Editor’s Note: We are happy to post this retirement article by guest author Sierra Powell… concise and solid advice for all current and prospective retirees. Photo credit: https://www.pexels.com/photo/people-on-seashore-1377070/
Retirement is a new chapter– An opportunity to savor the results of years of diligence, to follow your interests, and to unwind, free from the demands of 9-to-5 employment. Reaching a comfortable retirement calls for careful decisions supporting your lifestyle and future requirements. Whether you desire to see the world, spend time with loved ones, or just enjoy a slower paced life, several essential components will enable you to have all you need for a safe, happy retirement.
Creating a Comprehensive Financial Plan
A good financial plan is the foundation of a comfortable retirement since it provides a clear road map for handling your money in the next few years. This approach covers forecasting your spending, figuring out revenue sources, and developing a plan for withdrawing money without quickly running out of savings. It goes beyond simple saving. First, project your monthly costs using the lifestyle you want. Add needs such as food, healthcare, and shelter; also include discretionary expenditures for entertainment, vacation, and hobbies. Knowing your planned costs helps you to decide if your revenue sources are adequate to meet them. You can also opt for a good local financial advisor. For example, if you live in Florida, seek afinancial advisor in Tampa if you need guidance in selecting the best plan for yourself and your family.
Prioritizing Health and Wellness
Enjoying a nice retirement depends on keeping excellent health. It becomes difficult to enjoy your newly acquired independence without bodily well-being fully. Emphasize keeping active, following a healthy diet, and planning frequent doctor visits. Time spent in wellness not only improves your mood but also lowers your chance of chronic diseases that could affect your finances or quality of life. Think about adding pursuits that keep your body and mind active. Without taxing your joints too much, low-impact activities like yoga, swimming, or walking provide excellent advantages. Just as crucial is mental stimulation; consider picking up a pastime that tests your brain, acquiring a new skill, or club membership.
Building a Strong Social Network
A strong social life improves your retirement experience by offering company, encouragement, and chances to remain active. Retirement typically alters your daily schedule, particularly if most of your prior social life came from employment. By means of actions to establish and preserve a solid network of friends, family, and community ties, you may prevent emotions of isolation and loneliness, therefore influencing both mental and physical health. To meet new people and be active, join clubs, volunteer groups, or neighborhood organizations that fit your interests. To keep your social calendar full, get in touch with old pals, throw events, or schedule visits with loved ones.
Ensuring Housing Stability
Your degree of retirement comfort depends mostly on your choice of living environment. Your house should fit your way of life, be reasonably priced, and call for little upkeep. Downsizing to a smaller house, condo, or senior living complex provides the ideal balance for some between cost and convenience. Smaller spaces cut maintenance, decrease utilities and liberate resources for additional uses. Think about things like family, closeness to hospitals, and services supporting your everyday requirements. If you would like to keep your present house, think about implementing changes that would help keep aging in place. Simple adjustments that improve mobility and safety include adding grab bars in the restroom or substituting ramps for stairs.
Creating a Flexible Budget
Unexpected expenses might develop in retirement even with the finest financial preparation. Creating a flexible budget lets you negotiate these shocks without sacrificing your general financial situation. Set aside some of your savings, especially for unexpected vacation demands, house repairs, or medical bills. An emergency fund serves as a financial cushion so you may handle pressing needs without compromising your monthly income flow. Your budget should also contain a provision for discretionary expenditure for unplanned events such as family visits, holidays, or new interests. This adaptability lets you enjoy the advantages of retirement without feeling limited by your means.
Conclusion
Making decisions according to your beliefs and future vision can help you to create a comfortable retirement. Every component of your retirement plan supports your way of life and well-being, thereby enabling you to savor this new chapter with peace of mind. Accept the chance to live life on your terms, knowing that your careful planning has set a firm foundation for your next years.
Season Greetings and Happy New Year from your Pennsylvania Music Educators Association State Retired Member Coordinator. Best wishes for a happy, healthy, and prosperous 2025!
First, on Christmas Eve, here are a few announcements geared to PA music educators… those who have retired from full-time teaching and anyone considering retirement over the next one to five years.
