A Musician’s Guide to Staying Curious and Creative
by Ed Carter
For musicians, educators, professionals and soon-to-be retirees everywhere, guest blogger Ed Carter returns with this article on exploring new pastimes and adventures while “living the dream” during and after full-time employment. What are you planning to be (or do) when you grow up? PKF
Musicians are lifelong learners by nature. Whether you’re a touring guitarist, a bedroom producer, or a choir director, you already know that growth happens when curiosity meets practice. Learning new skills and hobbies isn’t just a way to pass the time—it’s a way to deepen musicianship, prevent burnout, and build a richer creative life. From hands-on crafts to movement and language, the right skill can feed your music in surprising ways.
The Fast Takeaway Most Musicians Need
Learning something new works best when it’s low-pressure, connected to your existing creative instincts, and practiced in short, repeatable sessions. Choose skills that train your ears, hands, body, or sense of story. Let progress be uneven. Consistency matters more than talent.
Skills That Pair Surprisingly Well With Music
Here’s a quick, varied list of skills and hobbies that musicians often enjoy—and actually benefit from:
Cooking: Teaches timing, improvisation, and sensory awareness
Gardening: Builds patience, seasonal thinking, and long-term care
Photography: Sharpens composition, contrast, and mood
Sewing or basic clothing repair: Encourages precision and rhythm
Dancing: Improves mood, posture, and body awareness
Visual art (drawing, painting, collage): Expands emotional expression
Learning a new language: Trains listening, phrasing, and memory
Playing a second (or third) instrument: Resets beginner’s mind
Each of these taps into skills musicians already use—just in a different form.
A Simple How-To for Learning Any New Skill
Use this checklist-style approach to avoid overwhelm and keep momentum:
Start smaller than you think Commit to 10–15 minutes a few times a week. That’s enough to build a habit.
Choose tools, not perfection One good knife, one sketchbook, one dance class, one app. Avoid overbuying.
Practice in public (a little) Share a photo, cook for a friend, attend a beginner class. Light accountability helps.
Connect it back to music Ask: How does this change how I listen, move, or think creatively?
Let yourself be bad Beginners progress faster when they’re not trying to impress anyone.
Learning Skills Side-by-Side: A Comparison
When a Hobby Turns Into a Calling
Sometimes a skill stops being “just for fun.” You fall in love with it, invest more time, and start wondering if it could become part of your career. Many musicians eventually return to school to formalize a passion—whether that’s audio engineering, education, therapy, or technology. Finding a program that supports your interests matters; for example, if you want to build skills in IT, programming, and computer science theory, earning a computer science degree can open doors, and this may be a good option. Online programs can be especially helpful for busy musicians, allowing you to study around rehearsals, gigs, and tours.
A Resource Worth Exploring
If you’re curious about picking up creative skills at your own pace, Skillshare offers beginner-friendly classes in photography, illustration, writing, productivity, and more. Many courses are short, project-based, and taught by working creatives.
Frequently Asked Questions
Do I need to be “talented” to start a new hobby? No. Skill comes from repetition, not personality traits.
How many hobbies is too many? If you feel scattered or stressed, scale back. One or two at a time is plenty.
What if I quit? Quitting is data. You learned what didn’t fit—and that still counts.
Final Thoughts
Learning new skills and hobbies keeps musicians adaptable, curious, and creatively healthy. You don’t need a master plan—just a willingness to start small and stay open. Some skills will quietly support your music; others may change your direction entirely. Either way, the act of learning itself keeps you in tune with growth.
According to the Smithsonian, 2026 is “The Year of the Fire Horse.”
The Chinese Lunar New Year begins February 17, 2026, and starts the Spring Festival season that ends fifteen days later on the evening of the Lantern Festival. The Chinese zodiac rotates through a 12-year cycle of animals and the traditional five elements: wood, fire, earth, metal, and water… The horse ushers in the seventh year of the 12-year cycle, following the Year of the Snake. Different regions across Asia celebrate Lunar New Year in many ways and may follow a different zodiac. – Smithsonian
The Horse embodies enthusiasm, speed and fieriness, bringing a year focused on bold moves and exploration, according to Chengxin Li from Astrala. Those born in a Year of the Horse are often seen as confident, agreeable, and responsible, although they also tend to dislike being reined in by others. Celebrities born in a Year of the Horse include Nelson Mandela, Paul McCartney, Barbra Streisand, Calvin Klein, Jerry Seinfeld, Jackie Chan, John Travolta, Janet Jackson, Usher, Kobe Bryant and Jennifer Lawrence. “In their zodiac year, Horses experience highs and lows in love, work, and health. Breakthroughs are possible through persistence, while balanced self-care and steady finances ensure long-term success,” according to Sophie Song from Astrala. – Lauren Kobley
Colligating these online sources, one might say that this could be the year we all embrace “enthusiasm,” “exploration,” “breakthroughs,” “boldness,” and “persistence.” In other words – “professional development!”
I heartily recommend you remain actively involved in your professional music/education association and attend at least one state or national conference or regional workshop every year. Yes, this suggestion is good for pre-service (collegiate or soon-to-be) educators and retirees, too! This often-repeated quote from a past issue of PMEA Retired Member Network eNEWS clearly states “the why” (“rationale” – the focal point of many keynoter Simon Sinek’s presentations) to participate in continuing professional development sessions:
For some of us, it’s a just chance to catch-up with our colleagues, see our friends, and socialize. Others are more focused and take advantage of the near-perfect opportunity to network with other professionals, perhaps seeking new working relationships, partnerships, or even employment. Many are on a look-out for newly published music, that perfect music lesson or teaching strategy, technology tools, fundraisers, advance educational venues, or much-needed equipment to purchase for our ensembles or classrooms. Most come to hear/see the “state of the art” in music education – concerts, demonstrations, keynote speeches, panel discussions, exhibits, research presentations, and workshops. PMEA’s PD Council would likely submit that the primary purpose of a conference is for professional self-improvement… What did Stephen Covey call it? His Habit #7 of “sharpening the saw” – to build a balanced program of self-renewal in the four areas of your life: physical, social/emotional, mental, and spiritual. Covey would insist we embrace “the process that empowers us to move on an upward spiral of growth and change, of continuous improvement.” So, in short, conferences help us “grow” – to revive, re-inspire, re-energize, rejuvenate, re-direct, and re-motivate all of us – pre-service, active in-service, and retired teachers towards making successful new connections, updating our knowledge and skills, and forming new goals. This is how we “keep up” with all the new standards, benchmarks, and cutting-edge advances, and meet the “movers-and-shakers,” visionaries, and leaders in the profession!
Where to go? What to see? What’s YOUR pleasure? Pick a location: Washington D.C., Baltimore, or The Poconos in Northeastern Pennsylvania! I’ll be attending all three!
DCMEA
The earliest conference workshop series on my docket for 2026 is coming up in three weeks: DCMEA Winter Conference. For out-of-town attendees, DCMEA offers a discounted hotel stay at the Line Hotel D.C.
