Burned Out or Bummed Out?

More on Teacher Self-Care: Diagnosis and Remediation

This is Part VI in a series of articles on educator health and wellness, following “Stressed Out!” and “Teacher Self-Care During the Pandemic.”

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Do you recognize these signs of burnout experienced  by yourself, a coworker, neighbor, or someone you love?

  • Physical: tired, lowered immunity, illnesses, aches and pains, loss of appetite or sleep
  • Emotional: sense of self-doubt, failure, helplessness, loneliness, cynicism, loss of satisfaction/motivation
  • Behavioral: withdrawal, isolation, skipping work, procrastination, frustration, overuse of food, drugs, alcohol

By the time it gets to that third bullet, probably everyone would be aware of the trouble.

You may be on the road to burnout if:

  • Every day is a bad day.
  • Caring about your work or home life seems like a total waste of energy.
  • You’re exhausted all the time.
  • The majority of your day is spent on tasks you find either mind-numbingly dull or overwhelming.
  • You feel like nothing you do makes a difference or is appreciated.

Burnout Prevention and Recovery by Melinda Smith, M.A., Jeanne Segal, Ph.D., and Lawrence Robinson

 

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Gregory S. Perkins and Angela M. Guerriero, licensed Music Therapists from the Tempo! Music Therapy Services, provided much more detailed definitions of self-care in a session at the PMEA 2020 Virtual Summer Conference. (PMEA members may continue to register and view a video of this workshop until mid-September 2020.) You should know and be on the lookout for these terms:

The United Nations defines self-care as the actions that individuals take in order to develop, protect, maintain, and improve their own health and well being. Self-care involves a personal investment in maintaining physical, psychological and spiritual health, and pursuing a fulfilling, well-rounded life.

Brownout: “A practitioner essentially gives up or performs in a perfunctory manner when confronted with too much stress and too little gratification.” Guy, J. & Norcross, J. (2007). Leaving it at the office: a guide to psychotherapist self-care. New York, NY: Guilford Publications, Inc.

Burnout: “A syndrome of physical exhaustion including a negative self-concept, negative job attitude, and loss of concern and feelings.” Keidel, G. (2002). Burnout and compassion fatigue among hospice caregivers. American Journal of Hospice and Palliative Care, 19(3), 200-205

Recognizing the Need: Self-Care for Music Educators by Gregory S. Perkins, MT-BC, and Angela M. Guerriero, PhD, MT-BC

The Mayo Clinic offers numerous symptoms of “burnout.” How many of these have you “felt” too or noticed in someone else’s demeanor or behavior?

  1. Disillusionment over the job
  2. Cynicism at work
  3. Impatience with co-workers, administrators, and students
  4. Lack of satisfaction in accomplishments
  5. Dragging yourself to work and trouble getting started once you’re there
  6. Lack of energy
  7. Unexplained aches/pains
  8. Self-medicating with food, drugs, or alcohol
  9. Changes in sleep/eating patterns

 

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Education Week adds many more danger signs. Are any of these striking close to home?

Exhaustion. This is a fatigue so deep that there’s no way to “turn it off,” no matter how badly you want to. It’s deep in your bones. The kind of tired where you just want to ooze into your bed and disconnect from life.

Extreme graveness. Realizing you go hours without smiling or laughing, or days without a belly laugh.

Anxiety. The constant, nagging feeling that you can and should do more, while simultaneously realizing you need to unplug and spend more time with your family. But there are so many things to do.

Being overwhelmed. Questioning how they can possibly add one more task, expectation, or mandate to your plate. Compromising your values of excellence just so you can check-off 15 more boxes to stay in compliance. All the while knowing it still won’t be enough.

Seeking. Losing your creativity, imagination, patience, and enthusiasm for daily challenges. Craving reflection time and productive collaboration rather than group complaining.

Isolation. Wanting to head for the deepest, darkest cave where no one will see your vulnerability. A place where your limits are unseen and unquestioned and all is quiet.

— Six Signs of and Solutions for Teacher Burnout by Wendi Pillars 

 

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What about the causes of burnout or brownout? Where should we place the blame?

According to Paul Murphy in his book, Exhausted – Why Teachers Are So Tired and What They Can Do About It, the stress of a few problems may stand out as leading culprits at your place of employment:

  1. Lack of autonomy
  2. Dysfunctional work environment
  3. Inadequate social support
  4. Extremes of activity
  5. Poor work/life balance

But, you have no one else but yourself to blame! You must take responsibility for your own health and welfare. Most of the sources in this blog-post (including a few mentioned in past articles from this “care” category) suggest solutions to better self-care, many of which offer answers to address the issue and CAN BE DONE RIGHT NOW.

Here are a few more self-care tips from PsychCentral:

  • Create a “no” list, with things you know you don’t like or you no longer want to do. Examples might include: Not checking emails at night, not attending gatherings you don’t like, not answering your phone during lunch/dinner.
  • Promote a nutritious, healthy diet.
  • Get enough sleep. Adults usually need 7-8 hours of sleep each night.
  • Exercise. In contrast to what many people think, exercise is as good for our emotional health as it is for our physical health. It increases serotonin levels, leading to improved mood and energy. In line with the self-care conditions, what’s important is that you choose a form of exercise that you like!
  • Follow-up with medical care. It is not unusual to put off checkups or visits to the doctor.
  • Use relaxation exercises and/or practice meditation. You can do these exercises at any time of the day.
  • Spend enough time with your loved ones.
  • Do at least one relaxing activity every day, whether it’s taking a walk or spending 30 minutes unwinding.
  • Do at least one pleasurable activity every day; from going to the cinema, to cooking or meeting with friends.
  • Look for opportunities to laugh!

What Self-Care Is and What It Isn’t by Raphailia Michael, MA

 

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We should also review “Five Tips for Avoiding Teacher Burnout” by Mary Beth Hertz, an Edutopia blog (read the entire article for greater depth and clarity):

  1. Maintain your “other” life.
  2. Be a stakeholder when changes are made.
  3. Find lessons and opportunities in everything.
  4. Nurture peer connections.
  5. Keep it light.

Edutopia, from the George Lucas Educational Foundation, is a wonderful resource. Most recently, three valuable “streams” of articles have been released on coping with the preparations and stress in the reopening of schools for the 2020-2021 year:

I also recommend this blog-post of the Regional Education Laboratory Program which describes “teacher well being” as “the reaction to the individual and collective physical, environmental, and social events that shape how educators respond to their students and colleagues.” They discuss how three prominent human behavior frameworks— Maslow’s Hierarchy of Needs, the Five Stages of Grief and Loss, and the Concerns-Based Adoption Model (CBAM)— can be used to address the challenges that teachers face when adapting to change and identify approaches to support teacher well being.

