Storytelling, etc. – Part 2

More on Developing Employment Marketing Skills

If you have not read it, as a warm-up, check out our first blog-post: “When It Comes to Getting a Job, ‘S’ is for Successful Storytelling.”

Since posting a plethora of resources on the job search, interview preparation and questions, branding, and networking, we came upon a few more perspectives, tips, and hands-on exercises you can use to “practice – practice – practice” landing gainful employment as a school music teacher – especially on building your capacity to “tell your own story,” who you have become, what unique qualities you bring to the mix, and how/why you have chosen music education as your “calling!”

Probably the most extensive set of links ever compiled on the subject can be downloaded from here:

But, be warned! It may take you days to read and absorb all of these past blog-posts and articles! They represent the ideal prerequisite – knowledge is power! Before going any further, take the afternoon off, find an easy chair, and focus your attention on creating a successful “action plan” for handling your upcoming employment screenings.

The Exercises

In a recent session for the Pennsylvania Music Educators Association Annual Conference in Kalahari/Poconos, we explored the following reflective/interactive activities. These work best in pairs or small groups, but you can adapt/individualize them for self-study:

  1. Close your eyes. Who had the greatest influence on you becoming a music educator? (Do you see his/her face?) What did your “model” musician or music educator have or exhibit… name at least three attractive personality or professional traits he/she had and that you would desire to develop in yourself? WRITE THEM DOWN – LIST #1. In a group setting, share at least one of these with your neighbor. (Swap!)
  2. Now it’s time to turn the attention on YOU. On a separate piece of paper, WRITE DOWN (LIST #2) YOUR three most redeeming qualities, unique professional/personal traits that any employer would be proud to know about you. Again, in a group setting, share at least one of these with your neighbor.
  3. For now, put these lists aside. There are no RIGHT or WRONG answers, but in past interview workshops, these terms often get repeated (for both Lists #1 and #2): Charisma, Creativity, Dedication, Dynamo, Excitement, Expertise, Humor, Intuition, Kindness, Leadership, Musicianship, Problem-Solver, Sensitivity, Tirelessness, Versatility, Virtuosity, and Visionary. On another piece of paper, add 1-3 more of these you may not have originally thought were among your positive attributes – WRITE THEM DOWN ON LIST #3.
  4. According to “The California BTES – Overview of the Ethnographic Study” by David Berliner and William Tikunoff, effective teachers (the ones for whom HR/employers are searching) score high on these skill sets/characteristics: Accepting, Adult Involvement, Attending, Consistency of Message, Conviviality, Cooperation, Student Engagement, Knowledge of Subject, Monitoring Learning, Optimism, Pacing, Promoting Self-Sufficiency, Spontaneity, Structuring. Do a self-assessment and apply these to yourself. WRITE DOWN 3-4 OF THESE ON LIST #4. Pick new ones you have not mentioned in #1 through #3.
  5. Now comes the FUN part. It’s time to generate stories about past experiences you have had that would model these terms. For this exercise, we recommend writing down at least one unique anecdote from each list which would “show not say” your ability, new learning, or achievement. The “plot” of your story should be concise, focused on the one trait, and when told out loud, not take longer than a minute. Instead of “bragging” you are a problem-solver or adaptable, tell that story of how you had to instantly initiate a “plan b” lesson when it was obvious that the students needed more work on a concept you thought they had already mastered. Remember how you handled your first discipline problem or a child in crisis? If you feel you have the qualities of a leader or a team player, share specific examples of your interactions with children in high school, college, field observations/student teaching, church or community groups, volunteer jobs, etc. If you have trouble coming up with these, try to remember the funny or surprising moments, or even the challenging miscues or big boo-boo’s – all okay to share as long as you resolved the situation positively, created a solution that resolved the problem, or learned a new insight or skill to handle future episodes. No one expects perfection from a new teacher, just enthusiasm, professionalism, willingness to self-assess, and commitment to the cause.
  6. Now you should have a library of stories ready to practice on your roommate, friends and fellow collegiates. You cannot bring the scripts with you, so these have to be at your fingertips: memorized, well-rehearsed, short and sweet (and if you can make them humorous, go for it!).
  7. Every week from now through the job search process, add new stories to your collection. Scan your (e-)portfolio for more ideas. These are the criteria used by my former school district (from where I retired) to evaluative prospective candidates. Ideally, you should have anecdotes that cover each area:

