two separate mentors—one to offer support in each of these professional areas. The value-added assessment (VAM) measure is a common element of teacher evaluation models in use today. Great atten- tion is given to how teacher behaviors impact student growth and achievement in the classroom. However, new teachers may not be ready to focus on these third-level, impact-orient- ed concerns (Fuller & Bown, 1975). Such questions as “How do my students learn?” or “What do I want my students to learn from this lesson, and how do I measure this learning?” are common among more experienced early-career teachers. It may take time to mentor beginning music educators toward this pattern of thinking and reflection. Based on our experi- ences preparing and mentoring music educators, new teach- ers may feel heightened levels of stress being forced into this developmental stage before they have achieved some success in the first two levels (self and task concerns). Again, having the mentor prioritize for the mentee may prove to be a helpful intervention. The mentor could choose one pedagogical area on which to focus, then lead the mentee (through carefully constructed leading questions) toward thinking about student learning in that particular area. Every mentee will progress differently in each curricular area—mentors must be keenly aware of which stage their mentee “inhabits” so they are pre- pared to provide support at that level before guiding the men- tee forward. Understanding the personal and professional needs of beginning teachers may better prepare veteran educators to effectively mentor current and future generations of novice music teachers. The teacher concerns model proposed by Full- er and Bown (1975) offers a framework for guiding mentees through three concern-based stages of beginning teacher de- velopment—self, task, and impact. Naturally, veteran music educators are uniquely positioned to support beginning mu- sic teachers as they navigate all stages. Where building-level partnerships between non-musical mentors and novice music teachers are common practice, however, consider a second mentor who is a music teacher to address content-specific needs. Figure 1 lists several national organizations of musi- cians and music educators that offer mentorship programs, as well as text resources specific to music mentoring. In this man- ner, administrative and procedural concerns (stage two task- oriented) are supported locally, while stage one self-oriented and stage three impact-oriented concerns are confronted with the guidance of an expert in the content area and profession.


Fuller, F. F. & Bown, O. H. (1975). Becoming a teacher.


In K. Ryan (Ed.), Teacher education (74th Yearbook of the Na- tional Society of Education, pp. 25-52). Chicago, IL: Univer- sity of Chicago Press.


MARCH 2018


FIGURE 1


INTERNET AND PRINT RESOURCES FOR MUSIC-SPECIFIC MENTORING


American Choral Directors Association https ://mentoring. acda.org/


American String Teachers Association https://www.astaweb.com/


National Band Association https://nationalbandassociation.org/mentor/


Tau Beta Sigma http://www.tbsigma.org/mentor.html


Great Beginnings for Music Teachers: Mentoring and Supporting New Teachers Colleen Conway MENC, 2003


Handbook for the Beginning Music Teacher Colleen Conway and Thomas Hodgman GIA Publications, 2006


Handbook for the Music Mentor Colleen Conway, Michael V Smith, and Thomas Hodgman GIA Publications, 2010


The Music Teaching Artist’s Bible: Becoming a Virtuoso Educator Eric Booth Oxford University Press, 2009


Olsen, D. G., & Heyse, K. L. (April, 1990). Development and concerns of first-year and reentry teach- ers with and without mentors. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.


Jennifer L. R. Greene, JGreene@fmschools.org, is a band di-


rector at Fayetteville-Manlius High School in Manlius, NY where she directs the Concert Band, coaches several chamber ensembles, and teaches music theory. Ted Hoffman is Associate Professor of Music and Director of


Music Education at the University ofMontevallo (AT). Christopher M. Baumgartner is Assistant Professor of In-


strumental Music Education at the University of Oklahoma where he teaches undergraduate and graduate courses in music education, undergraduate conducting, supervises music student teachers, and directs the New Horizons Band.


This is a reprint of an article that appeared in the April 2017 issue of the NYSSMA School Music News.


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