Keynote Speaker: Nationally recognized leader, educator, and advocate, NAfME Past President Scott Sheehan will present ideas to ignite your passion and commitment to a fulfilling career in music education.
I feel privileged to have been invited to present the following three sessions at DCMEA Winter Conference.
Self-Care Cookbook – Reflections, Recipes, and Resources
Description: The purpose of this session is to empower teachers with skills and attitudes needed to make informed decisions to promote their own lifelong health and wellbeing, and to remediate stress and burnout. With the introduction of new resources for self-assessment and study, we will explore these essential questions:
What are suggestions, strategies, and samples for the development of a personal self-care plan?
Why is it essential to personal health to achieve balance in our lives, and how can we achieve it?
How does dedication to wellness impact the risk of illness, injury, and the quality of a person’s life?
What are the consequences of our choices in terms of time and stress management?
How do effective decision-making skills and goal setting influence healthier lifestyle choices?
This workshop will provide the takeaway of “two-for-one” follow-up slide decks: Self-Care (1.0) to foster in the individual teachers themselves the acquisition of new techniques for self-assessment, self-care goal setting, and work/life balance, and the other, Self-Care 2.0 recently presented at the PA Department of Education’s state conference SAS INSTITUTE for school leaders to cultivate in their staff better habits of health and wellness and to improve school climate and culture.
Description: The presentation will touch-on various legal issues, the ethical framework necessary to guide teacher decision-making and the avoidance of unacceptable “appearances or actions,” and precautions for the use of digital communications and social networks. Sample success stories, “exemplars,” and resources for the safe use of tech tools and applications of social media/remote/alternative/distance learning will be shared.
All Aboard the E3-Train! ⏤ Essential Educator Ethics…
and introducing NASDTEC’s Model Code of Ethics for Educators
Description: Teachers make thousands of decisions every day resolving conflicts in pedagogy, enforcement, resource allocation, relationships, and diversity. Many of these are “snap judgments” relying on gut feelings, intuition, past experiences, and a personal moral compass. And, although Johnny Cash may have sung “I walk the line…” in his love song, in education it is often a perilous “fine line” to maintain the standards and appearances of professionalism, integrity, and ethical codes both in and outside the school community.
This workshop will foster interactive facilitated discussions on risk assessment and resolution of ethical disputes and “conundrums” both in and outside the workplace. We will introduce the National Association of State Directors of Teacher Education and Certification Model Code of Ethics for Educators (MCEE) and empanel a mock jury of volunteer attendees to analyze and judge sample (real or hypothetical – “what would you do?”) scenarios for new perspectives in managing day-to-day decision-making in music education.
MMEA
Our next professional development journey takes us to the three-day MMEA Annual State Conference in Baltimore.
Keynote Speaker: John Jacobson, a celebrated author and composer whose musicals have been performed by millions of children worldwide. Session is sponsored by Musicplay.
My session The Interview Clinic will be presented on Saturday, February 21 at 10:00 a.m. in Room 325. Geared to the coaching of college music majors, pre-service, unemployed, educators in transition, or those teachers seeking new positions, this workshop will provide hands-on interactive exercises to improve candidate performance at employment screenings.
Description: How do you get to Carnegie Hall? Practice, practice, practice! How do you succeed at job interviews? Practice, practice, practice! Are you looking for your first job over the next year or so? Or, are you trying to “move up” to a better position? This workshop will provide hands-on tips, tricks, techniques, and trial exercises for developing skills in professional marketing, branding, storytelling, and networking.
The valuable resource, The Ultimate Interview Primer for the Preservice Music Teacher, will be shared archiving an extensive library of supplemental self-help links to interview questions, good/bad habits at employment screenings, and additional strategies for landing the job you always wanted.
PMEA
It probably will not come as a surprise to readers of this blog that my favorite professional development venue is the Pennsylvania Music Educators Association Annual Conference… of which I have missed perhaps only three of these “celebrations” over nearly five decades of involvement in music education, all starting with my HS participation in PMEA All-State Band (tuba) and PMEA All-State Orchestra (viola). PMEA Annual Conference is the main event providing “state of the art” keynoters, clinicians, educators, expert innovators, performers, curriculum designers, and supportive vendors, and more than any other source, probably has had the greatest influence on sustaining my growth as a music educator. Like many other “diversified colleagues,” throughout my career I had to go through transitions of teaching new grade levels and content specialties (although orchestra and strings were my “thing,” new job assignments required retooling and fostering renewed skills in music theory, technology, choral, musicals, and even elementary band)… and PMEA’s professional development offerings were always my “go to!”
If you live in or near the Commonwealth, you should drop everything today and register for the PMEA Annual Conference at the Kalahari Resort in the Poconos.
I am happy to announce that I will present/facilitate several sessions at PMEA’s Scaling Heights 2026:
April 23: Self-Care Cookbook – Reflections, Recipes, and Resources
April 24: Retirement 101 – Retiree Stories and Strategies
April 25: It Takes a Village – Music Booster Parent and Director Sharing Session
More details about these session will be coming in future blog posts.
These conferences are only the tip of the iceberg! If you need to consider other MEA sites or more convenient locations to where you live, peruse the NAfME website here, where there is a quick count of more than 52 (state) music education associations, most with one or more conferences per year!
So, now are you interested in galloping or just trotting through The Year of the Fire Horse? Make a New Year’s Resolution to attend one MEA event in 2026. Apathy is not an option! Excuses will NOT be accepted!
Surfing the ‘Net, I found an appropriate acronym for R.E.T.I.R.E. by Tangled Tulip Designs in pinterest – Relax, Entertain, Travel, Indulge, Read and Enjoy! Most retirees would probably agree! The cessation of full-time employment may offer a great release from the day-to-day stress and drudgery of the job and the freedom to venture out, self-reinvent, make future goals, nurture relationships, and explore new personal growth opportunities.
Many attribute embracing a career in music education as “a calling” as opposed to just a form of employment or livelihood. From my experience, I have witnessed that most music educators are passionate for the cause of fostering creative self-expression in their students, more of a 24/7 mission, bringing intense focus and dedication to their lifework.
More to the point: Do we ever truly retire from making music ourselves and fostering this love in others?
THE “WHY!” Retirees matter and are critically needed!
One of my favorite inspirational speakers (Simon Sinek) would say, “start with the WHY!” WHY is this discussion on professional engagement of retired educators so important today?
Their need: An informal poll of my former local educators and administrators revealed that half of them “hate retirement!” According to Dr. Robert P. Delamontagne in his book Retiring Mind (Fairview Imprints), “50% of retirees will suffer some form of acute emotional distress. This is potentially a very large problem given the fact that 10,000 people are becoming eligible for Social Security every day for the next 20 years in the US alone.” Remember this statistic the next time a senior citizen cuts you off on the road or bangs a shopping cart into your leg at the checkout!
