I’m not much into politics or voicing my opinion about the national, state, or local candidates in the upcoming elections. Frankly, serving five-plus decades (still actively involved) in education, I have always felt it may not be wise or even ethical to publicly endorse a party, position, or person running for office (especially a school board director!). And, with all the angry rhetoric, polarized (and fractured) debates in social media and on the news, with opposing sides literally calling each other a liar and no semblance of compromise, I literally “run the other away” to avoid confrontation in expressing my viewpoints. But, I do advocate for one of the foundations of our democracy and citizenship: GET OUT THERE AND VOTE!
The following quote seems to hit the nail square on its head:
Voting gives you the power to create positive change for your community and determine a better quality of life for you and your family. Voting together with your neighbors, family, and friends ensures that your shared values and issues are prioritized, that you play a key role in choosing who represents us, and where government funding and resources will go. The more we vote, the more powerful our voices become, and the likelier the issues that are important to us will be heard. https://apiavote.org/how-to-vote/why-vote/
Now two weeks before the election (and ever-so-appropriate), it’s time to share a poem written by one of my former high school head custodians. I have proudly used Jay’s talents as a lyricist for several of my school musical productions. Now retired from Eisenhower Elementary (of the Upper St. Clair School District), he was also recognized for his poem “Shadow in the Outfield,” a tribute to Roberto Clemente, originally printed in the UPPER ST. CLAIR TODAY magazine – a copy of which has been placed in the Baseball Hall-of-Fame at Cooperstown, New York. Thank you, Jay, for this inspiration, and all the service you have given our students, parents, and staff!
Jay Walsh
What’s in a Vote?
Is the silent majority really the minority Or the one true voice of the land? Is the outspoken minority really the majority Or only a loud drum in the band.
Ours is a special case like no other place Where we’re permitted to raise our voice. In some other land, they may not make that stand To be governed by leaders by choice.
There are some people alive, who cannot strive They’re not given the freedom to choose. We should be glad that we don’t have it so bad We don’t have to walk in their shoes.
Politicians will talk ‘around the clock We listen and hear what they say. We’re given the chance to let them advance We may do it or just shy away.
May good souls will lose at the polls Instead of first place, they’re in last. Some were quite good and did what they could But for them just a few votes were cast.
Don’t sit and gloat when it is time to vote In the primaries or on Election Day. Go make your choice so that you have a voice Then hope it will turn out your way.
When the ballots are in and you know who did win If you didn’t cast a vote it’s a shame. Now if things get too tough don’t speak so rough There is nobody else you can blame.
Let’s hope the silent majority is really the minority And not the true voice of our land. The outspoken minority is really the majority. They’re the players who make up the band.
by Jay Walsh
Regardless of the “negative noise” out there in the media, please make YOUR VOICE count! IT MATTERS! YOU MATTER! You ARE one of the players that make up the band!
ALL ABOARD THE E-TRAIN… Embarking and Embracing a Journey of Essential Educator Ethics
The wheels of the train go round and round…
“All black, well stacked, goin’ down the track clickety clack” = the train looked good on the visual roll-by inspection.
“Highball it out of here” = proceed at maximum permissible speed
“Let’s pull the pin and roll” = uncouple so we can get out of here
The fall season is bringing upon us a series of ethical workshops, classes, and the creation of other resources, and the perfect time to warehouse everything at the main rail terminal! Take an excursion below to learn more about “staying on track” with research on the responsibilities and “regs” for serving as an educator.
Can you name the exact title of your Code of Conduct? What agency enforces it? Do educators have a Code of Ethics? Are school teachers fiduciaries or model exemplars? What does allof this mean?
First, let’s take a pretest of your knowledge and experience on the subject of school ethics. Which of the following statements has the least validity?
Moral professionalism involves being well informed about students, education, and content, confronting parents of underachieving students, cooperating with colleagues to observe school policies, and criticizing unsatisfactory policies and proposing constructive improvement.
Teachers, attorneys, doctors, nurses, counselors, therapists, and the clergy have “fiduciary” duties: own the highest legal duties of good faith and trust and are bound ethically to act in another party’s best interest.
Although not always defined in exact terms of school law or policies, professional ethics are “standards that assist practitioners within situation and systemic contexts in choosing the best course-of-action.”
A code of ethics outlines a set of principles that affect decision making, while a code of conduct delineates specific behaviors that are required or prohibited and governs actions.
The primary goal of professional ethics training is to emphasize the “minimum standards of acceptable behavior” and focus on specific illegal and unethical actions that may result in disciplinary actions.
After a thorough exploration of the materials below, you should feel confident in responding to this question. (If you need help, scroll down to answer at the end of this blog-post.)
Classes and Conferences on Ethics, Oh My!
I am looking forward to sharing insights on ethical issues and especially the seeming “conundrums” or conflicts in the myriad of snap judgments of daily decision-making, both in and outside of our classrooms. Upcoming opportunities are on the ethics e-train schedule.
Currently, we are completing the sixth series of our 25-hour PDE-approved Act 45/PIL online course for school/system leaders, career and technical center directors, and other administrators. Sponsored by my colleague Thomas W. Bailey (check out his website here), the next class “PA Educators: Your Ethical Codes & School Law” begins on October 22 for four consecutive Tuesdays from 4:30 to 7:30 p.m.
Thomas Bailey and I were also invited to present this Act 45/PIL course for the Northeastern Intermediate Unit #19 as a two-day workshop on November 19 and December 16, 2024. Visit http://www.iu19.org or click here to register.
I am venturing out of the Western PA to Eagleville, PA (near Valley Forge) to provide a 70-minute in-service, a school ethics “refresh” for the faculty at Methacton School District on October 14, 2024. Click here to download a copy of the slide summary with all links active.
Finally, I am happy to report that I was invited back to the PDE SAS Institute to do two sessions: “Planning School Ethics Training, Part I – Definitions, Codes, and the Commission” and Planning School Ethics Training, Part II – Model Code of Ethics for Educators. My proposal to present the session “CATCH THE E-TRAIN – Codes, Case Studies, and the Challenges of Ethical Decision-Making” was not approved for the 2025 PMEA Annual Conference in Kalahari Resort (Poconos). However, a facsimile of similar slides from past NAfME/PMEA workshops and webinars on educator ethics is available here.
Supplemental Resources for the Study of Codes, Case Studies, and the Challenges of Daily Decision-Making in Education
And now, the grand daddy of school ethics destinations…
Especially for Pennsylvania educators, pre-service students, and newcomers to the Commonwealth (citing the PA Professional Practices and Standards Commission website)
A code of ethics sets a higher threshold than regulatory codes of conduct or even a nonprofit organization’s bylaws and compliance rules enforced by the government. A code of conduct, such as the Pennsylvania “Code of Professional Practices and Conduct” of the PSPC, provides absolutes for employment, licensure, and/or civil/criminal sanctions. In contrast, the Model Code of Ethics for Educators document serves more as a general compass to help steer professionals towards sound judgment in their daily decision-making. What is unique about a true code of ethics vs. a code of conduct is that the principles are not defined in exact terms of law or policies, nor do they necessarily model family morals or values on which we as individual educators have been raised. The proposed standards are not about definite issues of right/wrong or black/white, but shades of grey. They are more open-ended, offering opportunities to discuss recommendations for consideration from a set of possible choices based on the circumstances of each ethical dilemma or resolution.
– excerpt from “The Ethical Music Educator,” Winter 2020 issue of PMEA News
Teachers are ethical professionals. Our moral aspirations, the “codes” and “standards” we subscribe to, and our professionalism are important to us, our students, our programs, and our communities. Essentially, these are the beliefs for which we stand, the values and behavior we model in our day-to-day decision-making to “make a difference” in the lives of our students, and the overall integrity of the profession. Therefore, the answer to the PRETEST above is #5. (#1-4 are TRUE!) But, as stated in #5, the goal of meaningful ethics training is NOT to emphasize the minimum standards of acceptable behavior or to focus on specific illegal and unethical actions that may result in disciplinary actions.
Do you have anything to add to this collection? ALL ABOARD! The conductor would appreciate feedback! Please feel free to make a comment to this blog (see link next to the title).
