Professionalism: degrees of separation

American Music Teacher, April-May, 2004 by Deborah Wallace

Many do continue to learn, grow and develop as dedicated professionals, contributing in every way possible. Most of their names are familiar to the majority of the membership, and they have become highly regarded performers and presenters at state, regional, national and international conferences. Some hold leadership positions. Those are the tough, demanding and often thankless jobs that require personal sacrifice, selflessness, vision and optimism.

Take a look at the names listed on the leadership page near the back of any issue of AMT. Notice that many include the initials "NCTM." Yes, there is a correlation! Although the majority have earned advanced degrees, they have taken their professionalism a giant step further. They went the extra mile and have not stopped yet! Why? For prestige, higher pay, greater employment benefits? While these should be among the perks, they are not. These members, and many others, chose to become professionally certified through the MTNA Professional Certification Program because it is the professional thing to do! It is a stamp of national designation validating what a competent performance-area music teacher should know and be able to do. It is a tool for colleagues, as well as for consumers, to identify those music teachers who have declared that professionalism is a necessity and a privilege to uphold. Although being nationally certified may not reap immediate or tangible rewards, it sets and elevates a standard; it provides a model and example for others.

Under some past programs, those teachers who had earned a music degree only had to pay a fee to become professionally certified. Those lacking a degree were required to demonstrate an equivalence of knowledge and experience. Admittedly, disparities among certified teachers exist as among all teacher/member types. There are those who are primarily concerned with self-promotion, those who are ineffectual and those who seek challenges and revitalization--for themselves, their students, their colleagues and the profession at large--through active participation and service.

The MTNA Professional Certification Program grants credentials equitably. It never has been more justly administered and monitored, nor more accessible and accountable than it is now. There is no videotape requirement, only documentation to verify teaching experience and achievement. The Certification Portfolio is available as an alternative to the Certification Examination. It is expected this option will offer greater opportunities for teachers in outlying or remote areas, those for which English is not a first language and those on college and university faculties. The certification program is financed independently of the coffers of MTNA. Increased numbers are needed if it is to thrive. Diane Delk, NCTM, national junior performance competitions coordinator, says, "It's alarming that so many of us actually avoid becoming certified when we could qualify for the recognition." Delk's comment was one of many supporting the current certification program. Those concerned with becoming certified, and with the furtherance of the certification program, are the "Bess Duvalls" and "Wyatt Werks" types of teachers.