Our need: We are facing shortages of qualified teaching candidates across the country with unfilled openings in public school music positions and the critical need of training/mentoring the new hires.
Society’s need: All of our voices should be combined to support the advocacy of music education, actively promoting access to school music by sharing its academic and social benefits with decision-makers, building relationships with administrators and policymakers, and utilizing resources from organizations like NAfME and the NAMM Foundation.
Despite its proven benefits, music education is often the first program to face budget cuts in schools. This is especially concerning in underserved communities, where access to music programs can be life-changing. Now more than ever, we must advocate for music education to ensure that every child has the opportunity to experience its benefits. Investing in music education is an investment in the future of our communities — helping to cultivate the next generation of creative, resilient, and innovative leaders. – “Why Music Education Matters More Now Than Ever” by Music Will, February 2025
For eleven years (and counting), I serve as the Pennsylvania Music Educators Association (PMEA) Retired Member State Coordinator, as well as the Past State Chair (current member) of the PMEA Council for Teacher Training, Recruitment and Retention. I believe my responsibility to the state association is two-fold:
Assist soon-to-retire professionals in achieving a smooth transition to a happy and satisfying retirement; to help them cope with the commonly-experienced emotional ups-and-downs of this life passage, wrestling with the question “what do you want to be or do when you grow up?” and making new life lesson plans and personal goals.
Reach out to and build meaningful connections with retirees in order to fully engage them towards becoming active in their professional association; to recount, represent, and revitalize the activities of our post full-time employed music educators.
This article proposes a roadmap of crucial pathways to help music teachers approach “retirement bliss” while tapping into their hard-earned knowledge, strengths, and experiences by cultivating the benefits of their renewed participation in our professional associations.
What can NAfME and State MEAs offer retirees?
You have devoted your entire life to inspiring the development of personal artistry and “ah-ha” musical moments in others. Now it is your turn to reap the benefits (and privileges) of this commitment to the profession. NAfME and your MEAs can provide the resources and motivation of “sharing and caring,” directing retirees “places to go, people to meet, and things to do” for fulfilling that “next chapter” or (perhaps better terms) the “refirement” or “rewirement” of senior living.
Do you feel “needed” and know you “make a difference?” Research has shown that the one of the most important motivators for involvement in a professional association is that its members recognize that they are essential to its success. This quote is from Revitalizing Retirement: Reshaping Your Identity, Relationships, and Purpose by Nancy Schlossberg, attributed to Rosenberg/McCullough:
“It has been suggested that one problem of retirement is that one no longer matters; others no longer depend on us… The reward of retirement, involving a surcease from labor, can be the punishment of not mattering. Existence loses its point and savor when one no longer makes a difference.”
Most people who are one to five years away from “pulling their pin” and putting in their walking papers “do not know what they do not know.” Experts agree: “Retirement preparation is not only about the money!” Our silver-haired colleagues who have already Crossed the Rubicon and are now “living the dream” in retirement can share their trials, tribulations, and (more importantly) numerous success stories about coping with this transition!
The benefits of retired MEA membership are numerous. Besides providing helpful transitioning advice, these advantages also come to mind:
Answers to questions like “What have you always wanted to sing, compose, play, record, conduct, write, publish or present?” and “Where can I share my hard-won expertise and help others in the field?”
Networks and contacts to help you develop “encore careers” in other musical or educational arenas (e.g., higher education, music industry, festival organization, travel/tour planning, composition, guest conducting, private studio teaching, church music, etc.)
Opportunities to “rekindle your expressiveness” by participation in adult community or full/part time performance groups (playing “gigs”)
Places to go/things to see/hear: NAfME/MEA conferences, workshops, and concerts
Exclusive discounts and other benefits (reduced dues and registration fees)
What can retirees offer NAfME and their state MEA?
The relationship of active and retired membership in our MEAs is symbiotic. We know from the history of our associations, “giving back to the profession” remains a high priority with most retirees. This may come in many forms and settings:
Leadership or membership in local, state, or national MEA/NAfME office, staff, advisor, or council/committee position
Advocates for the promotion of music education to local and state government officials
Service as presiding chair or member of the conference or workshop planning committee
Service as evaluator of performance groups, conference sessions, or articles for publication
Judges of local/state MEA adjudication or commercial festival
Accompanists, coaches, arrangers, or guest conductors for festivals or school/community groups
Services to the local music teacher in private teaching, piano playing, marching band charting, sectional coaching, choreography, music technology, instrumental repair, stage tech, etc.
Writers for state MEA and NAfME publications and blog sites
Contributors to online music education forums or the NAfME Connections
Donors to and/or fund-raisers of music education charitable projects, scholarship initiatives, etc.
The PMEA Model of Retired Member Participation
PMEA values the vast wealth of experience and contributions of our retired members. We’re proud of the many programs we offer to retirees and invite you to visit our website to peruse additional information and sample digital newsletters and articles.
Retired members in Pennsylvania are involved in:
PMEA elected and appointed offices, staff, committee chairs, and membership on councils
PMEA Strategic Plan and Bylaws, Conference Planning, and other state/regional committees
Retired Resource Registry* (informal mentoring for new teachers and transfers)
How-to-Retire Webinar, Prepping for Retirement, and the Ultimate Retiree Resource Guide
Retired Member Breakfast at PMEA Annual Conference
Retirement 101 (The Who, What, When, Where, Why, and How) session at PMEA Annual Conference (training for all members retiring or soon-to-retire)
Maintenance of PA Community Band, Chorus, Orchestra, and Theater group catalogs
Maintenance of PMEA member compositions library
Mock Job Interview Committee for music education majors
Coffee & Conversations informal “ask an expert” lounge at PMEA Annual Conference
Volunteering as presiding chairs for sessions and registration aides at conferences/workshops
Pool of conference clinicians, guest lecturers, and members on discussion panels
Participation in “Sponsor a Collegiate to Attend the Conference” campaigns
All-State Program Patron, or contributor to the annual Irene Christman Scholarship or Margaret Bauer Grant programs.
As of October 1, 2025, there are 61 advisors in the PMEA Retired Resource Registry.
*During their annual membership registration, PMEA Retired Members may choose to sign-up for the R3 Retired Member Registry (above volunteer categories) to become available to informally offer advice to college music education majors, new hires, transfers, and newcomers to any music specialty. R3 members may handle inquiries like “What warm-up would you recommend for my middle school choir?” OR “Do you have an idea for an elementary string ensemble concert opener?” OR “How do you teach improvisation… steady beat… breath support?”
The other option with more time commitment is that Retired Members can be officially “trained” as a PMEA Mentor and be assigned to specific individuals who request assistance in their early career assignments.
Coda
How can we help?
What is the future of retired music educator professional engagement? In a word: connections!
Ms. Lasko encouraged me to “reach out to retirees” beginning with this article. At the next NAfME Eastern Division Conference, I plan to hold a meeting of retired members, and also connect with all state MEA retired member coordinators (those states who have them). We’re available and on the move! Let’s collaborate and share our resources!
