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.
The Life Cycle of a Successful & Happy Music Educator
“There are no secrets to success. It is the result of preparation, hard work, and learning from failure.”
Colin Powell
I feel blessed to have spent five decades in the field of music education. No other career has offered so much personal satisfaction, discoveries and growth of hidden potentials and skills I never knew I had, sharing my love of creative self-expression, and facilitating others to seek their own connections to music. I am trying to follow my own “retirement” advice, remaining active in the profession in ways that matter, helping others find their own success, and embracing author Ernie Zelinski’s mantra to “find purpose, structure, and community” throughout my years as a retiree.
Parallel to the mission of the Pennsylvania Music Educators Association Council for Teacher Training, Recruitment, and Retention, serving “the life cycle of a music educator,” this blog site is my “gift” to future and current music educators and those contemplating retirement. Recently, I presented a workshop on this topic for student teachers in music education at Seton Hill University (Westmoreland County, Greensburg, PA), summarizing a framework for “professional development for life” in order to foster these goals and nurture meaningful successes of pre-service music educators. No “road map” (or to retain the analogy in my title, “library” of resources) is applicable to everyone nor will the journeys/readings be the same… but since my collections of past blogs over ten years are now vast, I offer this simplified checklist for any “newbie” interested to seek their own pathway. Happy travels!
However, here’s a shamelessly offered advertisement. It would make more sense to see this “in-person” or online with my moderation. I would be happy to present this session (giving me at least an hour to allow for more interactive discussion) to collegiate members, a music education methods class, a regional workshop, or festival meeting via Zoom or in-person (in PA). If interested or to inquire, please send me an email here.
Now… the checklists. Depending on your current status and interests, peruse the following resources. It is possible a few of the links contained within these blogs have gone inactive, but I believe enough is there for you to gain the insight, tools and motivation to achieve “professional development for life.”
Stage 1 – Preservice/Training Years
The focus during our early years in any profession is learning the “shtick” and getting ready for the job search and interviewing. Probably before anything, we revisit our inspiration and what Simon Sinek directs us to “the why” of any organization… in this case, “the why” of becoming a music educator – our philosophy, mission, vision, and understanding of the purpose/role of music education n the schools.
[ ] 1. The Meaning of Pro:Are you a professional? Do you have the skills, habits, and attitudes of a professional in the field of education?
[ ] 2. Marketing Yourself and Your Pre-K to 12 Music Certification: What is your professional “brand?” Do you plan to “sell” yourself as a specialist, e.g., “band director” or “elementary general music teacher, etc.? To those potential job candidate screeners, promote the image of being proficient – “a total music educator” – and don’t emphasize your major/emphasis or perceived skill or experience limitations. The only thing that really matters is whether you are the “right fit” for a particular opening, and of course, deciding whether or not to accept the offer. Your license (certification) implies that you do indeed have the necessary training to teach all K-12 music classes. Don’t sell yourself short!
[ ] 3. Criteria for Selection of the “Ideal” Teacher Candidate: The best way to prepare for a job interview is to become aware of how you will be judged in comparison with your peers. What are the standards (or behaviors or criteria) of outstanding teachers? For what are administrators looking to fill the vacancies and build/maintain a quality staff?
[ ] 4. “S” is for Successful Storytelling: The number one method to land a job is “SHOW, don’t TELL!” Stories are up to 22 times more effective than facts alone. Identify the key impressions you want to convey. Pick interview stories that will “sell” the right message. Learn how to share unique personal examples of your interactions with children, colleagues, and music programs. These additional resources can be shared about “strategic storytelling” and how to prepare (a.k. practice) telling your anecdotes:
[ ] 5. The Ultimate Interview Primer for Pre-Service Music Teachers: This super-packet has a collection of more tips on marketing yourself and mastering the “science” of finding a job, interview strategies and sample questions, evaluative rubrics, follow-ups, “bad habits” to avoid, etc. Take the time to download and explore these excellent tools!