Back by popular demand (or is that just ego and in my head?), we will offer the session “Retirement 101 – the Who, What, When, Where, Why and How of Retiree Stories & Strategies” on Friday, April 11, 2025 (3:30 p.m.) during the PMEA Annual Conference at the Kalahari Resort in the Poconos. A guest panel of PMEA Retired Members will assist and offer their advice answering key questions like the following:
How have you found happiness and success in retirement?
What “new” hobbies, volunteer projects, trips, family connections, and encore careers have you been exploring?
What did you do to reinvent yourself and how did you satisfy those essential “big three” goals of post-full-time employment: finding purpose, structure, and community?
How did you navigate the early phases of retirement? imagination, anticipation, liberation, etc.
What were some of the transitional “ups and downs” you experienced and how did you cope with them?
What are you still doing in music and education?
We are looking for more PMEA retiree volunteers who are planning to attend the conference to join “expert panelists” Rick Coulter, Jeffrey Dent, Dan Klingbeil, Chuck Neidhardt, Louise Victor, and Rich Victor. (Just email me if you’re interested.)
Retired Members are a valuable resource to PMEA. Many of us already serve on PMEA Councils and in District or State official positions. All of us in the profession benefit from the sharing of their extensive “boots-on-the-ground” experiences and wisdom. At the upcoming conference, Retired Members can serve as Presiding Chairs and introduce a session/concert or two. In addition, plans are also underway to sponsor (possibly on Thursday, April 9) a “coffee & conversation” corner or an “ask the expert” lounge. Spaces and the schedule are packed, but if it is possible, Executive Director Abi Young is trying to fit in an informal sitting area with retirees and mentors as “friendly folks” to serve as “gurus” for PCMEA members, newcomers to a music education specialty, or recent transfers to the field. Won’t you join us?
A longstanding tradition, we will be treated to a PMEA Retired Member Breakfast on Friday morning. (Just check the box on the registration form if you are coming… and, by the way, the conference fee is only $20 for Retired Members! What a deal!)
Why Attend the PMEA Annual Conference?
“For some of us, it’s a just chance to catch-up with our colleagues, see our friends, and socialize. Others are more focused and take advantage of the near-perfect opportunity to network with other professionals, perhaps seeking new working relationships, partnerships, or even employment. Many are on a look-out for newly published music, that perfect music lesson or teaching strategy, technology tools, fund-raisers, advance educational venues, or much-needed equipment to purchase for our ensembles or classrooms. Most come to hear/see the “state of the art” in music education – concerts, demonstrations, keynote speeches, panel discussions, exhibits, research presentations, and workshops. PMEA’s PD Council would likely submit that the primary purpose of a conference is for professional self-improvement… What did Stephen Covey call it? His Habit #7 of “sharpening the saw” – to build a balanced program of self-renewal in the four areas of your life: physical, social/emotional, mental, and spiritual. Covey would insist we embrace “the process that empowers us to move on an upward spiral of growth and change, of continuous improvement.” So, in short, conferences help us “grow” – to revive, re-inspire, re-energize, rejuvenate, re-direct, and re-motivate all of us – pre-service, active in-service, and retired teachers towards making successful new connections, updating our knowledge & skills, and forming new goals.” – PMEA Retired Member Network eNEWS Winter 2024
In addition, Kalahari Resort boasts “the world’s largest indoor water park,” the perfect place to bring family members to enjoy… especially (grand)children, (grand)nieces/nephews, etc.
Next month’s retirement blog by guest author Sierra Powell
One final announcement: In several weeks at this blog-site, we plan to feature a new guest blog entitled “Five Things You Need for a Comfortable Retirement” by Sierra Powell, along with updates of other resources for “living the dream!” See you next year?
OK, What is that “AI Thing?”
This 69-year old educator who has spent more than five decades in fostering creative self-expression in his students is fervently opposed to artificial intelligence. Actually, I thought I was allergic to “AI!” Every time I receive an Apple iPhone update or some new download for my computer, I complain, “Why have they moved that button? It doesn’t look or work the same! Why does everything have to change every month?” Slow down, techies!