Finally, just for fun, I recently posted the blog “For Book Lovers – Retired or Not” on NAfME Connections (formerly called Amplify). There are already 1,810 members in the NAfME “Retired Members Community.” Please JOIN US! Using this forum, get in touch with me, and respond with YOUR OWN retirement stories, strategies, perspectives on this “life passage,” and more ideas to grow the professional engagement of our music teacher retirees.
Rebuilding instrumental technique after a long break
Director’s Note: This is the week to get ready for the return of the South Hills Junior Orchestra after all our vacations! If you live in the Southwestern PA area, we hope you will consider this a personal invitation to “TRY SHJO” and participate in several free and open rehearsals of our community orchestra – a totally “judgment-free” place for creative self-expression of all ages and ability levels. Practices are held in the Upper St. Clair High School Band (1825 McLaughlin Run Road, Pittsburgh, PA 15241) on Saturdays from 10:30 a.m. to 12:30 p.m.
A Google search on my computer fetched the following “AI Overview,” a nearly perfect summary for wind players to recover their “chops” and bring back good tone, intonation, breath support, flexibility of the embouchure, key literacy, and practice habits. For players of all orchestral instrumental sections, I recommend revisiting other articles in the Fox’s Fireside Library to develop a “practice plan” and adopt new musical goals. PKF
To rebuild your brass and woodwind instrumental technique after a long break, focus on the following gradual, three-stage process: first, restore your tone and response, then regain flexibility and dexterity, and finally, rebuild range and endurance. Prioritize short, consistent practice sessions, and avoid pushing too hard too early to prevent injury and bad habits.
Stage 1: Restore tone and response
Your primary goal is to reacquaint your body with the fundamentals of playing by focusing on soft dynamics and your lowest register.
Breathing exercises: Start without your instrument. Practice deep, diaphragmatic breathing to re-engage your respiratory system and expand your lung capacity. You can use simple routines like inhaling for four counts and exhaling for eight, or try the “pinwheel” exercise to visualize steady airflow.
Buzzing: Brass players should spend time buzzing with just their mouthpiece to get their lips vibrating efficiently again.
Long tones: On your instrument, play sustained, steady notes at a soft volume in your lower-to-middle range. Focus on producing a clear, characteristic tone. Use a tuner to monitor your pitch stability.
Short practice sessions: Limit your initial sessions to 5–20 minutes, with plenty of rest in between. This prevents over-straining your facial muscles and embouchure.
Stage 2: Regain flexibility and dexterity
Once your tone and response feel stable, you can begin to expand your comfortable playing range and improve finger speed.
Scales and arpeggios: Practice basic scales and arpeggios at a slow, controlled tempo. This helps rebuild muscle memory for your fingers while keeping the focus on even, beautiful tone.
Slurred partials (brass) and lip slurs (woodwind): Practice smoothly transitioning between notes without using your tongue. This strengthens your embouchure and improves air control.
Simple music: Play easy, melodic pieces you know well. This helps you focus on phrasing and musicality without the pressure of a difficult score.
Increase session length gradually: Slowly add time to your practice sessions, perhaps moving to 15–30 minutes at a time. Continue to take frequent breaks.
Stage 3: Rebuild range and endurance
After re-establishing your fundamentals, you can begin to increase the intensity and duration of your playing to return to your previous level.
Expand your range: Gently start working your way into your upper and lower registers, but maintain a soft dynamic level. Only increase volume once you can play a note softly with a good tone.
Louder dynamics: Once your full range is accessible, begin practicing with louder dynamics. This is physically demanding, so continue to take frequent rests.
Articulation: Incorporate tonguing exercises. Start with basic single tonguing before adding more complex techniques like double and triple tonguing.
Listen to your body: Your body will be the ultimate guide. If you feel any pain or unusual fatigue, ease up and incorporate more rest into your routine.
Mental preparation and practical tips
Listen to music: Remind yourself of what inspires you and listen to your favorite players to reconnect with the joy of playing.
Record yourself: Objectively evaluate your progress by listening back to recordings. This helps you identify areas that need work and celebrate your improvements.
Revisit old notebooks: Look back at any old lesson journals for useful reminders and insight into your past tendencies.
Service your instrument: A leaky pad or sticky valve can make returning to your instrument unnecessarily difficult. Have a technician give your instrument a “clean, oil, and adjust” to ensure it’s in prime playing condition.
Be patient: You are not expected to be at your former playing level immediately. Trust that your muscle memory will return with consistent, smart practice.
Although several of the cited research links may have expired (for example, PA Department of Education modified most of their website’s URLs), these provided the foundations of background information and references for the presentation I prepared for the DCMEA Virtual Conference in 2020 (during COVID) and serve as the starting point for the workshop I will share in-person at the DCMEA Winter Conference in January 2026. This blog provides updates and additional perspectives. Taken in combination with the above sources, you will be able to identify the benefits, positive models, precautions, and dangers of social media, social networks, professional learning networks, and sample emerging technologies as they apply to teachers’ professional development and education of students.
“THE WHY”
Before every clinic or publication I develop, I always try to spotlight the theme of “THE WHY” as preached by one of my favorite authors and motivational speakers – Simon Sinek! According to him, for organizations and individuals alike, “THE WHY” (rationale and priority) is more important than “THE WHAT” and “THE HOW.” (See this video.)
WHY is a collaborative discussion on social media essential? Why now?
”There’s a growing body of evidence suggesting that educators are facing increasing scrutiny regarding their social media use. Concerns include unprofessional conduct, inappropriate interactions with students, and the potential for cyberbullying and other negative impacts on student well-being.”
As always, our goal is to promote ethical practices in maintaining professionalism in the digital world.
“THE WHAT” — Review of Definitions
“Social Media”
Social media are “websites and applications that enable users to create and share content or to participate in social networking.” — Oxford Lexico.com online dictionary
“Social Network”
A social network is, 1. a network of social interactions and personal relationships.; 2. a dedicated website or other application which enables users to communicatewith each other by posting information, comments, messages, images, etc. — Oxford Lexico.com online dictionary
“Professional Learning Community” (PLC)
A PLC is “a group of educators who meet regularly…” (usually in-person) “…to strategically enhance their teaching skills and improve student outcomes.”
versus “Professional Learning Network” (PLN)
A PLN is “a group of educators who gather more informally…” (usually in online communications) “…to problem-solve and generate ideas to enhance classroom practices. A PLN… often takes the form of an open forum, where participants can ask and answer questions based on their experiences.” —https://edtechmagazine.com/k12/article/2024/08/pln-vs-plc-perfcon
However, educators must exercise “sound judgment” and proper professional boundaries when using social media/networks with students. While the introduction of new technology provides many opportunities for teaching and learning, it is important to establish clear rules for appropriate student-teacher communication. In order to promote safety and appropriate boundaries while transitioning to a virtual teaching and learning environment, the Pennsylvania Professional Standards and Practices Commission offers suggestions to help educators protect themselves and their students.