Homework for Stage 1 – Developing a Marketing Plan
Standards: Define your personal mission, goals, and philosophy for teaching music, modeling the highest ideals of professionalism, and becoming the “total music educator.”
Marketing: Design and distribute a “state-of-the-art” résumé, e-portfolio, website, and business card.
Skills: Compile a list of anecdotes and true stories of you overcoming challenges, solving problems, and demonstrating “best practices” of professionalism and self-improvement.
Assessment: Practice, record, and evaluate yourself answering job interview questions.
Stage 2 – Rookie/Practicing Years
[ ] 6. Ethics for Music Educators – Part I, Part II, and Part III: You may think that the primary focus for our early years as a novice teacher would be the reinforcement of what we learned about education – curriculum, content, methods, classroom management, and assessment, but something else trumps all! Before we ever step foot in a classroom, rehearsal room, or stage, it is essential we first review those ethical standards in education, terminology, philosophy, and “the codes” that bind us. We should be able to show in depth understanding of these concepts:
Fiduciary
Moral Standard
Ethical Standard
Ethical Equilibrium
Moral Professionalism
Differences Between a Code of Conduct and a Code of Ethics
Student-Teacher Boundaries and the Slippery Slope of Ambiguous Relationships
Function/Relevance of “The Codes” to Daily Teacher Decision-Making
For nearly every presentation I do on “ethics for pre-service music educators,” I hold up a fifty dollar bill and ask, “Who wants this? Can you name the exact title of your state’s code of conduct for educators and the government agency that enforces it?” So far, no one has made me $50 poorer. Indeed, few active teachers “in the trenches” have read their “codes,” and frankly, that is surprising. Violation of any major provision in our code of conduct will result in a serious reprimand, being fired, losing one’s certificate to teach anywhere, and/or criminal/civil prosecutions. Wouldn’t you think all of us would be intimately familiar with the “rules” of our professional?
For my Pennsylvania colleagues, please download and READ these:
[ ] 7. Ethical Scenarios (and More): The study of morality in professional decision-making is essential to pre- and in-service training of music teachers. Our goal should be to reinforce recommendations for the avoidance of inappropriate behavior (or even the appearance of impropriety), and defining and modeling the “best practices” of a serving as a “fiduciary” by promoting trust, fostering a safe environment for learning, acting in the best interests of our students, and upholding the overall integrity of the profession.
What possible issues/concerns might this scenario raise?
How could this situation become a violation of the law, the “Code” or other school/district policies?
In this situation, what are some potential negative consequences for the teacher, students, parents, and/or school staff?
How would this episode affect a teacher’s efficacy in his/her classroom, demean the employing school entity, or damage her position as a moral exemplar in the community?
Please visit link #7 (above) for sources of ethical scenarios to study, including my “conundrum series.”
Homework for Stage 2 – Are you an Ethical Educator?
Self-assess your own habits of professionalism, and identify goals for at least two “personal improvement projects.”
Read “cover-to-cover” any documents relating to your own state’s code of conduct and the NASDTEC Model Code of Ethics for Educators.
Discuss the ramifications of “choices” and teacher decision-making in context by reading a few of the fictitious scenarios highlighting ethical precautions, disputes, and “conundrums.”
A Family-Friendly Checklist to Plan Your Final Affairs
Four years ago, I wrote the blog Estate Planning: Final Instructions, and as I said at the time, “The Elephant in the Room” (rarely or awkwardly talked about) was “How to Prepare Your Family for the End” – sharing your final wishes and necessary financial, legal, and estate information.
Our guest author for this month, Charlie Baker from the law office of Travis R. Walker, recaps a more detailed listing of the needs to make your end-of-life transition as smooth and stress-free as possible for your heirs. Although you won’t be around to hear them thank you for this advance planning, no matter how busy you are right now (or how uncomfortable thinking about this eventual “final passage”), don’t put it off! PKF
Here is the summary the essential categories of TO-DOs:
Estate planning doesn’t have to be a grim affair. This 25-step checklist will make it easier for your family to settle your affairs after your passing. Even if you already have a will or trust in place, there may be additional steps you can take to give your family the peace of mind they need in the days after your death.