 

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In addition, the following perspectives come from a variety of self-proclaimed practitioners:

“One of Leonardo da Vinci’s seven essential elements of genius is known as Sfumato, Italian for ‘smoked,’ or ‘going up in smoke.’ This principle is the ability to embrace uncertainty, the unknown, and the unknowable. In my interpretation, it’s also an ability to ‘let go’ of everything that’s left undone when you know you’ve done your best. Embrace Sfumato.”  — Wendy Pillars

“Self-care needs to be something you actively plan, rather than something that just happens. It is an active choice and you must treat it as such.” — Raphailia Michael

“Remember that example about putting on your own oxygen mask before helping others? This is where that analogy really comes in to play. It’s time for you to take a good hard look at your self-care versus your care for others and decide if you are in a place where you have a good balance or if you need to make this a priority… Why is self-care… such a critical component of your physical and mental health? Because in order for you to function at your peak, you need to meet the needs your body and mind have for rejuvenation, relaxation, and rebirth. If you are constantly putting out efforts toward other people and events but never taking time to refuel yourself, then you will run out of steam and it will manifest in your body as an illness, weight gain, acne, joint pain – you know the drill – again.” — Lesley Moffat in I Love My Job But It’s Killing Me

“It’s estimated that teachers make about 1,500 decisions every school day. When you combine those decisions with all the necessary self-regulation involved with teaching kids, it’s no wonder our willpower is gone by five o’clock. We are exhausted.” — Paul Murphy

The term “unprecedented times” has become a hallmark for describing the context in which leaders must respond to changing needs during the COVID-19 pandemic. Effective responses in education are dependent upon teachers as the front-line workers in classrooms, so it’s essential that administrators take care of teachers. When they do so, they also take care of students.

When teachers don’t have the resources they need, and especially when sustained job demands are high, teachers experience chronic stress — and eventually burnout.

Teachers who are burned out are less effective as teachers, have less supportive relationships with students and, in turn, the students they teach have lower academic and social outcomes.

How to Prevent Teacher Burnout During the Coronavirus Pandemic by Laura Sokal, Jeff Babb, and Leslie Eblie Trudel

 

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We should all read the above blog-post from The Conversation, which offers these conclusions based on a national Canadian education survey conducted in May 2020:

  1. Teachers’ concern for vulnerable students is one of the most stressful aspects of their jobs right now.
  2. Teachers are seeing magnified inequities.
  3. When giving teachers initial resources, less is more.
  4. Perceived support matters to teachers’ resiliency.
  5. Teachers are concerned about effectively engaging students through remote learning, and professional collaboration can help.

Finally, we’ll end this epistle on “things to do to avoid burnout” with a timely and practical article from Carlee Adams found on the We Are Teachers site: 15 Smart Ways to Prevent Teacher Burnout That Really Work. Repeating many of the suggestions above, these “find these” remedies resonated with me:

  • “Find someone you can be vulnerable with…”
  • “When you feel hopeless, find perspective…”
  • “Find your own voice and allow it to change over time…”
  • “Find your people; they get you!”

The bottom line? If you “feel” consistent periods of burnout, brownout, or being bummed out in your career as negative influences to your “calling” as a teacher, you cannot sit back and let things continue “as is!” Most professionals cannot self-diagnose this problem (but, perhaps a family member may clue you in!). If you notice that you are continually having trouble sleeping, difficulty with relationships or communicating your thoughts to others, or find yourself feeling significantly depressed or lethargic, it may be time to visit your health care professional.

PKF

 

Photo credits (in order) from Pixabay.com by Gerd Altmann

 

© 2020 Paul K. Fox

SMART Practice

Fox’s Fireside – Summer Camp Edition

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My wife is a genius!

Well, I knew this before I married her in 1978, but every day I work “side by side” with her on music education projects like the South Hills Junior Orchestra Online Academy (SHJOOLA – pronounced shah-ZOH-lah), I discover even more of her amazing “hidden” talents and insights!

Donna Stark Fox is the author of 99% of this Fox’s Fireside.

We launched SHJOOLA and other digital/virtual/alternative programs (like SHJO.clips) to keep our community orchestra instrumentalists practicing inspite of the school closure and restrictions caused by the pandemic. We want to foster our players’ self-confidence and motivate even greater focus on new growth and achievement in instrumental technique, key literacy, ear-training, musicianship, personal goal-setting, and artistic enrichment. As the character Jean-Luc Picard from the Star Trek Next Generation series says, ENGAGE… in the pursuit of their own inspired initiatives in music learning!

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During the first week of SHJOOLA, we introduced this SMART Practice Primer (download and adapt to your own practice regime). The philosophy comes from my wife’s (ahem) 55+ years in the field of music performance as a violinist and pianist and a versatile career of 38+ years in the public schools teaching strings, band, general music, elementary chorus, musicals, etc.

What are the secrets of practice success? Past Fox’s Firesides address many issues of time, goals, focus, mentors, problem solving, and various playing techniques. (You may also peruse this catalog of past articles and our SHJO.clip library here.)

This article hopes to bring out a new approaches to “practice builds self-confidence…”

Are you ready for SMART Practice?

  • Schedule time for practice by using a calendar.
  • Find a quiet place to practice and gather everything you need.
  • Set goals. Write them down, make them measurable, and be specific and realistic. Check them off and “raise” your goals frequently.
  • Gather your equipment, including your instrument, music stand, chair, pencils, music folder, metronome, and tuner.
  • Chart your practice with a list of what to practice, because writing it down is a promise to do it!
  • Keep a reflective journal to organize your thoughts, to analyze and to set new goals.
  • Regularly make audio or video recordings of yourself and keep them in a file in a folder on your electronic device.

Smart Practice 1

Success starts with a plan!

Begin with a long-range goal/dream.

  • I will perform a solo with a symphony orchestra.
  • I will become a professional musician.
  • I will play in a college orchestra or band.
  • I will enjoy music throughout my adult life.

Set medium-range goals.

  • I will play a Mozart Concerto before I am 16.
  • I want to upgrade to a better-quality instrument when I am 14.

Set and rest short-term goals on a weekly and even daily basis.

  • This week, I will play the Bach Fugue with accurate fingerings and pitch.
  • This week, I will play the Bach Fugue at performance tempo.

Here is an example of one violinist’s SMART Practice plan:

 

Practicing with a plan

Tips on SMART Practice

  1. Warm-up with drills and exercises.
  2. Identify the key of each selection you are practicing.
  3. Play the scale for the key you have identified, using a rhythm or articulation pyramid.
  4. Select a passage to improve and mark the fingerings in pencil.
  5. Say the note names in half notes. (“If you can say it, you can play it!”)
  6. Be sure you practice every note as a half note using the fingerings provided by the conductor.
  7. Use a metronome to “keep it honest.”
  8. Practice VERY SLOWLY using the original rhythm and bowings/articulations.
  9. Gradually increase the tempo by “inching up” on the metronome.
  10. How many times have you played the passage correctly?
  11. Ten consecutive times right today, and ten more tomorrow, will already make the passage 20 times better than it was before!
  12. Schedule your next practice session.
  13. Reflect in your journal and set new short-term goals for tomorrow!