All technological resources and applications should be school entity-approved and only used in the manner prescribed. Ensure that you are familiar with the tools you are using in order to use them properly.
Communication with students should occur at designated times, consistent with traditional school day hours. Maintain transparency and protect yourself by keeping a record of all communications with students.
Clearly communicate when and how students should contact you and provide a timeframe for when students should expect responses to questions.
Avoid one-to-one interactions with students in chatrooms, FaceTime, Skype, or any other online space. School psychologists, school counselors and others providing one-to-one services to students should consult with school administration about the best mode of communication.
Use approved forms of communication by your school entity to connect with students and parents (i.e. Remind), use only your school email to communicate, and copy administration when communicating with parents or students.
When creating content or interacting in an online space with students, conduct yourself as you would if you were in school. If appearing on camera, dress professionally and be mindful of your surroundings and the camera’s view.
Do not “friend” or follow students on social media and do not allow students to “friend” or follow you on your personal social media. Remember, you do not have a “social” relationship with your students.
Keep your personal and professional lives separate. Do not share overly personal information about yourself with students.
While exercising responsibility to maintain a respectful, safe, online environment, there are many benefits for the application of social media for students in the classroom:
Real-time communications can increase student engagement, collaboration, communication and overall participation
Many students may find it easier to participate in online discussions that in the classroom
Students can easily ask each other or their teacher questions about assignments outside of class
Students & teachers can quickly share resources at any time.
Teachers can easily share class announcements.
Social media can provide a contingency plan for last minute remote learning scenarios.
Students can organize school events with each other or with the help of a teacher.
Teachers can augment an online-only class by establishing a social media page or account simply for building community.
Students can practice using social platforms responsibly, including maintaining a respectful online discourse.
Teachers can communicate directly with parents as needed, and parents can stay informed of school news via a convenient, easily accessible platform.
However, please watch out for these potential drawbacks:
Social media can be a major distraction, especially if students are accessing their personal accounts independently.
If students primarily use social platforms to participate in class discussions, they can miss out on practicing face-to-face conversations and respectful in-person discourse.
Some students may see social media assignments as an opportunity to cyberbully their classmates, and there is always a risk of someone posting inappropriate content or language.
Balancing the positives and negatives and taking into account all of these precautions in order to maintaining professional boundaries, the integration of new technology into the classroom may offer excellent enrichment and increase student motivation for advanced learning. This may take many forms. Here are a few interesting models.
Prior to preparing for the DCMEA online session in 2020, I stumbled upon a truly inspiring post from Derek Muller, a gifted teacher, physicist, filmmaker, and founder of the YouTube channel Vertiasium which has captured millions of subscribers. He offers one of the BEST models of using social media to enrich the understanding of learning math and science (applicable to all fields of study), while at the same time, provides warnings against unbridled use of so-called “innovation for innovation’s sake.”
“I feel like people over the years are invariably drawn to use these words: revolutionizeand education. And there’s this sort of amnesia that we’ve had a hundred years’ worth of these predictions, worth of really groundbreaking technologies that have transformed other areas in our lives but have failed to fundamentally change the way we do education. So, I stand here today as a voice of caution, to think that the future of education is not one of revolutions…”
As one example, in the middle of preparing music for my community orchestra, we were shut down in 2020. No in-person rehearsals at the school. I then pivoted to creating my own online platform called SHJOOLA (South Hills Junior Orchestra Online Academy) in 2021 using MusicFirst. For a nominal yearly subscription fee, I was able to continue my Saturday morning classes (synchronous) as well as asynchronous (on-their-own time) learning using excellent applications in a virtual environment: MusicFirst Classroom, Focus on Sound, PracticeFirst, Sight-Reading Factory, Musition, Auralia, a web-based music notation program, and a huge library of method books and ensemble music. Several past blogs showed how we rolled out SHJOOLA:
The latter link above also provided a comprehensive list of supplementary resources (at the time) for online music education. Please peruse these even though some of them may have now gone inactive. We will provide supplemental links at the bottom of this article.
Another direction accented by the onslaught of the pandemic was digital streaming performances, incorporating technology in both the solo and ensemble settings. The following are two of my favorite examples of these to be viewed on YouTube:
Circle of Life from Disney’s Lion King (2015-18) by Sam Robson, arranger, innovator and performer using multitrack recording of a single performer mixing as many as 50 voices at one time.
Cloudburst, a Virtual & Live Choir and TEDTALK (2013) by Eric Whitacre
Well… sorry this blog has grown to be so large! If you admit to understanding the potential hazards of and precautions for integrating social media, social networks and other technologies into education, we’ll close with the following bibliography of additional resources for further study. If that is not enough to whet your curiosity, stop back in several months to download a copy of my slide summary for the session I will present at the DCMEA Winter Conference on January 30, 2026.
Be careful — stay safe and professional — but ENJOY!
“There is no joy in possession without sharing.” — Erasmus
“Share your knowledge. It is a way to achieve immortality.” — His Holiness the Dalai Lama
“There is no delight in owning anything unshared.” — Seneca
“The miracle is this: The more we share the more we have.” — Leonard Nimoy
This is a quick blog-post to announce my upcoming professional development initiatives, and an invitation to share your own pet peeves or “thoughts, theories, and teachings.” Of course, I will give you full credit for any contributions, “tips and techniques,” background research, or “quotables” provided!
It has been a challenge motivating any reactions to these articles. Although they would be most welcomed, we typically receive very few online remarks. (If you would like to voice your opinion or add anything to the conversation, PLEASE click on the “comment” button next to the title at the top of the page.)
I feel privileged to have been asked to present three sessions at the DCMEA Winter Conference at the Columbia Heights Education Campus (3101 16th St NW, Washington, DC 20010) on January 30, 2026. These are for music educators undergoing pre- and in-service training and include the following:
SOCIAL MEDIA – Boon or Nemesis?
ALL ABOARD THE E3 TRAIN – Essential Ethics for Educators
SELF-CARE COOKBOOK – Reflections, RECIPES, and Resources for Music Teachers
I would especially appreciate learning about any of YOUR “success stories” or resources on…
Favorite examples of “safe and meaningful” social media for teaching music students.
Anecdotes of ethical “conundrums” or issues in the daily decision-making of music educators.
Sample “stress-reducers,” time management tips, and other self-care strategies to avoid music teacher burnout.
In addition, I am in the process of updating my INTERVIEW 101 and EMPOWERING EDUCATOR & STUDENT LEADERSHIP clinics for future blog posts and clinics. Any thoughts?
Finally, I would also love to hear from you if you have any feedback on a proposed future sharing session for the parents of music students called ADVICE TO MUSIC BOOSTERS. If you have ever sponsored a music parents advocacy group for your school music program, what suggestions would you give to your colleagues and booster officers?
Feel free to reach out to me via email here. Thank you for your willingness to help our profession!
