Reprinted from “A View from the Podium” (Upper St. Clair High School, 2015) for current South Hills Junior Orchestra members and other students seeking recommendation letters from their music teachers.
If you are requesting a letter of recommendation from any teaching staff member, administrator, minister, coach, or activity sponsor for college entrance, scholarships, awards, or job placement, please follow the instructions of your school counselor AND review/complete the steps below.
Do you have an updated “me-file” on your computer’s desktop? Maintain a bulleted list of accomplishments with dates. Scan archives of awards, programs, commendations, special honors, and significant assessments. This will become the basis for the creation of résumés or portfolios, and background for your college or employment essays.
In person, ask the teacher from whom you want the letter if he/she is willing to do this. This should be an adult in whom you have a great deal of trust and with whom you have had frequent contact. If you have any doubt or misgivings like “Does this professional like me?” or “Will he/she give me a fair rating?” – then you should ask someone else. If you are a current member of SHJO, anyone asking Mr. Fox should have no fear. He will tell you immediately if there is any problem in writing a positive letter.
In my opinion, if you choose the right person to do your letter, you can sign-off your rights to see it before submission to the institution. A student checking “yes” to waiving his/her access to/examination of the reference may look better to the evaluator. Although not required, some may send you a copy of it for your files. That is my standard practice.
Know your deadlines. BY WHEN do you need the reference letters or common app teacher recommendations?
As a courtesy to the writer (and modeling good preparation on your part), give at least two to three weeks’ notice (more is better). Remember: “Lack of planning on your part does not constitute an emergency on the teacher’s part.” It would also be polite to “gently remind” the staff member about the final deadline of the recommendation (at least one weekend’s notice). For SHJO, one Saturday ahead of the final deadline would be ideal.
Unless it is an online application or digital reference, the individual requesting the recommendation should provide in advance a pre-stamped self-addressed envelope to be signed, sealed, and mailed directly to any school or organization.
To facilitate “anecdotal references” and confirm accurate data/details, email a mini-résumé of your achievements, particularly those things that can be mentioned in the letter. Try to complete as many of these as possible:
- When did you first begin your musical (or other academic specialty) study? When did you join SHJO or other music group?
- What classes, ensembles, and/or productions have you participated at school?
- What music or academic leadership positions have you served (give specific dates)?
- What are your outside activities?
- What have you done as community service?
- How are you unique? Describe yourself in three to five words.
- What qualities or strengths have you exhibited that the staff member, from working with you, could corroborate in the letter?
- Can you remember any funny or significant class or rehearsal anecdote that demonstrated growth in your musical technique, expressiveness, student leadership, “team” or ensemble building, or the 21st Century learning skills of creativity, communications, critical thinking, collaboration, and global understanding?
- What is your planned major or minor in college, and how did your association with the staff member (his/her classes or activities) help you gain the experience, insight, or confidence to go into this field?
Good luck! PKF Revised 3/18/19
The mission of South Hills Junior Orchestra, which rehearses and performs at the Upper St. Clair High School in Pittsburgh, PA, is to support and nurture local school band and orchestra programs, to develop knowledge, understanding, performance skills, and an appreciation of music, to increase an individual member’s self-esteem and self-motivation, and to continue to advance a life-long study of music. Members of the Orchestra learn, grow, and achieve positions of leadership to serve their fellow members.
(For more information about SHJO, please visit www.shjo.org.)
This and all Fox’s Fireside blog-posts are free and available to share with other music students, parents, directors, and supporters of the arts.
Click here for a printable copy of Reference Letters: What to Do?
Other “Fox Firesides” are available at https://paulfox.blog/foxs-firesides/.
© 2019 Paul K. Fox
Photo credit from Pixabay.com: “Fireside” by pixeldust
what your image (and “personal brand”) say about you on all the social media platforms?
Instead, your profile information should reflect integrity and responsibility, so you should expand or add content that:
Streamline your selfies.
If you need more than ten suggestions or a lot more detailed instructions based on the specific social media platforms, check out 
The Common Core
Behavior management, disciplinary procedures (especially preventive practices) and posting class or ensemble rules
However, in the methods classes that come later (perhaps in the second through fourth year?), the basics of “how-to teach” will come. Of course, as you sit in a class teaching you to “cross the break” on a clarinet or play a scale on the flute with good tone, you must also absorb (and remember) the finite steps required in the lesson to pass on this knowledge and skill, not just honk or squeak a few times to master the proficiency exam for yourself.
You will be required to seek additional research, study, and at times “re-tool” outside what was presented in your methods courses. Some of these new “best practices” will be presented by the induction or in-service training of your school district. When I was hired by the Upper St. Clair School District, a big three+ year professional development program was the Madeline Hunter Model of Mastery Learning. Grudgingly (at first I did not see the purpose), I came to realize that labeling and defining the “eight steps of effective lesson plan design” improved my overall skills as an educator, especially in many of her strategies of “anticipatory set,” “modeling,” “checking for understanding,” and “guided practice…” none of which were ever mentioned even briefly in my five-and-a-half years in college. 
Of course, these are “trick questions.” The answer should be “I want to teach music,” or even better, “I want to teach children.” In most of the school districts across the country (with a few exceptions in the Midwest and places that accept teaching specialty certification by grade level or subject area), you are licensed to teach music in grades Pre-K to 12. At no point in any conversation with a potential administrator (or colleague who may become a member of the screening committee for a music opening) do you want to be “pigeon-holed,” or give the impression “I can only teach_____.”
Accompany, direct/teach the drama, and choreograph the middle school musical.
Ego and arrogance has no place in the teaching profession. Where did I hear this saying? “The more you think you know, the less you actually know.” Joining a mentoring program or finding a formal or informal veteran teacher “buddy” will go far to insuring your professional success and dodging those first-year teacher “pot holes” (dumb but common blunders) and “rookie blues.”
Retired music teachers are another excellent resource. For example, if you live or work in Pennsylvania, many post-employed PMEA members have placed their name and contact information on the Retiree Resource Registry to serve as willing, capable, and informal consultants for pre-service, novice, or other members recently transferred into a non-major specialty “outside their comfort zone.”
Please feel free to comment on this blog-post. What are your thoughts?
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