However, to dabble in this new technology everyone’s talking about, I printed in my last PMEA Retired Member Network eNEWS on page one a sample article (click here for the Winter issue) compiled by AI Overview (Google). I shared this with an adult violin student from my Saturday orchestra who decided to show me the power of AI (not the old AI I am more familiar with – artistic intelligence!). She used her subscription to a ChatGPT to process my brief outline on the topic “retirement transitioning.” Below is the result generated from a few of my random notes. Created in the first person, AI matched my writing style, a chatty/informal letter printed for soon-to-retire colleagues along with research citations. Frankly, it scares me how close this sounds like something I could have composed! Can you tell it was artificially generated? Does this mean we will we have to teach this old dog (fox) new tricks?
Check out these valuable retirement hints courtesy of ChatGPT!
The Retiree Life: Navigating the Art of Reinvention & Emotional Balance
Here with some reflections, tips, and maybe even a little nudge for us all as we continue this grand adventure called retirement. Whether you’re still finding your rhythm or already feel like a pro at this, there’s always room to reflect, grow, and laugh along the way.
This week, let’s talk about something near and dear to every retiree’s journey: reinventing yourself and coping with the emotional ups and downs that come with this new chapter.
Reinventing Yourself: A Second Act Worth Applauding
Remember when we taught our students to embrace creativity and adapt to change? Turns out, retirement demands the same skills. It’s no longer just about what you did—it’s about who you are.
Reinvention isn’t about completely overhauling your identity. Think of it as expanding your repertoire. Studies show that retirees who actively pursue new interests or roles report higher life satisfaction (Wang et al., 2011). Whether it’s picking up the instrument you haven’t touched in decades, volunteering, traveling, or even starting a small business, the key is to stay engaged.
Here’s a thought experiment: What did you always wish you had time to do but never could because of lesson planning, rehearsals, or concerts? Now’s your chance. I’ve recently heard about retirees dabbling in everything from watercolor painting to writing mystery novels. One retiree even became a beekeeper—talk about a sweet second act!
(From past blogs, the Retirement 101 session, and Retired Member Network eNEWS reviews)
The Emotional Journey: Ups, Downs, and Everything in Between
Let’s not sugarcoat it: retirement is a mixed bag. There’s the freedom (hooray!), but also the occasional pang of loss—of identity, routine, or the camaraderie we had in our teaching careers.
The good news? You’re not alone. Research by Pinquart and Schindler (2007) highlights how important it is to acknowledge these feelings rather than sweep them under the rug. Adjusting to retirement is a process, and it’s okay to feel a little off-balance at times.
Here are a few tried-and-true strategies to help you navigate the emotional terrain:
Stay Connected: Loneliness can creep in when you least expect it. Keep up with PMEA activities, or start a retirees’ coffee group. Who better to laugh with about the time your marching band got rained out?
Practice Mindfulness: Before you roll your eyes, hear me out! Even just five minutes of quiet reflection a day can reduce stress and boost mood (Chopra et al., 2020).
Find Meaning: Volunteering or mentoring can give you a sense of purpose that’s deeply fulfilling. You’ve got a wealth of wisdom—share it!
AI of the future?
The Bottom Line
Retirement isn’t a destination; it’s a journey. And like any good road trip, it comes with unexpected detours, scenic overlooks, and, yes, the occasional pothole. The trick is to embrace it all with curiosity and a sense of humor.
If you’re struggling, remember: reinventing yourself doesn’t happen overnight. Take it one day at a time, and don’t be afraid to reach out for support—whether it’s from family, friends, or your fellow PMEA retirees.
Let’s keep the conversation going. What’s your “second act”? Have you discovered a new hobby or way to cope with the emotional shifts of retirement? Shoot me an email or share your story at our next meeting. Together, we’ll continue to learn, grow, and make this chapter one to remember.
Until next time, keep smiling and stay curious!
References:
Wang, M., Henkens, K., & van Solinge, H. (2011). Retirement adjustment: A review of theoretical and empirical advancements. American Psychologist, 66(3), 204–213.
Pinquart, M., & Schindler, I. (2007). Changes of life satisfaction in the transition to retirement: A latent-class approach. Psychology and Aging, 22(3), 442–455.
