FRSS Survey of Elementary School Music Specialists

U.S. DEPARTMENT OF EDUCATION NATIONAL CENTER FOR EDUCATION STATISTICS WASHINGTON, D.C. 20208-5651 SURVEY OF ELEMENTARY SCHOOL MUSIC SPECIALISTS FAST RESPONSE SURVEY SYSTEM

FORM APPROVED O.M.B. NO.: EXPIRATION DATE:

This survey is authorized by law (P.L. 103-382). While participation in this survey is voluntary, your cooperation is critical to make the results of this survey comprehensive, accurate, and timely. Your answers may be used for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose unless otherwise compelled by law (Public Law 107-279, Education Sciences Reform Act, Section 183).

Arts instruction—The study of creative works in music, visual arts, dance, or drama/theatre, and the process of producing them.

Arts specialist—An education professional with a teaching certificate in an arts discipline, such as music, visual arts, dance, or drama/theatre, who provides separate instruction in that discipline.

Curriculum-based or co-curricular classes or sectionals held outside of regular school hours—School-sponsored music programs that are held outside of regular school hours; these classes reflect the school’s curriculum for music classes held during regular school hours. They do not include extracurricular music activities such as music clubs.

Block schedule—A type of academic scheduling in which each student has fewer classes per day for a longer period of time. Instead of traditional 40- to 50-minute periods, block scheduling allows for periods of an hour or more so that teachers can accomplish more in a session.

Types of teaching certificates/licenses:

• Regular or standard—State certificate/license or advanced professional certificate;

• Probationary—Certificate/license issued after satisfying all requirements except the completion of a probationary period; and

• Provisional, temporary, or emergency—Certificate/license that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained, and certificate issued to persons who must complete a certification program in order to continue teaching.

Virtual field trips—Using technology for students to view performances (e.g., concerts and musicals) without leaving the school.

Revised OMB Draft (6-5-09)

Appendix A-3

IF THE ABOVE INFORMATION IS INCORRECT, PLEASE MAKE CORRECTIONS DIRECTLY ON THE LABEL.

Name of person completing this form:

Title/position:

Telephone: E-mail:

Best days and times to reach you (in case of questions):

THANK YOU. PLEASE KEEP A COPY OF THIS QUESTIONNAIRE FOR YOUR RECORDS.

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CONTACT:

Mail: Basmat Parsad (8599.02.08.03) Basmat Parsad at Westat

Westat 800-937-8281, Ext. 8222 or 301-251-8222

1650 Research Boulevard E-mail: basmatparsad@westat.com
Rockville, Maryland 20850-3195

Fax: 800-254-0984

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is xxxx-xxxx. The time required to complete this information collection is estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collected. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: National Center for Education Statistics, 1990 K Street, NW, Washington, DC 20006.

FRSS Form No. 102, 02/2010

DIRECTIONS: This questionnaire is intended for teachers who primarily teach music in elementary schools. If you currently have some other primary teaching assignment, do not continue. Check the box , complete the respondent section on the front of the questionnaire, and return it to Westat.

1. Are you a full-time teacher? Yes…………...1 No…………...2

2. How do you classify your current teaching arrangement? (Circle only one number.)

Teach music full time……1

Teach music part time……2

Other (Specify)________________________ 3

3. At how many schools do you teach music? _________________

4. To what grades do you teach music at your currently assigned school(s)? (Circle all that apply.)

PK

K

1

2

3

4

5

6

7

8

9

10

11

12

5. Please report about the music subjects offered by THIS school (i.e., the school named on the cover of this questionnaire) in 2009–2010 and your music teaching load during regular school hours for your most recent full WEEK of teaching.

• Counting sections or classes: If you taught chorus to 3 different groups or sections of first graders and 2 groups or sections of second graders, you should report 5 sections or classes of chorus. If you taught chorus to the same group of students multiple times a week, count this class only once. Do not include music classes held outside of regular school hours.

• Counting enrollment: If you taught 5 sections of chorus, each with 20 students enrolled, report a total enrollment of 100 for chorus.

