening, and composition.

Instrumental music occurs in schools and specialist teachers offer lessons in orchestral, concert band, rock band instruments and voice to students either individually or in small groups. Teachers also conduct a great variety of ensemble groups. This is an elective activity and students select to learn an instrument at school and participate in the performing groups.

Studio music lessons on a range of instruments and voice are offered in private homes or a venue used by the teacher. Lessons are on an individual basis and students pay a fee for the service direct to the teacher. The growing community music movement in Australia provides instrumental music classes and opportunities for performing ensembles and can be classified as a studio environment.

The model (Figure 1) represents how students in Australian schools receive their music education and therefore the interaction between music teachers in providing that education. At the schools level, classroom and instrumental music combine to form the school music program. Although it is recognised that the two elements work together with varying degrees of success, they supplement each other and instrumental music is used to ‘promote’ the school and its music program. The music coordinator in a school often has responsibility for classroom and instrumental music. Classroom and instrumental music teachers in schools often have a private studio practice at home after school hours. Students learn instruments outside the school setting with private studio music teachers and participate in classroom music at school and contribute to school music performances. Some students study one instrument with a studio teacher and commence a second instrument at school with an instrumental music teacher. Some will even learn the same instrument in both settings. In their senior years at school, students, as part of a certificate course, may study their instrument with a studio music teacher whilst the classroom music teacher delivers the written elements.

It is for these reasons that instrumental music serves as a link between the classroom and studio music settings, although no such formal relationship exists. It is through instrumental music taught in schools that classroom and studio music can be linked. The interaction between classroom and instrumental music is more defined, as both occur in schools, than any interaction between classroom and studio music. This model is the most appropriate for the present although it is acknowledged that a different model should be developed as the interaction between teachers and music learning opportunities changes.

Proposed Framework

The proposed structural framework for subject-specific standards for Australian music educators currently uses four domain headings: Professional Knowledge, Professional Practice, and Professional Values, and Professional Engagement. It is important to acknowledge that this framework is a working structure and the domain headings may change in number and language with continued consultation with the profession. The three subject area divisions of classroom music, instrumental music, and studio music, endorsed by the profession, represent the way in which music education is delineated in Australia. Each division is partitioned into career dimensions with the intent of writing standards for beginning (up to five years of teaching), experienced (five to ten years of teaching) and accomplished teachers (more than ten years of teaching). The proposed framework is illustrated in Table 1.

The proposed structure is endorsed and supported by the Ministerial Council on Education, Employment, Training and Youth Affairs, Teacher Quality & Educational Leadership Taskforce (MCEETYA TQELT) A National Framework for Professional Standards for Teaching. Published in November 2003, this research prior to the development of this Framework has considered the subject-specific standards that have already been published, those currently being developed and the ongoing work involved with development of professional generic standards. It acknowledges this work thus:

This current National Framework for Professional Standards for Teaching provides an architecture within which generic, specialist and subject-area specific professional standards can be developed at National, and State and Territory levels. It provides an organising structure which establishes, at a national level, the agreed foundational elements and dimensions of effective teaching.

The framework presents a nationwide Australian view encompassing many independent elements. There are four career dimensions named as graduate, competence, accomplishment and leadership and four professional elements identified as professional knowledge, professional practice, professional values and professional relationships.

Conclusion

In this paper, the researchers involved in developing subject-specific Music Standards for Australian Educators have recorded their progress so far. The views of the music teaching profession gathered at an initial meeting in July 2003 have provided an indication of the pathway to be taken. It has been suggested, with the development of a model, that the teaching of instrumental music provides the link with teaching music in the school classroom and the private studio. A structure for the music standards has been developed, reflecting similarity with English and Literacy, Mathematics and Science and the MCEETYA Framework.

The dance standards, although written some years previously and with a focus on competency standards, have incorporated expectations of teachers in the public workplace and in the private studio. It is significant that the authors of this paper are pursing the development of professional standards for music teachers not only in school classrooms but also in the private studio. Elements of the dance standards will be of influence in developing the music standards.

The next step is to begin recording what music teachers in Australia believe are suitable subject-specific professional standards for those working as classroom music in schools, instrumental music teachers in school and studio music teachers. On the 21 and 22 February 2004, a Music Standards Summit will be held in Melbourne (Victoria) to be attended by a selected representative of each of the eight ASME Chapters and other music educators who register an interest.

Active use of Australian professional development opportunities and publication of standards in widely-read music teacher journals will be made to encourage debate and record opinions. Trialing and revision by practitioners in the field will be needed before the music professional standards can be promoted and disseminated for professional use.

