This session will provide participants with suggestions for fostering strong connections between mentor teachers and both student teachers and new teachers. Three experienced mentor teachers will discuss: (a) preparing K-12 students for student and new teachers, (b) assisting student and new teachers in the first few weeks; and (c) the development of student and new teachers throughout the year. Presenters will focus specifically on observation and feedback techniques as well as important differences in mentoring student teachers versus new in-service teachers.
The ESSA and Music Education: Implications and Opportunities Presenters: Lisa Furman & Cory Micheel-Mays
In December of 2015, Congress passed a new version of the Elementary and Secondary Education Act. The new Every Student Succeeds Act (ESSA) includes important new and revised language that clearly states that students should have opportunities to engage in a broad curriculum as part of a “well-rounded” education. The new language clearly states that music should be a part of every student’s education! Please join Cory Micheel-Mays (Executive Director of the Michigan Music Education Association) and Lisa Furman (MMEA President-Elect) as they provide an overview of the Every Student Succeeds Act (ESSA), and important information about the impact of this legislation on the music classroom, including: more flexible school accountability systems; the availability of Title I and Title IV funding to support music programs; ex- panded professional development funding sources; protection from pull-outs and more. Come and learn more about the new law and discover ways for you to utilize the law in support of quality music education for your students!
Speaking Their Language: Tools for Effective Communication with School Administration Presenter: Christopher Marra
Building positive working relationships with school decision makers is an important part a music educator’s job. In order for us to convey our perspective, we must first understand the influences and priorities of the people on the other side of the conversation. How can we communicate what is best for our students in a way that resonates with how a building principal, athletic director, and/or a guidance director thinks? Session attendees will leave with several strategies for building these understandings and other tools to help create a more informed administrative team.
Teaching Students to Practice: A Research-based Approach Presenter: Norman Wika
This session aims to provide data based on empirical research to help teachers with developing practice skills in their stu- dents. It is common knowledge that better practice equals better performance, but this clinic looks at research to define what “better practice” looks like. The main idea is that best practice is deliberate practice, and deliberate practice has three parts: modeling, time, and self-regulation. This clinic also looks at specific practice techniques and how effective they are in musi- cal problem solving. The session concludes with some practical suggestions for how to work practice skills into daily lesson plans of the instrumental classroom.
Songs for Inclusion: Providing Inclusive Music Education Programs in Our Schools Presented by: Kellee Coviak Hansen, MS, MT-BC and Laurel Rosen-Weatherford, MM, MT-BC
The Individuals with Disabilities Education Act (IDEA) supports the inclusion of all students within the general education setting to the maximum extent possible. Many music educators receive little training on adapting music instruction for spe- cial learners. Yet, music classes are an environment where students with special needs are commonly mainstreamed with their general education peers. Drawing upon their training and experiences as both music educators and board certified mu- sic therapists working within both inclusive and self-contained music environments, the presenters will provide an overview of special education services and tips for creating Universally Designed learning environments for all students.
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