My Favorite Rubric

At some point, you are going to have to “face the music” and practice swapping these stories with family members, friends, and/or fellow job seeking students. We’re all in this together! At your next college chapter of NAfME, music education methods class, or student teachers’ wrap-up meeting, try to schedule some “down time” to appoint each other to serve as interviewers/ees. At first, it may not be easy. Using randomly selected questions from the Ultimate Interview Primer above (pull numbers out of a hat), tell a story or two to exemplify your past history, competencies, and professional traits. Your “buddy” (who will be on the hot seat next) could evaluate your performance using the following rubric. Apply the Oreo cookie format (something good first/top cookie, something needing improvement/cream in the center, and end with something positive/bottom cookie) to avoid crushing anyone’s ego. Consider recording your mock interviews for future assessment. Here is a copy of the form with sample questions.

More Odds and Ends on Storytelling

These outside sources focus on the essential skill of storytelling, the whole point of the above exercises. After reading these, you may be able to assemble more meaningful anecdotes that truly model your positive qualities and experiences by telling “short stories” – and “actions do speak louder than words!”

We found this excellent website “How to Effectively Use Storytelling in Interviews” by Bill Baker on “strategic storytelling” that is worth your perusal. It sums up everything above nicely.

On the Media from NYC Public Radio offered an interesting radio show, coincidentally aired during my 5.5 hour drive back from the 2022 PMEA Annual Conference in Kalahari/Poconos. They dove into the geometric shapes of stories… and what they have to do with reporting on the pandemic AND perhaps (my perspective) considerations for telling better narratives (including ups and downs) at job interviews: https://www.wnycstudios.org/podcasts/otm/segments/kurt-vonnegut-and-shape-pandemic2

Even the popular website indeed advises us on interview stories: “10 Storytelling Interview Questions With Sample Answers.” This STAR approach is discussed with specific examples of questions and anecdotes:

  • Situation: Describe a situation you experienced in the workplace relevant to the question.
  • Task: Mention a task you had to complete in this situation.
  • Action: Summarize the actions you took to complete the task.
  • Result: Discuss the outcome of your actions.

Finally, here are a handful of YouTube videos… just the tip of the iceberg. Remember that iceberg metaphor? The part that you see above the ocean is the performance, the show, the interview, the product… while the mandatory practice, rehearsals, preparations, and planning take up much more space and are almost never seen. ARE YOU READY TO TELL YOUR STORIES?

Enjoy! Now the ball is in YOUR court!

PKF

© 2022 Paul K. Fox

Do You Have a “Side Gig?”

4 Tips for Artists Seeking an Extra Income Stream

by Ed Carter

Editor’s Note: This month’s blog will feature guest writer Ed Carter, a retired financial planner. (See his website here.) His piece intrigued me, and also made me reflect on the numerous music educators who do freelance work. Even for retired music educators, it is important to continue our active involvement in the field of “creative self-expression” – (what inspired us to go into music in the first place?) – regardless of whether it is for pay or pro bono and now part-time: private teaching, church directing or accompanying, performing in or conducting music ensembles or musical theater, adjudicating festivals, coaching, composing, or arranging for school groups, teaching in higher education, or serving in the music industry. How are you “making music” today?

Research shows that about 45 percent of Americans have a side gig, and they do this for many reasons. It’s obviously a great way to ease financial strain, but it’s also a chance to delve deeper into something that you enjoy, hone skills, and change up your network.

Artists, who often experience economic instability, are one party that might find themselves supplementing revenue from their artwork with a secondary job. On the flip side, you might be considering flexing your creative muscles by engaging in an artistic moonlighting opportunity.

If you need or are interested in earning extra cash while pursuing art, a side hustle may be the way to go. Here are four tips to help you get started. 