Appendix 1: Generic Professional Standards for Australian Teachers

State or Territory:	Organisational Structure:
Australian Capital Territory	Currently no structure in place.
New South Wales Interim Committee for a NSW Institute of Teachers	Seven elements have been identified: Teachers know their subject content and how to teach that content to their students; Teachers know their students and how they learn; Teachers plan, assess and report for effective learning; Teachers communicate effectively with their students; Teachers create and maintain safe and challenging learning environments through the use of classroom management skills; Teachers continually improve their professional knowledge and practice; Teachers are actively engaged members of their profession and the wider community. www.icit.nsw.edu.au
Northern Territory Teacher Registration Board, Northern Territory, Interim Board	Recommendations include: Purpose and process for developing standards; Type of document to be used (principles, conduct, ethics, professional standards); Manner in which subject-specific standards can be applied, overlaying generic standards. www.deet.nt.gov.au/teacher_registration
Queensland Education Queensland	Professional standards for teachers comprise 12 interrelated standards that can be summarised as: Flexible and innovative; Language, literacy and numeracy; Intellectual challenge; Connect beyond school; Inclusive and participatory; Information and communication technologies; Assess and report; Social development and participation; Safe and supportive environment; Relationships with wider community; Professional teams; Professional practice. http://education.qld.gov.au/staff/learning/standards/
South Australia Teachers Registration Board of South Australia	The new Government Act proposes to promote and monitor professional development and teacher quality. www.trb.sa.edu.au
Tasmania Teachers Registration Board, Tasmania	Criteria include: Promote the teaching profession; Develop and improve professional teaching standards; Develop and maintain a code of professional ethics for the teaching profession. www.trb.tas.gov.au
Victoria Victorian Institute of Teaching	Considerations identified: Professional Knowledge, Professional Practice, and Professional Engagement. They are further divided into eight core elements. www.vit.vic.edu.au
Western Australia Western Australian College of Teaching, Interim Board	Emphases on: Enhancing the status of the teaching profession; Ensuring ongoing professional development for all teachers; Establishing professional standards and values for teaching in schools; Administering the schemes of teacher registration and disciplinary proceedings. www.collegeofteaching.wa.edu.au/home.htm

Appendix 2: Subject-Specific Standards

Dance

Australian Guidelines for Dance Teachers (1997, pp 5-9)

1. Effective Teaching Methods. Teachers should	1.1 Use appropriate teaching methods 1.2 Use effective assessment and reporting procedures (where assessment is possible) 1.3 Maintain expertise 1.4 Encourage artistic endeavour
2. Safe dance practice. Teachers should	2.1 Encourage healthy lifestyles for dance students 2.2 Use knowledge of basic principles of anatomy and physiology to enhance safe dance practice 2.3 Employ effective injury prevention and management strategies
3. Professional practice. Teachers should	3.1 Consistently adhere to the Dance Code of Ethics 3.2 Demonstrate professional business practice 3.3 Demonstrate professional integrity 3.4 Maintain confidentiality 3.5 Avoid conflict of interest 3.6 Demonstrate ethical standards in publicity and advertising 3.7 Choose appropriate business or teaching names

Drama

Drama Australia (The National Association for Drama in Education) published a Position Paper on Working Conditions for Teaching and Learning in Drama (2001). Advocacy statements are made under the following headings with a focus on working conditions:

• Drama in early childhood learning,

• Drama in primary schools,

• Drama in secondary schools,

• Extra curricula drama,

• Access to professional development,

• Class sizes,

• Length of lessons,

• Programs of drama,

• Access to performances,

• Classroom drama spaces,

• Resources for drama,

• Storage space,

• Workplace health and safety,

• Budgets, and

• Production work.



English

From Standards for Teachers of English Language and Literacy in Australia (2002)

1. Professional Knowledge	1.1 Teachers know their students 1.2 Teachers know their subject 1.3 Teachers know how students learn to be powerfully literate
2. Professional Practice	2.1 Teachers plan for effective learning 2.2 Teachers create and maintain a challenging learning environment 2.3 Teachers assess and review student learning and plan for future learning
3. Professional Engagement	3.1 Teachers demonstrate content 3.2 Teachers continue to learn 3.3 Teachers are active members of the professional and wider community

Mathematics
From Excellence in Teaching Mathematics in Australian Schools (AAMT, 2002)

1. Professional Knowledge	1.1 Knowledge… of students 1.2 Knowledge … of mathematics 1.3 Knowledge… of students’ learning of mathematics
2. Professional Attributes	2.1 Personal attributes 2.2 Personal professional development 2.3 Community responsibilities
3. Professional Practice	3.1 The learning environment 3.2 Planning for learning 3.3 Teaching in action 3.4 Assessment

Science
From National Professional Standards for Highly Accomplished Teachers of Science (ASTA, 2002, p 3)

