Advice from Music Teacher Retirees to Soon-To-Be Retirees

July 9, 2015July 10, 2015 paulkfoxLeave a comment

Tips and Resources on Bridging That Transition to Retirement

“Your problem is to bridge the gap which exists between where you are now and the goal you intend to reach.” – Earl Nightingale

Retirement is a life-changing event, perhaps the most significant “final transition” in our lives involving an ongoing process of emotional adjustment.

The research of counseling psychologist Dr. Nancy K. Schlossberg is worth reading. She identified the following ways in which people approach retirement, as quoted at http://www.apa.org/research/action/retire.aspx:

Continuers who continued using existing skills and interests;
Adventurers who start entirely new endeavors;
Searchers who explore new options through trial and error;
Easy Gliders who enjoy unscheduled time letting each day unfold;
Involved Spectators who care deeply about the world, but engage in less active ways;
Retreaters who take time out or disengage from life.

Soon after being appointed to the position of Pennsylvania Music Educators Association (PMEA) State Retired Member Coordinator, I realized that we have three types of PA music teacher retirees responding to the challenge of this time-honored passage:

People who do not see themselves as retired, just leaving a full-time job in music education, and moving on to new goals, employment, and/or volunteer work.
People who are relieved from the stress of day-to-day employment, and now feel ready to fill and complete new “bucket lists,” spend more time with family, travel, and hobbies, and perhaps even explore several new areas/levels/skills in music and education.
People who are happy to leave the profession and want nothing to do with any part of music education or PMEA.

With the exception of the latter group, it is worth repeating the message I wrote in my Winter 2015 article in PMEA News:

“PMEA has a lot to offer, and, in return, we retirees can ‘give back’ in a way that is both meaningful and beneficial to our professional association. It comes to no surprise that PMEA retirees have filled numerous district and state officer, committee chair, council, and ex-officio positions. You know what they say – What we know in our little pinkies….”

There are numerous opportunities to “lend a hand” or “keep our feet wet” in our profession:

Sign up for the PMEA Retired Members’ Retiree Resource Registry (R3) to share your vast wealth of teaching experiences and expertise, archiving your special skills, interests, awards, and past professional assignments, and being willing to be called upon to serve as an informal adviser or go-to person for help. Complete the survey at https://pmea.wufoo.com/forms/pmea-retiree-resource-survey/.
Volunteer to serve as presiding chair or member of the planning or listening committees for the PMEA In-Service Conference.
Participate as a guest lecturer or panel discussion member at a conference or workshop.
Judge PMEA adjudication festivals.
Offer to help plan or manage a local PMEA festival or workshop.
Accompany, coach or guest conduct music festivals or local school ensembles.
Call up the local music teacher and offer your help in music technology, instrument repair, etc.
Submit articles to PMEA News.

Additional suggestions from successfully retired members were sent and shared in PMEA News (Summer 2015) :

To prepare yourself for retirement, have something in place to do – private teaching, performing, traveling, and/or volunteering.
Have a plan! Figure out some idea of what you want to do with the rest of your life after teaching.
Build your social network of friends, colleagues, and people with which you want to continue spending time. Relationships are important in retirement.
Stay involved in music – somehow. Once retired, you can revisit your roots in creative self-expression (the things that inspired you to become a music teacher in the first place), while avoiding the day-to-day stress and routine of your former job assignments.
Do not micromanage or “try to help” the new guy appointed to your position. If (and only if) your replacement asks, perhaps you can meet for breakfast or lunch to “pass on the baton,” offering to share with him/her where are the closets (if not the skeletons), and information for smooth transition such as the location of the music library database, curriculum guide, classroom instruments, etc. However, keep in mind it is not your responsibility nor is it appropriate to give the newcomer philosophy, methodology, or minute details on how or what to do in your former job. The new professional is not you (and probably will make many mistakes), and will have to find his/her own way to realize success in the position.
Travel to those places that you always wanted to see but never had the time. Try a warm sunny place in the winter and see what your students always enjoyed while you were stuck in the classroom during January and February.
Get involved in advocacy, either for music education or something else that is important to you.
For assistance in making the smooth transition to retirement, read the Fall 2013 PMEA News article “Retirement – Now What?” archived on the Retired Member section of the State PMEA website (http://www.pmea.net/wp-content/uploads/2014/10/Retirement-Now-What-in-PMEA-News-Fall-2013.pdf). Also review the other links posted on the same site.