As summer draws to a close and schools begin to reopen, we look forward to the coming autumn season (and hopefully some relief from the scorching weather). After all, tomorrow will be the first day of classes at my former place of employment (and the dress rehearsal for Friday’s marching band senior show). Soon we’ll enjoy one of my favorite transitions of the year! In Western Pennsylvania, deciduous trees will gradually change color (some bright red, orange and yellow) and then shed their leaves… the perfect metaphor for the final sections of my “Bookends” series.
(Yes, fall is a month away… but, as you can see, the stores are way ahead in anticipation of the changing seasons!)
Autumn is a season of harvest, a time to reap the rewards of our hard work and reflect on the blessings in our lives. The Fall Equinox is a reminder for us to assess our accomplishments instead of our shortcomings.
We return to a discussion first introduced last October in Bookends – Part One – The Life Cycle of a Successful and Happy Music Educator, exploring:
Stage 4: Veteran/Sustaining Years (this blog)
Stage 5: Next Chapter/Living the Dream (future blog)
When do we become “experts” in our field? When are we “master teachers?” Do we ever reach the apex of our achievements, the crowning glory of our career, or the pinnacle of our profession?
Never! You snooze, you lose. If you stop expanding on your knowledge and skills, forgo exploring new ideas, methods, and media, or become stagnant and settling into a rut at work, you might as well RETIRE (“Stage 5”). Instead, I direct you to revisit “Stage 3” in Bookends II here. As dedicated educators, the focus must be on constant retooling… reviewing/revising “best practices,” setting new goals, and building on the existing networks and engagement in the profession. These have always been the essential elements of a true professional.
Now I should mention that during our middle-years, we sometimes return to education, get advanced degrees, new certifications or teaching specialties, apply for new job assignments, etc. When my PMEA colleague and fellow music teacher retiree John D’Ascenzo left full-time teaching, he went on to pursue a doctorate degree. Also appropriate for our next Bookends section, I have often quoted his analogy for all career stages to “swim like a shark” (since a shark never stops moving, even when it is sleeping). Sage advice for us all!
During my whirlwind of more than five decades in the field of music education, I went through several “first-year-of-teaching” passages, such as accepting my first job in general music at Edgewood School District (1978-1980), then being hired to direct strings (grades 6-12) at Upper St. Clair School District in 1979 followed by a 16-year appointment to the USCHS choral program of over 200 singers in 1980 on… transitions requiring massive job retraining and revitalized professional development. I may have not appreciated the stress of these “hurry up and relearn” periods at the time, but these periodic challenges made me GROW. In the end, I “lived” and embraced Robert Frost’s poem, “The Road Not Taken.” It may have not been the initial pathway I imagined for myself when I started in music education, but “I took the one less traveled by, And that has made all the difference.”
To this day, this violist and orchestra director has NO REGRETS teaching so many years outside of his so-called “specialty” or emphasis! It comes back to me every time I run into former choral or musical students, those I taught in those early years of being a vocal novice (at times when I felt less prepared). My past instrumentalists/singers/actors reminisce a little and literally rave about their musical experiences and what they meant to them.
My emphasis to foster success in our “veteran years” is also on teacher self-care: health and wellness, burnout prevention or remediation, stress and time management, and personal life and work balance.
Let’s start with examining the probable causes of STRESS in TEACHERS:
Overwhelming workload, long hours, and/or challenging classroom situations
Lack of administrative or social supports
Feeling a lack of respect, loss of job autonomy, or not being valued or appreciated in the organization or assignment
Dysfunctional or hostile work environment
Inconsistent hydration and consumption of a balanced diet and healthy quantities (length, depth, and frequency) of rest and sleep
Irregular amounts of daily aerobic physical exercise
Misuse of the voice at work and inadequate hearing conservation and protection from over-exposure to sound
Deficient scheduling of opportunities for mindfulness, meditation, and/or reflection
Deprivation of personal outlets for creative self-expression (not related to job) and the lack of time to explore hobbies, interests, and socialization with family and friends
Infrequent use of sick days or vacations even when they are needed for restorative health
We all have experienced at least a few of these “bumps along the road” (but hopefully NOT most of them). Although I generally had very supportive administrators throughout my years in the public schools (and no one would claim I exhibited any symptoms of “burnout”), I did model a few of the inconsistent habits of personal health (diet, sleep, etc.) and an unbalanced work/personal life schedule. And, perhaps it could be said that I did some of my best work totally exhausted!
Besides being aware of your “body chemistry” (especially what the challenges of constant willpower, deferred gratification, and relentless scheduling can do to lower your blood glucose levels later in the day), to quote Murphy, some of his suggestions for remediation are NOT so easy to follow:
Work less/fewer hours
Time before school is worth more than twice as much as time after school
Use class time to check work
Leverage technology
Don’t grade everything
Stop assigning things
Sorry! My wife and I modeled the behavior of “more-than-full-time” music teachers with after-school rehearsals of marching bands, musicals, community orchestras, chamber ensembles, private lessons, music festival preparation, etc. How in the world do you work fewer hours? Also, since most music teachers do not assign “paper” homework requiring teacher correction, “checking for understanding” and in-class formative assessment could improve efficiency. Sometimes we are own worst enemies… We should “keep it simple” and focus on the priorities. That brings us to time management.
My favorite strategies for organizing our time and fostering a better work/life balance involve these resources (click on links below to past blogs at this site). PLEASE STUDY THESE!
I return to the “Four D’s” concepts several times in past writings, and the “system” can be applied digitally as well… as long as you make a concerted effort to take the necessary time (10-20 minutes) every day to manage the up-front decision-making to “do immediately,” file, or weed out most of the “voluminous noise” (distractions) you get in email, texts, voicemail, snail-mail, etc. Get ready to push the “delete” button… over and over again!
Also, if you are a member of NAfME (National Association for Music Education), search their vast library of related blogs here, several articles to which I was fortunate to have contributed.
Final thoughts for the “sustaining years” of your profession and to avoid any touches of BURNOUT is to develop a self-care plan. My first go-to for building meaningful wellness habits comes from “What Self-Care Is and What it Isn’t.” In past health and wellness workshops, I echo these “basics.”
Promote a nutritious, healthy diet, and hydrate often.
Get enough sleep.
Exercise.
Follow-up with medical care.
Use relaxation exercises and/or practice meditation.
Spend enough time with loved ones.
Do at least one relaxing activity every day, whether it’s taking a walk or spending 30 minutes unwinding.
Do at least one pleasurable activity every day, from going to the cinema, cooking, or meeting with friends.
Find opportunities to laugh.
Self-care can take many forms, such as physical, spiritual, and emotional self-care. It’s an important factor in maintaining health and well-being.
Self-care might range from a hot soak and yoga to everyday activities like preparing meals you want to eat or dressing in your choice of style.
Self-care is not an indulgence. The WHO recognizes it as a crucial aspect of health maintenance.
Tailoring self-care for your budget, season in life, and personal needs for whole body wellness, inside and out, can be energizing and exciting in itself.
Veteran full-time educators: To sustain and nurture success in the middle to twilight years of your career (Stage 4), seek to understand and practice personal wellness and work/life balance while continuing your pursuits in self-motivation, self-assessment, self-energizing, self-(re)invention, and “growing” personally and professionally, and if it becomes necessary, promote the diagnosis, prevention and self-remediation of debilitating stress and burnout.
Editor’s Note: I am taking several weeks off (a retiree’s summer vacation?) from writing articles and creating new material or proposals for workshop presentations on “the life cycle of a music educator – from preservice training to retirement.” Frequent guest contributor Ed Carter (see his past blogs here, here,and here) has graciously offered the piece below on advice for musicians to promote/market their music. Thanks for your insight, Ed!
In today’s digital age, getting your music discovered isn’t just about creating great art; it’s about strategic visibility and connection. For musicians, the realm of possibilities is expansive, yet selecting the right path can significantly influence your success. This article shared courtesy of Paul K. Fox delves into practical strategies to amplify your presence, engage with your audience, and carve a distinctive niche in the bustling world of music.
Dive into the Heart of Your Community
Embracing local music festivals and events can be a game-changer for your music career. These gatherings are not just events but a vibrant ecosystem of music lovers eager to explore new sounds. By participating, you’re not merely performing; you’re immersing yourself in a community that thrives on discovery. The connections made here, both with fans and other artists, can lead to collaborations and opportunities that extend far beyond the festival grounds.