A. Professional Knowledge Highly accomplished teachers of science have an extensive knowledge of science, science education and students	Highly accomplished teachers of science have an extensive knowledge of science, science education and students 1. They have a broad and current knowledge of science and science curricula, related to the nature of their teaching responsibilities 2. They have a broad and current knowledge of teaching, learning and assessment in science 3. They know their students well and they understand the influence of cultural, developmental, gender and other contextual factors on their students’ learning in science
B. Professional Practice Highly accomplished teachers of science work with their students to achieve high quality learning outcomes in science	4. They design coherent learning programs appropriate for their students’ needs 5. They create and maintain intellectually challenging, emotionally supportive and physically safe learning environments 6. They engage students in generating, constructing and testing scientific knowledge by collecting, analysing and evaluating evidence 7. They continually look for and implement ways to extend students’ understanding of the major ideas of science 8. They develop in students the confidence and ability to use scientific knowledge and processes to make informed decisions 9. They use a wide variety of strategies, coherent with learning goals, to monitor and assess students’ learning and provide effective feedback
C. Professional Attributes Highly accomplished teachers of science are reflective, committed to improvement and active members of their professional community	10. They analyse, evaluate and refine their teaching practice to improve student learning 11. They work collegially, within their school community and wider professional communities to improve the quality and effectiveness of science education

Appendix 3: Summary Timeline of National Events in Australia

General Professional Standards

* 1994 Australian Teaching Council established

* 1996 National Competency Framework for Beginning Teaching published (ATC)

* October 1996 Enhancing Teacher Professionalism: Towards a New National Body for Teacher Professional Associations published (ACSA)

* 1998 Teacher Education Standards and Guidelines Project completed (ACDE)

* 1998 A Class Act: Inquiry into the Status of the Teaching Profession (Senate Inquiry)

* February 2000 National forum convened Professional Teaching Standards: Towards Collaborative and Strategic Action published

* September 2000 Standards of Professional Practice for Accomplished Teaching in Australian Classroom (ACE, ACSA, AARE)

* October 2000 AEU position on Professional Teaching Standards adopted

* February 2001 Analysis of responses to Standards of Professional Practice published (ACE)

* April 2002 Teacher Standards, Quality and Professionalism: Towards a Common Approach published (DEST)

* November 2002 A National Framework for Standards for Teaching – A Consultation Paper published (MCEETYA TQELT)

* December 2002 National Statement from the Profession on Teacher Standards, Quality and Professionalism. A Working Document published (ACSA)

* May 2003 National Statement from the Profession on Teacher Standards, Quality and Professionalism published (ACE)

* July 2003 Approval given to A National Framework for Professional Standards for Teaching (MCEETYA TQELT)

* September 2003 Report of a National Forum on Teacher Standards, Quality & Professionalism published (DEST)

* November 2003 A National Framework for Professional Standards for Teaching published (MCEETYA TQELT)

* 2004 National Institute for Quality Teaching and School Leadership established

Subject-Specific Standards

* 1985 Special Skills required of the Music Teacher/Co-ordinator (ASME Victoria)

* 1995 Arts Education (Senate Inquiry)

* 1997 Australian Guidelines for Dance Teachers published (AUSDANCE)

* 1998 Australian Standards for Dance Teachers published (AUSDANCE)

* 2001 Position Paper on Working Conditions for Teaching and Learning in Drama published (Drama Australia)

* 2002 Excellence in Teaching Mathematics in Australian Schools published (AAMT)

* 2002 Standards for Teachers of English Language and Literacy in Australia published (AATE & ALEA)

* 2002 National Professional Standards for Highly Accomplished Teachers of Science published (ASTA)

* July 2003 Issues Forum at ASME National Conference (Darwin): Establishing Standards for Australian Music Teachers



Appendix 4: ASME Issues Forum Discussion Handout

Questions – general

How will our standards match with the National Framework:
How will they match with State standards and registration authorities?
Can we actually do this on a national level?
Do we identify stages – what will they be?
How do we work with the registration authorities?
Qld Board of Teacher Registration
Tasmanian Teacher Registration Board
Teachers Registration Board of South Australia
Victorian Institute of Teaching
The Western Australian College of Teaching
NSW Interim Institute for Teachers
Questions – music

What categories are we going to address?
Classroom; instrumental; studio?
Early childhood: preschool?
Primary: specialist vs. non-specialist?
Middle school; secondary?
How can we collaborate with govt systems?
What else?
Drama (NADE)

Drama in early childhood learning
Drama in primary schools
Drama in secondary schools
Extra curricula drama
Access to professional development
Class sizes
Length of lessons
Programs of drama
Access to performances
Classroom drama spaces
Resources for drama
Storage space
Workplace health and safety
Budgets Production work


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