Be sure to read the other retirement blogs on this site, “Are You Ready? Thoughts on Retirement for Music Teachers” (July 2, 2015) and “Retirement, Exercise, and Balance” (July 6, 2015).

Finally, peruse the following links and books which analyze the psychology and stages of retirement, and provide thoughtful recommendations for happiness and fulfillment after a career of full-time employment. Happy trails, retirees!

Sample of Online Links

Honey I Am Home – for Good – Ohio State University Extension (by Kirk Bloir): http://ohioline.osu.edu/hyg-fact/5000/5159.html

Stages of Retirement – Ohio State University Extension (by Christine Price): http://ohioline.osu.edu/ss-fact/0201.html

3 Ways to Successfully Transition into Retirement – U.S. News and World Report Money (by Dave Bernard): http://money.usnews.com/money/blogs/on-retirement/2012/12/07/3-ways-to-successfully-transition-into-retirement

Journey Through the Six Stages of Retirement – Investopedia (by Mark P. Cussen): http://www.investopedia.com/articles/retirement/07/sixstages.asp

Transition into a Healthy Retirement – SPARKPEOPLE (by Rebecca Pratt): http://www.sparkpeople.com/resource/wellness_articles.asp?id=396

25 Things to Do When You Retire – U.S. News and World Report Money (by Phil Taylor): http://money.usnews.com/money/blogs/on-retirement/2011/02/11/25-things-to-do-when-you-retire

Emotional Stages of Retirement – Ameriprise Financial: https://www.ameriprise.com/retire/planning-for-retirement/retirement-ideas/emotional-stages.asp

Life After Retirement – What Do I Do Now? – Forbes (by Mike Lewis): http://www.forbes.com/sites/mikelewis/2013/10/22/life-after-retirement/

Thinking About Retirement? Time to Think About Your Psychological Portfolio – American Psychological Association: http://www.apa.org/research/action/retire.aspx

Behavioral and Psychological Aspects of the Retirement Decision – U.S. Social Security Administration: http://www.ssa.gov/policy/docs/ssb/v71n4/v71n4p15.html

Psychological Effects of the Transition to Retirement – University of Alberta (by John W. Osborne): http://files.eric.ed.gov/fulltext/EJ969555.pdf

Overview – Strategies for Landing a Music Teacher Job

July 8, 2015May 5, 2020 paulkfox1 Comment

“Without ambition, one starts nothing. Without work, one finishes nothing. The prize will not be sent to you. You have to win it.” – Ralph Waldo Emerson

In a challenging job market with limited openings for public/private school music educators in many geographical areas of the country, there is great competition in the screening and evaluation of the applicants. I am happy to offer some tips and techniques towards successful career preparation, employment searches, interviewing, and promotion of your image and record of past performance, experiences, achievements, behaviors, knowledge, skills, and abilities that are job-related.

The concept of marketing oneself for employment is based on several skill sets:

Knowing the territory
Making connections
Branding yourself
Storytelling about the challenges and triumphs you faced in life
Proving that you have “what it takes” and your skills/experiences would be a “good fit” to the needs, goals, and values of the institution, employer, and position to which you are applying
Being persistent and well-organized

Here is my outline of general targets for marketing professionalism and a successful job hunt. Many of these subjects have been/will be shared in current or future blogs on this site.