Creating a Website
In the era of streaming, the significance of owning your distribution channel cannot be overstated. Setting up your own website brings your music directly to fans without intermediaries. This approach not only boosts your earnings but also strengthens your relationship with your audience. Offering exclusive content or merchandise can further personalize the experience, making your listeners feel like part of a special circle.
Crafting the Perfect Pitch
Waiting for discovery is a path of uncertainty. Seize the initiative by reaching out to publishing and media outlets with your music. Crafting a compelling pitch requires understanding what makes your music unique and conveying it in a way that resonates with journalists and bloggers. This proactive approach can lead to coverage that boosts your visibility exponentially, attracting new listeners and opening doors to new opportunities.
Mastering the Business of Music
Consider bridging the gap between music and marketing by going back to school for a business degree to sharpen your business acumen, essential for marketing and selling your art. A business degree equips you with vital skills in marketing strategies and financial management, crucial for a sustainable career in the arts. The convenience of online degree programs allows you to pursue education while continuing to create. Indeed, this could be the ticket to not just creating art but making a living from it.
Develop a Press Kit
A well-crafted press kit can be your passport to gaining attention in the music industry. This toolkit should encapsulate your music, personality, and achievements, providing a comprehensive snapshot to journalists and industry insiders. High-quality photos, a compelling bio, and standout music samples can make your press kit an irresistible introduction to your sounds.
Hosting Your Own Event
Why wait for an invitation when you can create your own event? Hosting your own event or showcase puts you in the driver’s seat, allowing you to present your music exactly as you envision it. This initiative not only demonstrates your entrepreneurial spirit but also creates a buzz around your work, attracting both fans and industry professionals to see what you’re all about.
Harmony and Philanthropy
Aligning your music with charitable causes is a powerful way to expand your reach while contributing to the greater good. Offering your talents for charity events or auctions showcases your commitment to social causes and can endear you to a broader audience. This approach not only elevates your profile but also enriches your musical journey with meaningful connections and experiences.
The journey to getting your music discovered is multifaceted, requiring creativity not just in your art but in your approach to marketing and community engagement. By exploring local music festivals, leveraging your online presence, and engaging directly with the media, you’re building a foundation for success. Supplementing your artistic talents with business skills and giving back to the community add depth to your career, making your music resonate on a deeper level. With dedication and strategic effort, your sound can rise above the noise, connecting with fans and opening doors to new opportunities.
The following course content, outline and supplemental materials were presented at the Upper St. Clair High School Leadership Academy on July 24, 2024.
As a follow-up to my workshop for the attendees and to grant full access to important links, a facsimile of the slide presentation, and printable handouts, please download the PDF documents below.
Below is a comprehensive summary of “Leadership 101.”
7/27/24 Update – Leadership Presentation
At the invitation of Upper St. Clair High School (USCHS) German teacher and summer leadership instructor Jacob Reis, it was my pleasure to meet and share my thoughts on “Leadership 101” with students in phase 2 of the USCHS Leadership Academy on Wednesday, July 24, 2024.
The national award-winning USCHS Leadership Academy is a one-week summer workshop offering students exposure to leadership concepts and practices. Students identify their leadership strengths and learn how these skills may be used to make them successful in all stages of life. Through experiential learning strategies, group projects, and hands-on activities, students experience the application of leadership skills, building confidence in their abilities and enhancing their capacity to serve in leadership roles. https://www.uscsd.k12.pa.us/Page/495
I enjoyed my interactions with about 30 rising sophomores who demonstrated they were already well on their way to becoming significant student leaders… and the proof was taking a week off from their summer vacation to enroll in the academy and then enthusiastically participating in my 45-minute workshop right after lunch! (Instead of nap time?) Hopefully, I was able to provoke some new thinking on the further development of their advancing leadership skills.
The only negative comment about the day is that I did not fully cover everything I intended (probably needing at least a full hour but would have enjoyed a half-day!)… thus the rationale for creating this blog-post. I only hope these budding “future leaders” will revisit this material and devote more time on it in research and self-analysis… and complete my optional homework to explore more perspectives on “the definitions of, distinctions in, and directions to becoming a dynamic and dedicated leader.”
Let the Games Begin
With a backdrop of more than 52 years in the field of education (beginning with my own HS days offering private lessons) and incorporating the experiences of an ongoing 44-year relationship in the Upper St. Clair schools, I was able to share philosophies, “best practices,” and anecdotes of lessons learned in working with countless past Fine and Performing Arts student leaders… so many “cream of the crop” drum majors, section leaders, concertmasters, producers, directors, rehearsal assistants, crew heads, leads, etc. Several of the hands-on interactive exercises we have explored in past student staff meetings and even at PMEA/PCMEA conferences were beneficial (“doing” works better than “saying!”), including:
The Clapping Game (stepping outside your comfort zone): “Put your hands together, clap and hold. Is your right thumb over your left or vice versa? Now try it the opposite way… until you can do it just as confidently! Now you have expanded your comfort zone! This is how we GROW!”
We reviewed some common “leadership vocabulary” during the session. Recognizing that there is a wide divergence in opinion on what makes a great leader, I chose to focus on portraying three triple-threat skill types that LEADERS ARE…
Visionaries
Coaches
Managers
I have always felt that leaders need to embrace change, not be afraid to “upset the apple cart,” foster a shift in new directions, create goals, and make improvements to the status quo… to bravely go out and figuratively “break something!” Things to do with a problem:
Ignore it
Resist it
Define it
Enjoy it
Find a use for it
Find a bigger problem
Numerous giants in the field of coaching and education have shared these one-line gems:
Leaders embrace new ideas or challenges.
Leaders are catalysts for change.
Leaders make goals and define targets.
Leaders model commitment and passion.
Leadership is all about creativity, innovation, and problem solving.
Leadership is about taking risks.
Leaders have positive self-esteem.
Leaders master good listening skills.
Extra handouts: Last week, I was not able to distribute these leadership quotes or the stuff and tasks of leadership, including words of wisdom from “leader luminaries” like the late great Babe Ruth, Abraham Lincoln, Vince Lombardi, Theodore Roosevelt, and my first USC school administrator and mentor Thomas Harshman.
At the Leadership Academy session, we did enjoy taking an insightful quiz about left or right brain hemispheric dominance (although we were unable to finish scoring it), something which was first introduced to me at a teacher in-service led by USC Supervisor of Curriculum John Small, and many years later, shared in a virtual session of my community orchestra during the pandemic. Examples of the type of questions: Would you choose to complete a crossword puzzle (left-brain) or a jigsaw puzzle (right-brain), or view a movie (right) or read a book (left)?
This test introduces “thinking styles” and a taste of lateral brain research. (Disclaimer: There has been a lot of scientific debate on whether there is any value in measuring brain dominance. In addition, a true test of hemispheric brain dominance would take hours, MANY MORE questions, and still only offer a few generalizations! This exercise is only provided to give us a little more understanding in the way we think and how others may respond to our attempts to lead them.) I concluded with the following statement:
Now apply this to the “types” of people you may lead. The lefty “analyticals” may want meetings to start and end on time, keep to the agenda, follow Robert’s Rules of Order, receive written documentation, etc. “Righties” (a.k.a. “spatials”) may arrive late, prefer more time for free discussion (“bird-walking?”), enjoy more charts/graphs, demonstrations, and “hands-on,” offer good brainstorming… but fewer restrictions or rules to organizing the meeting.
More Self-Reflection Exercises and the “Oreo Cookie Technique”
Back to interactive “show-don’t-tell” FUN activities! We introduced several tools to motivate additional self-analysis (insights into current leadership skills/tendencies and future needs):
Brainstorming of Leadership Habits: “Close your eyes and visualize a ‘model leader’ you have known and admired. What were his/her outstanding personality characteristics? In 30 seconds, write down as many of these traits and others that would define a great leader.”
Step #2 Brainstorming: “Circle three of these qualities you feel are the most important for success.
Step #3 Brainstorming: “Highlight, underline, or star two of these traits that YOU model – your most developed skills. Now print these in the top two bubbles of the pink graphic below.
