The Professional Website

Pre-Service Music Educators Looking for Employment: Build a Web Platform to Promote Your “Brand”

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According to Wikipedia, “an electronic portfolio (also known as an eportfolio, e-portfolio, digital portfolio, or online portfolio) is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user’s abilities and platforms for self-expression. If they are online, users can maintain them dynamically over time. One can regard an e-portfolio as a type of learning record that provides actual evidence of achievement…”

A couple years ago, I wrote a blog about the “perfect portfolio” for getting a job at https://paulkfoxusc.wordpress.com/2015/11/15/planning-the-perfect-professional-portfolio/. As a review, these elements were endorsed for inclusion in an e-portfolio:

  • Educational philosophy
  • Résumé or Curriculum Vitaeinternet-1181586_1920_the digitalartist
  • Letters of recommendation
  • College transcripts
  • Praxis® exam results
  • Copy of teaching certificate(s)
  • Artifacts of student work
  • Classroom observation documents/evaluations
  • Statement about class management theory (discipline) and the steps that you would take inside your classroom to create a safe and orderly environment
  • Letters from parents commending the work you did with their children
  • Samples of student assessments/rubrics
  • Excerpts (short video or audio recordings) of you performing on your major instrument/voice, solo and chamber recitals, piano accompanying, playing in college ensembles, and especially teaching in as many settings as possible: small and large group instrumental (band and strings), choral ensembles, elementary classroom lessons, extracurricular activities like marching band and musical, private lessons, etc.
  • Pictures (quote from http://www.theeduedge.com/top-five-must-haves-top-five-could-haves-your-teacher-interview-portfolio/): “We cannot emphasize the power of pictures enough when it comes to portfolios. During interviews, committee members are trying to get to know you and trying to envision you teaching. Don’t trust their imaginations to do so, give them pictures… photos or newspaper articles of you teaching students in the classroom, with students on field trips, learning excursions or outside class activities, with children while you are serving in adviser roles, with your students at business-15822_1920_PublicDomainPicturesmusical or athletic events, coaching or working with children in a coaching capacity, as a leader and role model.”

As I said in my article, all of this is “perfect fodder for marketing yourself” at future employment interviews. Do you have “what it takes” to be a professional music teacher?” In your opinion, what makes you qualified (“a good fit”) for a position in our institution?”

I also recommend you revisiting my blog-post “Tips on Personal Branding” at https://paulkfoxusc.wordpress.com/2015/12/16/tips-on-personal-branding/ for steps on warehousing the elements of your “professional brand.”

If your college does not set you up with a free online site, consider a “do-it-yourself” website creator from one of these, and read the rest of this blog-post:

  • WordPress.com
  • Wix.com
  • Weebly.com
  • SquareSpace.com
  • Web.com
  • Yola.com
  • GoDaddy.com
  • eHost.com
  • Site123.com

WordPress is a popular “open source” solution. This means you will need to independently set up a server, download a third party template, manage updates, set up a domain name, and configure everything on your own. This is what I did for this paulkfoxusc blog-site, and I paid zero for a domain name… but more on that later.

 

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The Essential Step-by-Step Guide to Making Your Own Website

One of my favorite online “instruction manuals” for building a website comes from Christopher Heng’s “How to Start / Create a Website: The Beginner’s A-Z Guide” at  https://www.thesitewizard.com/gettingstarted/startwebsite.shtml. Their steps:

  1. Get Your Domain Name.
  2. Choose a Web Host and Sign Up for an Account.
  3. Designing your Web Pages.
  4. Testing Your Website.
  5. Collecting Credit Card Information, Making Money (not needed for us?).
  6. Getting Your Site Noticed.

This should be required reading… but take it slow, and click on all of the secondary links.

Some website builders and managers offer e-commerce and other special features. For a professional website to post your experience and accomplishments, you can avoid the extra cost of these nonessential additional web tools.

web-1738168_1920_CyberRabbitIf you can afford it, purchasing a simple domain name like your first and last name (something easy to remember) would be a great idea. Prospective employers will not have to write down a bunch of numbers, know your birthday, learn your nickname, etc. to find your e-portfolio. If you have an unique middle name or surname, you might luck out and be able to snag (and register) the perfect domain name. This was not possible for me! Do you know how many Paul Fox’s (even Paul K. Fox) are “out there” already taken?