 

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Training your brain is SMART Practice

  • Practice is a process.
  • Practice is all about habit development.
  • Practice leads to self-confidence.
  • Practice is an opportunity for self discovery.
  • Practice is cumulative.
  • Practice is where you can make mistakes privately.
  • Amateurs practice to get it right.
  • Professionals practice so that they never play it wrong.

This is your brain on SMART Practice

Variety is the spice of life and music variations challenge the mind!

You may have heard these strategies before:

  • First make it easier, then progressively harder.
  • First subtract (e.g. remove slurred notes) and then progressively add more challenging elements to the music (dynamics, longer phrases, articulations, fingerings, positions, memorization, etc.)
  • First play it slower, then progressively faster.
  • First take smaller sections (measure by measure, phrase by phrase), then progressively expand to larger sections, eventually being able to play the entire piece.

practice rubric

Try these rhythm and articulation pyramids on your scales, warmups, etudes, and any difficult passage in the music. Taking “baby steps,” create a new way to learn the part…

More to come… Part II will dive into additional recommendations for personal music problem solving with numerous examples.

Keep at it! You’ll make us all proud. Most importantly, especially yourself!

PKF

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The mission of the nonprofit South Hills Junior Orchestra 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 players.

The second half of our 37th season (Spring 2020) was postponed due to school closures and the pandemic. We are now offering SHJOOLA – the South Hills Junior Orchestra Online Academy. The program includes virtual sectional rehearsals, special workshop seminars via Zoom, and remote music learning activities, both synchronous and asynchronous instruction, and provides a one-year subscription to MusicFirst Classroom, PracticeFirst, Sight Reading Factory, Musition (music theory), Noteflight (score notation) and other apps. Western PA instrumentalists are welcome to apply for membership in one of the 25 remaining “seats” in SHJOOLA by contacting Managing Director Janet Vukotich.

(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. For a printable, hard copy of this article, click here.

 

© 2020 by Paul K. Fox and Fox Paws Publications

 

Photo credit from Pixabay.com:

“Camp Fire” by Chris Aram

 

 

Teacher Self-Care During the Pandemic

We thought our next article in this series on music teacher health and wellness was going to center around burn-out. But then… COVID-19 struck (was this really only 3-4 months ago?), we were forced into self-isolation, and all “brick and mortar” schools closed. In the ensuing panic, we all scurried about seeking solutions to reconnect and engage our students from afar in compliance with strict shelter-in-place restrictions.

“Seemingly overnight, the world changed. Teachers and school leaders have had to revamp their entire instructional systems with, in many instances, only a day’s notice. To say many of us are experiencing whiplash, disorientation, and anxiety is an understatement.”

virus-4928021_1920_HoagyPeterma“Our students are feeling it too. Typically, nationwide, one in three teenagers has experienced clinically significant anxiety in their lifetime (Merikangas et al., 2010). It’s probable that during a pandemic that heavily impacts everyday life, levels of anxiety in children and teens are even higher, and the possibility of subsequent trauma greater.”

“In these unprecedented times, teachers are rising to the occasion creatively and quickly to shift to remote learning amidst school closures. Even in a traditional classroom, it can be a challenge to support students with anxiety and trauma histories to stay calm and learn. With distance learning, this difficulty is magnified. However, there is much teachers can do to reduce anxiety in students even while teaching remotely. During this crisis, we need to prioritize students’ mental health over academics. The impact of trauma can be lifelong, so what students learn during this time ultimately won’t be as important as whether they feel safe.”

“Maintaining Connections, Reducing Anxiety While School Is Closed” by Jessica Minahan in ASCD Educational Leadership, Summer 2020

My opinion? The Internet and other forms of media can be a godsend or a contributing factor to our feelings of malaise. The 24/7 nature and immediacy of news programs and web posts updating the statistics of new coronavirus cases, hospital admissions, deaths, shortages of personal protection equipment and respirators, unemployment numbers, and the stock market’s roller-coaster ride, have added fear, stress, and “noise” to the real problem… our ability to cope with the ramifications of this pandemic!

Well, at least a lot of dialogue has been generated “out there” about recommended remediation and “success stories.” The purpose of this blog-post is to share some of this “advice from the experts.” Many of you (I hope) may say, “This is just common sense.” True, but however “common” it is, more people than you think are not applying these principles to their own personal lives. And like the one online post that caught my eye the other day, “Teachers Are Breaking” by Jessica Lifshitz, all of us should share our anecdotes… the trials, internal struggles, and tribulations… to make it through this emergency.

Together, we are stronger!

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I have been accused of being a little too emotional and I should not “feed into the negativity,” as one reader complained in reaction to one of my blogs. However, according to this article by Christina Cipriano and Marc Brackett, “emotions drive effective teaching and learning, the decisions educators make, classroom and school climate, and educator well-being.”

“At the end of March, our team at the Yale Center for Emotional Intelligence, along with our colleagues at the Collaborative for Social Emotional and Academic Learning, known as CASEL, launched a survey to unpack the emotional lives of teachers during the COVID-19 crisis.”

“In the span of just three days, over 5,000 U.S. teachers responded to the survey. We asked them to describe, in their own words, the three most frequent emotions they felt each day.”

“The five most-mentioned feelings among all teachers were: anxious, fearful, worried, overwhelmed and sad. Anxiety, by far, was the most frequently mentioned emotion.”

Navigating Uncertain Times: How Schools Can Cope With Coronavirus

Almost in unison, the strategies that seem to be echoed most often by medical and mental health professionals, educators on the front line, and even technology specialists, are outlined by this “wellness map of to-do’s!”

  1. Don’t obsess. Calm yourself. Set priorities.
  2. Connect and communicate often with your family members and your students.
  3. Set and maintain boundaries.
  4. Practice mindfulness.
  5. Take the necessary steps to maintain your own physical and mental health!

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Avoiding Becoming Overwhelmed

As a retiree, I “only” lost the spring season of my community youth orchestra to this crisis. In my position as state chair of the PMEA Council Teacher Training, Recruitment, and Retention (PMEA Council TTRR), I tried to soothe the “hysteria” of many of my still-working friends and colleagues who were grappling with the instantaneous roll-out of distance learning. After researching online music education resources, we were able to place countless links on the PMEA Council TTRR website (here). After 7+ weeks, one of our “omnibus Google Docs” has grown to 15+ pages and more than 225 separate sources of virtual, remote, and alternative music learning media and methods.

computer-768608_1920_free-photosFor some, this has made matters worse… an “overload of abundance!” The multitude of venues and opportunities (too many unexplored “new technologies” for many of us baby-boomers!) included information about virtual ensembles, YouTube libraries, music games, lessons plans and platforms for synchronous and asynchronous e-learning, video-conferencing techniques, hardware and software reviews, etc.