Assemble Necessary Information
[ ] 1. Itemize Inventory
Before you write out your will, take note of the material things you own. These may include:
Property
Physical investments
Precious belongings like jewelry or art
Expensive at-home equipment
It’s in your best interest to create an inventory of your belongings in an electronic spreadsheet, but you can also work with your family members to create a physical copy.
Make sure you share the finished copy of your inventory with your executor.
[ ] 2. Itemize Non-Physical Assets
You can also create a separate inventory detailing your intangible investments, including your:
Once again, share this document with your executor. You can also keep an additional physical copy with your tax returns and any documents regarding your insurance policies.
[ ] 3. Assemble Insurance Policies
Regarding your insurance policies, print out all information relevant to your life insurance, home/renters insurance, car insurance, and related coverage. It’s in your best interest to keep this information in a fire-safe or at a bank.
Your executor can receive instructions on accessing these documents if they don’t already have copies on hand.
[ ] 4. Note List of Debts
There’s a chance you’ll leave behind debts upon your passing. These can range from credit card debts to essential mortgage debts to unanticipated medical expenses.
You can work with trusted family members to take account of these debts. Your family can then address those expenses as painlessly and simply as possible.
[ ] 5. Make a Membership List
If you’re a member of an organization that offers life insurance benefits at no additional cost to you or your loved ones, note those institutions among your documents. Your loved ones may have the right to collect additional benefits after passing.
[ ] 6. Gather Titles and Deeds of Properties
While creating an inventory of your belongings, ensure that you produce any related proprietorial documents and include them in your estate planning kit. These documents can include vehicle titles and deeds of property.
You may want to retitle any relevant properties if you have a trust in place, so that said property falls under the trust’s protection at the time of your death.
[ ] 7. Gather Proof of Identity Documents
You can also find the original copies of your social security card, birth certificate, marriage certificate, divorce certificate, and any discharge papers. Consider making copies of relevant documents and storing them in a fire-safe or bank box.
Again, make sure your executor knows how to access these documents or comes into possession of relevant copies.
[ ] 8. List Digital Logins and Passwords
In this increasingly digital age, your death may see you leave behind a litany of online accounts. With this in mind, list your social media accounts, financial accounts, email addresses, and passwords. You could also invest in terabyte storage blocks so you can make copies of any pictures or relevant documents you may have stored on your computer(s).
Manage and Review Finances
[ ] 9. Consolidate Your Finances
If possible, ensure you can transfer your finances to a single bank or create a paper trail that your loved ones can later follow to consolidate your finances. You want to make it easy for your executor to distribute your applicable finances upon your passing.
[ ] 10. Review Retirement Account Beneficiaries
The beneficiaries you name in your retirement account will receive the benefits before anyone noted in your will. Make sure you’ve named the appropriate beneficiaries and add those parties you want to be protected. You can also remove certain parties from your retirement account after you first establish that account.
[ ] 11. Review Insurance Beneficiaries
Similarly, double-check your insurance beneficiaries and take the time to add any parties you want to benefit from your chosen protections.
[ ] 12. Prepare for Estate Tax Obligations
While you may not have the opportunity to get ahead of your loved ones’ tax obligations, you can work with a personal executor to prepare your loved ones for your state’s specific estate and inheritance taxes. You can also note any federal laws that might impact your loved ones’ inheritances.
[ ] 13. Take Advantage of College Funding Accounts
If you want to create a college fund for any children or grandchildren, you can establish a 529 account during estate planning. Establishing a 529 account comes with tax advantages you can discuss with an accountant or an estate planning attorney, depending on your circumstances.
Decide on Your Plan
[ ] 14. Talk with an Estate Attorney
Between the emotional stress and the sheer number of documents you need to establish a postmortem action plan, you may find you need a hand planning your estate. You can work with an estate attorney to gather the necessary documents and establish the appropriate support nets for your family.
[ ] 15. Choose an Executor or Administrator of Your Estate
Most estate planning attorneys prompt you to elect a personal estate executor when you first draft your will. If you have not elected this individual at this point, you must do so.