In the process of obtaining an available email label, if needed, try rearranging your name (e.g. listing the last name first?), placing dots between the first and last name, etc.

 

Strategies for Saving Money and Seeking Tech Help

If you are like me, lacking a little confidence about advanced online technology or mastering a complicated website building program, read the following article for a general review of the process and terminology. Take the afternoon off (order a pizza, too) and totally consume it and “A Beginner’s Guide to Creating a WordPress Website” at https://www.smashingmagazine.com/2016/02/beginners-guide-creating-wordpress-website/#article-wpcom-wporg.

I suppose it would be fair to say that college students are not “made out of money,” so going to a professional website designer is probably “out of the picture,” even though this is one of your most essential tools for successfully communicating your brand! Are you going to lay out some big bucks for an impressive looking resume and business card?

However, have you considered the alternative of asking for help from your roommate, class buddy, or other student acquaintance who is majoring in communications? (Would “free pizza” be enough incentive for someone to sit down with you and get you started?)

The most cost-effective approach may be to sign-up for their FREE plan and self-hosting within the WordPress.com environment. (I am still amazed that this entire blog-site of mine, now archiving more than 73 articles, has been 100% free!)

If you desire more features, a free domain name, and no advertising on your site, you can upgrade to a monthly plan for WordPress (or any of the above providers).

 

 

WordPress.com plans

 

For me, WordPress was/is an easy application to use. You do not have to learn a programming language or fancy commands to format your menus and text. There are a lot of samples you can (almost literally) copy. The hard part is just… GETTING STARTED!

One of the first decisions you have to make is to establish a domain name. If you decide to be “cheap” (like me), just create a Google email account with a suitably professional name. If it is available, you set-up one like “first name” + “middle name” + “last name” + “music educator” or something else appropriate. Dots can be inserted as dividers in an email address. Shortly before I retired (and would lose my school email account), I found that paulkfox.usc@gmail.com was available. (USC is where I taught and continue to live.)

It should be noted here that “partying tuba player” and “crazy singer” are probably not good “professional names.” If you need help, just ask your grandmother what she thinks is appropriate. Remember: teaching is one of the most conservative of professions!

WordPressTo create your web site’s identity, WordPress will remove the dots and add their company’s moniker “.wordpress.com” at the end of your email name. That is how https://paulkfoxusc.wordpress.com was born!

Your next choice will be the theme, style, and features of your website… probably challenging because there are so many free templates available. Check these out:

As an example, for this site, I use the FREE “Nucleare” theme by CrestaProject. Their description is the following: “Nucleare is a classic blog theme with a crisp, elegant design and plenty of handy features. A built-in search box, links to your favorite social networks, four widget areas, and beautifully styled post formats make this an ideal theme for your personal blog.” Nucleare also supports the following features:

  • Site logo
  • Social Links Menu
  • Post Formats
  • Custom Menus
  • Widgets
  • Custom Header
  • Custom Background
  • Full-Width Page Template

 

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A Model Music Teacher Website

Educators love it when one of their students leave their classroom and choose to become a significant contributing member to our “exalted” profession! I felt blessed and privileged to have had the opportunity of teaching David Dockan, a trumpet player in both our Upper St. Clair High School orchestra and marching band. He validated some of my advice for marketing himself to land a job, and has created a super website. Go to http://www.daviddockan.com/ and use the password “Music” to view his e-portfolio.

His menu sections:

  • Home (Introduction)
  • Teaching (General, Choral, Instrumental, assigned schools, Private Lessons)
  • Philosophy
  • Musicianship (Performance, Conducting)
  • Resume
  • Contact

A trumpet teacher colleague of mine, Ryan Wolf, messaged me on Facebook after he read the initial posting of this blog. He said he had great success hosting his professional website on Yola.com, but he maintains his e-portfolio on his Google Drive to make it easy to share.