Editor’s Note (things to look forward to): In mid-July, our next blog for this series geared to “the life cycle of a music educator” will be from guest author Ed Carter entitled “Bigger Dreams, Bigger Home: How Retirees Can Upsize for Homesteading and Hosting.” In addition, I plan to share links to materials of the “Retirement 101 – It’s Not All About the Money,” a free workshop I am presenting to residents at the Upper St. Clair Township Library on July 10, 2025.
The character “Robert McCall” (played by Denzel Washington) in the vigilante action-thriller film series The Equalizer (directed by Antoine Fuqua) mentioned that his late wife was working through “The 100 Books Everybody Should Read” when she died, so he decided to carry on the tradition. It is not clear the exact list he was referring to, but we found a blog by Gillian that settled on Goodreads 100 Books from The Equalizer, for which a checklist is provided by https://uncomplicatedspaces.substack.com/p/100-books-everyone-should-read-pdf.
How many of these can you claim to have read?
Personally, I go through stages… seeking new releases, exploring best-sellers, perusing used or discounted book stores and thrift shops, and revisiting past favorites in my library.
Recently, I have “relaunched a personal voyage” to consume the entire series in sequence of the memorable adventures of classic historical fiction from the Napoleonic Wars, featuring Captains Horatio Hornblower (by C.S. Forester), Richard Bolitho and his nephew Adam Pascoe Boltho (by Alexander Kent, pseudonym of Douglas Reeman), and Lord Nicholas Ramage (by Dudley Pope). You should “cruise” samples of all of these!
If you are a history buff, please enjoy each edition slowly, reveling in the authors’ craftsmanship and immersing yourself in the language, settings, culture, customs, and what life must have been like during that period (~1800-1850) of intense conflicts between France (led by Napoleon Bonaparte) and England (most notably, paralleling the real-life of British naval hero, Horatio Nelson) and the coalition of European powers following the French Revolutionary Wars. A previously blog (here) related the relevance of Hornblower and learning leadership principles. However, I am especially amazed at the depth and breadth (similar style and content) of the Alexander Kent collection. But, better schedule a lot of uninterrupted quiet time on vacation or at the pool, deck, patio, or beach! It will take you awhile to read all 30 of the Kent books (list below provided in order by www.addall.com):
Midshipman Bolitho (1975)
Midshipman Bolitho and the Avenger (1976)
Band of Brothers (2005)
Stand Into Danger (1976)
In Gallant Company (1977)
Sloop of War (1972)
To Glory We Steer (1968)
Command a King’s Ship (1973)
Passage to Mutiny (1976)
With All Despatch (1988)
Form Line of Battle (1969)
Enemy in Sight (1970)
The Flag Captain (1971)
Signal, Close Action! (1974)
The Inshore Squadron (1978)
A Tradition of Victory (1981)
Success to the Brave (1983)
Colours Aloft! (1986)
Honour This Day (1987)
The Only Victor (1990)
Beyond the Reef (1992)
The Darkening Sea (1993)
For My Country’s Freedom (1995)
Cross of St. George (1996)
Sword of Honour (1998)
Second to None (1999)
Relentless Pursuit (2001)
Man of War (2003)
Heart of Oak (2007)
In the King’s Name (2011)
Yes, we should be turning our attention to nonfiction books, too. According to financial guru and famous talk-show host Dave Ramsey, all of us should have a nonfiction book or two on our bed stand.
Want to be a millionaire? Turn off your television. The average millionaire reads a nonfiction book a month. This is how you make your life better: having knowledge tomorrow that you didn’t have today, and then applying it. – Ramsey on Facebook
Dave’s list of books starts off with one of his own: The Total Money Makeover. He also recommends The 7 Habits of Highly Effective People by Stephen Covey, Think and Grow Rich by Napoleon Hill, Good to Great by James C. Collins, The Richest Man in Babylon by George Samuel Clason, Who Moved My Cheese by Spencer Johnson, The E-Myth Revisited by Michael E. Gerber, and How to Win Friends and Influence People by Dale Carnegie.
On a slow day pushing wheelchairs at the local hospital in the Western PA suburbs where I live, my fellow volunteers (Jerry, Rod, and Douglas) and I, all true “bibliophiles” and retirees, brainstormed what were our most inspiring reads. Their list is more spiritual, faith-based, or metaphysical than most:
Book of Joy by Dalai Lama and Archbishop Desmond Tutu
Conversations with God by Neale Donald Walsch
Jesus CEO by Laurie Beth Jones
Many Lives, Many Masters by Dr. Brian L. Weiss
Mutant Message Down Under by Marlo Morgan
Return to Laugher by Elenore Smith Bowen
Tying Rocks to Clouds by William Elliott
When Bad Christians Happen to Good People by Dave Burchett
Now to the “how-to section,” especially focusing on the quest for “living the dream” in our senior years.
Some of the best books about retirement are really about living life well. It’s been said that a reader lives a thousand lives before he dies. So, if words on a page can introduce us to what it’s like to live in another century or a faraway land, then why not introduce us to life in retirement, too?
Die with Zero: Getting All You Can from Your Money and Your Life by Bill Perkins
My Brilliant Friend by Elena Ferrante
From Strength to Strength: Finding Success, Happiness and Deep Purpose in the Second Half of Life by Arthur Brooks
The Midnight Library by Matt Haig
The Year of Magical Thinking by Joan Didion
As PMEA State Retired Member Coordinator and editor of Retired Member Network eNEWS, I “float” many images of recommended retirement books to my PA music educator colleagues. If you did not attend the Retirement 101 session at the recent PMEA Annual Conference at Kalahari Resort in the Poconos, take a peek at my annual session’s PDF handout: https://www.pmea.net/wp-content/uploads/2025/04/Retirement-101-PMEA-conference-revised-s041125.pdf.
1820 McLaughlin Run Road, Pittsburgh, PA 15241
I am presenting this workshop at the Upper St. Clair Library on July 10, 2025 at 6:30 p.m. in the Multi-Purpose Room. To my local (Western PA) friends: Come see it for yourself!
Finally, if you are looking for additional resources on how to prepare for that major life passage of transitioning to retirement, many books and websites suggested by numerous expert “silver-haired” colleagues who have already “Cross the Rubicon,” all you need do is visit the Retired Member focus area on the PMEA website. (This is a benefit of PMEA membership and why everyone should continue participating in their professional association even after a complete retirement!) For a sneak preview, click on these links:
Best wishes to you and yours. Feel free to comment on this post (top right link near title), or even refer us to other sites of book lists and retirement prep resources.
“Being an educator requires so much of us,” says Carol Laman, faculty member at Purdue Global. “It is emotionally, physically, and mentally demanding.”
According to the National Education Association, we have a MAJOR problem!