Your executor should be someone you trust to be responsible with your loved one’s feelings and your estate. Choosing an executor who is financially stable and mentally fit is also advisable.
[ ] 16. Assign Transfer on Death Designation
When you take the time to assign a transfer of your accounts upon the designation of your death — provided you can do so — you can prevent your loved ones from waiting through a lengthy probate process to take control of your assets.
You can work with an aide to connect with the relevant institutions and ensure your accounts are handled correctly. You have the right to ease the transference of your IRAs, retirement funds, 401ks, and insurance policies in addition to your bank accounts.
[ ] 17. Select Guardians for Children and Pets
Most people don’t forget to declare a guardian for their children in the event of their death. If there’s a specific party you want to watch over your loved ones — including your pets — you need to declare as such in your will.
You can connect with an estate planning attorney if you need to modify an existing will to account for a new family member or pet under your guardianship.
Complete Important Documents
[ ] 18. Last Will and Testament
Your last will and testament identifies your executor, giving them your instructions regarding how you want your property to be distributed. This document must be witnessed and notarized, ensuring you were of sound mind when you distributed control over your estate.
[ ] 19. Living Trust
You can use a living trust to distribute a portion of your estate to a specific designee. Living trusts come with explicit instructions about how portions of your estate should be distributed upon your passing.
You can choose to create either a revocable or irrevocable trust.
You retain control over a revocable trust until your death.
An irrevocable trust technically owns itself and thus places less of a taxable burden upon its recipient.
[ ] 20. Living Will
A living will specifies your desired actions in the event that you can no longer make medical decisions for yourself. You can also use a living will to issue “do not resuscitate” orders.
[ ] 21. Power of Attorney
The power of attorney title determines who wields control over your estate and affairs if you can no longer do so due to your death or a severe injury.
[ ] 22. Statement of Wishes
You can include a statement of wishes along with your will, but it’s not an essential document. Instead, it’s a statement of wishes outlining what you would like your loved ones to do upon your passing regarding your funeral arrangements and additional postmortem care. You can also use a statement of wishes to elaborate on decisions made in your will.
Updating and Managing Your Estate
[ ] 23. Store Documents in a Safe and Accessible Place
You must store your postmortem documents in a location safe from environmental harm and foul play. It’s best to store multiple copies of essential documents in a fire-safe or bank box.
[ ] 24. Make Copies of Your Documents
Having multiple copies of your postmortem documents is always a good idea. You can create physical copies of your estate plans to divide among the relevant parties. You can also make digital copies of these documents to store in the Cloud or on a personal storage drive.
If necessary, you can request that your executor distribute access to these documents to the relevant parties upon your death.
[ ] 25. Reassess Your Plan
There is always a chance your plans for the future may change after you’ve assembled your estate planning documents. With that in mind, make sure you revisit your documents after significant life changes, such as marriage, divorce, and the birth of a child.
You can also revisit your plan if the person you named as your executor or a beneficiary passes away. An estate planning attorney can help you rework your plan upon your request.
Visit this website for the Law Offices of Travis R. Walker based in Florida.
Dodging a Few Potholes & Pratfalls at Job Screenings That Could Eliminate You from Consideration
By now, I hope all music education college graduates, newcomers to the profession, or transfers who have satisfied the credential and certification requirements for the state in which you intend to live and work, have had at least one interview! With the looming teacher shortage across the country coupled with an onslaught of openings due to retirements, resignations, leaves, etc., this may be the BEST time to apply for a music teacher position. If you have not had much success at recent interviews or the job search process altogether, this blog post, supported by the many other articles I have written on the same topic (see list at the bottom), may “cut to the chase” and highlight any bad habits you may be exhibiting that take you out of the running! I heartily recommend you “dissect” the problem and analyze your less-than-professional communication skills or what “image” you are unintentionally projecting, and then do a self-assessment of your “interview performance” (just like any other performance) to determine what you need to “fix” in order to improve your chances and market yourself for the job offer you always wanted. The bottom line? The advice I always give at workshops is that you need to enlist the help of your family members, friends, or peers, record yourself doing “mock interviews,” and evaluate your “performances” looking for any flaws (and let your onlookers offer feedback, too!). Then it’s time to rewind: PRACTICE-PRACTICE-PRACTICE!