Step #4 Brainstorming: “Review the EI chart of the Union Nations Systems Staff College, outline of AWSL leadership skills, and the types of thinking/leading skills (above), and add one or two characteristics you feel YOU are well on your way to mastering (understanding that, as my wife would remind me, ‘pobody is nerfect!’ and there’s always room for even more work on them.”
Step #5 Brainstorming: “Once you have completed a self-analysis of the material covered in this session (blog-post + handouts + slides), select up to four ‘challenges’ you would consider for further study or goals for self-improvement.”
Now, the process for “peeling back the onion skin” and doing a deep dive into a critique of an individual’s strengths and weaknesses (without crushing egos) is best done by first using positive reinforcement (what are the good things already accomplished?), followed by the problem(s), need(s), or trait(s) that resoundly land “outside the comfort zone.” This punch list of one or more items will be the basis for generating an action plan for making positive changes. Finally, you should always end everything with the positive… a reflection on the progress that has already been made, observation of past achievements or gifts, and confidence that a set of recently adopted S.M.A.R.T. goals (below) would be attainable:
Specific
Measurable
Achievable
Relevant
Time-bound
The Oreo cookie symbolizes layers, a progression from top to bottom, starting with the chocolate cookie (dunk it in milk if you wish!) which represents “the positives,” next going to the cream which depicts a “focus on improvements,” and then finishing off the bottom cookie (return to “the positives”). This is relevant for self-analysis as well as a model for the care and motivation of team members. The experienced and empathetic leader knows that “you catch more flies with honey than with vinegar…” and most people respond better to positive-first feedback along with a little sensitivity and diplomacy when pointing out their shortcomings. Whenever you can, “sandwich” the cocoa’s good things (“keeps”) around the cream’s criticism (“fixes”)… for yourself and in others within all work/school settings!
Coda: Personal Inventory Profile
I hope throughout this workshop attendees will self-assess their leadership potential and make a few plans for ongoing personal development. The above checklist outlining my USCHS leadership academy content was provided in this handout to help examine areas of interest and to formulate new goals. I also recommend taking time to peruse the homework for future leaders and especially read a few of my past posts on creativity in education and leadership showcasing several exemplary models of leadership… outstanding visionaries, coaches, and managers:
June 28-July 1, 2024 Marriott Marquis – Washington D.C
It is my pleasure to be invited to present two sessions at the Educators Rising Conference on June 29, 2024 in the Liberty L/M Room of the Marriott Marquis in Washington D.C.
This is a very unique venue, something in which I encourage other educators and clinicians to consider participating. The event brings together prospective future educators, middle to high school and college education majors, with veteran practitioners and experienced educators in the profession. This is from their website:
Each year, Educators Rising hosts a national conference to convene our network of rising educators and teacher leaders. It’s a unique opportunity for students and their teacher leaders to:
Connect and learn from each other through more than 40 breakout sessions;
Network with other members from across the country;
Compete for national titles in competitive events designed to allow students to develop and showcase their teaching skills; and
Be inspired by keynote presentations from national education leaders
An outline of the conference schedule may be viewed here. Additional information may be found at the conference website here. You can still register for the event.
My two offerings will not come as a surprise to anyone who has been following my work at this site:
GETTING A JOB
My first workshop, “Interviewing & Branding 101” (Saturday, June 29 at 9 a.m.) will provide an overview of important definitions (e.g., “professional,” “total educator,” etc.) and dive into interactive exercises to exploring the basic building blocks of personal self-assessment, building “a brand” and “marketing plan” for the job search, practicing networking and storytelling skills, and analyzing and “playacting” better interviewing techniques. Although I will need to shorten the presentation to fit in the 45-minute time block allotted and provide more focus on the interactive partner and small group exercises, this was the initial outline that was accepted by the Rising Educators Conference Session Selection Committee:
My favorite candy, Hershey Symphony bars, will be distribute as incentives for the more “brave” attendees who volunteer themselves to serve as good (as well as bad) models of the mock interviews.
In conclusion, this is “the session” I wish someone would have provided me before I went out into the labor market! We will have some fun connecting with each other, learning something new about our core values, goals, and strengths – especially those areas we want to broadcast to future employers – building a marketing plan of the essentials to promote ourselves in future employment screenings, and breaking-out into “duos” and small groups to “practice-practice-practice!” The branding and interviewing exercises and suggestions may be applied to finding any job, but will definitely be a big help for landing “the one” teaching position you always wanted.
For the participants who attend my session (facsimile of slides available after June 28), here are links to the printed handouts and other supplemental materials:
My second workshop (offered one hour later), “Embarking the E3 Train – Ethos, Ethics, & Engagement,” brings to fruition my passion for the preparation of future educators to embrace the essential ethical standards of our profession. Again, back in 1977, no college methods course nor student teaching prep covered the meaning behind such terms as “fiduciary,” “ethical equilibrium,” “moral professionalism,” etc. To be fair to my college professors, Pennsylvania had not yet written its Code of Professional Practice and Conduct which now “governs” the educators in our Commonwealth, nor had the National Association of State Directors of Teacher Education and Certification facilitated the creation of the amazing document called The Model Code of Ethics for Educators. It was not until 2017 (four years after I retired) when I was asked to research and present my first educator ethics session for PMEA District 7 did I “discover” the need for interactive, open, peer discussion of these core questions:
How do ethics inform a teacher’s personal and professional actions?
Why is the study of educator ethics essential for all educators entering the profession?
What does it mean to be a “fiduciary” and “moral exemplar” in the community?
What is the difference between a “Code of Conduct” and a “Code of Ethics?” Is one more important than the other?
How do you avoid any action and/or appearance of impropriety, and prevent the “slippery slope” of inappropriate student-teacher relationships, and other ethical problems?
During this presentation on Saturday, June 29 at 10 a.m., we will discuss the thousands of daily rapid-fire decisions (many snap judgments) of teachers and evaluate the potential effects of any who “stray” – “levels of misconduct + consequences.” Furthermore, we will unpack and review a portion of the five principles, 18 sections, and 86 standards in the Model Code of Ethics for Educators. Fostering open and interactive discussion, we will empanel a mock “ethics jury” (volunteers from the attendees) to assess fictitious “fact scenarios” of potential ethical issues, hazardous choices or vulnerabilities, and even tackle a few “conundrums” or problems in educator decision-making. Our jurors will receive our thanks and an Educators Rising Mock Jury t-shirt for their “willingness to serve as guinea-pigs.”
Admittedly, some of our past material on ethics was “for mature audiences only” resulting in the need for adjustments to be made to some of the hypothetical case studies (serious infractions) for group analysis. However, the majority of my work on educator ethics is available for review on this site (in reverse chronological order) by clicking here.
Here are additional case studies for group discussions of ethical dilemmas.
For the participants who attend my Washington D.C. session on June 29, 2024, a facsimile of “Embarking the E3 Train” slides are available. (CLICK HERE.)
Wow! I can’t believe it’s been three whole months since I posted a blog here! Where’s the time gone? Excuses? Well, what first leaps to my mind are several quotes from this Southern Living website about being an extremely busy retiree:
“The trouble with retirement is that you never get a day off.” — Abe Lemons
“I need to retire from retirement.” — Sandra Day O’Connor
“The harder you work, the harder it is to surrender.” — Vince Lombardi
“I wanted to have more time to play and reflect, but I find retirement more stressful than having a nice, steady job because I have to make decisions about where I want to be.” — Walter Cronkite
“I see retirement as just another of these reinventions, another chance to do new things and be a new version of myself.” — Walt Mossberg
“Living each day as if it were your last doesn’t mean your last day of retirement on a remote island. It means to live fully, authentically and spontaneously with nothing being held back.” — Jack Canfield
“Do not grow old, no matter how long you live. Never cease to stand like curious children before the great mystery into which we were born.” —Albert Einstein
To my friends and colleagues in the profession, yes I am “living the dream” and having fun in retirement! Health remains good, and the days of my wife and I are filled with personal enrichment, unique new and renewed adventures, and meaningful service to the causes that matter to us both! Our only complaint? There are only 24 hours in a day… But, that means, as we head to bed each night, we have lots on our ever-expanding to-do lists motivating us to get up even earlier the next day to accomplish!
