Date of Award

5-10-2026

Date Published

June 2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Curriculum

Advisor(s)

Elisa Dekaney

Keywords

cooperating teachers;edTPA;mentoring;music teacher education;teacher preparation;university-school partnership

Subject Categories

Arts and Humanities | Music | Music Education

Abstract

This qualitative case study examined how cooperating music teachers navigated mentoring student teachers during implementation of the Educative Teacher Performance Assessment (edTPA), a state-mandated performance-based assessment required for initial teacher certification in New York State from 2014–2022. Initial data analysis suggested utilizing Roegman and Kolman’s (2019) cascading, colliding, and mediating framework to better understand the experiences of the participants, fifteen cooperating music teachers who hosted student teachers from a large private university in the Northeastern United States. Participants represented diverse contexts (elementary through secondary, instrumental, vocal, and general music) with an average of twenty years of experience. Data were collected through semi-structured interviews and analyzed using the theoretical framework’s three components: cascading (how requirements from one system trigger effects in another), colliding (conflicts between values and practices), and mediating (how individuals interpret and adapt policies). Findings revealed that cooperating teachers identified cascading program requirements that overwhelmed student teachers. These requirements created collisions between institutional mandates and classroom realities, including divided focus between assessment and authentic teaching, questions about the edTPA’s practicality, curriculum conflicts, and time constraints. As cooperating teachers gained experience, they developed sophisticated mediating strategies—providing guided choices about classes and content, establishing boundaries, and integrating requirements into existing curriculum. A critical finding revealed that cooperating teachers felt fundamentally disconnected from the teacher preparation program despite being identified as essential partners. They lacked adequate training, clear communication about program requirements and rationale, and meaningful opportunities to contribute to program development. Results suggest the need for stronger university-cooperating teacher partnerships, including formal mentoring preparation programs, improved communication and transparency, and genuine inclusion in program development. While edTPA is no longer required in New York State, this study illuminates ongoing challenges in music teacher preparation and the critical need to support cooperating teachers who play a pivotal role in shaping future music educators.

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Open Access

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