PKFox
FIRST… THE BAD HABITS
Repeated verbal pauses, or exclamations of “Umm” or “Ahhh” or “Like…”
Unsubstantiated or unsupported statements
Use of “weak words” that suggest a lack of conviction (“kind of” or “sort of” or “I feel like”)
Failure to look directly at the interviewer(s)
Verbal clutter (too many long run-on statements)
Fidgeting (tapping your foot, spinning a pen between your fingers, wiggling in your seat, etc.)
Fast talking or dropping the ends of your words
Answers that are too casual, personal, or informal, or “flip” conversation
“Bird walking,” changing of the subject, irrelevant or unclear responses to a question
Touching of your hair, clothes, nose, mouth, or anywhere else on your body
Responses that go overboard and/or volunteer too much
Forceful, dominating, one-sided, opinionated views or arrogant attitudes
Nonverbal cues that reflect nerves, insecurity or lack of confidence (slouching or poor posture, looking down, failure to smile, clenching or keeping hands in lap)
Hollow, insincere, or disingenuous conversation
These additional tips were provided by the Novoresume Career Blog:
Now, from my own past experience in assisting hiring seven new music staff members for my school district, here are a few “interview pet peeves,” common blunders or misdirections which may eliminate you before you even have a chance to get started.
TELL PERSONAL STORIES –
Don’t regurgitate data, titles, grades, and past jobs.
“Stories are up to 22 times more effective than facts alone.”
“We are wired to remember stories much more than data, facts, and figures.”
“A story can illustrate a journey that may more than inform but move or persuade the listener.”
Most interview panels are made up of administrators who have limited knowledge of (and perhaps no personal practice in) the Fine and Performing Arts. You may be surprised that “they” (the ones with the most influence during public school employment screenings) may not be as impressed with your level of virtuosity or artistry… singing a recitative in a Wagner opera or playing a Paganini Caprice. Stick to anecdotes about your interaction with children and dealing with (the number 1, 2, 3 questions) classroom management, assessment of learning, and accommodation of students with special needs.
DON’T “BIRD-WALK” OR GO OFF-TOPIC!
Back up statements with examples. Try to make specific and to-the-point responses to the interview questions. Be careful in talking about the “tough topics” (see https://paulfox.blog/2016/06/04/those-tricky-interview-questions/) and avoid “oversharing” personal reflections on weaknesses. I am always amused at candidates who dig a hole for themselves by sharing too much information or negative past experiences. If somehow a mistake you made in a former job comes up at an interview, tell what you learned from it and how you remediated the problem.
WHO ARE YOU AND WHAT ARE YOUR GOALS?
Are you a specialist or a “total music educator.” DO NOT downgrade your abilities nor broadcast a limited educational philosophy, mission, or vision by stating “I’m a band director.” If you are certified to teach PreK-12 Music and want to promote an image of being “qualified,” than present yourself as proficient in all areas of music. You teach children, not a subject.
MORE DON’TS TO AVOID
NEVER talk negatively about your last employer. Right or wrong, this will usually imply you have poor interpersonal skills and tend to not get along well with other staff or supervisors.
DO NOT bring up questions about salary and benefits (especially in the first or second interviews – in education, these are pre-determined by the teachers’ contract – but you can ask the HR rep about them just before you sign on the dotted line).
If you don’t know an answer or understand the meaning of a term, be honest. Just say so! Inexperience is not a crime!
MORE DO’S
You CAN and SHOULD ask about the definition of the job assignment (grade level/subjects) for which you are under consideration and whether the opening is a permanent contractual position or a long-term substitute offering.
Bring your updated resume, (e-)portfolio, and a business card with the link to your professional website.
Be prepared with a list of your own questions about the school district, community, music program, etc.