A study by the advocacy group, Alliance for Excellent Education, reports that 40-50% of new teachers leave within their first five years on the job. Many factors contribute to the high dropout rate, a severe lack of work-life balance and the inevitable high stress levels teachers feel on the job, to name a few. Because of this, self-care is extremely important for teachers. However, it’s hard for teachers to take care of themselves when their career is taking care of students. ⏤ https://www.nea.org/professional-excellence/student-engagement/tools-tips/importance-self-care-teacher
The online Oxford dictionary defines “self-care” as “the practice of taking action to preserve or improve one’s own health,” or “the practice of taking an active role in protecting one’s own well-being and happiness, in particular during periods of stress.”
Self-care means taking the time to do things that help you live well and improve both your physical health and mental health. This can help you manage stress, lower your risk of illness, and increase your energy. Even small acts of self-care in your daily life can have a big impact. ⏤ https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health.
The National Wellness Institute (NWI) further defines wellness as a “conscious, self-directed, and evolving process of achieving one’s full potential… [It] is positive, affirming, and contributes to living a long and healthy life.” NWI addresses six dimensions of wellness, the combination of which “enables us to thrive amidst [life’s] challenges.”
Emotional
Physical
Intellectual
Occupational
Spiritual
Social
In our profession, the defining concerns also involve other major “C’s” within the school workplace – climate and culture – and that “actions speak louder than words!” Edutopia dove into this topic in their blog, “Leaders Must Address Teacher Well-Being With Action, Not Just Self-Care Talk” here.
That leads us to THE WHY – why is this such a crisis?
In my educator self-care workshops (e.g., this example), I bring up the research of Paul Murphy from his book Exhausted – Why Teachers Are So Tired and What They Can Do About It. Consider his litany of possible culprits that may cause burnout in some teachers:
Lack of autonomy
Dysfunctional work environment
Inadequate social support
Extremes of activity
Poor work/life balance
Another excellent read on the subject is Demoralized – Why Teachers Leave the Profession They Love and How They Can Stay. Author Doris Santoro takes a closer look at these issues:
Teachers feel frustrated from accomplishing good work that benefits students, communities, and the profession.
Problem is external and does not indicate a “weakness” or lie within the individual teachers themselves.
Dissatisfaction in education is due to moral and ethical conflicts.
Only by addressing the moral sources of teacher’s anguish might we stem the tide of teacher exodus. ⏤ “The Problem with Stories About Teacher Burnout” by Doris Santoro in Kappan December 2019/January 2020
What are the symptoms of “burnout?” From the Mayo Clinic and other sources, we learn the following. Do you display any of these on a regular basis?
Disillusionment over the job
Cynicism at work
Impatience with co-workers, administrators, and students
Lack of satisfaction in accomplishments
Dragging themselves to work and trouble getting started once they’re there
Lack of energy
Unexplained aches/pains
Self-medicating with food, drugs, or alcohol
Changes in sleep/eating patterns
Are these striking close to home? If you said, “Yes, that’s me!” more than a couple times, it is time to seek help. Please consider this a “wake-up call” to visit your health care professional.
The Courses-of-Action
If you Google search “teacher self-care” in your browser, the following comes up from the (experimental?) Google-generative AI Overview, otherwise a good starting point summarizing possible solutions for stress remediation and improving over teacher mental health.
The research suggests that many “bad habits” may disrupt our ability to take care of ourselves and seek change, such as these:
Self-Sabotage
Negative Self-Talk
Lack of Self-Compassion
My insightful Washington-state music teaching colleague Lesley Moffat has written an excellent book, I Love My Job But It’s Killing Me – The Teacher’s Guide to Conquering Chronic Stress and Sickness, and in my opinion, she hits the nail squarely on the head embracing Shakespeare’s “to thine own self be true” in a renewed motivation on self-help:
You must take care of yourself first. This is the hardest lesson of all, yet it is so important. Chances are you got where you are because you ran yourself ragged taking care of other people’s needs. I bet you never said no to requests to be on one more committee, drive carpool, watch a friend’s kids, and every other favor someone made of you, yet I’d also bet there’s a good chance you never take the time to take care of your own needs. When was the last time you read a book for fun? Or went to a movie you wanted to see? Or pursued a creative endeavor that made you happy? Or any one of a million things you want to do? I bet it’s been a long time. ⏤ Lesley Moffat
It is time to take the plunge towards better personal health, wellness, and balance in your life. There are plenty of resources out there for you to peruse, but don’t just sit there and read them! DO THEM!
In a past retirement articles (e.g. this one) and conference or workshop presentations for soon-to-retire music educators, I echoed the views of my esteemed music education colleague Dr. John D’Ascenzo on the importance of post-employment learning. (He earned his PhD after his retirement from teaching!) John shared three primary concepts with references: “Swim like a shark” (encouraging retirees to continue long-term pursuits that involve personal and professional growth; the analogy: sharks never stop swimming – even in their sleep!); “Lose the fear of failure and need for approval” (promoting strategies to build confidence and self-efficacy); “Network, Network, Network.” (developing more social and professional interactions, activities not necessarily centered on music or education, but those that broaden horizons by producing personal satisfaction and a sense of purpose and maintaining overall health). See page 5 in the PMEA Retired Member Network eNEWS, August 2018
Retirement marks the beginning of a new chapter, and for many, that includes the pursuit of education. Whether it’s earning a degree, gaining new skills, or exploring personal interests, going back to school later in life offers intellectual stimulation, social engagement, and personal fulfillment. However, it’s important to approach this decision with careful planning – considering financial factors, time commitments, and the right learning environment. With the right strategy, furthering education in retirement can be both rewarding and transformative.
Improving Campus Accessibility for Retirees
When considering a return to school during retirement, evaluating campus accessibility is vital. With a significant portion of retirees no longer driving, understanding available transportation options becomes crucial. Many campuses offer amenities like elevators and ramps, but these may not be comprehensive, posing challenges for those with mobility issues. By thoroughly researching and planning for these logistical aspects, you can significantly enhance your educational experience and ensure a smoother transition back to academia.
Upgrading Your Retirement with Online Education
Pursuing an online degree during retirement offers a flexible and convenient way to enrich your skills and knowledge. This approach allows you to balance studies with other commitments, making it an ideal choice for lifelong learning. Also, if you’re looking to enhance your leadership and project management abilities, the importance of bachelor of business management studies cannot be overstated. Plus the networking opportunities provided by such programs can lead to valuable connections and potential job prospects, as many positions are filled through personal referrals.
Rediscovering the Joy of Learning
When considering a return to school during retirement, it’s essential to focus on the joy of learning rather than career advancement. Embracing lifelong learning can significantly enhance your personal growth and satisfaction, offering a chance to stay mentally active and engaged. By adopting this mindset, you enrich your life and maintain relevance in a rapidly changing world, even if re-entering the workforce is not your primary goal.
Budgeting for Education in Retirement
When planning to return to school during retirement, it’s essential to anticipate and budget for potential educational expenses. These costs can include commuting, whether through maintaining a personal vehicle or using public transportation. While these expenses might not be as high as when you were working, they remain significant. Additionally, technology expenses, such as purchasing a new laptop or software, can quickly add up. Supplies like textbooks and other materials are another area where costs can unexpectedly rise, impacting your overall retirement budget.