Take a deep breath! Focus! Prioritize your goals. What are you trying to accomplish? Don’t try to consume all of the available resources “out there,” nor use every application or online lesson that you find on Facebook groups like https://www.facebook.com/groups/mecol/. What was it my mother used to say at the dinner table? “Sip and chew slowly… don’t gulp!” Take away what might help your situation, but approach anything brand new in moderation!

online-5059831_1920_TumisuGo ahead and sign-up for a webinar or planned learning community meeting or two. Many professional development workshops are provided with “no extra fees” right now, like the NAfME library here, the aforementioned Facebook group and others, and if you already have a membership in PMEA, this website.

BUT… plan to take away ONLY one or two new “teaching tools” from each session… maybe consider trying-out one new app or lesson idea every other week?

As if to anticipate our needs, more than a year ago, Elena Aguilar published the in-depth piece “How to Coach the Overwhelmed Teacher” in Education Week blog, summarizing excellent stress-reduction treatments. (Share these if you think they will help you or some else! Read the entire article for more detail!)

desperate-5011953_1920_Peggy_MarcoFive tips for coaching overwhelm:

  1. Describe it.
  2. Recall previous experiences.
  3. Identify one tiny next step.
  4. Listen.
  5. Plan for action.

“When coaching someone experiencing strong emotions, it’s important to know the signs and indicators of depression and anxiety disorders. Emotions can turn into moods, and if moods hang around long enough, they may become depression or an anxiety disorder. People who feel overwhelmed a great deal may be experiencing depression, whereas those who are ‘stressed’ a lot may be experiencing anxiety. This resource, AppD Depression_Anxiety.pdf, can be offered to your coachees or used to consider whether someone may need professional help.”

“When coaching any strong emotion, it’s useful to remember that emotions can be guides to self-understanding. They are a normal part of being a human being, and strong emotions show up to get us to pay attention to what’s going on. We can welcome strong emotions—in ourselves and in our coachees—and explore them to gain insight into ourselves and humans and educators.” — Elena Aguilar

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Making Connections

Your loved-ones and friends probably need you now more than ever!

And, a myriad of research supports the assertion that social connections significantly improve our own physical and mental health and emotional well-being, such as published by the “Center of Compassion & Altruism Research & Education” of the Stanford Medical School:

“Strong social connection leads to a 50% increased chance of longevity, strengthens your immune system (research by Steve Cole shows that genes impacted by loneliness also code for immune function and inflammation), helps you recover from disease faster, [and] may even lengthen your life!”

“People who feel more connected to others have lower levels of anxiety and depression. Moreover, studies show they also have higher self-esteem, greater empathy for others, are more trusting and cooperative and, as a consequence, others are more open to trusting and cooperating with them. In other words, social connectedness generates a positive feedback loop of social, emotional and physical well-being.” — Dr. Emma Seppala

There’s even evidence that “human touch” and close connections with other people increase our body’s levels of the beneficial hormones serotonin and cortisol.

Just more common sense? Right? Probably!

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The first thing I did during that initial announcement of school/activity closures was to reach-out to my “musical kids.” Many music directors told me they quickly sponsored a Zoom/Google Hangout meeting of their ensemble members, mostly just to check-in with their players or singers and get everyone “on board” for future online interactions.

Perhaps COVID-19 has made me a better “citizen,” too. Much more frequently, I now call or text a friend, colleague, volunteer co-worker, or neighbor to see how they are doing. It’s terrible to admit that it took a world disaster to improve my interpersonal communications skills!

Finally, here’s a good “recap.” In spite of the need for social distancing, these examples of “safe connections” are suggested by Jennifer Wickham from The Mayo Clinic:

  • Use electronics to stay in contact with friends, neighbors and loved ones. This could include using video-conference programs, making voice calls instead of sending texts, or talking with a neighbor through windows while maintaining a safe distance.
  • Spend quality time with the people you live with, such as playing board games or completing an indoor project.
  • Make a family meal or dessert recipe that reminds you of friends or family you are unable to visit, and then call them to tell them about it. This way, you get an experience of internal and external connection.
  • Write in a journal about your experiences during this time of social distancing. Not only will this help you sort out what you are thinking and feeling, but also it can be shared going forward as a way for future generations to connect with the past.

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Setting Boundaries

Something else I admit to NOT doing!

“Going Google,” “exploring e-learning,” or “doing digital” –  it is easy to get carried away and not notice you just spent 12 hours in-a-row of “screen time” participating in online meetings or creating new remote learning opportunities for your music students. Exactly when are your classroom and office hours? You are likely pushing yourself too hard, even in your pajamas! This insane pace will only promote other health concerns!

The foresight of Elisa Janson Jones was evident for writing this in her blog “7 Self-Care Strategies to Prevent Burnout” back in September 2018 before the pandemic:

bulletin-board-3233653_1920_geralt“It’s hard to create a work-life balance when life is filled with work. Teachers are known for working long hours off-the-clock for no additional compensation. This is even more prevalent in music education. We add performances, competitions, musicals, individual lessons, fundraising, data entry, and even music composition and arranging to our task list.”

“We may find pride in saying we worked 60 hours this week, flaunting to our friends that we got to school in the dark and left in the dark. Perhaps we find self-importance in their pity and admiration.”

“However, to thrive in our profession, we must remember that teaching music is our career, not our entire life. Hobbies, families, volunteering, and other ways we contribute to our communities and our homes are also aspects of who we are.”

“Setting clear boundaries between when we are working for our paycheck and when we are working for ourselves helps us carve out space where we offer ourselves time to be free of obligations and burdens of our career. Whether it’s a few hours per day, a full day per week, or both, setting strict boundaries for when you’re on-the-clock and when you’re off is essential.” — Elisa Janson Jones

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Mindfulness and “Living” in the Present

Another concept that Elisa Janson Jones covered in her Smartmusic blog: mindfulness.

Now is the time for a little nonjudgmental “free reflection,” or what the psychologists call the best practice of “mindfulness” – a focus with full attention on your thoughts, feelings, and sensations “in the moment.” I think the “Teaching with Orff” website really nailed it in the article “7 Self Care Tips for Quarantined Music Teachers.”  Read co-author Zoe Kumagai’s examples of affirmations: “How do I want to feel today?”

  • I allow myself time and space to reflect.
  • My mind is aware of the present.
  • My heart feels compassionate and is full of love.
  • My mind is stimulated by books, stories, art, scholarly articles, music that inspire me to be my best self.
  • I maintain boundaries with technology and intake of the news.
  • My body is free to dance.
  • My voice is clear to sing, laugh and converse authentically.