Say what you mean – if you get the job, you may be “stuck” with your promises. I would not tell an administrator (just to make yourself look good) that you are interested in becoming the assistant marching band director, choreographer for the musical, yearbook sponsor, and the girls volleyball coach. (Anyway, it would not be practical that you offer to do a boatload of extra-curriculars in your first year that are not a part of your main job assignment!)
NOW THE GOOD HABITS TO PORTRAY AT THE INTERVIEWS
It is easier to share the bad habits, but let’s recap by focusing on the positive recommendations.
Positive First Impressions
Promote a positive and cheerful attitude.
Share a warm greeting and firm handshake
Build rapport and demonstrate an attitude of openness and sensitivity to the interviewers’ style
Show a feeling of mutual responsibility for creating a comfortable atmosphere and establishing common ground
“Be yourself” and model relaxed speech, posture, and body language
Positive Nonverbal Cues
Respond to interviewer with an occasion affirmative nodding of the head
Sit erect in chair with hands, feet, and arms unfolded leaning forward slightly
Offer good eye contact and smile appropriately
Angle your position a little so as not to sit directly across from the interviewer (avoid barriers)
Look interested and listen to the interviewer
DEBRIEFING – Learning from Your Mistakes
Write down everything you feel you handled right and wrong
Note information you need to include in future correspondence/follow-ups
Add names to your contact files.
Write a personalized thank-you letter or email
Follow-up your visit by making phone calls, sending requested materials, etc., but do not become a NAG!
If you are not selected, don’t take it personally. You may not have been the right “fit!” this time.
Creative Ways for Musicians to Make Money Beyond Gigs
Most of us who chose becoming music educators were motivated by our own experiences in creative self-expression and playing or singing in ensembles, and inspired by our incredibly dedicated school and private music teachers and ensemble directors. The “calling” of entering this profession was due to wanting to share this joy of making music! The best part of all of these musical experiences and training? Most of us retain these skills throughout our careers and even in retirement — many participating in community bands, orchestras, choirs, or jazz combos — some for hire!
Guest blogger Ed Carter reminds us that there are many ways to literally “cash in” our musicianship and supplement our income.
Article by Ed Carter
As a musician, making money can be challenging, especially when starting out. However, there are unique and unconventional ways through which musicians can earn extra money. Here are some ideas worth considering.
Live Streaming
Live streaming has become a popular way to reach audiences, especially because of its convenience and cost-effectiveness. As a musician, you can leverage this platform by hosting online concerts, meet-and-greet sessions, and private performances. To earn money from these events, consider using these platforms.
Selling Merchandise
Merchandise sales are a great way to promote yourself while creating extra income. Consider offering merch such as hats, stickers, or even signed t-shirts. The key is to make your offerings unique and appealing to your fans. To ensure maximum exposure and sales, consider selling your merchandise at live events and through your website or social media channels.
Starting a YouTube Channel
YouTube has proven to be a powerful platform for musicians to gain exposure, build their fan base, and earn money. You can create a channel hosting content such as behind-the-scenes clips, tutorials, or even live performances. To earn money through YouTube, consider joining the YouTube Partner Program or utilizing sponsored content. Additionally, use other forms of social media platforms to promote your channel and gain more subscribers.
Tutoring
By sharing skills and experience, musicians can earn money through teaching. Consider offering lessons to beginners or those looking to advance their skills. To ensure consistent income, you can offer both in-person and online lessons. Creating a lesson plan, setting a reasonable rate, and marketing your services online will help you attract students.
Networking
Getting involved in your local music scene is essential to connecting with other musicians and growing your fan base. Consider attending open mics, local concerts or festivals, joining a band or musical group, or even volunteering. By building relationships with other musicians, you can collaborate on projects, gain valuable experience, and increase your exposure.
Playing Gigs
Playing for events is a great way to not only earn extra money but also gain exposure to potential fans. Consider contacting event planners, wedding coordinators, and event organizers to offer your services. To succeed in this avenue, be reliable, punctual, and consistently produce quality music. By offering a unique musical experience, you will earn more referrals and increase your client base.