Subject		A. Does THIS school offer any courses in the subject for the 2009–2010 school year?		B. If Yes, did YOU teach the subject during regular school hours in your most recent full WEEK of teaching at this school?		If you taught the subject, please report:
						C. Number of sections or classes of students taught	D. Total enrollment in all sections or classes reported in column C	E. Total minutes per week spent teaching all sections or classes reported in column C
		Yes	No	Yes	No
a.	General music/music appreciation…..…	1	2	1	2
b.	Band (e.g., marching, concert, jazz)……	1	2	1	2
c.	Chorus……………………………………..	1	2	1	2
d.	Strings/orchestra………………………….	1	2	1	2
e.	Other (Specify) ___________________	1	2	1	2

6. Use the instructions in question 5 to report your music teaching load at OTHER schools during regular school hours for your most recent full week of teaching. If you did not teach at any other K–12 school, check this box and continue with question 7.

a.	Number of music sections or classes taught at other school(s) during your most recent full WEEK of teaching: ___________
b.	Total enrollment in all sections or classes reported in question 6a: ___________
c.	Total hours per week spent teaching all sections or classes reported in question 6a: ____________

7. Did you teach music on a block schedule at any K–12 school during your most recent full week of teaching?

Yes (Specify) _____________________________________________________________________________________1

No ………………………………………………………………………………………………………………………………………....2

8. Did you teach any curriculum-based or co-curricular music classes outside of regular school hours during your most recent full week of teaching? (These classes should reflect the school’s curriculum. Include all schools in which you teach.)

Yes (Specify) ____________________________________________________________________________________1

No ………………………………………………………………………………………………………………………………………..2

9. During regular school hours (i.e., while students are in attendance), how many hours do you have designated as planning or preparation time during a typical WEEK of school? (Include all schools in which you teach.) _______________

10. Including this school year, how many years have you taught music in K–12 public and private schools? (Include years spent teaching both full and part time. Exclude time spent student teaching or as a teacher’s aide.) ___________

11. Please check the box(es) next to the degree(s) you hold, and write in the year you received the degree(s) and your major and minor fields of study for each degree.

	Year	Major field	Minor field
a. Bachelor’s
b. Master’s
c. Doctorate
d. Other (Specify)

12. Please check the box(es) next to the teaching certificate(s) or license(s) you hold. Then circle the number for the type of certificate or license you hold.

	Regular, standard, or professional	Probationary	Provisional, temporary, or emergency
a. General education	1	2	3
b. Music education	1	2	3
c. Other (Specify)	1	2	3

13. Provide the following information about professional/staff development activities in the last 12 months, excluding training received as a student teacher. In Column A, indicate how many total hours, if any, you spent in professional development activities in which the content areas were a major focus. In Column B, for any content area in which you had professional development activities, indicate to what extent you believe it has improved your classroom teaching.

Content area of professional/staff development	A. Total hours			B. Improved my teaching
	None	1–8	More than 8	Not at all	Small extent	Moderate extent	Great extent
Activities designed for music teachers
a. Applied study in performing music	1	2	3	1	2	3	4
b. Applied study in improvising, arranging, or composing music	1	2	3	1	2	3	4
c. Developing knowledge about music (e.g., historical, cultural, analytical)	1	2	3	1	2	3	4
d. Connecting music learning with other subject areas	1	2	3	1	2	3	4
e. Research on arts and student learning (e.g., arts and cognition)	1	2	3	1	2	3	4
f. Integrating educational technologies into music instruction	1	2	3	1	2	3	4
Activities designed for all teachers
g. Incorporating state or district standards into instruction	1	2	3	1	2	3	4
h. Student assessment	1	2	3	1	2	3	4
i. A subject area that is unrelated to music (Specify)	1	2	3	1	2	3	4

Answer questions 14 through 19 for THIS school (i.e., the school named on the cover of this questionnaire).

14. In the last 12 months, how frequently have you participated in the following activities related to your teaching at this school? (Circle one on each line.)

Never

A few times a year

Once a month

2 to 3 times a month

At least once a week

1. Common planning period with regular classroom teachers 1 2 3 4 5

2. Common planning period with other arts specialists at this school 1 2 3 4 5

3. Consulting with classroom teachers to help them integrate music
   into a lesson or unit of study that they teach 1 2 3 4 5

4. Consulting with other teachers to integrate another subject into a music
   lesson or unit of study that you teach 1 2 3 4 5

5. Collaborating with other teachers on designing and teaching an
   interdisciplinary lesson or unit of study that includes music 1 2 3 4 5

6. Sharing ideas about teaching with other teachers outside your
   assigned school(s) 1 2 3 4 5

7. Visiting classrooms of colleagues who teach music 1 2 3 4 5

8. Participating in site-based management or school improvement

teams or leadership councils……………………………………….... 1 2 3 4 5

9. Providing input in the preparation of Individual Education Plans
   (IEPs) for students with special needs 1 2 3 4 5

10. Teaching music through virtual field trips using technology 1 2 3 4 5

15. Which of the following statements describe your instructional program in music at this school? (Circle one on each line.)