According to this Harvard Medical HelpGuide, the habits and techniques of mindfulness can improve well-being, physical health, and mental health:

“There is more than one way to practice mindfulness, but the goal of any mindfulness technique is to achieve a state of alert, focused relaxation by deliberately paying attention to thoughts and sensations without judgment… Allow thoughts to come and go without judgment and return to your focus on breath or mantra.” — HelpGuide

Band director, best-selling author, and acclaimed clinician Lesley Moffat devoted an entire chapter to mindfulness in her book I Love My Job But It’s Killing Me. You know what they say, “What’s good for the goose is good for the gander.” After learning the techniques for herself, she adopted mindfulness practice at the beginning of each band rehearsal for her students, a 4-5 minute routine of guided breathing and relaxation exercises leading up to the daily warmup chorale.

 

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I love the symbolism in her “snow globe” analogy:

“Just like a snow globe that’s been shaken up, it takes time for your mind and body to settle down. If you try to get the snow globe to settle down while you’re still holding it and carrying on with your regular activities, the snow may fall slower, but it won’t completely stop and allow you to see the objects in the snow globe. You must allow it to be completely still long enough for the water to stop swirling and the glitter to follow the pull of gravity and settle on the bottom. It only takes a matter of minutes until it settles, revealing the magical scene inside, and the very glitter that was covering up the view when it was moving around has become a lovely blanket of snow that grounds the scene in the snow globe. But without a few minutes of stillness, it is impossible for it to become completely settled. So it goes with a mindfulness practice. Your mind and body needs time to go from hyper-speed to a pace that serves you well, a place where you have space to think – and space to not think. That begins by bringing stillness to your body and to your mind. Easy to say – hard to do… until you practice it every day and it becomes habit.” Lesley Moffat

Love the Job, Loss the StressHer book should be required reading for all music teachers, even retirees who want to remain active in the profession. (Read my previous review here.) It serves as a true treasure-house of practical applications for de-stressing and re-centering your life. Her “mPower Method of Meals, Movement, Music, and Mindfulness” may be the solution to improving your situation.

FYI, her next book, Love the Job, Lose the Stress, is on the way. You can request an advance e-copy here.

 

“Do as I Say… Don’t Do as I Do!”

The worst part of this? We seldom take our own advice. Hey teacher, “heal thyself,” and “practice what you preach.” Taking care of our children or elderly relatives, we are probably the last to comply with the tenets of our own sermons on health and wellness.

Lesley Moffat also devoted a chapter in her book to the airline safety bulletin “Put On Your Own Oxygen Mask First.” You cannot take care of someone else (your family members or your music students) unless you first take care of yourself!

salad-374173_1920_stevepbMake self-care PRIORITY ONE for YOU! I know, you have heard all of these before:

  • Eat a balanced diet.
  • Hydrate.
  • Get enough sleep.
  • Exercise daily.
  • “Flex your brain.”

The latter “exercising your mind” is referenced in the Teaching with Orff website, and is a frequent emphasis on my blog-site (with examples here, here, and here). Pursue your own avenues of creative self-expression, and grow and learn something new every day!

According to charitable organization Waterford.org, the definition of “self-care” is “any action that you use to improve your health and well-being.” They cite extensive research from the National Institute of Mental Illness (NAMI), corroborating the statement that there are six elements to self-care:

  • Physical
  • Psychological
  • Emotional
  • Spiritual
  • Social
  • Professional

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And, as explained in the article “Why Teacher Self-Care Matters, and How to Practice Self-Care in Your School,” self-care is not about selfishness.

“Self-care is an important component of a teacher’s mental health, but there are misconceptions about what it is. It’s common for educators to dismiss the self-care movement as ‘selfish’ or ‘superficial.’ But for teachers, self-care is so much more than breakfast in bed or treating yourself to a spa day. It’s about taking care of your health so that you’re prepared to be the best teacher you can be for yourself and your students.”

Waterford.org

These endorsements probably represent just “the tip of the iceberg!” Peruse all of the resources listed below. In addition, perhaps we should take a close look at Alex Wiggin’s ASCD article,  “A Brave New World: A Teacher’s Take on Surviving Distance Learning” (Educational Leadership, Summer 2020), considering the adoption of these four lessons learned from the past four months:

  1. Relying on a team reduces work and stress.
  2. Connecting with students boosts morale.
  3. Learning new technology isn’t so bad.
  4. Model being a life-long learner

I predict that the hardest part, coming to the end of May and the completion of our first-ever “virtual spring semester,” is coming to grips with our “fear of the unknown!” At the date of this writing, no one really knows when “we” are going back to “in person” schools, how we will resume large group music instruction like band, choir, or orchestra rehearsals, and what will the “new normal” look like to successfully “move on!”

Summer break is just around the corner… a good time to stop and reflect! And yes, we will make it through this.

Please stay safe! PKF

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References

 

© 2020 Paul K. Fox

 

Photo credits (in order)

From Pixabay.com

 

The “Care and Feeding” of Your Principal

New Teachers’ Guide for Fostering Positive Relations & Good Interactions with School Administrators

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Conventional wisdom suggests that the initial school staff you should get to know immediately on a first-name basis in your new teaching job are 1) the building secretary, 2) head custodian, and 3) cafeteria workers. (The first one keeps you out of trouble, the second cleans up your messes, and the last group makes sure you’re well-fed!)

However, even more influential, the principal “assigned to you” will literally “make or break” a smooth transition and orientation into the workplace. Especially if this person was partially responsible for hiring you (a member of the screening committee which chose you out from all of the other qualified candidates), he/she should be your penultimate “mentor!” To validate the administrator’s judgment (and you continuing to be the “hero”), he/she will likely be highly motivated to foster your success!

So… once you land your new position, your first move should be to learn everything you marching-band-1404489_1920_sam99929can about “your champion!” Find out his/her goals, needs, and “pet-peeves,” and while you’ll at it, get off on the right foot with relations with all of your school supervisors.

Here are some tips for “rookie” or new music teachers to cultivate these relationships.

According to the article, “The Principal’s Role in the Music Program” by Orville Aftreth in the Music Educators Journal (Vol. 46, No. 3, January 1960, pp. 41-44), “A successful music program requires a principal who enables the following basic attitudes:

  • A belief in the value and importance of music;
  • A desire to grow his ability to enjoy, appreciate, and produce music;
  • A willingness to vitalize school activities through music.”

But, unfortunately, it seems that few administrators have significant and ongoing experiences in making music.

While I was doing online research for this blog, I stumbled upon an excellent thesis entitled, “Why We Love Music: a Case Study of High School Principals” by D. Benjamin Williams (https://nafme.org/ways-to-build-better-working-relationships-with-your-principal/), which seemed to support this premise.

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A principal’s musical background influenced their view of music as a key part of a quality education. Most of the principals’ formal experience in the arts ended early in their life, and none took classes on how to be an effective administrator for an arts program. Principal certification courses typically deal with finance, special education, and general leadership and administration.