Develop and model your skills as a “professional.” (Read my July 1, 2015 blog “The Meaning of Pro.”)
Complete a self-assessment of your content knowledge, teaching skills, musicianship, and personality traits. (Prepare in advance so that you will be able to share your “best” attributes.) One model for evaluation of prospective and current educators is Charlotte Danielson’s “Four Domains” from The Framework for Teaching. (To research these, see http://danielsongroup.org/framework/).
- Planning and Preparation
- Classroom Environment
- Instruction
- Professional Responsibilities
Seek out avenues (while in college or around your music education peers) to practice and improve your weakest skill areas (less familiar band/string instruments, improvement in piano accompaniment, jazz improvisation, or singing)
Assemble artifacts of your professional activities, the precursor for the development of a comprehensive résumé and portfolio.
- Bulleted list of specific academic and music accomplishments with dates
- College assessments and transcripts
- Scholarships and other awards
- Education experiences (e.g. lists, photos, and/or audio/video recordings of student teaching, observations, and other field assignments, private teaching, substitute teaching, other employment in the private and public schools, conducting or performing in community ensembles, summer camps, sports, scouts, church programs, marching band sectionals or field assistance, choral accompaniment or vocal/drama/dance coachings, etc.)
- Sample solo recital and chamber/large group concert programs
- Sample lesson plans, learning targets, rubrics, and other student assessments
- Original compositions and arrangements
- Congratulatory notes and letters of reference
Create a philosophy of music education. Be ready to answer the key essential questions “What is your personal mission?” and “What is the role of music in a child’s education?” (To define a broad-based vision for becoming the ultimate “total music educator,” avoiding any prejudice to, limitations in, and restrictions of a particular music specialty, see my July 4, 2015 blog “Marketing Yourself and Your K-12 Music Certification.”)
Familiarize yourself with current educational jargon, terminology, trends, and acronyms, possible topics administrators may check for understanding at a future interview. If you do not know the meaning of terms like The Common Core, formative/summative assessments, or 21st Century Learning Skills, look them up. (See my July 18, 2015 blog “The Alphabet Soup of Educational Acronyms.”)
Compile a set of detailed professional anecdotes based on your positive attributes (see #2 above), artifacts (#4), and examples of your professionalism (#1) – the most important successes you have had in your education, career and personal life. Metaphors, analogies, and humorous anecdotes are the foundation for excellent storytelling at interviews. (See my August 2, 2015 blog “When It Comes to to Getting a Job, ‘S’ is for Successful Storytelling.”)
Pre-interview preparation
- Creation or revision of your résumé, interview handouts, electronic portfolio, and employment website
- Practice and drill on answering common interview questions (including self-assessments of video samples) – see examples of interview questions from the 2013 Pennsylvania Music Educators Association In-Service Conference: http://www.uscsd.k12.pa.us/Page/6361
- Research of the school district, music program, job opening, and unique local curricular innovations
- Development of appropriate and meaningful questions to ask the interviewer
- Trial run (know exactly where you are going, time needed, traffic patterns, etc.)
Positive interview techniques (future blog)
Post interview (debriefing yourself) and organization of the job search process (another future blog)

As they say in the theater, “break a leg” at your job interview!

“Strive not to be a success, but rather to be of value.” – Albert Einstein

PKF

Retirement, Exercise, and Balance

July 6, 2015July 10, 2015 paulkfoxLeave a comment

“One in three people 65 and older fall each year in the United States.” Source: Centers for Disease Control (CDC) at http://www.cdc.gov/HomeandRecreationalSafety/Falls/adultfalls.html

“Staying active with regular exercise can help seniors improve their health and hang on to their independence longer. Walking is a great way for seniors to fulfill the recommendation of two and a half hours of aerobic activity per week.” Source: Livestrong Foundation at http://www.livestrong.com/article/416885-walking-exercises-for-seniors/

According to the Centers for Disease Control, falls are the leading cause of injuries, fatal and nonfatal, by U.S. seniors. Older adults can stay independent and reduce their chances of falling by adopting the following strategies:

Exercise regularly especially to increase leg strength and improve overall balance.
Have a doctor or pharmacist review prescriptions and over-the-counter medications for side-effects or interactions that may cause dizziness or drowsiness.
Check the eyes at least once a year and update eyeglasses to maximize vision.
Reduce household tripping hazards by the adding grab bars inside and outside the tub or shower and next to the toilet, installing railings on both sides of stairways, and improving the lighting in and outside homes.
Lower the risk of bone fractures by consuming adequate calcium and vitamin D from food and/or from supplements, doing weight-bearing exercise, and being screened and treated (if needed) for osteoporosis.

