Category: Marketing Professionalism

Marketing Yourself and Your K-12 Music Certification

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Model yourself as a competent, comprehensive “Generalist,” not a single-subject “Expert” or “Specialist” (which may decrease your chances in finding a job).

To get a music teaching job, specialization in Pennsylvania is probably a four-letter word.

Need proof? Examine the wording on the PA Instructional Certificate, accrediting you in “Music, Grades K to 12,” not directing choirs, concert or marching bands, or orchestras, nor teaching jazz, theater, music theory, music appreciation, or general music.

In the state of Pennsylvania, there are no prerequisite specialties nor exclusive focus areas in the music curriculum such as Orff, Kodaly, Dalcroze, World Drumming, Suzuki, etc. Perhaps an individual school district’s courses-of-study may emphasize a particular discipline (and as far as I know, only a few do), but the Pennsylvania Department of Education is “specialty blind.”

The exhaustive employment search process is all about finding a single job. The only thing that really matters is whether you are the “right fit” for a particular opening. Do you have the skills and training to teach the music classes for that posted position?

When a school district begins looking for a new music candidate in pa-educator.net or other web service, the human resource assistant may submit online search parameters such as “majored in voice” or “band” or “elementary” or other criteria. However, be wary of disqualifying yourself or possibly getting your name “thrown off the list!” Don’t be myopic in your descriptions of your music teaching competencies and personal philosophy. Give yourself the chance to prove yourself and at least be granted an interview.

It is paramount that you adopt a unified philosophy of music education (and be ready to relate real-time anecdotes that you are practicing these convictions), where all areas of performing arts instruction (from instrumental music to choral music to classroom general music and all other related arts electives) have equal emphasis and importance.

On your digital portfolio, employment webpage, resume, and interview handouts, document your field experience, summer camps, church or community ensembles, private teaching activities, and/or other employment in as many categories as possible… ideally, showing examples or artifacts from all of them – choral, strings, band, piano, and general music.

In your statement of philosophy, be sure to analyze and be ready to express why do you want to become a music teacher? Can you respond to the key questions renown music education clinician/technologist Jim Frankel (Director of MusicFirst) often demanded at his in-service workshops or conference sessions:

  1. What is your personal mission?
  2. What is the role of music in a child’s education?
  3. Are we creating performers, theorists, teachers… or lifelong music lovers?

Here are some additional tips to avoid being seen as unqualified or “pigeon-holed.”

  1. Embrace the concept and needs of “the whole child” (see http://www.wholechildeducation.org/).
  2. Do not allow yourself to be labeled to a specific subject area or grade level.
  3. Know the current educational buzz-words and acronyms… administrators love checking your understanding of the “alphabet soup” – terms like UBD and EQ, HOTS or DOK, RTI, IEP, and SLO. (This will be the subject of a future blog.)
  4. Still in school? Utilize your college resources now to “broaden your training” and master your insecurities.
  5. Identify your “worse area” and get to work on it. Ask help from your peers or secondary methods instructors!
  6. If you think you are a “miserable” pianist, take a few extra lessons. Or conquer your other “fears” such as learning to sing better, playing a new string instrument, crossing the break once again on the clarinet, practicing the basics of jazz improvisation, etc.
  7. Develop resources – personal contacts, ensembles, and associations – to help you land and keep a job outside your favorite “specialty.”

The job market fluctuates and suitable positions (especially in your “targeted” geographical areas) can be limited, so you may have to accept employment far from your college major, initial goals or interests. It happened to me! Although a viola major who never sung even once in a high school or college choral ensemble, I was asked to direct the 200+ member choirs (five groups) at the Upper St. Clair High School… for 16 years! What inspired us in that famous Robert Frost poem “The Road Not Taken?” For my career, “I took the path less traveled by.” But, we had great success, and it eventually led me to directing/producing plays and musicals as well. “And that has made all the difference!”

Remember, excellent teaching comes from excellent musicianship, NOT that irritating other quote: “Those who can, DO. Those who can’t, TEACH….”

Work towards marketing yourself as a “total music educator” while you have the chance – NOT just a proficient music specialist! After you land your first job, then you can be “picky,” and perhaps seek a transfer to your preferred area.

PKF

© 2015 Paul K. Fox

The Meaning of “Pro”

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Reprinted from the Spring 2015 PMEA News

Are you a professional? Do you have the skills, habits, and attitudes of a professional in the field of education?

Webster’s New World dictionary defines the term “profession” as “a vocation or occupation requiring advanced education and training.”

However, what makes someone a true professional? What are the qualities of an individual who devotes his or her life in a profession? How can you tell the difference between just going to work in a “job” and reaching for the highest professional standards?

In short, here are some of the qualities of professionalism that school administrators seek in new candidates for music (or any subject) teaching positions. Here’s an opportunity to do a personal professional inventory.

  • A professional succeeded in and continues to embrace “higher education” and personal development. He/she updates self with “constant education” and retooling of knowledge and skills.
  • Professionals tend to seek and encourage change, to find better ways of doing something. They propose new things “for the good of the order.”
  • Like lawyers and doctors, they “practice” the job, using different techniques and resources for different situations as needed. Professionals are good problem solvers and critical thinkers.
  • Professionals accept criticism, frequently assess their job performance, and always try to self-improve.
  • They agree to adopt an open or flexible assignment of hours to work or plan/prepare/think about their job throughout the week and weekends (seemingly, on occasion, a commitment to a “24/7” schedule). They bring home their work… what the students call homework!
  • Professionals are salaried, and do not think in terms of hourly compensation, nor even expect extra pay for every task of the job assignment. They do not “punch a clock” nor count hours at their job.
  • Professional workers are generally responsible for themselves and many others. When assigned to a “team,” they allow other team-members to reap benefits and take credit for the work/successes they have done.
  • Members of a professional community have obligations for communications, attending meetings, completing paperwork, and fulfilling deadlines, and value the application of accountability, teamwork, group goals, compromise and unity of purpose, vision, creativity, perseverance, honesty/integrity, fairness, patience/calm demure, and timeliness/promptness. Professionals define and regularly model these best practices.
  • Professionals readily accept and model a corporate standard of behavior and appearance.

Remember your most inspiring teacher? Who motivated you to go into the teaching profession? Did you notice the level of commitment he or she brought to the profession… to the classroom every day?

Becoming a professional music educator is a lofty goal with high standards. It seems like there is never enough time in a day to complete everything. Music teachers (especially at the secondary level) are usually the first to arrive and the last to leave the parking lot, and often sponsor or participate in activities of their profession after-school, evenings, and even on weekends back at school… everything from directing extra rehearsals to composing/arranging/preparing music, accompaniments, lessons, etc.

Many have said that aspiring to be a music educator is a lot like a calling. One school superintendent said he expected prospective new recruits to show high energy, enthusiasm, sense of purpose, and dedication during the interview… even a supposed willingness to “lay down in front of a school bus” or “do what ever it takes” to make the students (and educational program) successful.

A professional music teacher must also achieve a balance between his/her high level musical expertise and the essential focus on the needs of “students as people” first. Ultimately, it is our privilege and mission to teach children (not just the subject matter) through the enormously powerful vehicle of music.

So, are you ready to wear the badge of a professional?

PKF