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Gosh Ken, that's worth at least a buck or two!!  :-)  Looking forward to
seeing people on the 28th...

> All,
> My $0.02...
> I know many of us get frequent contacts from people with numerous
> individual variations of this lack of licensure problem.  Many times
> it's a genuine desire to improve and contribute to something bigger.
> But also at times what is being sought is licensure without the
> broader education and skill development that lay the foundations for
> the license and further excellence in teaching.  Sometimes this desire
> originates with pressure being placed on the teacher from a school
> district needing to compress staffing in a hurry.  Fortunately or
> unfortunately, depending on one's perspective, colleges and
> universities do provide broad education and career preparation in a
> variety of ways with a certain level of rigor.  If that is desired
> then a university setting is the right place to seek licensure, and
> there can be some inconvenience associated with it, as there often is
> with advancement in any field.
> Each individual teacher's curricular and scheduling needs are
> different.  Some are difficult to realize in an individual setting
> that lacks context.  In many (though certainly not all) cases when I
> have been contacted by a graduate who is seeking the kinds of full
> experience through which our institution grants licenses, it has been
> possible to lay out a plan to achieve it.  One sometimes-successful
> strategy is to help the teacher communicate this to the school
> administration.  When a school asks for new licensure, they are asking
> a teacher to get additional education, experience, and practice.  The
> school is a stakeholder and has a lot to gain from finding flexible
> ways for an excellent teacher to earn a new license, if that is how
> the school can best serve the needs of its students.
> There is not a simple answer for the teacher whose school has
> unrealistic licensure expectations.  And there is also no simple
> answer for the teacher who seeks the fast track license.  This is a
> price we pay for our quality practices of licensing Wisconsin music
> educators in specialized fields with high expectations of competence
> and accountability.  I don't believe the answer is to allow practicing
> teachers to be licensed through universities without the assurance of
> adequate preparation.  The component parts of that assurance are
> sometimes inconvenient.  It's a difficult dilemma but I think in
> general, teachers, students, schools, and the profession are all
> better served if we maintain the integrity of the teaching license
> that is earned through a college or university education.
> Obviously there are bigger issues at work here, too, some arising from
> funding gaps in public education, but those don't matter much to the
> individual teacher who needs a new license.  Given our limitations, I
> think the best we can expect is to help each individual find the
> combination of options that will work best in their situation,
> including alternate offerings when they exist, so they can make
> educated choices.  Without compromising the integrity of our licensing
> system, I don't think there is a single solution that fits for
> everyone with this type of dilemma.
> Ken
> Kenneth L. Liske, Ph.D.
> Associate Professor of Music, Education, and Human Services
> University of Wisconsin Oshkosh Department of Music
> 800 Algoma Boulevard, Oshkosh, WI  54901
> office: Arts & Communication Center N228
> voice: 920-424-7029; fax: 920-424-1266; email: liske@uwosh.edu
> web: http://www.uwosh.edu/faculty_staff/liske
> On Jan 13, 2009, at 12:23 PM, Gregory Dennis wrote:
>> Dear University Music Educators,
>>     My question to all of you is, what are you doing for those
>> public and private school teachers who
>> are being asked (told, if they want to keep their jobs) to teach in
>> an area of music that they are
>> not certified, and "Oh, by the way, you'll need to get certified"?
>> Over the last eight years about 14
>> people from all over the state contacted me at UW-Platteville about
>> that very issue.  These were
>> people who had gotten their degrees from your universities, but no
>> one would work with them
>> individually to help them get their additional certification once
>> they were out teaching, unless they
>> stopped teaching, and came back to school (and sometimes not even if
>> they were willing to do
>> that).  One young lady who is currently teaching in Greenwood, WI (I
>> won't mention her name)
>> and is instrumentally certified contacted me last spring.  She was
>> asked to teach both instrumental
>> and choral and I know she is very capable.  She contacted four
>> universities (I won't mention who
>> you are.) and nobody would help her including the university from
>> which she graduated.
>>     Well, I'm retired now.  I started off this school year thinking
>> I could help her, but have found it
>> impossible.  My replacement at UW-P is very capable, but like all
>> first year college teachers, is
>> overwhelmed.  Somebody please help Marixa LaMont.  Oh, I said that I
>> wasn't going to mention
>> her name.  I know that you don't get paid for working with people
>> one on one.  It shouldn't be the
>> way it is, but that is the way it is.  I don't want to make Marixa
>> the poster child for this issue and I
>> know that you are trying to prevent this issue for future teachers.
>> But for a lot of music educators
>> in our state, this is a serious problem, NOW.
>>     Most sincerely,
>>                  Gregory Dennis, UW-Platteville
>>                  Retired
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Hilree J. Hamilton, Ph. D.
Associate Professor of Music Education
University of Wisconsin-River Falls