In conclusion, I offer a few more recommendations for your consideration:

  1. Proofread your online presence very carefully… misspellings, bad punctuation, grammar mistakes, or poorly formatted displays would be negative PR and a detriment to your marketing plan.
  2. Websites require frequent updates. Keep yours up-to-date at all times!
  3. Print the link to your professional website on your business card and resume.
  4. Consider placing a Q-Code on your business card that, if scanned on a smartphone, would redirect your contact or prospective employer to your website.
  5. Be careful to obtain permission in advance to video record students for your e-portfolio. During your field experiences or student teaching, ask your cooperating teacher (or his/her supervisor’s) permission. Some schools have “do not photo” rosters. (However, in my district, only a few elementary students were “on the list” and most defaulted to a “permissible” status unless the parent opted out. The principal’s secretary had a record of all exceptions.) It is also suggested that you focus your camera mostly on YOU and not the students, from the back of the classroom or rehearsal facility (possibly from afar), so that the student faces are not clearly discernible. To respect their privacy, in the recorded excerpts, do not use any segment announcing the names of your students.
  6. maintenance-2422172_1920_geraltShowing your versatility, try to assemble a collection of still photos, audio examples, and videos that ideally represent all specialties in music education: choral, dance, general music, concert band and string instrumental, marching band, jazz, theater, etc., and demonstrate your proficiency in multiple settings at all grade levels.
  7. There are many blog-sites with tips on “curb appeal” – layout and design, style, overall impact, style, user-friendliness, etc. Since this involves a cross between artistry and efficiency, these advisors may not agree (one says use large images, another suggests smaller pictures mean faster loading speeds). A few samples:

If you were introducing a new “widget” to the market or promoting a sales campaign, you would spend a lot of time (and money) on advertising. A website and e-portfolio are a job hunter’s advertisement tool. Take advantage of any chance you have to present your personal brand, “sell yourself,” and connect with colleagues in the field of education. Archive your training, successes, and goals. Show off your professionalism, proficiency, and personality to prospective HR people and the decision-makers that hire future staff. Be sure to provide “live demos” of your traits of artistry, collaboration, commitment, discipline, even-temperament, initiative, leadership, mastery of music and education, organization, positive outlook, style, tact, and teamwork.

Good luck!!

PKF

© 2018 Paul K. Fox

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Photo credits (in order) from Pixabay.com: “men” by photoshootings, “beautiful” by PublicDomainPictures, “internet” by thedigitalartist, “business” by PublicDomainPictures, “turn-on” by geralt, “web” by CyberRabbit, “iPad” by fancycrave1, “maintenance” by geralt, and “people” by Akshay93.

Planning the “Perfect” Professional Portfolio

Prospective Music Teachers: Here’s How to Create an Online Employment Profile/Dossier

“In short, creating a portfolio involves reflection, collection, selection, and connection.”

Read more at: http://langwitches.org/blog/2009/07/17/digital-teaching-portfolios/

To quote Cheryl Frazes Hill in “A Portfolio Model for Music Educators” in Music Educators Journal, Vol. 95, No. 1 (September 2008), pp. 61-72, “The portfolio used in education is an organized collection of artifacts (examples of works) documenting a person’s skill and growth in an educational program and a career.”

First, you need to do your homework – a comprehensive collection of “all the good stuff!” To support this, number 7 in the MajorMusic.com blog of “Seven Things Music Education Majors Can Do to Make Themselves More Employable” is “Keep an updated list of your skills, relevant experiences, and training.” (Peruse the whole article at http://majoringinmusic.com/7-things-music-education-majors-can-do-make-themselves-more-employable-2/).

I have always suggested to my college-bound students that they reserve a spot on their computer’s desktop, a file (appropriately) named “ME,” and place in it a bulleted document with chronological descriptions and dates of special achievements, awards, and appointments. From time to time, more updates of “good news” should be added. In addition, archive (drag into the folder) accompanying scans/pictures of all music programs, congratulatory letters, certificates of achievements, newspaper clippings, etc. In college, this should be expanded to include documentation and anecdotes/stories/reflections about music and music education field experiences, accomplishments, and especially any problems identified and problems solved. All of this is perfect fodder for future interviews… Do you have “what it takes” to be a professional music teacher?” In your opinion, what makes you qualified (“a good fit”) to be hired for a position in our institution?”

