WSMA board perspective
Invite Others to See the REAL Work Steve Plank, WSMA Board President
I’d like to think that I have developed a very unique lens to see The (In)Visible Work of a music educator. As I pre- pare to enter my 30th
year in service
to public education, I think back to my
beginning, teaching middle school and then later, high school band. Since that time, I’ve spent the past quarter century as a school administrator and the last decade serving on the boards of Wisconsin School Music Association and Wisconsin Foundation for School Music. These experiences have given me a rare perspective on myriad re- alities confronting today’s music educator.
While it may be understood, it is worth acknowledging that a music teacher is not only responsible for teaching classes, but also has a full program to lead. These responsibilities likely include having to be an arts advocate alongside the winds of political change, budget development and fundraising, student travel including field trips and community service like local pa- rades, instrument maintenance and acquisi- tion and working with parent groups. And, this is most definitely not an exhaustive list.
As the plates are spinning, it can be chal- lenging to help others see all that must occur to ensure that the program is sup- porting all music learners and is moving forward. I sometimes think this can be viewed similarly to a good drummer in a jazz ensemble. For when you don’t notice them, it suggests they are really executing at a high level. Conversely, when you do notice, it might suggest that something may not be quite right. Considering this perspective, I’ve paid attention and worked to observe certain characteristic patterns from those that are most successful in the endeavor of inviting others to see this be- hind the scenes work. Allowing others to see behind the curtain can be an informative and insightful experience. These successful characteristics can be broken down into three distinct categories:
• Developing and Nurturing Relationships – Can you describe your parents, administrator or board member and your relationship with him/her/them? If not, make it a goal to learn their background and connect to it. Try to recall a time when you felt tremendous support and consider what he/she/they did that left you feeling that way. This person should be an ally and understand your work – all of it!
• Building Awareness Through Communication – Work to ensure that those around you are not surprised by what is happening within your program while at the same time not becoming high maintenance and a burden upon their time. No one likes to be surprised and at the same time doesn’t like a pest. Accomplishing this delicate balance can at times be done symbolically. For example, do people recognize your car and where you park? Do they observe that you seem to be everywhere, all of the time?
• Balancing Program Needs Within the Vision of the School – Too often staff (from any department) may feel as though what they do is different and that the school growth plan or other initiatives don’t apply to them. Work to refrain from being this person and instead reframe your thinking to how you can help, even if that looks different in your world. Then, be a rockstar – not a whiner.
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Finally, with so much pulling at your time and attention, know how you spend your time: instruction and planning, educational initiatives, administrative tasks, fire and damage control and building relationships. Then, spend your time with those things that matter. Jere Brophy spoke to us about accountability as a characteristic when he said, “The main difference between ef- fective and ineffective teachers is that the former are aware of what they are trying to accomplish and how they intend to do it, and thus they are able to monitor their own progress more or less continuously.” Do what you can to monitor your progress, and don’t be afraid to let others see it.
Dr. Stephen T. Plank is Principal at Wauwatosa East High School and WSMA Board President.
Email:
plankst@wauwatosa.k12.wi.us
April 2025
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