How Do We Measure Achievement?
In our world, we are surrounded by performance reviews, evaluations, standardized tests, and measurable outcomes. There’s an emphasis on product, even if unintentional. In music education, we often look to recitals, graduation concerts, and competitions for validation. For Suzuki teachers, we have an established Certificate of Achievement program as part of the Suzuki Teacher Training program. It is being re-evaluated but is still used to establish teaching quality.
I am a Suzuki teacher trainer and member of the national Suzuki Teaching Committee (STC). We trainers and committee members are examining the requirements for the Suzuki Teacher Development Program. I am on the Evaluation Sub-committee, focusing on how training is delivered through Unit courses that follow the Suzuki books and periodic courses that provide feedback to teachers on their implementation of learned information. The main feedback courses are Teaching Strategies, Suzuki Principles in Action, and Practicum. Upon completing all Units for the chosen Suzuki instrument(s) and these additional three courses, a Suzuki teacher is said to have completed Suzuki training. The Certificates of Achievement are being added as an optional evaluative element. Nonetheless, Dr. Suzuki espoused lifelong learning.
Success is often attributed to those who have "grit," as Angela Duckworth describes in her TedTalk (https://www.youtube.com/watch?v=GfF2e0vyGM4). This implies considering the longer journey of the student. Rather than focusing solely on the end result, Duckworth emphasizes perseverance and the ability to struggle. How do we measure those qualities?
Dr. Suzuki was known to get up around 4 a.m. each morning to practice before going to the Talent Education Institute in Matsumoto, Japan. He frequently worked with teachers and regularly brought new ideas to class. It was common for him to say, "I have a new idea!" Living to 99, his engagement and learning likely contributed to his long life.
Our Suzuki School faculty are no different—we are always learning. We are practicing for the Faculty Concert on Nov. 24th. Many attended the Suzuki national conference in March 2024 to learn and share ideas. Recently, the Suzuki Association of Massachusetts held its annual meeting, featuring keynote speaker Zachary Sweet, a Suzuki Cello Teacher Trainer at Ithaca Talent Education School. Mr. Sweet’s presentation, "Reframing Excellence," reflected on his journey as a Suzuki teacher and trainer.
An important part of his message was the stress and limitations presented by the exam process in the pursuit of excellence. In a Suzuki community that values developing character, nurturing growth, and fostering compassion, the push for "excellence" can shift thinking and teaching negatively.
The Suzuki philosophy emphasizes teaching the student in the "here and now." It means meeting the student where they are and avoiding rigid comparisons. However, Suzuki pedagogy is rooted in understanding the path to learning and excellence, which is key to its success. Focusing solely on technical excellence and achievements can distort the journey.
Our mission statement emphasizes teaching "a love of music and learning." Repeating this influences my teaching approach. Previously, my focus was on details and polishing performances. Over time, I worried that insisting on perfection might diminish the student’s love for music, reducing lessons to mere tasks.
We live in a world where measurements are common. The Massachusetts Comprehensive Assessment System (MCAS) is now a referendum question in our state. As teachers, don’t we want to teach each child at their level and inspire curiosity? Standardized testing can lead to "teaching to the test," ignoring individual learning desires and focusing solely on test questions. My daughter, a public high school math teacher in New York, has students still learning at the middle school level, yet she is expected to prepare them for SATs or the International Baccalaureate exam. Their needs might require freshman-level math, not the senior curriculum. Her lesson plans must align with the assigned grade level and the International Baccalaureate exam requirements. The focus should be on helping students find success and gain intrinsic rewards. By teaching where they are in the "here and now," they can learn better and perhaps even come to love math.
Are we falling into the trap of being victims to our methods of accountability? Are we focused on measurable results while ignoring intrinsic values and achievements that offer socio-emotional benefits, which are harder to quantify?
We can be sensitive to students' learning needs and styles, but the main goal is guiding them through a process that allows them to succeed at complex skills, like playing an instrument or tying shoelaces. When a student realizes their success, it brings joy to learning. Progress is gradual, and we should celebrate accomplishments. The Suzuki Book graduation is a celebration of hard work, not merely a way to say, "I finished a Suzuki book in one year." Slow progress, especially through Book One, lays the foundation for learning.