Chopra, A., Anthonisen, S., & Reeves, A. (2020). The role of mindfulness in retirement satisfaction. Mindfulness in Aging Journal, 7(4), 312–320.
SCHOOL SYSTEM LEADERS, CTC DIRECTORS, & OTHER ADMINISTRATORS: In case you missed my last update here in September 2024, this “express car” blog post will help you “catch-up” on the PDE “company line,” “supply new freight” to your continuing professional development and induction programs, get back “on track” and avoid being “sidetracked” or “derailed” for meeting the newly revised PA Chapter 49 “guard rails” of professional ethics training competencies.
THE ETHICAL WHEELS GO ROUND & ROUND…
You may have noticed that due to compliance regulations, the PDE website was revised with many of its former URL “tracks” leading to “train wrecks.” This “propelled” us towards making an “overhaul” to “connect” the new references (research “destinations”) in my slide presentations. Please use the following index (substituting old “routes”) and travel to our renovated “union station” with the new schedules.
Okay… I will stop “conducting” any more train “puns!”
Recent Ethics Sessions
Slide Summaries for the PDE Purposeful Leadership Conference (if you attended) are available from the SAS Institute’s conference app: Eventsquid.
Upon completion of the 25-hour course, the PowerPoints for all four sessions of the Thomas W. Bailey Act 45 class series were emailed to the participants.
If you missed the SAS Institute 2024 in Hershey and still need help in designing your own educator ethics training in-service or mentor/mentee induction programs, check out the Thomas W. Bailey website here. Consider registering for our next 25-hour PDE-approved Act 45 online course.
Finally, the answer to the above PRE-TEST is letter “D” (NOT):
Please reach out to Paul Fox (click here) if you find any of the above links have gone inactive or have suggestions/updates to this blog-post.
Welcome back to my blog site for music educators… actually hopefully thought-provoking reflections for teachers in any subject area or grade level, school administrators, classified school staff (secretaries, aides, custodians, etc.), and professionals in all fields.
It has taken me more than a year to revisit (and expand on) all of the sections from my workshop (October 2023) presented to Seton Hill University music education students, and now we close with “The Final Chapter” – a focus on self-reinvention and transitioning to retirement in anticipation of successfully Crossing the Rubicon to enjoy our “senior years.” This entire presentation was inspired by the mission statement of the Pennsylvania Music Educators Association (PMEA) Council for Teacher Training, Recruitment, and Retention – “The Life Cycle of a Music Educator” – for which I had the privilege of serving eight years as the State Chair (still a council member). To recap, here is an outline of my previous blogs on the evolution of an educator, a journey through career “passages” to follow:
Stage 5: Next Chapter/Living the Dream Years – Retirement Prep & Mastery
To start with, the term “retirement” is a misnomer. Typically, in most dictionaries (online and printed), it is defined as “the withdrawal from one’s career, occupation, or office usually because of age,” or even the synonyms “seclusion from the world,” “privacy,” “the act of going away,” “retreating,” or “disappearing.” No, perhaps more appropriate definitions would support the advances in medical science, a better standard-of-living, our healthier lifestyles and improvements in self-care, and longer lifespans. Retiring from your first career may only be the halfway point! Sample online quotes:
In my experience hosting the annual PMEA conference session “Retirement 101 – the Who, What, When, Where, Why and How” and sharing retiree stories and strategies, I have come to the conclusion that there are many other misconceptions about taking this big step:
You retire FROM something. (Nope! You need to retire TO your next phase of life, new goals, pursuits, etc., and not run away from your past. We have often paraphrased the theme of author Ernie Zelinski writings in past paulfox.blogs: Retirees must search for and define the things that your job had provided in the past: 1) Purpose/new life mission, 2) Structure/schedule, and 3) Community/interaction with people.)
It’s an easy transition. (For many, it can feel like the most tumultuous transition ever experienced with “change,” sometimes overwhelming swings in emotions, and personal challenges!)
It takes little time to prepare. You just fall into it! (No, the research recommends “intentional and comprehensive” advance preparation, starting at least 3-5 years before you “pull your plug.”)