	Yes	No	Don’t know
a. It is based on a written, sequential, local (or district) curriculum guide	1	2	3
b. It is aligned with your state's standards or the National Standards for Arts Education	1	2	3
c. It is integrated with other arts subjects	1	2	3
d. It is integrated with other academic subjects	1	2	3

16. Do you agree or disagree with the following statements about music instruction at this school? (Circle one on each line.)

	Strongly disagree	Somewhat disagree	Somewhat agree	Strongly agree
a. Parents support me in my efforts to educate their children	1	2	3	4
b. The administration supports me in my work	1	2	3	4
c. Students are motivated to do well in music class	1	2	3	4
d. Community organizations/groups support my efforts to educate students	1	2	3	4

17. How adequate is the support for teaching music at this school in each of the following areas? (Circle one on each line.)

Not at all adequate

Minimally adequate

Moderately adequate

Completely adequate

a. Instructional time with students 1 2 3 4

b. Time for individual or collaborative planning 1 2 3 4

c. Dedicated room or space for music instruction 1 2 3 4

d. Dedicated space for performance 1 2 3 4

e. Dedicated space for storage 1 2 3 4

f. Instructional resources—Materials/supplies for music instruction (e.g., sheet music, subscriptions, CDs/CD-ROMs, textbooks, DVDs, software). 1 2 3 4

g. Classroom instruments—Instruments typically used by students in the music classroom (e.g., rhythm band sets, recorders, autoharps, Orff instruments, drums and ethnic percussion, guitar/ukulele) 1 2 3 4

h. Orchestra and band instruments—Instruments available for students wishing to participate in the school string/orchestra or band program. If your school has no band or strings program, check the box and continue 1 2 3 4

i. Classroom equipment—Equipment typically used by teachers in the music classroom (e.g., piano/digital keyboard, stereo system with a CD player, mp3 player and sound dock, LCD projector) 1 2 3 4

j. Technologies—Electronic equipment used in the study or creation of music (e.g., SMART Boards, computers, MIDI keyboards, sequencers) 1 2 3 4

18. In general, how much emphasis do you give to the following goals or objectives of student learning at this school? (Circle one on each line.)

No emphasis

Minor emphasis

Moderate emphasis

Major emphasis

a. Singing a varied repertoire of music 1 2 3 4

b. Performing a varied repertoire of music on a range of instruments 1 2 3 4

c. Improvising melodies, variations, and accompaniments 1 2 3 4

d. Composing and arranging music within specified guidelines 1 2 3 4

e. Reading and notating music 1 2 3 4

f. Listening to, analyzing, and describing music 1 2 3 4

g. Evaluating music and music performances 1 2 3 4

h. Learning about the expressive possibilities of music (i.e., conveying feelings, ideas, and meaning) 1 2 3 4

i. Making connections among music, the other arts, and disciplines outside the arts 1 2 3 4

j. Understanding music in relation to history and cultures 1 2 3 4

k. Using technology to gain knowledge and skills in music 1 2 3 4

19. To what extent, if any, do you use the following types of assessment to determine student progress and achievement in music at this school? (Circle one on each line.) If you do not conduct a formal assessment in music, check the box and continue with question 20.

Not at all

Small extent

Moderate extent

Great extent

a. Observation 1 2 3 4

b. Selected-response assessments (i.e., multiple choice, matching) 1 2 3 4

c. Assessments requiring short written answers or essays 1 2 3 4

d. Performance tasks or projects 1 2 3 4

e. Portfolio collection of student work 1 2 3 4

f. Developed rubrics 1 2 3 4

g. Other (Specify)______________________________________________ ­_ 1 2 3 4

20. Outside of your school duties, to what extent, if any, do you participate in each of the following activities related to music at this time? (Circle one on each line.)

Not at all

Small extent

Moderate extent

Great extent

a. Provide instruction in a musical instrument or voice 1 2 3 4

b. Perform as a soloist or member of an ensemble 1 2 3 4

c. Compose or arrange music 1 2 3 4

d. Conduct community or other ensembles 1 2 3 4

e. Attend live musical performances 1 2 3 4

f. Study, critique, or write about music 1 2 3 4

g. Provide arts leadership in your community or state 1 2 3 4

h. Attend workshops with professional artists or arts groups 1 2 3 4

i. Attend performances directed by colleagues 1 2 3 4