1. Do a Cost-Benefit Analysis

There are many profitable avenues you can pursue on the side, from blogging and data entry to making balloon animals at parties and walking dogs. A number of gigs even allow you to express your creative side while making a profit and leaving time for you to practice the art that is your main passion, such as selling items on Etsy. You need to pick a job that meets three criteria:

  • You get what you need from it
  • You can do it, and
  • You have what you need to do it.

List the options that appeal to you the most. Research startup costs, competition and markets. Look at each potential gig and ask yourself a few questions:

  • Does this give you enough flexibility?
  • Is the initial time and money investment something you can afford?
  • Do you have the skills and ability to keep doing the work long enough for it to pay off?
  • Is there enough profit potential to justify the effort, not just physically but emotionally and mentally?
  • What are the risks?

Tally up the costs and benefits and decide if the side gig is worth it. 

2. Start With a Trial Run 

If you are still inclined to take a chance on a side hustle after reviewing the above-mentioned aspects, don’t immediately throw everything you have into it. Do a test run instead; offer services for a limited period or only produce a set amount of product to see if your plan is feasible and if you enjoy it enough to stick with it. 

3. Don’t Underestimate the Importance of Organization

Keep your side gig details separate from other parts of your life. Use a different email, different files, and possibly even a different bank account. As the source Company Bug points out, the latter helps with filing taxes and looking professional.

Check out automation for bookkeeping and invoicing purposes. Keep detailed records with online backups, and consider adding an app that makes it easy to stay on top of your finances and share data with your accountant.

4. Manage Your Energy Efficiently

Everyone has a finite amount of energy. Managing your time and energy carefully helps you be more effective and happier as you go about your daily tasks. As Todoist recommends, write down a to-do list each morning and schedule out blocks of time so that you can stay abreast of your obligations. Consider planning ahead by weeks and months as well. If you need a break, though, be sure to take it to avoid burnout and waning motivation. 

Doing your art for art’s sake is one thing, and doing it as a business is another. When starting a side gig, it is important to make sure you understand what you are getting into and that you have the resources to do it. Being aware of the risks and costs, organizing and doling out energy cautiously can help you secure success. 

© 2021 Paul K. Fox

Photo from Pexels by MART PRODUCTION 
Images from Pixabay by Brenda Geisse (flute), artesitalia (conductor), Vlad Vasnetsov (guitar teaching), and Светлана Бердник (dance lesson)

Mock Interviews

Unraveling “the Puzzle” of Landing a Music Teacher Job

Assembling the pieces: Interview Questions and Assessment Criteria

Soon it will be the season of new school district postings of employment openings and opportunities to be hired! Hurray! At long last, college music education majors have made it through all of the music and methods courses, recitals and concerts, competency exams, field observations, student teaching, and Praxis testing. Or, perhaps you are a veteran teacher looking to relocate and find a new job? You’ve come to the right place!

With rumors of retirements, sabbaticals, teacher shortages, and HR staff and administrators scrambling to find people to fill positions, NOW is the time to “bone up” on marketing yourself and practicing your interviewing skills – to get together with your friends and fellow “rookies” and schedule mock interview sessions to interrogate and evaluate each other. Record your mock interviews and sit back, watch, critique, and learn.

A large number of past blog-posts within this “jobs/training” section were provided to assist prospective new or transferring music educators in preparing for the often-stressful job search process. Scroll down for a summary of “the basics” to help you gain the tools, knowledge, competence, and confidence to succeed at your next interview!

Good luck! PKF

Let’s put the pieces together to ace those employment screenings!

How would YOU respond to these interview questions?