Choosing Between In-Person and Online Learning
When planning to return to education during retirement, weighing the benefits of in-person versus online learning is essential. Attending classes on campus can be challenging due to daily travel, which might be inconvenient if you live far from the institution. This could lead to increased costs and time spent on transportation, potentially affecting your overall learning experience. On the other hand, online classes offer the convenience of studying from home, eliminating the need for a commute and providing access to course materials at any time. This flexibility not only saves time and money but also allows you to manage other commitments more effectively. However, it’s important to consider potential feelings of isolation that can come with online learning.
Protecting Your Data in Educational Platforms
As you plan to return to school during retirement, it’s essential to understand the importance of safeguarding your personal data on educational platforms. The digital education sector is a significant repository of personal information, making it a target for cybercriminals. The education industry has been experiencing high rates of cyber threats, including phishing scams and ransomware attacks. To protect your data, it’s crucial to implement strong cybersecurity practices, such as being cautious of suspicious emails and ensuring your devices are secure against malware.
Volunteering: A Path to Enriching Retirement
Engaging in campus volunteering during retirement offers a fulfilling way to connect with diverse individuals and make a positive societal impact. By participating in community projects, you can build relationships with students, faculty, and local residents, fostering a sense of shared purpose. These initiatives often tackle important issues like environmental sustainability and educational support, allowing you to contribute to meaningful causes. Volunteering not only enhances personal growth by developing valuable skills but also strengthens community bonds.
Returning to school in retirement is more than just an academic pursuit – it’s an opportunity to grow, connect, and embrace lifelong learning. Choosing the right program, managing costs, and setting realistic goals can help ensure a meaningful and enjoyable experience. Whether for career advancement, personal enrichment, or the joy of learning, education at any age is a powerful investment in yourself and your future.
Surveying my past blogs, I feel like I had to repeat (repackage) the content until my readers reached that particular stage in their career. Once they experience first-hand that sometimes tumultuous “passage,” they would be ready to reflect on this information. But, I doubt they would closely examine it until then. As an example, for more than a decade as the PMEA Retired Member Coordinator, these past articles I wrote for PMEA News and the PMEA Annual Conference’s session Retirement 101 revisit the voluminous insight of gerontologists exploring the “who, what, when, where, and why” of retirement. Regardless at how often it is presented, you tend not to consume advice on coping with post-employment until you feel you are “ready” to retire. This is the same issue for soon-to-graduate collegiates and those transitioning to a new job; who wants to read about branding, marketing, and interviewing until they are in the middle of seeking first-time (or new) employment?
Please click on the “plethora” of links throughout this article to be redirected to these past writings. My apologies in advance to what may seem like to be a lot of duplication!
I went as far as updating the most comprehensive and “perfect” PowerPoint for collegiates: Bookends – The Life Cycle of a Successful and Happy Music Educator– portions of which I have presented several times to Professor Jessica Vaughan-Marra’s Seton Hill University music student teachers. This slide handout starts with the material from the first three bullets in the first paragraph above and then adds information about teacher health and wellness, time management, and retirement. We offer Bookends… to preservice music educators in their junior, senior, or graduate years and “rookies” to the profession. I encourage you to download this resource, visit the PCMEA website (click here/scroll down) to read past issues of Collegiate Communique, and the paulfox.blog posts. While you’re at it, acquire your own copy of the Ultimate Interview Primer. Click away before these links become inactive.
Soon it will time for graduates to enter the workforce… and boy, do we need you! By most accounts in PA and the surrounding states, we are experiencing a teacher shortage. School districts are seeking quality candidates to apply for their open positions. But, much of what happens in the job screening process seems to be influenced by chance. Collegiates, ask yourself: Are you truly prepared to market your experiences and abilities, share your brand and stories of your interactions with children in educational programs, and relate positive anecdotes of your teaching, problem solving skills, and other professional attributes? I may have been a little Type-A when I first applied for those music teaching positions back in 1978, focused on saturation publicity and persistence, and organized with a large paper portfolio of past experiences, but I was clueless in responding to those tricky interview questions and what administrators actually wanted to see in prospective new members of their staff.
One more piece advice for first-year and recent transfers to music education: Seek out a PMEA mentor and/or a member of the Retired Resource Registry (access from the PMEA Retired Member focus area after you login to your member portal)… both are groups of volunteers willing and able to help “newbies.”
Have a question about selecting music for your ensemble, a dynamic lesson plan, classroom management issue, interviewing, curriculum innovation, or a conducting tip? Stop by the “coffee and conversations” informal lounge at the PMEA Annual Conference on April 10 and “sit-a-spell” with us!
In conclusion, the following is a sequential outline – a “to-do in this order” list – a preservice toolbox of past posts and other resources for you to assemble a marketing plan. Take time to sort through these “nuts and bolts” (all links in this blog), process the information, save anything you want to read further, and then “practice, practice, practice!” This “gift” to PCMEA and music education majors embraces my best wishes for successfully finding the job you always wanted and preparing yourself for the greatest “calling” of your life – an enriching and satisfying lifelong career in music education! Good luck!
Using the Collegiate Toolbox – A Roadmap for Becoming a Music Educator
Peruse everything in this and past paulfox.blog postings.
Download the PDF documents to your hard drive. Review a portion of them each week!
On your computer, create a “ME” file documenting your accomplishments, awards, experiences interacting with children, etc. – a library of the things you may wish to include in your future resume, professional website, and (e-)portfolio. Add to this folder throughout your college years.
Prioritize what you think you need most. Write down your goals! Pobody is nerfect!
While you are still attending college, work on shoring up any weak content areas or specialty skills (e.g., how is your “piano chops,” knowledge of specific methods, grade level repertoire, etc.?)
Write a philosophy of school music education (overview) and your mission statement: “Why do you want to teach?”
Be ready to answer the question (and defend your response), “What is your vision of the role of music education in the schools?”
Be ready to define your “brand.” What are your professional attributes? What makes you unique? Why would you be a good candidate for a school music position?
Begin to assemble a list of stories that would “show not tell” your positive attributes.
Practice ethical decision-making (with your peers) by reviewing these mock scenarios, first deciding what level of misconduct (if any) is reached in each case study, and then more discussion on the incident’s effect on the students, parents, staff, and community, and what proactive steps may be taken to remediate the situation.
Join and become active in appropriate music education professional organizations (renew your memberships and add new ones): ACDA,AOSA,ASTA,NAfME,NBA,PMEA, etc. to name a few.
Feel free to leave comments about this blog. (See the link just below the title.) How did you use these tools? What was particularly beneficial? What suggestions would you have for future music teacher applicants?
To PCMEA chapter officers/members, music education majors, and college instructors: I am available to present Bookends or other online or in-person workshops for college students. Send me an email.
paulfox.blog 