The best advice I heard recently about retirement and remaining physically active was contributed to PMEA News (state journal of the Pennsylvania Music Educators Association) by colleague Chuck Neidhardt, a retired member of PMEA:

Begin a routine exercise plan, or begin a sport. You don’t have to be good at it – just do it for your health. This is a must for retirees because the exercise we got from walking the hall between our room and our mailbox (or elsewhere in the school) is no longer there. It only takes a short while to begin to add the pounds and lose the strength we had while teaching. Also, be sure to begin a regular regimen of seeing your doctor and having a physical check up at least once a year.

Since I have retired, I have experienced a few surprises first-hand in maintaining my own physical fitness and stamina.

One would have thought that once we were released from the day-to-day demands of our music programs and school work, we could become “footloose and fancy-free” to enjoy free time and all kinds of physical activity – to the end-result of noticeably improved health, endurance, and vitality in our lives! (After all, have you noticed that the majority of recently retired people seem to look instantly younger, well-rested, and happier?)

What free time? For most retirees, it doesn’t take long to fill up their “dance card” and calendars with social engagements, family obligations, home improvements, yard work, golf/tennis outings, swimming, or other sports, doctor and dental appointments, local concerts and musicals, trips and vacations, systematic sorting/filing/downsizing the mounds of paper (and music) accumulated over 30+ years of teaching – you name it! You’ll hear it frequently lamented by most retired educators: “How did we ever find the time to do everything when we had our job?”

Where’s my stamina? When I was a full-time teacher with numerous extra-curricular activities, I would arrive to school by 7 a.m., teach 6-9 music classes or lessons during the school day, attend faculty, curriculum meetings or after-school ensemble rehearsals until 4:30, run home to get a quick bite to eat, and then more often than not return to school for at least another couple hours for play or musical practices. On most week-nights, lesson planning and prep had to begin at 9:30 or 10 p.m.

All those years and I didn’t even notice that this “rat race” was stressful and physically grueling! (Although, the evidence was there all along… such things like “always being tired” and “feeling stressed!” Really, is it normal for anyone to take only five minutes to eat lunch in his car traveling between buildings? Many itinerant music teachers who are assigned to 2-4 buildings a day may have to catch a quick-snack this way. Even today, if I don’t hold myself back, I can consume a meal in under 10 minutes!)

Now that I have retired and left all of these “bad habits” behind, why is it that volunteering 3 1/2 hours pushing wheelchairs at a local hospital sometimes seems to be more than I can manage? Nap time, anyone?

What’s a healthy solution? The first thing I considered when I retired was something I could never do during my teaching career – go out and buy two (adorable) puppies! Similar to the exhaustive physical demands of babysitting grandchildren, caring for my “Brewster” (yorkie-poo) and “Gracie” (bichon frise) has consumed every free moment! Just look at their picture above and you will instantly know the rationale behind my wife’s and my commitment!

Well, the good news is… now my weight, blood pressure, and cholesterol are down! For me, the secret is dog walking! According to the new app that suddenly appeared during an update of my iPhone iOS, I am now averaging 12,000 steps every day, at least five miles (and some days as many as nine!)… and the lion’s share is due to the doggies! To me, walking is a wonderfully peaceful and reflective stress eliminator, and puts me in a good frame of mind. No matter the weather or the season, my “pups” will help me stick to my plan of low-impact fitness training! Isn’t that why they say pet owners live longer?

In conclusion, retirement is a good time to “pump up exercise!” For more specifics, check out the USATODAY online article at http://www.usatoday.com/story/money/personalfinance/2014/01/19/retirees-exercise-physical-activity/4262151/.

Of course, first consult your physician on what type of physical regimen would be good for you!

I will leave you with this summary from the Livestrong Foundation:

Exercise can have profound effects on a senior citizen’s vitality and overall well-being. Staying active can help to reduce pain and stiffness, improve energy levels and increase strength. Older adults who exercise are more mobile and independent. Senior citizens need to get a mix of four types of exercise: endurance, strengthening, stretching and balance. Your routine can be simple and does not have to involve elaborate or expensive equipment.