According to The EDU Edge at http://www.theeduedge.com/top-five-must-haves-top-five-could-haves-your-teacher-interview-portfolio/, the following “must-haves” and “should-haves” (paraphrased) should be incorporated into your portfolio:

  1. Educational philosophy
  2. Résumé or Curriculum Vitae
  3. Letters of recommendation
  4. Artifacts of student work
  5. Classroom observation documents/evaluations
  6. Statement about class management theory (discipline) and the steps that you would take inside your classroom to create a safe and orderly environment
  7. Letters from parents commending the work you did with their children
  8. Pictures (A direct quote The EDU Edge: “We cannot emphasize the power of pictures enough when it comes to portfolios. During interviews, committee members are trying to get to know you and trying to envision you teaching. Don’t trust their imaginations to do so, give them pictures. Pictures bring it together for committee members and verify the reality that you are meant to work with children. For this reason we recommend photos or newspaper articles of you: teaching students in the classroom, with students on field trips, learning excursions or outside class activities, with children while you are serving in adviser roles, with your students at musical or athletic events, coaching or working with children in a coaching capacity, as a leader and role model.”)

To this list, I would add a copy of college transcripts, Praxis® exam results, teaching certificate(s), samples of student assessments/rubrics, and excerpts (short videos) of you performing on your major instrument/voice, solo and chamber recitals, piano accompanying, playing in college ensembles, and especially teaching in as many settings as possible: small and large group instrumental (band and strings), choral ensembles, elementary classroom lessons, extracurricular activities like marching band and musical, private lessons, etc.

An excellent overview on this subject is from “our number one professional music teachers’ association” – the National Association for Music Education (NAfME): http://www.nafme.org/do-i-need-a-digital-teaching-portfolio/.

Carol Francis offers “Sixty Clean and Simple Examples of Portfolio Design” for WordPress users at http://www.onextrapixel.com/2013/01/23/60-clean-and-simple-examples-of-portfolio-design/.

It is worth downloading “ePortfolios in Music Teacher Education” by Vicki Lind from Innovate: Journal of Online Education at http://nsuworks.nova.edu/innovate/vol3/iss3/4/.

Numerous college and universities across the country have their own requirements and recommendations in the development of online credentials. Take a look at the Penn State University School of Music site “Undergraduate e-Portfolios” at http://music.psu.edu/musiced/e-portfolio.html. Another excellent outline is provided by the University of Texas at San Antonio at http://music.utsa.edu/docs/DevelopingPortfolio.pdf. Finally, Vanderbilt University’s Center for Teaching site offers good models and information on “Teaching Portfolios” at https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/.

In conclusion, take some time to examine the sample teaching portfolios (below) for more insights on design, style, and content. I also recommend you read my blogs on other subjects of “marketing professionalism” (click on the category link to the right of this article).

Good luck! PKF

“Imitation is the sincerest form of flattery” – Charles Caleb Colton

© 2015 Paul K. Fox

Blueprint for Success – Preparing for the Job Interview

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” – Albert Einstein

New or Prospective Music Teachers – Reviewing the Situation

By now, I hope you have had the opportunity to revisit and reflect on my past blogs about marketing professionalism, pre-interview preparation, tips and techniques on interviewing, development of storytelling skills, and the criteria for selection of the “ideal” school teacher candidate. Please peruse these articles at https://paulkfoxusc.wordpress.com/category/marketing-professionalism/. I recommend starting “at the bottom” of the page with the oldest blog (July 1, 2015) and progressing towards the present.