So, the following will be a quick (?) update, ramblings in the format of “streams of consciousness” of what’s happening in our lives, geared to my more faithful friends and followers, and perhaps modeling the activities of two happily retired music teachers. I promise that future blogs will re-engage with our series on “Bookends…” (life cycle of a music educator), ethics training of educators, and interviewing skills of newcomers to the profession (the season of job screenings will soon be upon us!), not to mention more tips towards a smooth transition to retirement for those who are planning to “pull their pin” and leave their full-time employment in the near future. Thanks for hanging in there with us!
PMEA Conference
Both my wife Donna, her cousin Judy, our two dogs Gracie and Brewster, and I just returned from Erie, PA participating in the PMEA Annual In-Service Conference. This was unique in that, for the first time since we retired in 2013, Donna could attend “the big event” with me. Judy served as our dog babysitter (we don’t believe in “jailing” our pups!), and the Bayfront Sheraton, Courtyard Marriott, and Erie Convention Center were pet-friendly. We reserved adjoining rooms, and the dogs were content to walking all around the Bayfront Area/Lake Erie and returning at night to sleep with us.
To my PMEA colleagues and other PA educators, in case you missed it, here is the link to more than 1,000 photos I took at the conference (sessions, meetings, exhibits, and performances). Attendees, I challenge you: CAN YOU FIND YOURSELF & YOUR STUDENTS?
As usual, Executive Director Abi Young, PD Council Chair Martha Heise and her conference planning committee, PMEA state EXCOM and staffers planned another outstanding event. If you have never gone to a PMEA conference, mark next year’s dates April 9-12, 2025 on your calendar, which will be held in the luxurious Kalahari Resort in the Poconos. Besides, the “world’s largest indoor water park” is a fun place to bring your (grand)children! In addition, several other professional development and career enhancement venues are on the horizon available to members of NAfME and PMEA:
PMEA Summer Summit (Leadership Conference), Reading, PA July 15-17, 2024
NAfME Biennial Music Research and Teacher Education Conference, Atlanta, GA September 25-28, 2024
NAfME Eastern Division Conference and Honors Ensembles Festival, Hartford, CT April 24-26, 2025
At the Erie conference, I hosted my last PMEA Council for Teacher Training, Recruitment, and Retention and TTRR SHOWCASE. At our annual meeting, I stepped down as the state chair, but will continue as State Retired Member Coordinator on the Council TTRR. We’re in excellent hands, with TRI-M Chair Tina Bennett being elected to the state TTRR Council Chair position. Joining her is the visionary leadership of State SMTE Chair Dr. Kathleen Melago, Mentor Co-Chairs Lisa Endler and Eric Plum, PCMEA Student President Ellie Vito, Future Music Teachers Honors Symposium Chairs Aaron and Stephanie Magaro, PDE Fine Arts Education Consultant David Deitz, and Higher Education Representatives Paul Doerksen, Jessica Vaughan-Marra, Sarah Watts, Debbie Wolf, among others.
Below is a copy of the “Everything You Always Wanted to Know About Council TTRR” SHOWCASE slides which were presented to a whopping 60 PCMEA members during our breakfast meeting at the conference. (Perhaps the food motivated more collegiates to get up extra-early for that first session?)
One of the concerns repeatedly expressed at Council TTRR meetings was the funding issues of college students. Besides an anonymous donor funding the PCMEA breakfast at the SHOWCASE on April 18, PMEA instituted a “send a collegiate to the conference” campaign (complimentary registrations) and in 2023, also announced two major scholarship (college expense reimbursement) opportunities endowed by our Stark-Fox Family Fund in memory of our parents:
PMEA Council TTRR Award for Music Education Majors
PMEA Music for Lifelong Learning for STEM Students in College Music
In the spring of 2023, three $5K PMEA Council TTRR Scholarships were awarded to:
Elizabeth Corbett (Duquesne University)
Adam Hanna (Susquehanna University)
Mitchell Hourt (Moravian University
Unfortunately, last year no applications were submitted for the PMEA Music for Lifelong Learning Award. A concerted effort has been made to “reachout” to this population of students who are pursuing a science-related field and participating in their PA college band, chorus, jazz, or orchestra program. Please spread the word! Deadline to register is May 29, 2024. More information is posted here.
Upcoming Workshops
I was pleased to learn that two of my sessions were accepted for the Kappan 2024 Educators Rising National Conference scheduled for June 28-July 1, 2024, in Washington, D.C. at the Marriott Marquis:
Embarking the E3-Train – Essentials for Future Educators – What It Takes to Become a Teacher: Ethos, Ethics, and Engagement
Interviewing and Branding 101 – The Art and Science of Marketing Yourself for Employment Screening
In addition, I remain active in supporting my colleague Thomas Bailey in providing PDE-approved Act 45 and Act 48 ethics training courses for PA educators. Currently, we’re teaching our fifth series of classes (25 PIL hours) for school system leaders and have presented more than 14 additional professional development workshops, webinars, or conference sessions of in depth interactive discussions of ethics and daily educator decision-making. Our next focus area is to help PA administrators to incorporate the newly mandated PA Chapter 49 ethics competencies into their school induction programs.
To learn more about course offerings or read court case blogs on ethics in education, visit Tom Bailey’s website here. This blog-site also provides a comprehensive library of past articles on educator ethics.
Who Really Reads These Blogs?
That’s a good question! Although I have always provided a “comment” link at the top of each posting and seek feedback and even “guest authors” to feature in future blogs, very few people respond to these articles. I have always hoped that “my meanderings” could help music teachers at all stages of their careers, from pre-college and music/music education majors to veteran educators to retirees. At least, this WordPress site allows me to permanently archive my writings with the hope this exhaustive but always-accessible supply of resources, links and viewpoints could be used in the future. Share on!
So recently, I was pleasantly surprised when Becca Robinson, a tutor of homeschooled children, reached out to me and said Jeremy, one of her students, did extra-credit research after reading one of my blogs on retirement resources. We are adding his recommendation for this link to the Transportation Resource Guide for Seniors & Individuals with Disabilities in the “Retiree” menu section at the top of the page. This comprehensive article by Cole Neder documenting the following is a valuable read for senior citizens and anyone who is experiencing personal mobility challenges:
Public Transit
Paratransit Services
Demand Responsive Services
Non-Emergency Transportation
Ride-Sharing and Taxis Services
Service Resources by State
On a Personal Note…
Yes, last week was my 69th birthday! I never imagined getting that old… er, I mean, mature! Neither my mother nor my father made it to their seventh decade! I attribute my positive attitude and active lifestyle (even though at times I could unintentionally forget your name at the drop of a hat) to embracing what Ernie Zelinski, author of How to Retire Happy, Wild and Free, says is absolutely essential to maintain in retirement: “finding purpose, structure, and community.” It is a paramount of importance to feel we matter and are needed every day, exercise both sides of our brain (the analytical and the creative), keep physically fit, jump out of our bed with purpose, maintain busy schedules and accept a lot on our plate, and stay connected to the people surrounding us. To that end, my wife and I continue to teach the pursuit “creative self-expression,” directing a community ensemble (the South Hills Junior Orchestra), teaching, walking our dogs, and pushing wheelchairs at our local hospital. At times, this latter activity allows us to catch up with our former music students, their parents, school staff, and neighbors. What FUN it is to meet someone who I taught many years ago in middle school, now grown up and busy raising their own “band” of musicians! God willing, I hope to continue with good health, a sharp mind, and motivation to live to Moses age (150 years old?), or at least have a ball along the way!
I leave you this month with a copy of the one-of-the-kind birthday card one of my adult students (who claims me as her “adopted father?”) created using Photoshop. Three generations of her family play in our Saturday orchestra. Caption: Left is our Gracie, a bichon frise, and right is Brewster, a yorkie-poo. I’m depicted in the middle with my SHJO bow-tie, of course!)
Happy trails, retirees and active educators alike! Keep in touch!
This month’s “guest article” is on loan from a very wise and sensitive fellow-blogger:
Kathy Merlino.
We have been blessed with her generously and eloquently-shared thoughts and inspiration in past postings, including “A Penny” seen here last year and posted on her Kathy’s Retirement Blog of November 26, 2022 – a poignant piece coping with grief in the loss of a loved one.