—D. Benjamin Williams

My own history (35 years of teaching in the public schools with 30+ administrators) was to serve with only one principal who was a former music teacher, and perhaps 10% of the remaining administrators had any real arts education experience (or even regularly played an instrument or sang in a choir).

woman-2679619_1920_anna2005Williams shared the purpose of his case study: “to gain an understanding of school administrators’ thoughts on their school’s music program in regards to music’s role and value.” He documented the comments of five principals in their advocacy of the arts.

The research questions posed in this study centered on the following:

  1. What are common values and/or themes among administrators when it comes to music in their schools?
  2. Are there common points of advocacy administrators find themselves making in support of their school’s music program?
  3. What do administrators see as benefits of having a music program in their schools?
  4. Where does music fit in the overall vision of a school?
  5. What is music’s role in a quality education?

They mentioned how the arts are an opportunity to plug in, be engaged, and earn scholarships; that they create an identity for the individual and for the school; that they make a whole student and contribute to a whole education; and that they provide opportunities for higher-order thinking, such as critical or creative thinking and problem solving, that are encouraged in core-content areas as well. The pressure placed on education institutions in the 21st century are focused on these concepts, and the principals saw that music helped and encouraged students to develop these abilities. This is why they chose to support, advocate, and build up their school’s music programs.

—D. Benjamin Williams

I repeat: the first advice we give to newcomers to the profession is know your bosses! And, intentionally invite, “educate,” include, and engage them in your music classes and ensembles’ activities! Draw a circle around him/her to become a member of your team!

He drew a circle to shut me out,
heretic rebel, a thing to flout.
But love and I had the wit to win,
we drew a circle that took him in.

— Edwin Markham

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This view is reinforced by the article “Ways to Build Better Working Relationships with Your Principal” by Gabriel L. Woods on the NAfME Music in a Minuet blog-site at https://nafme.org/ways-to-build-better-working-relationships-with-your-principal/. He shares a summary of the basics:

  • Understand your principal and his/her job.
  • Build positive relationships with your principal.
  • Learn techniques to make your principal work for you and your program.
  • Learn how to think like a principal.

Each year when I return from honor bands or other music related field trips, I make it a habit to purchase my administrators a small token of appreciation to let them know the trip was a great success. Students must write an essay, and they present the administrators with the gift. In the essay, students are required to write what they learned, what the field trip meant to them, and how they will use this experience to make the school better. Praise is effective.

— Gabriel L. Woods

NAfME blogAlso, you should check out an even more recent NAfME blog, “Stronger Together – How to Get Administrators on Your Side” by Lori Schwartz Reichl, which offers a great perspective. Several meaningful quotes from her piece:

Coming together is a beginning; keeping together is progress; working together is success.

— Henry Ford

Remember that even though you are not taking the role of administrator, you are a leader. You lead a program. You lead a musical family. You are the leader of a superior sound. You are the leader of inspiration for your community. In the most genuine way, lead your administrator to a music education crescendo.

— Lori Schwartz Reichl

After a little brainstorming, I recalled my own working “top-ten list” of techniques for building harmonious interactions and collaborations with your school leaders.

  1. Be the first to arrive and the last to leave, and you will earn their respect! Professionals, especially music teachers who participate in co- and extra-curricular activities, are not “clock watchers” and need to “put in the time” before and after school to prepare and achieve meaningful learning experiences for their students.
  2. man-1020389_1920_geraltLearn what makes them tick! Is your principal a site-based manager? Is he/she a stickler for “chain of command.” I had an administrator who would go bonkers if he thought you back-copied a memo to the superintendent or called a central office manager first. Be sure you conform to the management style of your chief. This is a way of showing him/her respect and cooperation, which in all likelihood, will be returned to you in spades.
  3. Keep your principal “in the loop” and “in your corner,” and make sure you communicate any serious disputes that come up (especially with unhappy parents) that could blow up in your/his/her faces in the future. This also which means you don’t subscribe to the philosophy, “Don’t ask for permission, beg for forgiveness.” Proponents of this belief will tell you to go ahead and stick your neck out, perhaps do something “for the good of the order,” and later declare “oops!” if it goes south and your administrators disapprove. I cannot vouch for the ethics of this position, and “venturing out without a paddle” usually did not serve the best interests of the students. There’s no reason to place “the teacher’s convenience” over the safety and welfare of the children, and you should first try to obtain the legal and political endorsement of your boss(es) as you keep them appraised about what you are doing. Don’t be a nag, just “cc:” when appropriate, and “ask,” don’t “tell!”
  4. Give them credit! Publicly, you make it clear: you and your students’ awards and accomplishments are also your administrators’ awards and accomplishments. If it is possible, have your principal join you on stage to accept any ensemble honors.
  5. Serve on a non-music related committee or project. Principals are always middle stateslooking for volunteers to help fulfill the overarching goals of the district. This might mean signing up for the strategic planning committee, Middle States accreditation evaluation team, school renovation planning meetings with the architect, etc.
  6. Engage your principal as a participant in your program: concert appearances as guest conductor or solo/ensemble performer, featured narrator or announcer, limited-engagement as a walk-on part in the musical, judge of talent show, etc.
  7. Model professionalism and good time management skills. Be prompt in the completion of all deadlines assigned by administration. Don’t turn your principal (or his secretary) into a “nag” requiring numerous follow-up reminders.
  8. Understand the importance of public perceptions and “appearances.” Many school leaders spend an inordinate amount time trying to defend the sometimes questionable actions of their staff. Don’t make this necessary! Be responsible for your “public brand.” If it looks bad, it is bad… and that’s always up to you!
  9. Don’t just bring up problems, have answers! At odds with an existing policy or boss-2179948_1920_balikpractice? Suggest a solution and a Plan B to an issue you would like to address. Upholding “moral professionalism,” tactfully but firmly point out what is not working (and why). But, do your homework first. Share the “facts and stats” and try to propose several different directions to consider (even a Plan C and a Plan D). You will impress the “head honcho” by modeling the traits of flexibility, creative problem solving, and sensitivity to the needs of other staff and programs.
  10. Think long term and back-up your requests with numbers! When you submit your budget for the next school year, include the “tangibles” and statistics that your principal could use to “fight for you.” Include data on and percent changes in student enrollments, per-pupil costs, history of past purchases, etc. and separate your proposals into one, two, three, and/or five-year “plans” to spread out the expense for big-ticket items. Be specific and prioritize! When asked to “cut” my sheet music amounts, I assembled a set of sample folders with all of the music I used in the current year and broke down each selection’s current (replacement) price, each concert’s overall value, percentage of the repertoire used from my library, projected losses, etc. In one case, I predicted that if the district went through with its reduction of the music budget by 20% and (at the time) the cost of sheet music was rising 15%, I would be forced to schedule one fewer public performance in the school year. (It never happened!)