Special thanks to Michigan State University: https://www.music.msu.edu/assets/SampleMusicInterviewQuestions.pdf

  1. Tell us something about your professional strengths, challenges, and goals for the future.
  2. Who had the greatest influence on you becoming a music teacher and why?
  3. What are the most important qualities of an outstanding music educator?
  4. Describe a successful lesson plan you have developed and how did you assess the learning?
  5. How will you accommodate students with special needs or varied interests in your music program?
  6. How would you recruit/encourage students and “grow” interest and participation in the music program?
  7. Why is it important for students to be actively engaged in the performing arts?
  8. What is the role of sacred music in the school choral program?
  9. Describe the ultimate choral program in your school – types and make-up of ensembles.
  10. You are meeting a middle school student for the first time How would you convince him to join your _____ (band, strings, choir)?
  11. There’s a guidance counselor who is not a supporter of the ___. He discourages students from including music in their schedule. How would you try to improve the situation?
  12. How important are competitions and festivals to you?
  13. How do you select soloists, leadership positions, or rank seating in your ensemble?
  14. Discuss your approach for teaching improvisation for the first time.
  15. Discuss your background in Orff, Kodaly, Gordon, Suzuki, and Dalcroze.
  16. Give some examples of materials you would use to build a diverse repertoire.
  17. Discuss the process you use in developing the singing voice.
  18. How do teach a group of 5th graders who are having trouble mastering dotted note values?
  19. Describe your classroom management procedures. What kind of discipline do you require?
  20. What personal qualities do you have that would make you an effective leader… team member?
  21. If offered the job, how do you see your involvement in our district (both music and nonmusic)?
  22. Name 3 vital emphases in your teaching. What is most important: content, outcome, or process?
  23. How would your students describe you? How would your friends and/or colleagues?

What are the interviewers looking for?

Actual sample candidate rating form

This form was used at the school district from which the author retired:

During the mock sessions, here’s an assessment tool you (and those observing your “performance”) can use. For emphasis, place the letter of the criteria under either the “good” or “bad” column.

Are you missing any more pieces of the puzzle?

TOP-TEN LIST:

The ultimate outline interview primer for pre-service music teachers

  1. Overall marketing skills – “the science” of finding a job https://paulfox.blog/2015/07/08/overview-strategies-for-landing-a-music-teacher-job/
    • “But you got to know the territory…” (The Music Man)
    • Making connections
    • Branding yourself
    • Storytelling about the challenges and triumphs you faced in life
    • Proving that you have “what it takes” and your skills/experiences would be a “good fit” to the needs, goals, and values of the institution, employer, and position to which you are applying
    • Being persistent and well-organized
  2. The “alphabet soup” of educational terminology, jargon, acronyms, etc. https://paulfox.blog/2015/07/18/the-alphabet-soup-of-educational-acronyms/
  3. In PA, training and assessment in the criteria of Charlotte Danielson’s “Four Domains” from the Framework for Teaching. https://danielsongroup.org/framework and https://paulfox.blog/2015/08/09/criteria-for-selection-of-the-ideal-teacher-candidate/
  4. Types of music teacher employment screenings https://resumes-for-teachers.com/blog/interview-tips/the-most-common-types-of-interviews-in-the-education-sector/ and https://paulfox.blog/2015/09/01/a-blueprint-for-success-preparing-for-the-job-interview/
    • Online
    • Informal
    • Structured
    • Unstructured
    • Sequential
    • Panel or Group
    • Audition/Performance (on major and minor instrument, singing, piano accompaniment)
    • Lesson Demonstration
  5. Types of interview questions
  6. Interview questions
  7. The “ABCs” of additional employment marketing topics
  8. 21st Century employment search strategies https://paulfox.blog/2016/08/14/21st-century-job-search-techniques/
    • Membership in PCMEA/PMEA and other professional associations
    • “Have resume will travel”
    • E-portfolio and professional website
    • Electronic business cards
    • Hiring agency sites and job bulletin boards 
  9. Additional interview assessments https://paulfox.blog/2019/05/14/job-interview-rubrics/
  10. Other websites to peruse

“You can take it with you…” The above list is available here as an easy-to-print PDF file.

© 2021 Paul K. Fox

PIXABAY.COM GRAPHICS:

Questions for the 3 Phases of Interviews

Asks for “The Before,” “The During,” and “The After”

interview-2204251_1920_Geralt

These Responses Are Critical for Marketing Yourself & Landing a Job

pcmea

This article was inspired by my recent participation in virtual mock interviews on Zoom for PCMEA members and senior music education majors.