Pay particular attention to the outline posted on July 8: https://paulkfoxusc.wordpress.com/2015/07/08/overview-strategies-for-landing-a-music-teacher-job/. In summary, it is important for you to complete the following steps:

  1. Complete a thorough self-assessment.
  2. Assemble artifacts of your professional activities.
  3. Formulate a philosophy of music education.
  4. Familiarize yourself with current educational jargon.
  5. Compile a set of detailed professional anecdotes based on your positive attributes.
  6. Create/revise your résumé, interview handouts, electronic portfolio, and employment website.
  7. Research the school district, music program, job opening, and unique local curricular innovations.
  8. Develop appropriate and insightful questions to ask the interviewer.

empty-interview-1180616Next, the purpose of this blog is to provide the “nitty-gritty” for you to practice and drill answering common interview questions. This material is suitable for individual prepping or group mock interview sessions, and to assist in the formation of meaningful stories/anecdotes that would support a specific candidate’s mastery of each “core teacher standard.”

Music educators have experience in “music performance.” All aspects of excellent delivery of responses to these sample questions should be explored… good vocal tone, clear diction, clarity and organization of thoughts, a calm but engaging attitude, poise, professionalism, and self-confidence in front of an audience, and demonstrations of competency, critical thinking and problem solving towards a smooth, well-practiced interview – the most important “performance” of your career.

What to Expect – Types of Interview Questions

According to Alison Doyle at http://jobsearch.about.com/od/interviewsnetworking/tp/types-of-interview-questions.htm, “You’ll be asked about your employment history, your ability to work on a team, your leadership skills, your motivation, as well as other interview questions related to your skills and abilities.”

As a music teacher, expect inquiries from these general categories:

Special Interviews and Screening Procedures

NAfME published an online article “Music Education Interviews” and shared the following. Click here for an excerpt of the 2014 article (no longer available on their website): NAfME – Music Education – Interviews

nafmeSome schools are utilizing special techniques to pre-screen applicants. For example, the Gallup Teacher Insight Assessment is an online interview subscription tool for school districts. It uses a combination of question types that includes multiple choice scales (strongly agree, strongly disagree, etc.) and open-ended essays. A computer scores the essays by looking for “keywords” and then compares the scores on all questions to the scores of outstanding teachers, before sending the results to the school. Sample questions include:

  • How would you plan a lesson to reach both auditory and visual learners?
  • How would you incorporate different cultures in your classroom?
  • Why did you want to become a teacher?
  • After school, you come across a student whom you know who is crying. He’s 16 years old. You ask him what is the matter, and he says he was caught cheating. What would you do?
  • One member of a team working on a curriculum project isn’t pulling his or her weight. What would you do?
  • How would your co-workers describe you?

Other similar tools are available for administrators to use to determine various aspects of your personality and philosophy of teaching. These tools, similar to the Gallup Assessment, look for keywords in your responses and provide the administrator with a “pass” or “fail” rating scale for each question….

In rare cases, savvy administrators may ask you to “audition” for a position. This could include having you teach a sample class, conducting an ensemble, sight-reading a musical selection on an instrument, or playing the piano. You may also find yourself being interviewed by a committee of music students and parents. Be prepared.

One Evaluative Rubric

Job_interview_0001From the Assessment Criteria for Teacher Candidates (developed by Upper St. Clair School District Superintendent Dr. William Pope, Human Resource Director Ms. Jean Toner, and other staff), specific skills/behaviors/”core teaching standards” may be assessed at an interview, soliciting ratings of “Unsatisfactory,” “Satisfactory,” “Good,” or “Superior.” To see a sample of the rubric, click here: 7000.1 Professional Rating Form

Instructional

  • A. Educational Philosophy
  • B. Knowledge/Experience
  • C. Classroom Management
  • D. Technology
  • E. Oral Expression
  • F. Written Communications

Professional

  • G. Leadership
  • H. Teamwork
  • I. Judgment
  • J. Problem Solving
  • K. Planning & Organizing
  • L. Innovation

Personal

  • M. Initiative
  • N. Dependability
  • O. Adaptability
  • P. Self-Insight and Development
  • Q Energy and Enthusiasm
  • R. Appearance

Sample Music Teacher Employment Questions

6028366401_90f47624db_b(for study and practice, listed by core teaching standard, above USC criteria A through Q or “most popular”)

Most Popular

  • 1. Who had the greatest influence on you to become a music teacher and why?
  • 2.  What are the most important qualities of an outstanding educator?
  • 3.  What is your personal philosophy of student discipline?
  • 4.  How would you assess the learning in your classroom/rehearsal?
  • 5.  What purpose does music education serve in the public schools?
  • 6.  What is the importance of professional development and how will you apply it to your career?
  • 7.  What are your personal goals? Where do you see yourself in ten years?
  • 8.  How do you recruit students to “grow” a music program?