Edutopia provided excellent insight in promoting collaborative relationships with your principal. In “Five Ways to Develop a Partnership with Your Principal” by Ben Johnson, this advice was shared:

  1. Have a Face-to-Face Meeting
  2. Make Your Resource Needs Known
  3. Write It Down
  4. Invite Her into Your Classroom
  5. Offer Encouragement

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If you have an apple and I have an apple and we exchange apples, then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.

— George Bernard Shaw

Another resource worth reading is “A Teacher’s Guide to Working With Your Principals” by Kristy Louden. She reflects: “But aside from the obvious factor that your principal is your boss, and you want your boss to think well of you, I have found my relationship with my principal has helped in more ways than I probably realize. Here’s why:

  • They’ll think of you… (when an opportunity comes up that you might want).
  • You can ask for what you want.
  • You’ll get respect and recognition.
  • You have a reference (just in case).”

ENhancing the Professional Practice of Music TeachersFinally, the most comprehensive manual I have ever read on this subject should be a “required read” for every music educator: Enhancing the Professional Practice of Music Teachers: 101 Tips That Principals Want Music Teachers to Know and Do by Paul Young. To add to the above guidelines, I would especially peruse these recommendations:

  • Tip #13: Work closely with classroom teachers
  • Tip #30: Take charge of your schedule
  • Tip #41: Continuously improve classroom management
  • Tip #62: Make ethical decisions
  • Tip #80: Write notes, return phone calls, reply to email
  • Tip #93: Perform (satisfy your own pursuit of creative self-expression)
  • Tip #97: Improve your leadership skills (quotes from the book Leadership 101 by John Maxwell)

This final point is an excellent one. You are “in charge” of your own self-improvement projects and professional development. Administrators want to see staff members who seek growth experiences. Don’t wait for the annual implementation of the district’s “latest flavor of the year” in-service program (as it is sometimes referred to by teachers) or your supervisor’s year-end conference. Do your own self-assessment and plan specific and measurable goals and tasks to fulfill them. Always strive to do your best and be harder on yourself than anyone else (even administration) can ever be. Model the concepts of focus, cooperation, self-discipline, and a positive attitude in the workplace.

Now, take a deep breath. It’s all about one step at a time. Soak up these ideas. You can and will nurture happy and productive relationships with your principal and other school administrators, enhance your professional image and effectiveness, and foster opportunities of achievement and self-fulfillment for you and your music students!

PKF

© 2019 Paul K. Fox

 

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Photo credits in order from Pixabay.com: “handshake-regard-cooperate-connect” by johnhain, “laptop-office-hand-writing” by Aymanejed, “marching-band-chicago-thanksgiving” by sam99929, “violin-flute-music-classic” by horndesign, “woman-business-woman-boss” by anna2005, “people” by Russell_Clark, and “wooden-train-toys-train-first-class” by Couleur.

 

 

How Retirement Has Changed Me… Revisited

Part II: The reinvention continues… new perspectives, recent renovations, fun pathways, and more technology

Happy Thanksgiving to all! Enjoy your time with your family and friends next week!

I feel very blessed and thankful for my health, happiness, economic stability, and relative comfort. My wife and I have “weathered” the so-called “passage to retirement” with success and grace, and continue to explore finding life’s meaning to fulfill the three most important things a job usually provides (according to best-selling author Ernie Zelinski): purpose, community, and structure.

Back in July 2015, I wrote the introduction to this “personal trek” of post-employment transitioning, coping with life-style changes/altered expectations, and personal metamorphosis to “living the dream!” (You can review all of these articles by clicking on the “For Retirees” above.) Specifically on “how retirement has changed me,” nine months ago, I wrote “Part I – One retiree’s quest for learning technology, science, and history” (https://paulkfoxusc.wordpress.com/2017/02/13/how-retirement-has-changed-me/), and can report “all is good” in progress on all of these fronts.

We all know personal growth is about curiosity, exploration and acceptance of change… so, now’s the time to report back. What have you been up to, Paul, since then?

 

WordPress

Writing, Collaborating, and Becoming a Better Techie

Here are a few quick check-marks to add to my post-employment technology portfolio:

  • I learned how to create a blog site and write blog articles
  • I learned how to use Zoom online and hold committee meetings on the web
  • I learned how to make a webinar video

To all current and future retirees, I strongly recommend venturing into the creative process of writing… and building a website to archive all of your “treasures.” Posting a blog is a perfect vehicle for getting something off your chest, promoting discussion on almost any topic, researching areas you always wanted to unearth, sharing your thoughts and experiences, and stating your opinion for the record using the Internet.

“The sky’s the limit” for the subjects you could present. What do you like to write about? It is probably easier to dive into the things that are closest to you, your “pet peeves” and passionate viewpoints, or perhaps drawing from the vast store of knowledge and competencies you developed in your music education career. My own “categories” on my website are “Becoming a Music Educator” (for pre-service and new music teachers), “Creativity,” “Ethics,” “Firesides” (epistles I have given to my students), and “For Retirees.”

Look into one of the free, “do-it-yourself” online sites like WordPress, Wix, Web, or Weebly.com. Unless you really want to, it is not necessary to pay for a domain name. However, if you want an easy-to-remember tagline (something everyone can remember), be creative with the title of a new Google email account (from which these web-creation services usually generate your website’s domain name). My professional email is paulkfox.usc@gmail.com, so WordPress removed the dot and created my website moniker as “paulkfoxusc.wordpress.com.”

My quest for further education in stimulating personal technological advances have included using services like “Doodle,” “Wufoo,” “Zoom” or “Go to Meeting” for collaborating with members of the Council for Teacher Training, Recruitment, and Retention, and submission of several videos which have been archived in the NAfME Academy Professional Development library (of which I am most proud):

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  • Marketing Your Professionalism for Collegiate Music Education Majors: Tips and Strategies to Prepare and Present Yourself for Interviewing and Landing That First Music Teacher Job (two-part video)
  • Preparing for a Smooth Transition to Retirement
  • Supercharge the School Musical

 

Non-Technological Developments

No, I’m not dead yet. Retirement has provided me many rich new set of pursuits and brain-stimulating activities. Some of these activities are intellectual, some physical, and some just wear out my wallet!

How to spend large amounts of our monthly pension? In other dimensions of personal development, my wife and I are slowly renovating our house, finally getting around to making decisions on colors, styles and its overall presentation. When I was a full-time music teacher, I didn’t spend a lot of time at my home. Now in retirement, I have discovered how much it costs to frame a picture, especially if the only criteria when choosing a frame is the beauty of the wood grain and how well you match the double matting to the lithograph. (Without asking the price, I bought a $800 frame for my $125 Charles Wysocki print!)  Taking the high road, we hired a professional to securely hang things on the wall, another very expensive process when your interior decorator ($75/hour) accompanies your installer ($50/hour) to do the job, but all is “perfect” and no marital disputes erupted! After refinishing the floors, installing new windows, painting all the walls, “staging” several rooms (new transformations), and finally finishing the wall-hangings, it looks like the Foxes have a “showcase” residence.