Composing
If you have experience in musical arrangement and composition, there is a high demand for those skills. Consider working with bands, orchestras, and other musical groups to create unique arrangements. To get started, create a portfolio of past arrangements, market your services online, and network with other musicians in your community.
Striking a First Impression
If you are a musician, having an engaging and memorable business card can help you stand out from the crowd and promote yourself. One solution to create professional and visually appealing cards is to use online tools. You can include your contact information, social media handles, and music style description on your card and distribute them at events, live performances, and networking opportunities. This may be a solution to help you make a lasting impression and expand your fanbase.
As a musician, there are various ways to earn extra money while building your career. By leveraging different platforms and services, such as live streaming, YouTube, and merchandise sales, you can increase your revenue and grow your brand. Remember, consistent quality and hard work are key to achieving success in the music industry.
I’m Ed Carter, and I am a retired financial planner. Over the years, I’ve worked with clients of all ages, backgrounds and incomes. About 10 years into my career, I saw a need for financial planners who specialize in helping individuals and families living with disabilities. Regardless of their nature or how long they’ve affected someone, physical and mental limitations often cause stress and confusion when it comes to financial planning. Many people are unaware of just how many options they have when it comes to financial assistance and planning, so it’s an honor to offer my experience and change people’s lives for the better.
Now that I’m retired, I’m committed to continuing my services, even though I work on a broader scale than when I was working 9 to 5. I now spend my free time writing financial literacy articles for people to share on their blogs, collecting resource links for people to share on their websites, and collaborating with like-minded folks who want to make a difference.
Free Five-Part Series on PA Educator Ethics Updates
Since the NAfME and PMEA conferences in April, we have been busy creating additional opportunities for professional development in PA educator ethics training. My colleague Thomas Bailey and I have been preparing a Zoom meeting/video series for interested Pennsylvania school system leaders, administrators, department heads, educators, and PA Act 45 or 48 continuing education providers.
Please see the schedule below. The first seminar was recorded.
Session 1: William Penn vs. PDE – May 30, 2023 @ 4:30 p.m. Click here to view the video.
Session 2: Model Code of Ethics for Educators – June 6, 2023 @ 4:30 p.m.
Session 3: PA Code of Professional Practice and Conduct – June 13, 2023 @ 4:30 p.m.
Session 4: PA Professional Standards & Practices Commission – June 20 @ 4:30 p.m.
To join the Zoom meetings and participate “live” in the upcoming question-and-answer sessions with our speakers, go to this link and scroll down to the bottom of the page. After completion, the YouTube URL for each seminar will also be posted here.
An intriguing follow-up resource is to visit Thomas Bailey’s website, especially the informative educator blog he has published including analysis of the William Penn vs. PDE hearings on equitable school funding in the PA Commonwealth Court (first session above) and other “ethical conundrums” and issues in the news.
I am also happy to report that we are expanding our PIL Act 45 professional development class offerings and Thomas has reapplied for PDE approval of a revised version of our Act 48 workshop on “PA Educators – Your Ethical Codes and School Law.” Click below to download a copy of our trifold brochure on the PIL course and summer in-service programs.
Finally, to all of my music educator friends in the Commonwealth, I hope you have registered for the PMEA Summer Conference, being held in the Red Lion Hotel Harrisburg/Hershey on July 17-19, 2023. This event is in conjunction with the annual PMEA Board of Directors meeting on July 17 and the PMEA “Day of Service” assisting the Harrisburg Symphony and the Whitaker Center for Science and the Arts on July 19. In addition, I am looking forward hearing a performance of the Yankee Brass Band:
Since 1987, the Yankee Brass Band has both entertained audiences throughout New England and championed the cause of “historically informed performance” within the field of American band music. 2023 marks our 36th season. Using rare and authentic period instruments, and outfitted in appropriate uniforms, the Yankee Brass Band presents the music of the “Golden Age of Bands” played in much the same manner as in the mid to late 19th century.
The workshops, clinicians, and details for registration are posted on the PMEA website here.
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 