Yes, those of us “over-65s” have experienced moments of “ageism” and discrimination because of our grey hair, wrinkled skin, slower driving habits, mobility challenges, or other signs of our advancing years. I believe most of this is unintentional… not deliberately meant to be condescending. But, Kathy hits the nail squarely on the head. You would think that with the swelling of our Baby-Boomer population stats (becoming more of a majority, not the minority?), ageism attitudes and bad behavior would disappear?
It all boils down to RESPECT! And, we should all “call out” any violators and demand change… like Kathy bravely did in her story!
How about getting even? Nah! But I do recall a funny episode from the National Geographic Channel’s Crowd Control series moderated by Daniel Pink about giving the people who parked illegally in handicap places their “just rewards!”
To stop able-bodied drivers from using handicapped parking places in Austin, Texas, Pink first rode around with a van full of local activists, blocking in offenders and making them wait while passengers in wheelchairs got out very slowly. A woman with an SUV apologized; a guy with a Porsche said, “I don’t do this; it’s not a habit,” lamely offering that he was just stopping in to see some friends for a 10-minute drink. “Now I’m that guy, and it doesn’t feel good,” he said, adding perhaps a little too easily: “I’m done being that guy.” But you could see that the human confrontation had somehow registered.
And, ageist language goes both ways. A month ago I may have unintentionally offended a younger colleague who I have long admired (and frequently complimented her professional accomplishments publically) by using the familiar informal address in “thanks, kiddo.” Just as Kathy mentions we should eliminate the labels “old” or “elderly” and “dear” or “sweetie” from our vocabulary in conversations with our seniors, so should we abandon words like “kids, ” “kiddos,” “youngsters,” and “honey” in talking to our younger peers. RESPECT… both ways!
A few months ago I went to my bank, something I rarely do in this world of banking apps and cash back at almost every retailer. As I waited in line for my turn the woman in front of me struck up a conversation with the branch manager who was behind the teller counter attending to some unseen task.
The woman and branch manager apparently knew each other as they chatted easily about mutual acquaintances and activities.
Everything was genial until she asked, “How’s your grandmother?”
The branch manager stopped what he was doing, straightened up, looked out into the lobby as he emphatically announced, “Old!”
The woman didn’t respond as her smiling face sunk into a bewildered expression, her eyes nervously darting around the lobby. I felt she was as stunned by his response as I was. Without another word he went back to what he was doing.
During the previous several months I had had a couple of ageist encounters with this early thirties-something man. Had he looked past the woman at me as he made what I thought was a disrespectful response, both for his grandmother and his acquaintance customer? Or was I just imagining?
Not so sure I should let this pass without a word, I, too, looked around at the young faces behind the teller counter, at the personal banker in the glass cubicle chatting with a customer. They were all young twenty, thirty-somethings. The branch manager was the standard bearer for how to treat customers with respect and dignity. He was their leader, their guide from whom they took their cues. Since the previous manager was promoted to a higher level, which came as no surprise to me, I had noticed a change in the culture of this branch. Weighing the larger consequence of not saying anything about the incident, I was now sure I would say something and to whom I would say it. But, more on that later.
In recent weeks I’ve encountered a number of women speaking up about ageism in our society. During the last year I’ve become more conscious of ageism, mainly in the medical and health insurance fields as well as the experiences at my bank and a few stores. I’d like to know what you have experienced, if anything. One woman told me the ageism in the US is ‘shocking!’ Is it that way across the country? Is it that way in other countries? Several others have chimed in about how going grey was met with being called ‘old’ or ‘elderly’ followed by ‘dear’ and ‘sweetie.’ One woman even decided to start dyeing her hair again. Not me. I’d rather raise someone’s consciousness by speaking up about it. There’s nothing wrong with a little silver protest.
According to the National Institute on Health (one of my favorite resources), “rising prejudices have spread concerning the elderly, who are seen as hindering productivity and social dynamism. Stereotypes about aging, beyond influencing behavior and ways of managing the care of elderly populations, can also impact personal experiences of aging.” The simple fact of the baby-boomer demographics makes our aging population larger than the generations which followed. What’s more, ageism influences our self-perceptions as well as our physical and mental health leading to such negative experiences like depression and isolation, which in turn translates into a shortened life span with a lower quality of life.
I have no doubt we live in a youth culture. Personally, I’m anti-anti-aging. All the ads by companies selling anti-aging products are laughingly, for the most part, using women at least 40 years younger than me to show ‘results.’ It’s as if aging is a disease, which we have to keep at bay for as long as we can with creams, lotions, dyes, supplements, makeup, botox and even plastic surgery. Equally as pervasive is the vitamins and supplements industry raking in a hefty $150 billion per year globally. The US makes up nearly one third of that number. Age cannot be staved off forever, so we may as well accept that fact and enjoy life without going under the knife and getting our vitamins from healthy foods.
Do I use creams and lotions? Of course I do. Who wants dry skin? My objective is to feel the best I can without being obsessed with my body and looks to the point of trying to hide my age. At 71, I’m comfortable in my own skin and love my grey hair. I stopped coloring my hair somewhere around 12 years ago. It was so freeing I’ve never thought about hair dyes again.
But, the real issue is the devaluing of aging people due to accepted social norms centered around looking youthful, acting useful and contributing to society through a job. According to the NIH, “the most complete definition [of ageism] has been offered by [researchers] Iversen, Larsen, and Solem, who, after a review and analysis of all the definitions given over the years, defined ageism as negative or positive stereotypes, prejudice and/or discrimination against (or to the advantage of) elderly people on the basis of their chronological age or on the basis of a perception of them as being ‘old’ or ‘elderly’.”
Town of Menaggio on lake Como, Milan, Italy
While visiting Italy I noticed a difference in the way I and my fellow aging travelers were treated. It was with a graciousness and respect that was palpable in transactions at stores, meals in restaurants and just strolling down the street. I believe the stereotyping of aging in Italy is a positive stereotyping where “respect your elders” is ingrained in the fabric of their social norms.
I remember touring a villa where certain spaces were roped off. The very young woman serving as monitor wore dark goth makeup, spiked black and maroon hair, black army boots, pants and pea coat along with a deadpan expression. Visually scary. No one was going to touch a thing or cross a barrier with her walking behind us! Then, I had to make a run to the restroom, which was outside and down a long path on the grounds. Upon my return she let me in with a stern look. But, when I went looking for my group to catch up, she motioned to me with a smile, “Come. I show you a shortcut.” With that she led me around a roped barrier, across the living room’s ancient rug I was positive was not to be walked upon, around another barrier and down a hall where I joined my group. As I turned to thank her she winked and said, “Secret.” Although with cameras all over the place I don’t think it was a secret. It was an act of kindness from someone who initially appeared so forbidding. A reverse lesson in not judging a book by its cover. I wonder now if the act of kindness was because of my grey hair and wrinkles and the Italian view of aging.
We are at once going through a transformation where aging is not what it once was as people continue to work, remain involved in their communities and are physically active. Yet, at the same time, much of society views this natural part of life called aging with disdain or perhaps a bit of fear. After all, following aging to the last is the grim reaper awaiting. For me exercising, eating a healthy diet, keeping my mind sharp, being involved in my community, having a spiritual practice and engaging with family, friends and my hobbies are the components of healthy aging. That is my anti-aging strategy.
What do we do about the disrespect, the minimizing of our value to society? I speak up and out about the situations I encounter. For example, the branch manager. As mentioned I decided I had to do something about his attitude and comments, not only for the sake of other customers, but for his employees. Well, I emailed my contact at the bank and expressed my concern and how I had encountered what I believed to be ageism three times over a period of several months. The CEO and president of the bank asked if it would be ok if the branch manager’s supervisor called me, to which I, of course, agreed.
I learned that the bank has training about what respect and dignity look like, on discrimination including ageism. I learned that upper management was sincerely disappointed in the branch manager’s attitude and, as was appropriate, apologized for the ageist treatment. I haven’t been back because, as noted above, I don’t find it necessary to go to the bank very often. However, I do hope to see a cultural change on my next visit. I also hope this young manager views the experience as an opportunity to grow and learn and set a positive example for his staff. Lastly, I hope he learned that just because someone is “old!” with grey hair and a few wrinkles doesn’t mean they don’t have wisdom, influence and the power to create change.