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Raising two cute dogs have become a centerpiece of my life. We need to walk them several times a day, something on which you can’t procrastinate. One would think this regular physical exercise is part of an aerobic routine that is keeping me super-fit!

I have learned so much from my day-to-day dealings with my pups Gracie and Brewster (see previous blog-post https://paulkfoxusc.wordpress.com/2015/09/22/what-i-have-learned-from-my-dogs-in-retirement/), although inspiring a few questions:

  1. How do they always know my mood and needs better than I?
  2. No matter when you glance at them, what moves them to show you unconditional “love at first sight,” instantly lowering your blood pressure, nurturing your peace-of-mind, and improving your disposition?
  3. Since dogs have no lips, how are they so aptly able to express a loving kiss with a simple lick of our hands?
  4. How is it that they are always available (24/7) to cuddle, play, sleep in your lap, explore the mysterious ends of their leashes, and follow you everywhere?
  5. Regardless of the mistakes you make, why are they the first to forgive you?

And all they ask in return is to “hang around with you!”

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Just for fun, check out illustrator Kelly Angel’s representation of “how your dog views you” at https://www.boredpanda.com/how-you-see-yourself-vs-how-your-dog-sees-you/.

Although I volunteer as the founding director of the South Hills Junior Orchestra and teach “kids of all ages” on Saturdays every week, one of my other volunteer pursuits centers around pushing wheelchairs at the local hospital. The good news? I see so many of my students and their families at St. Clair Hospital. My favorite trip is going to the family birth center and discharging a new mother and her baby… and with surprising frequency, reuniting a former student or colleague with their “old” school music teacher or community orchestra director. Any bad news? Well, I am still puzzled why I have lost a little of my stamina and endurance since retiring. After only a little more than 3 1/2 hours of pushing wheelchairs (some of whom contain very large patients), I notice I am ready for a power nap! This does not mesh well with my employment days when I was teaching full-time, arriving to school by 6:45 in the morning, and often did not make it home until 9 PM (after-school rehearsals, meetings and performances of the marching band, fall play, and spring musical. What’s up about that?

 

pmea

Philosophy of Post-Employment Professional Engagement

“Ask not PMEA can do for you, but what you can do for PMEA.”

Where have you heard that before? Sounds like something from the soapbox of the PMEA Retired Member Coordinator? (Check out “PMEA in Retirement”).

The most important part of my long-term goals is to try to make a difference in other people’s lives… colleagues, collegiate or pre-service educators, and others.  As for PMEA, I’m throwing my hat in the ring as your Coordinator of Retired Members. In addition, I accidentally walked into a summer meeting a little more than a year ago and was voted in as chair of the Council for Teacher Training, Recruitment, and Retention. This is an exciting time in during PMEA’s new governance and recently ratified five-year strategic plan. We have the opportunity of doing some real meaningful work for music education in the state of Pennsylvania.

I hope that you continue to participate in PMEA and NAfME yourself. Obviously, once we “Cross the Rubicon” into retirement, we need not to worry about the hectic day-to-day schedule, politics, and stress of a full-time teaching position. However, we can make a difference, acting less engaged but still on-board helping our professional associations and advocating for the success of music education. PA music teachers (the focus of many of these blogs), please consider keeping your membership up-to-date, joining the PMEA Retiree Resource Registry, volunteering for guest conducting, presenting sessions, doing other jobs for PMEA, an/or attending official events.

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In a recent Retired Member Network eNEWS, I mentioned that as unofficial mentors and sage advisers, there are many ways retired members can “return the favor” of a career full of wonderfully enriching professional development and music festival resources, simply by helping PMEA out a little:

  1. Review the five-year PMEA Strategic Plan – posted online at https://www.pmea.net/wp-content/uploads/2012/09/PMEA-Strategic-Plan-2017-21-Final-1.pdf. Focus on possible things in which you may have the skills or interests to contribute to our profession, and propose something new “for the good of the order.” Here are sample objectives – any of these “strike a chord” with you?
    • 1E. Continue to improve and find new and innovative ways to engage PMEA members in advocacy efforts including Advocacy Day in Harrisburg and Music in Our Schools Month activities (“team-up” with retiree Chuck Neidhardt, PMEA State MIOSM Coordinator).
    • 2A. Explore topics of lifelong learning (music therapy, community music, service learning…)
    • 2E. Focus on topics of Inclusion, Diversity, Equity, and Access by providing space for dialogue, reaching more students beyond traditional ensembles, and identifying and promoting success stories and appropriate practices.
    • 3B. Investigate possibilities of various partnerships with other music associations.
    • 3E. Develop leadership (e.g. retreat and training sessions).
    • 4B. Promote and expand the Music Performance Assessment program (e.g. solo and chamber ensemble opportunities, virtual MPA’s, and traveling adjudicators).
  2. Still have your “conductor chops?” One way to encourage your colleagues to think of you in becoming a guest director or accompanist of a PMEA festival is to join the PMEA Retiree Resource Registry (see the retired member section of the website at https://www.pmea.net/retired-members/) and send an email sharing your interest and availability to the District President and the local Festival/Fest Coordinator.
  3. Did you know that anyone can suggest a session for a local workshop or PMEA spring and summer conference? (See the PMEA website.) What’s on your mind? What do you think is important to explore, collaborate, or exhibit? I know of few PMEA retired members who do not have a “special expertise” and passion about an area in music and education. Go ahead, “let the cat out of the bag” while it is still “fresh” in your mind!
  4. Submit articles or reviews to our PMEA News editorial committee chair Doug Bolasky (also a retiree) for publication consideration in our state journal. Like #3 above, this is an excellent outlet to “get something off your chest,” promote discussion on almost any topic, research areas you always wanted to unearth, share your thoughts and experiences, and state your opinion “for the record.”
  5. Offer to serve on a PMEA committee. For example, volunteer to serve on the listening or session evaluation committee. Prefer to stay “close to home?” Ask your District President if you can be appointed to (or be placed on the ballot for) one of the many leadership positions in need of caring, committed, and competent representatives. Also, PMEA always needs guest lecturers, panel discussion members, presiding chairs, and info booth volunteers for the spring conference.

 

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In short… we need you, your collective wisdom, experience, and the ability to dodge problems before they become big. Sure, relax a little, personally reflect, refocus, and revitalize your goals during your retirement, but don’t retreat from “doing your bit” for “making a difference” in music education.

PKF

© 2017 Paul K. Fox

 

Photo credits from Pixabay.com: “grandparents” by Marvin Roaw and “senior” by RitaE.