A – Educational Philosophy

  • A1.  Concerning music education, what is your philosophy and mission?
  • A2.  What is your view of the teacher’s role in the classroom?
  • A3.  What is most important to you (and why): music content, outcome, or process?

B – Knowledge/Education

  • B1. Describe a successful lesson plan you have developed.
  • B2.  What units would you plan for __th grade general music?
  • B3.  List a few selections you might program on a choral (or band or string) concert.
  • B4.  What steps would you take to teach someone how to improvise?
  • B5.  How do you get a child to match pitch?

C – Classroom Management

  • C1.  What rules and expectations would you establish in your classroom?
  • C2.  How will you control behavior in large ensembles?
  • C3.  How would you deal with a difficult student who has gotten off-task?

D – Technology

  • D1.  How will you incorporate the use of technology in your classroom?
  • D2.  How have you utilized technology to assist in instructional preparation?
  • D3.  Summarize a list of software programs and other technology you have mastered.

E – Oral Expression

  • E1.  Describe your strengths in oral communications and public relations.
  • E2.  How would you disseminate information to the students in support of your daily lesson targets?
  • E3.  Provide sample announcements you could make at an a) open house or b) public performance?

F – Written Expression

  • F1.   Discuss your strengths in writing and/or written communications.
  • F2.   What role does the Common Core have in general music (or music ensembles)?
  • F3.   Describe your last or favorite college essay or article on music or curriculum.

G – Leadership

  • G1.  Describe your leadership style.
  • G2.  What actions would you take to get a group of peers refocused on the task at hand?
  • G3.  Illustrate your role in a group project or collaborative assignment.

H – Teamwork

  • H1.  How would you involve students in the decision-making or planning of your classes/ensembles?
  • H2.  How would you involve parents in your music program?

I – Judgment

  • I1.    How would your musical peers describe you?
  • I2.    How do you typically model professionalism and judgment dealing with conflict?

J – Problem Solving

  • J1.    How do you differentiate and teach to diverse levels of achievement in your music classes?
  • J2.    Describe a difficult decision you had to make and how you arrived at your decision.
  • J3.    How will you accommodate students who want to participate in both music and sports?

K – Planning and Organization

  • K1. How do you insure that long-term plans and music objectives are met?
  • K2. Illustrate a typical musical (or marching band or ensemble) production schedule.

L – Innovation

  • L1.   How would you structure a general music (or ensemble rehearsal) classroom of the future?
  • L2.   Share an anecdote about a new or innovative teaching technique you have used in music.

M – Initiative

  • M1. Describe a project you initiated (or would initiate) in your teaching or extra-curricular activity.
  • M2. What motivates you to try new things?
  • M3. How much time outside the school day should a music teacher be expected to work?

N – Dependability

  • N1.  How would you define professional commitment in terms of music education?
  • N2.  What after-school activities do you plan to become involved?

O – Adaptability

  • O1.  How do you cope with stress?
  • O2.  How do you manage shifting priorities or changing deadlines?

P – Self-Insight/Development

  • P1.  Why did you choose to become a music teacher?
  • P2.  In your own music-making or teaching, of which are you most proud (and why)?
  • P3.  If you could write a book, what would the title be?

Q – Energy/Enthusiasm

  • Q1.  What hobbies or special skills do you have which may influence your future activities?
  • Q2.  In what extra-curricular activities did you participate at the HS and college level?

Now, it’s up to you. How do you improve your interviewing skills? How do you better your chances of getting a job? Practice, practice, practice!

