is what rehearsal strategy looks like in a performance class, his comment stimulated me to think about an important aspect of the process. My administrator, who admitted to knowing nothing about music, was evaluating the teaching act, regardless of the subject. Once I started to challenge myself to ask more questions in class, I immediately felt a surge of renewed energy in my classroom. I wonder if the final ratings for sight reading could be correlated with this difference in instruction.
Conclusive Remarks
As an educator, I was highly skeptical of PA 102 and the pos- sible negative impact it would have on the teaching profes- sion. However, this skepticism was based on emotional bias regarding political debate. While I still believe a political agenda drove this law into action, I have come to realize the positive results from this law for my own personal growth as a professional teacher. The data collection for student im- provement helped me design lesson plans with more focus than usual, and my delivery of the curriculum was driven by the data. In addition, my students benefited from their own self-reflection while observing the results. Being “forced” to show student improvement nurtured authentic learning in my classroom. Sight reading in class became a routine part
of daily lessons, and I observed my students applying this routine to their learning the literature.
References
Borst, J. (2002). The exploration and description of the teaching life of: A multiple case study. (unpublished doctoral dissertation). Michigan State University, East Lansing.
MSVMA Rubric for sight-reading Norris, C. & Borst, J. (2007) The study of the reliability and validity of two choral festival rubrics. Journal of Re- search in Music Education, 45, 237-251.
PA 102 (2011).
In his 28th year of teaching in Michigan, James Borst is entering his 5th year as direc- tor of vocal music education at East Grand Rapids High School and Middle School, teaching 5 choirs and direct- ing the vocal music for the annual musical. He holds a PhD in music education from Michigan State University.
PLAN I – INDIVIDUAL DEVELOPMENT PLAN Pre-Observation Conference Form
(Completed by the teacher and discussed with the administrator at the Pre-Observation Conference) Teacher ____________________________________________ Subject _____________________________________ Dr. James Borst 10,11,12 Mr. Smith
Administrator _____________________________________________ _____________________________________ 1.
Identify the general characteristics of the class. (Standard I: Classroom Environment)
The classroom environment will consist of a holistic, warm, and inviting atmosphere, in which students are allowed to grow to their maximum potential. I employ a team approach for learning, empowering individuals to feel like they are contributing in a positive manner to the success of the class. I strive to teach through a constructivist perspective, where students feel comfortable singing in an ensemble and are able to relate the music to their own personal learning needs and personal lives. This particular class relies on individual motivation and desire to perform at a high level of achievement.
32 Choral Music – Chamber Choir 2nd Hour; 8:52a.m.;February 15, 2011 Grade Level __________________ Period/Time and Date of Lesson _____________________________________
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