Would you like to comment on this article? Please visit Kathy Merlino’s website here.
The Life Cycle of a Successful and Happy Music Educator
Joyous Holidays, Season Greetings, and Happy New Year from “The Foxes!” This is a time for reflection and gratitude… and we feel blessed for all the opportunities allowing us to share our insights, gifts and experiences with other music education professionals.
We hope to inspire YOU and literally model the concepts in this blog series. We continue with our discussion first introduced a month ago in Bookends – Part One – The Life Cycle of a Successful and Happy Music Educator, exploring:
Stage 3: Inservice/Growing Years (this blog)
Stage 4: Veteran/Sustaining Years (future blog)
Stage 5: Next Chapter/Living the Dream (future blog)
This article is an abstract from a session presented to Seton Hill University music education student teachers on October 17, 2023. Click on this link to download the slide summary in PDF format.
“I have written a lot of articles in support of these topics… now compiling them for your easy access. Depending on your current status and interests, feel free to peruse the checklists (links) in this series. It is possible a few of the resources contained within these blogs have gone inactive, but I believe enough are there for you to gain the insight, tools and motivation to achieve professional development for life.”
– Paul Fox
Stage 3 – Inservice/Growing Years
[ ] 8. Becoming a Music Educator:For a review of Bookends – Part One, take a step backward and revisit what you have done to “get ready” for your “rookie years.” Take special note on the things-to-do list (“secrets”) as a first-year educator (perhaps completed during your student teaching semester):
Subscribe to a discounted NAfME + PMEA first-year membership (If you are a recent college graduate in your first year of teaching, or if you are the spouse of a current or retired NAfME member, contact NAfME at 800-336-3768 or email memberservices@nafme.org) to find out if you qualify for a reduced rate.
Hook up to PMEA Mentor or other state’s MEA support program for new teachers.
Need to fill in a few gaps missing from your college courses in skills and knowledge? Continue your “enrichment” viewing PMEA Webinars and the exhaustive video library in the NAfME Academy.
At some point you will be writing/editing curriculum, so research the awesome resource of Model Curriculum Framework (Have to be a PMEA member)
Too busy to participate in the PMEA Annual Conference or NAfME national events? Look into going to a PMEA summer conference (usually at a lower-cost!). Check out your own state’s MEA discounts and offers for collegiate members and new teachers!
[ ] 9. The Care & Feeding of Your Principal:Although not covered in any detail during the Seton Hill University presentation, it is recommended that you read in its entirety “The New Teacher’s Guide to Fostering Positive Relations and Good Interactions with School Administrators” offering a wealth of excellent recommendations from these trustworthy sources:
Enhancing the Professional Practice of Music Teachers: 101 Tips that Principals Want Music Teachers to Know and Do by Paul G. Young (my personal favorite, available from Amazon here)
A favorite question I pose to college music ed seniors is, “In what professional associations are you a member and actively involved?” For the price of consuming one fewer Starbucks latte a week, you can open up the Wonderful World of “C’s” – Contacts, Coachings, and other Connections, including research and resources that will benefit your Continuing Education. You can’t afford NOT to join groups like these.
To help “nail down” a few related definitions critical to personal growth and career development in our profession, especially “engagement,” “professionalism,” “collaboration,” and “networking,” please take a little time to travel and consume the following archived blog postings.
[ ] 10. The Meaning of PRO:This is one of the oldest articles at the paulfox.blog site. How about a little soul searching? Are you truly a professional? Do you have the skills, habits, and attitudes of a professional in the field of education?
[ ] 11. Transitioning from Collegiate to Professional (Part II):New teachers have to move away from “book learning” or higher education research and emphasize “practical application,” and at the same time, assess the precise areas needed for immediate (re-)training… everything from new exposure to specialized teaching areas and grade level focus for the job to which you have been assigned, to the enhanced skills of classroom management, student assessment, curriculum writing, class or ensemble warm-up materials, music repertoire and programming, etc.
While we are on the subject, it is important to intentionally seek out mentors or consultants in your early years of becoming an educator. PMEA offers a mentoring program (read all about it here) and PMEA Retired Members are also an excellent resource to “phone a friend” for advice as needed (see their section on the PMEA website here). That leads us to the next most essential “habit” of attending professional conferences… #12 below.
[ ] 12. Getting the Most Out of Music Conferences:Our PMEA Annual Conference sites are cyclical. This article, written on March 5, 2017, showcased that year’s event at the Erie Bayfront Convention Center – coincidentally the same location for this year’s PMEA Annual Conference: April 17-20, 2023. For a sneak peek at the proposed sessions and guest performers, click here.
There are a myriad of conferences offered every year… something for everybody in just about every state. Make plans to go, “recharge your batteries,” and pick up new state-of-the-art ideas, lessons, music, technology, etc. Again, you cannot afford NOT to attend… or becoming stale in your teaching or “stuck in a rut!” Besides, going to your state’s or national conferences and regional workshops are FUN places to meet other like-minded, inspiring colleagues! This is how professionals network, collaborate, and share their “latest and greatest!“
Implementing the NEW PDE Chapter 49 “PE” Competencies – “The WHO, WHAT, WHY, & HOW!”
Blogger’s Note: We will return to Part II of “Bookends” next month to explore:
Stage 3: Inservice/Growing Years
Stage 4: Veteran/Sustaining Years
Stage 5: Next Chapter/Living the Dream
Instead, our November blog will share methods, modes, media, and other materials to provide meaningful professional development on ETHICS for EDUCATORS in the Commonwealth, resources from my upcoming presentation to school administrators at the Pennsylvania Department of Education’s SAS Institute – Successful Leadership – Shaping Your School’s Story to be held in the Hershey Lodge and Convention Center on December 11-13, 2023. Click below for my handouts.
Interested in joining us at the Hershey Lodge on December 11-13, 2023? Please click herefor more information or to register.
A Summary of My SAS Institute Ethics Session
To paraphrase the wisdom of one of my favorite recent visionaries and online workshop presenters, Simon Sinek, “Every organization should begin with “the WHY!” According to SmartInsights, Sinek’s Golden Circle theory explains “how leaders can inspire cooperation, trust and change in a business based on his research into how the most successful organizations think, act and communicate if they start with why.” On his website, he declares his own WHY: “We are here to inspire people to do the things that inspire them so that, together, each of us can change our world for the better.” I love his mission!
“Your WHY is your purpose, cause, or belief. WHY does your company exist? WHY do you get out of bed every morning? And WHY should anyone care about the work you do?” – Simon Sinek
So… lets ask the questions that define our own golden circle, my session, and this article:
WHY should we be so concerned about professional development in ethics for PA educators? (Why should you even be reading this blogpost?)
HOW should we train our staff?
WHAT should be introduced and reinforced over the long term?
And, I will add one additional question: WHO is responsible for all of this?
Well, the quick response to that last query is EVERYONE in the profession. However, this blog is particularly geared to school system leaders, career and technical center directors, and administrators charged with the responsibility of continuing education/professional development and induction programs for their PA educators.
The “WHY!”
Quick. Calling on all PA teachers! Without looking on the Internet, can you identify the exact title of your “code of conduct” (1)? Do you know the PA agency responsible for writing this code and adjudicating its rules (2)? Can you name the “code of ethics” recently adopted by PDE and the Board of Education which provides school staff comprehensive guidance in professional decision-making based on context (3)?
Hints? How about a few acronyms?
CPPC
PSPC
MCEE?
Don’t you think “we” should at least be familiar with the commission that grants us the license to teach in PA as well as the document that “governs” our behavior, violations of which could remove us from our job or revoke our certificate?
Of course, six years ago, even I didn’t know we had a PA “code of conduct!” (I started teaching in the public schools in 1978 and it wasn’t written until 1992!) After retiring from full-time teaching in 2013, I was asked to present my first ethics workshop back in 2017 for a Pennsylvania Music Educators Association (PMEA) Regional In-Service Program. Already scheduling me for two other sessions, the organizer came to me, “Could you add a presentation on educator ethics?” My first reaction was, WHY? Why would this be necessary? I promised him I would do a little research before getting back to him… and found these (now updated) statistics. Here’s the WHY in a nutshell!