PKF

© 2015 Paul K. Fox

Criteria for Selection of the “Ideal” Teacher Candidate

“A good teacher can inspire hope, ignite the imagination, and instill a love of learning.”    – Brad Henry

Standards and Benchmarks of Top-Rated Educators in Music and Other Academic Subjects

OLYMPUS DIGITAL CAMERA

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?

Interviews will sort out (and rank) the competencies, certifications, education levels, and overall experience of the candidates. Obviously, mastery of subject content and teaching methods will be evaluated. However, you may be surprised that significant focus will be placed on personality traits, social skills, and evidence of personal drive, reliability, versatility, vision, and habits of professionalism.

In short, you may be the best musician this side of the Mississippi, the “model lesson planner,” and can conduct Orff’s Carmina Burana or Shostakovich‘s Festive Overture blindfolded, but if you cannot inspire students, work with coworkers, and communicate effectively, your interview and chances for being hired are doomed from the start.

Adapted from David Berliner and William Tikunoff, “The California BTES: Overview of the Ethnographic Study,” effective teachers score high on…

  • Accepting
  • Adult involvement
  • Attending
  • Consistency of message
  • Conviviality
  • OLYMPUS DIGITAL CAMERACooperation
  • Student engagement
  • Knowledge of subject
  • Monitoring learning
  • Optimism
  • Pacing
  • Promoting self-sufficiency
  • Spontaneity
  • Structuring

Effective teachers score low on…

  • Abruptness
  • Belittling
  • Student defiance
  • Counting hours or “clock punching”
  • Illogical statements
  • Mood swings
  • Oneness (treats whole group as “one”)
  • Recognition-seeking

In previous blogs (e.g. https://paulkfoxusc.wordpress.com/2015/07/01/the-meaning-of-pro/), I have defined the qualities of a “professional.” How many of these traits do you model?

  • Succeeded in and continues to embrace “higher education”
  • Updates self with “constant education” and retooling
  • Seeks change and finding better ways of doing something
  • Like lawyers/doctors, “practices” the job; uses different techniques for different situations
  • Accepts criticism (always trying to self-improve)
  • Proposes new things “for the good of the order”
  • interview-1238367Can seemingly work unlimited hours (24 hours a day, 7 days per week)
  • Is salaried (does not think in terms of hourly compensation, nor expects pay for everything)
  • Is responsible for self and many others
  • Allows others to reap benefits and credits for something he/she does
  • Has obligations for communications, attending meetings, and fulfilling deadlines
  • Values accountability, teamwork, compromise, group goals, vision, support, creativity, perseverance, honesty/integrity, fairness, and timeliness/promptness
  • Accepts and models a corporate standard of behavior and appearance

It is worth reading “Weigh In: What Makes a Great Teacher” by Jacqueline Heinze in the Winter 2011 issue of Administr@tor Magazine (see http://www.scholastic.com/browse/article.jsp?id=3755567). Among the numerous responses were these notable quotes:

  • “A great teacher must be resilient.”
  • “Great teachers are instructional leaders and curriculum designers.”
  • “Great teachers love what they do and perceive teaching as their calling.”
  • “Great teachers are empathetic and engaged.”

Also check out these websites for additional insight on the characteristics of a exemplary educator:

students-1460768Since the process of teacher selection in the public schools involves recruitment, screening, hiring, placement, induction, and evaluation, it is advisable for prospects to know the assessment practices already in place. According to the Pennsylvania Department of Education, Pennsylvania has adopted The Framework for Teaching as the overarching vision for effective instruction in the Commonwealth.

The Framework for Teaching is written by Charlotte Danielson, an internationally-recognized expert in the area of teacher effectiveness specializing in the design of teacher evaluation systems that, while ensuring teacher quality, also promote professional learning.