PKF

Marketing Yourself and Your K-12 Music Certification

July 4, 2015July 5, 2015 paulkfoxLeave a comment

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:

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

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

Embrace the concept and needs of “the whole child” (see http://www.wholechildeducation.org/).
Do not allow yourself to be labeled to a specific subject area or grade level.
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.)
Still in school? Utilize your college resources now to “broaden your training” and master your insecurities.
Identify your “worse area” and get to work on it. Ask help from your peers or secondary methods instructors!
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.
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

Are You Ready? Thoughts on Retirement for Music Teachers

July 2, 2015November 17, 2015 paulkfox2 Comments

Life and retirement are truly journeys… which means getting there is more meaningful than being there.

Now beginning my third year of retirement from the public schools, I can honestly make the statement… I LOVE IT! For me, I cry out HURRAY for the FREEDOM, and enthusiastically take on exploring raising puppies, home improvement, more personal music making, conducting, writing, photography, community service, and volunteer work. And, as you can imagine, my calendar is as full as it has ever been!

However, not all of our newly retired colleagues feel the same way… at least, not at first. It should be said that not everyone may be ready to retire. Often heard employment complaints aside, “be careful for what you wish!” In general, few are ambivalent about this transition… leaving the day-to-day highly pressured, detailed, “rat-race” most music teachers embrace to jumping into the wide-open horizons of new vision, focus, and directions. Recent retirees either love or hate this “passage.”

Examine your motives and your inner thoughts. Are you ready to retire?

Retirement should not be about “escaping from” something but “journeying to” something else. The type-A-ness in most of us, strong connections and identity to our work, music classes, ensembles, and programs, has to relinquish control over our 24-7 lives… allowing time to rest, reflect, re-energize, and make new goals. This means you rarely look back or live in the past; you look forward and plan new challenges!

Just as I made the decision to retire from teaching full-time strings/orchestras, serving as Performing Arts curriculum leader, and managing a hectic schedule of music and theater extracurricular activities, I wrote an article for PMEA News (the state journal of the Pennsylvania Music Educators Association), citing the wisdom of many others on this topic. (See “Retirement! Now What? Tips for Retirees and Soon To Be Retirees” below from the Fall 2013 PMEA News.) You are invited to examine these areas of help and inspiration before you consider when and how to make this life-changing (but glorious) “metamorphosis!”

Also, for more resources, I encourage you to peruse the retired members’ section under “focus areas” of the PMEA website: http://www.pmea.net/retired-members/

CLICK HERE for Retirement Article in PMEA News

PKF

The Meaning of “Pro”

July 1, 2015July 11, 2015 paulkfoxLeave a comment

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

Welcome to Fox’s Fireside

July 1, 2015July 18, 2015 paulkfoxLeave a comment

Greetings from a happily retired public school music educator who has time to burn learning how to “WordPress.”

Here’s to sharing our thoughts about creativity, music and music education, and retirement. Ironically, my pulpit of “random observations” spans both ends of the career spectrum… ranging from marketing strategies and interview techniques for new/recently transferred professionals trying to find a school music teaching job to our “seniors” transitioning that formidable “life changing” passage of stepping down from full-time directing/teaching.

This blog will also serve as a vault of my personal essays and articles (many published in the Pennsylvania Music Educators Association state journal PMEA News or workshop handouts at in-service conferences).

In my final days as a teacher/administrator, I was inspired to research and write a series of articles on “Creativity for Teachers” in PMEA News. For access, please see “Creativity in Education – Are We Ready for A New Paradigm Shift?” title link at the top of this site.

For a complete listing of all of my blogs, click on the “Inside…” tab above or go to https://paulkfoxusc.wordpress.com/why/.

Warning! The views expressed here are the sole responsibility of that “crazy as a fox” former music teacher and Performing Arts Curriculum Leader of the Upper St. Clair School District. These are offered as food-for-thought, a “pause in reflection” (for foxes, isn’t it “paws?”). Hopefully, all of us can collaborate, explore some insight, and generate meaningful discussion as we possibly solve a few problems along the way.

I welcome your input… so check back here often for future blog posts as I learn the (for me) “new technology!”

PKF

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