HORRIBLE! These are the number of PA educators by year who had misconduct complaints filed against them. Sure, a majority of their cases were not always fully prosecuted nor did they all result in a “guilty” verdict or plea, as this glimpse of educator disciplinary resolutions for 2016 (out of 672) for comparison shows (statistics from PDE):
But, if you can read the above graphic, that means that in 2016, 156 educators surrendered their license or had their certificate suspended or revoked! Obviously, no matter how you interpret the stats, this is a SERIOUS PROBLEM! And it may be due to a lack of training or understanding of the regulations and principles of ethical decision-making!
Why is this topic crucial for all pre-service, “rookie,” AND experienced professional educators? It is essential… not so much to serve as a reminder of the penalties for ethical infractions or spotlighting the occurrences you read or hear about in the news… but, because ETHICS are what we all stand for, the values we exhibit in our day-to-day decision-making, the integrity of the profession, and our “making a difference” in the lives of the students.
Ignorance of the law is no excuse for breaking it.
(Oliver Wendell Holmes)
The “WHAT!”
My colleague Thomas W. Bailey, a retired social studies teacher who reinstated his law license, and I set ourselves the goal of creating continuing education courses to provide REAL ethics training for PA educators. Thomas applied to the Pennsylvania Department of Education and received approval for a four-hour online Act 48 continuing education course for all PA educators (earning credits in PERMS) and a 25-hour online Act 45 PIL continuing education course for school system leaders, career and technical center directors, and other administrators responsible for planning the professional development of their school staff. The dates for our next two series of classes with open for enrollment in January 2024 are:
“Chapter 49 requires instruction in professional ethics to be integrated in educator preparation, induction, and continuing professional development programs as follows.
Continuing professional development programs must integrate the professional ethics competencies no later than the 2023-24 academic year.
Educator preparation and induction programs must integrate the professional ethics competencies no later than the 2024-25 academic year.“
Our Act 45 and Act 48 courses cover the following subjects, definitions, and applications of these terms:
Fiduciary
Ethical Equilibrium
Personal Morality
Regulations of Law
Professional Ethics
Professional Dispositions
Moral Professionalism
Differences Between Moral and Ethical Standards (with Examples)
Codes of Conduct (Examples)
Codes of Ethics (Examples)
Differences Between a Code of Conduct and a Code of Ethics
PA Professional Standards and Practices Commission
Paths of Educator Discipline in PA (Local and State)
Loudermill Hearings
State Discipline System (from Misconduct Complaint to Appeals)
PA Code of Professional Practice and Conduct
The Educator Discipline Act
National Association of State Directors of Teacher Education and Certification
In my SAS presentation, I review several different modes of case study analysis, from simple to comprehensive, modeling small group interactive peer review, encouraging healthy discussions of diverse opinions in an “open,” non-threatening environment. The following approaches could be adapted to your setting of in-service programs or inductions:
MOCK JURY
Degree of Misconduct, scenarios for learning the PA Code of Professional Practice and Conduct (CPPC): For more details, revisit the application of my misconduct rubric and explanation in the blog “Ethical Scenarios” here.
In collegiate sessions, I have used color-coded popsicle sticks and handouts of different hypothetical case studies for “the jury” to evaluate the behavior and “find the relevant code” in the CPPC.
VOICES IN MY HEAD
Random Bad Attitudes for review of the standards in the Model Code of Ethics for Educators: I doubt (or sincerely hope) you would not hear too many of these directly from the school staff, but comments like, “Don’t ask for permission, beg for forgiveness” are NOT ethical precepts! Let’s dissect these bad boys!
SEARCH FOR THE STANDARDS
Hybrid Approach for using “the negative voices” and researching appropriate provisions in both the CPPC and MCEE: Select a single bad attitude and break off into two or three teams, each focused on corroborating related ethical principles in CPPC, MCEE, and even the PA Educator Discipline Act (EDA).
What possible issues/concerns might this scenario raise?
How could this situation conflict with school policy, CPPC, EDA, MCEE, or case law?
In this situation, what are some potential negative consequences for the educator’s students, fellow educators, and the school community-at-large?
What responses/actions will result in a more positive outcome and/or what proactive measures might be considered?
A single hypothetical scenario would first be presented to the full group, and then the educators would break off into 4-6 smaller groups to review these questions. Individuals may or may not all agree. A group leader is usually appointed to record their responses and then upon reconvening, report back to “the whole.” Here is a sample case study (painful reading; fictitious but based on actual past incidents):
The moderator may promote further discussion (sample answers below) and even pose additional questions like the following:
What if the relationship was always of mutual consent?
What if the teacher never taught the student while she was enrolled in his school?
What if the relationship did not start until after the student graduated?
What if his student was over the age of 18 during the time of the relationship?
It deserves mention here that this final training mode, representing perhaps the highest degree of scaffolding of the learning for the ethics training of your staff, proposes the establishment of a permanent school district Professional Learning Community (PLC) or ethics committee. We know from our past experiences in providing continuing professional development of educators that promote free, open, healthy sharing of potential professional decision-making conflicts or ethical “conundrums” – “what would you do” scenarios – will foster lasting long-term benefits. Danielson Framework for Teaching (Domain 4) and CSDE reinforce this philosophy of peer collaboration.
“Teachers must engage in district-facilitated conversations that focus on ethical and professional dilemmas and their professional responsibility to students, the larger school/district educational community, and to families.”
My educator ethics mentor and “hero” Troy Hutchings, Senior Policy Advisor to the National Association of State Directors of Teacher Education and Certification, admitted that in his early years of teaching, he felt a little reticent about going to his principal for advice in handling a situation of a student developing a “romantic crush” on him. To paraphrase his remarks during his webinar, “I was concerned that my supervisor might think I was encouraging the girl… Who could I turn to?” Sharing these anecdotes and talking informally with other faculty members will go far in building teamwork, mentor-mentee relationships, and intra-building trust in allowing more peer review towards enhanced educator decision-making.
If you need a resource on PLCs, my colleague (PA Principal of the Year to be honored at the upcoming 2023 SAS Institute) Dr. Tim Wagner recommended the handbook Learning by Doing by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos (Solution Tree Press, 2016).
The authors’ summary of reasons to implement a PLC in your school building(s) are to:
Improve staff’s individual and collective practice
Build on staff’s “shared knowledge and experiences”
Build clarity and understanding in the use of a common vocabulary
Develop a library of accessible tools, templates, and protocols (i.e., ethical scenarios)
Promote non-threatening, thought-provoking discussion on ethical decision-making
Wrapping It Up with More Resources
Every school setting is different, and your application of these staff ethics training ideas will be unique. Hopefully I have given any interested PA school system leader, CTC director, professional development or building administrator, or department chair some “food for thought.” For example, if you wanted to set up a PLC to meet regularly to discuss ethical issues, many of you may need to involve your teacher’s professional association and/or review their contract… or perhaps on-your-own implement a rotation of educators to experience these case study discussions during pre-scheduled inservice or induction days.
For “the keys to the car” to build your own local ethics professional development programs, we encourage you to sign-up for one of our classes here. For our PIL series, Thomas Bailey shares the native files of his PowerPoint presentations so that they can be turned around and taught to other educators, and then even students who are studying their own discipline code or online anti-bullying school policies. Here is an image of our PIL brochure which will be offered beginning on January 3, 2024.
I also suggest perusing Thomas Bailey’s free videos on this topic, slide #61 (page 31) from the handouts to my SAS Institute presentation (above), and these links to other blogs on paulfox.blog.
NOW YOU HAVE IT… the entire toolkit and rationale… the “who, what, how, and why” of educator ethics training and satisfying the new PDE Chapter 49 “PE” competencies.
OLD! by Kathy Merlino
According to the National Institute on Health (one of my favorite resources), “rising prejudices have spread concerning the elderly, who are seen as hindering productivity and social dynamism. Stereotypes about aging, beyond influencing behavior and ways of managing the care of elderly populations, can also impact personal experiences of aging.” The simple fact of the baby-boomer demographics makes our aging population larger than the generations which followed. What’s more, ageism influences our self-perceptions as well as our physical and mental health leading to such negative experiences like depression and isolation, which in turn translates into a shortened life span with a lower quality of life.
paulfox.blog 