The introduction to The Framework of Instruction Evaluation Instrument 2013 states its purpose:

“The Framework for Teaching identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. While the Framework is not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession.” – Charlotte Danielson

The model focuses the complex activity of teaching by defining four domains of teaching responsibility:

  1. Planning and Preparation
  2. Classroom Environment
  3. Instruction
  4. Professional Responsibilities

The domains can be further broken down into…

danielsons_image_dom1-4

Domain 1: Planning and Preparation

  • 1a Demonstrating Knowledge of Content & Pedagogy
  • 1b Demonstrating Knowledge of Students
  • 1c Setting Instructional Objectives
  • 1d Demonstrating Knowledge of Resources
  • 1e Designing Coherent Instruction
  • 1f Designing Student Assessments

Domain 2: Classroom Environment

  • 2a Creating an Environment of Respect and Rapport
  • 2b Establishing a Culture for Learning
  • 2c Managing Classroom Procedures
  • 2d Managing Student Behavior
  • 2e Organizing Physical Space

Domain 3: Instruction

  • 3a Communicating with Students
  • 3b Using Questioning and Discussion Techniques
  • 3c Engaging Students in Learning
  • 3d Using Assessment in Instruction
  • 3e Demonstrating Flexibility and Responsiveness

inside-a-class-room-school-1435436Domain 4: Professional Responsibilities

  • 4a Reflecting on Teaching
  • 4b Maintaining Accurate Records
  • 4c Communicating with Families
  • 4d Participating in a Professional Community
  • 4e Growing and Developing Professionally
  • 4f Showing Professionalism

Many Pennsylvania districts assess their professional staff and verify their teacher’s professional growth via rubrics or other evaluative tools, as well as the collection of artifacts that support these domains. Archives of these “best practices” would be assembled in portfolios for the principal’s year-end review (samples printed in blue below are possible artifacts for music educators in particular):

Domain 1: Planning

  • Assessment Tools
  • Lesson Plans
  • New Curriculum Innovations
  • Personal/Professional Goals
  • Music Repertoire/Program Lists
  • Subject Outlines

Domain 2: Classroom Environment

  • Audio-Visual Resources Including Recordings
  • Formal Observations
  • Informal Observations
  • PowerPoint Presentations
  • Sample Classroom Displays/Bulletin Boards

Domain 3: Instruction

  • Arrangements (Teacher Composed)
  • Conferences with Colleagues/PLCs/Teams
  • Meetings with Mentors/Curriculum Leaders/Principals
  • Printed Concert, Musical, Drama, or Recital Programs
  • pencils-1240400Sample Homework and Worksheets
  • Student Composed Music/Lyrics/Exercises
  • Warmup Drills and Style/History Handouts

Domain 4: Professionalism

  • Act 48 Clinics and Workshops
  • Congratulatory Notes from Parents/Staff
  • Grade Books and Attendance Records
  • Letters/Newsletters Sent Home
  • Minutes of Department Meetings
  • Professional Development Programs
  • Student Recommendations
  • Student Records

Individual school districts define their own “vision of a model teacher,” aligning the selection criteria with the goals of the school system and the needs of the individual schools. For example, Upper St. Clair School District (an Allegheny County public school system located in southwestern Pennsylvania, and where I worked 33 years as music educator and seven years as Performing Arts Curriculum Leader) adopted the following Assessment Criteria for Teacher Candidates (developed by Superintendent Dr. William Pope, Human Resource Director Ms. Jean Toner, and other staff). “In a nutshell,” these are what USC calls “core behaviors” or standards of personality traits, skills, and knowledge, and serve as categories for assessment of all job applicants during the interview process:

Instructional

  • Educational Philosophy
  • Knowledge/Experience
  • Classroom Management
  • Technology
  • Oral Expression
  • Written Communications

college-1241412Professional

  • Leadership
  • Teamwork
  • Judgment
  • Problem Solving
  • Planning & Organizing
  • Innovation

Personal

  • Initiative
  • Dependability
  • Adaptability
  • Self-Insight and Development
  • Energy and Enthusiasm
  • Appearance

My next blog on this subject will provide examples of music teacher interview questions for each of the above criteria… suitable for individual practice or group mock interview sessions, and to assist in the formulation of stories/anecdotes that would support a candidate’s mastery of each standard. The importance of this preparation is explored in a previous blog: https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/.

PKF

© 2015 Paul K. Fox

Overview – Strategies for Landing a Music Teacher Job

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

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

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

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

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

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

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

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

PKF

© 2015 Paul K. Fox