The decision is based almost entirely “on the money.” (True, a soon-to-be-retiree should draft a post-employment household budget, analyze net worth and pension/social security benefits, pay off as many loans as possible, and make appointments with an estate planner, elder attorney, and/or financial advisor. However, we retire for a host of very personal reasons – travel, relocation, encore or new careers, caring for family members, etc., and the likely greater challenge is a renewed exploration of self-reinvention, defining new pathways, renewing relationships, and mapping out your rest-of-life strategies and goals. In other words, what are you going to be when you grow up?)
It’s completely different from anything you’re doing right now. (Music educators have a variety of skill sets that they will likely retain in future part/full-time employment or volunteer work. They can advance their personal artistry in the singing or playing an instrument, accept solo “gigs” or perform in community or professional ensembles. They can teach privately, direct church or community bands, orchestras, choirs or jazz groups, coach sectionals, compose music or design halftime shows, judge school groups, present workshops, choreograph/direct musicals, serve in college music education programs, etc. The list goes on and on… and is only limited by the retiree’s imagination and interest.)
In almost every book on retirement, there are discussions about the “stages of retirement” (defined by gerontologists – experts on aging) that graphically show the importance of advance planning. (See below.) The first three stages certainly provide opportunities to rethink, recharge, reinvent, retool, and redefine one’s life purpose and meaning, become productive, and begin that new chapter in their lives.
Retirement can be a little bumpy. It’s not unusual to feel many “up’s and down’s” through the transition. A lot may have to do with whether you had really wanted to leave your job when you did or if you took the necessary steps in retirement preparation. Many have suggested to take a year or two “internship” to explore your options, rest a little and take a break from all of that stress, celebrate the free time (you seem to) instantly have, and then assess and “test” what might be your next (more permanent) steps.
Prepare for the emotional roller-coaster! Initially, you are very EXCITED about your upcoming retirement. You feel pure JOY about the anticipated FREEDOM, and everyone throws you a party or two. You take moments to sum up your career legacy and ACCOMPLISHMENTS. A blessed PEACE-OF-MIND envelopes you, no longer having to worry about that next concert, recruitment campaign, or lesson target. With the future in front of you, you feel OPTIMISM. And then, after the excitement dies down…
At times, you feel a little AMBIVALENT about all of this “change!” SADNESS could come saying good-bye to your colleagues and experiencing a loss in professional identity and sense of purpose. Perhaps you may experience ANXIETY (angst) about what the future will hold, and PESSIMISM on whether you will “get it together” in your new life.
But, finally… ACCEPTANCE and adjustment!
Both emotional cycles may happen at different times or nearly simultaneously. These are normal “speed bumps,” and the perfect reason why you should remain as active as you can with your relationships, especially with people who have already made the retirement journey.
Are you ready to retire over the next 3-5 years? Well, as the PMEA Retired Member Coordinator for ten years (with the help of numerous inspirational music teacher retirees in PMEA), I have spent a lot of time preparing what amounts to be a “mock instructional manual” and other resource materials for fellow PMEA members. These are all posted here on the PMEA website. (This one of the best reasons to maintain your PMEA professional association and pay your dues… We continue to advocate, advise, and assist all PA music educators… from preservice to “living the dream!”)
Free “nuts and bolts” are listed below for you to peruse as you prepare for this life-changing passage.
For PMEA members (go to the Retired Member focus area here): past articles in PMEA News and past issues of Retired Member Network eNEWS
Purchase or borrow a few of the following books on retirement reviewed in the above links and in past blogs.
What’s next? How about attending the PMEA Annual Conference on April 9-13, 2025 at the Kalahari Resort/Poconos (“home of the world’s largest indoor water park!”) and enjoy some time away from it all? The Kalahari offers some family-fun recreation and PMEA will provide concerts, keynotes, exhibits, and sessions of stimulating professional development for the entire “life cycle of the music educator.”
PMEA members, I hope you plan to attend my Friday session at the conference…
Looking forward to seeing you there! At any time, if you need help or more ideas on retirement prep, I’m just a quick email away. (Click here.) Let me hear from you!
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.)
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