Start Me Up: Experiences of First-Year Teachers Beginning New Instrumental Music Programs in Urban Public Schools

Abstract

The purpose of this multiple case study was to examine the experiences of beginning music teachers as they navigate starting instrumental music programs in a large urban school district in the southern United States. A team of researchers collected data from three first-year music educators launching new instrumental programs at seven schools. Data sources included participant interviews, observation of teaching, questionnaire responses, informal conversations, and artifacts from the field. Data analyses uncovered issues related to school culture, classroom management, communication, access to resources, isolation, and teacher evaluation. The ancillary status of music within the curricular hierarchy and concerns about substantive professional development provide insight into new teachers’ struggles to be successful under challenging circumstances. Recommendations for music teacher preparation are provided.