PI 34 licensing & mentoring project
Support Systems “On Demand” Laura Dunbar, WMEA State Chair, PI 34 Licensing & Mentoring Project
Teaching can be an isolating profes- sion. Music teachers may have multiple specialists in a de- partment who meet when possible to co- ordinate events and possibly complete curriculum work,
while others may be the only music spe- cialist in the building. My public teaching experience was housed in rural school districts in two different states. For my first position, I was the only band director for grades 5-12; I was the only music spe- cialist in the building for my K-8 position. Finding time to collaborate was challeng- ing in the building due to a packed class schedule in the 5-12 position, much less trying to collaborate with the other music specialist in the building across town as the only music specialist in a K-8 build- ing. Attending the state conference can become the proverbial “shot in the arm,” as conference allows for reconnection with friends and colleagues across the state while learning as many new tricks and techniques as possible. However, not all districts allow teachers to attend confer- ence, or the cost of attendance (i.e. loss of instructional time, financial expense and travel) may outweigh the benefits of at- tendance. For those who are searching for local support systems that can be accessed “on demand,” here are some suggestions on where to find them.
Local Educators
When feeling isolated, consider reaching out to other local educators. There may be other educators in the area that are feeling the same way. Send an email to other local educators and see if others are willing to be on an email list, form a Facebook group, or gather occasionally for coffee and a scone. Consider setting goals for how often contact will be established, such as once a trimester or once a quarter. Actually
28
gathering in person can sometimes be a challenge depending on schedules and the time of year. Just finding a couple people who are willing to connect now and then can make a difference.
Local Universities
As an Institution of Higher Education (IHE) representative, I can personally at- test to being thrilled with any opportunity to connect with our K-12 partners. It is fun to visit classrooms and see the wonderful things happening in my section of Wis- consin. Those of us in higher education try to stay current on new research and topics in education. We enjoy sharing this information with those in the field as brain research and pedagogical research continues to expand. Talking with music educators in the field helps me make connections for my preservice educators as they complete their field experiences, allowing me to know what is happening in area classrooms. Reaching out to your local university faculty can be mutually beneficial beyond isolation prevention.
Amplify
If you have not had a chance to check out Amplify, it is worth checking. Amplify is a platform that connects all NAfME educators. Educators post questions and receive answers from across the country. Topics can range from broad and philo- sophical to looking for a specific piece of repertoire. Here is a link for more infor- mation about Amplify:
https://nafme.org/ introducing-amplify-largest-community- music-educators-country/
Workshops and Clinics
Taking off time to go to the state confer- ence may not be possible, but there are a variety of workshops and clinics available that allow for networking. Contact local universities or the Wisconsin Center for Music Education to find out what events are happening and get connected.
“For those who are searching for local support systems that can be accessed “on demand,” here are some suggestions
on where to find them.”
It is possible to feel isolated even when surrounded by people. Connecting with local professionals can help alleviate the isolation and stress found in the teach- ing profession. As the mentoring chair, I would be remiss if this article closed without research supporting mentoring for beginning teachers specifically. According to a report released by the National Center for Educational Statistics (Gray & Taie, 2015), 86 percent of beginning teachers who were provided a mentor as first-year teachers were still teaching at the end of year five. Connections matter. When feel- ing isolated, please consider some of the possibilities above to reconnect to others in the profession.
Reference:
Gray, L., and Taie, S. (2015). “Public School Teacher Attrition and Mobility in the First Five Years: Results From the First Through Fifth Waves of the 2007– 08 Beginning Teacher Longitudinal Study” (NCES 2015-337). U.S. Department of Education. Washington, D.C.: National Center for Education Statistics. Retrieved February 13, 2018 from
http://nces.ed.gov/pubsearch.
Laura Dunbar is assistant professor of music education and music education coordinator at UW-Eau Claire. Email:
dunbarll@uwec.edu
April 2018
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72