It is up to you to do the research and plan ahead!

What is that “scout’s motto?” Be prepared!

Or, to put it another way, more “near and dear” to the average music student:

  • “How do you get to Carnegie Hall?” (Practice, practice, practice!)
  • “How do you get a job?” (Practice, practice, practice!) AND
    (Prepare, prepare, prepare!)
    a focus on the BEFORE, DURING, and AFTER phases of an interview!

magnifying-glass-4785076_1920_geralt

 

The Before

Prior to every job screening, walk in well-informed. Investigate in advance the background information of the school district:

  • The job opening and responsibilities
  • Details about the overall music program, number of staff, courses offered, etc.
  • School district’s mission/vision/value statements
  • Validation of administrative support for the arts
  • Examples of community support for music education
  • Work environment and employee attitudes

Be a detective! Look for responses to these inquiries “surfing the ‘Net,” studying the district’s website, reading local media releases, and, if you are able to, finding someone who is already employed there:

  1. What do you know about this school district?
  2. What is the average make-up (socioeconomic, education, racial, etc.) of the community? Is it mostly urban, rural, suburban? Are the majority of the jobs blue collar, white collar, entrepreneurial, agricultural, or mixed?
  3. What educational, cultural, and sport/leisure activities are available to the residents in and around the area?
  4. What philosophies or approaches are emphasized in the school district’s strategic plan and/or annual Board of School Director’s goals?
  5. What are samples of student, staff, building, and school district awards and traditions?
  6. magnifying-glass-106803_1920_geraltHow many class periods (not counting lunch) are structured for the academic day? Are specific grade levels or buildings organized in block scheduling, “period 0” and/or before/after-school curricular or co-curricular classes, lesson pullouts, period rotations or A/B weeks, etc.?
  7. How often is the curriculum revised or updated?
  8. What is the school district grading scale and music grading policy/practice?
  9. What music classes and extra-curricular activities are offered?
  10. Are any specialties or disciplines emphasized or promoted, e.g. Kodaly, Orff, Dalcroze, Little Kids Rock or Modern Band, World Drumming, Suzuki, Competitive Marching Band, Strolling Strings, etc.?
  11. What position(s) is(are) open and what duties are required?
  12. What avenues of professional development exist?
  13. What percentage of students are in the music program?
  14. What percentage of the music students own instruments, take lessons, and seek participation in outside ensembles?
  15. What indicators of cooperative parental and community support exist (concert attendance, private teachers, booster groups, community arts organizations, etc.)?
  16. What resources are budgeted (sheet music, music technology, field trips, piano tuning, instruments and instrumental repair, teacher in-service, festivals, etc.)

What answers you cannot find, you may ask at the end of the interview.

how to ace your job interview

 

The During

So much has already been written about commonly asked interview questions. (Please revisit the blogs posted at https://paulfox.blog/becoming-a-music-educator/.) To “let the cat out of the bag,” when I am asked to do “mock interviews” for music education majors, the following are “my favorites.” You may also want to read my last article, “Coaching Advice for Acing Those Employment Interview Questions” at https://paulfox.blog/2020/01/26/more-on-teacher-interviews/.

  1. Tell us something about yourself… your strengths, weaknesses, and goals for the future.
  2. Who had the greatest influence on you becoming a music teacher and why?
  3. What are the most important qualities of an outstanding music educator?
  4. Describe a successful lesson plan you have developed.
  5. How will you accommodate students with special needs or varied interests in your music program?
  6. How would you recruit/encourage students and “grow” interest and participation in the music program?
  7. interview-2207741_1920_geraltDescribe your approach to introducing a musical concept: singing matching pitches, keeping a steady
  8. Why is it important for students to be actively engaged in the performing arts?
  9. Why should I hire you for this position?
  10. Describe your background and knowledge of each of the following methodologies, and for a general music position, which one is your favorite? Orff, Kodaly, Dalcroze?
  11. Describe a lesson that did not materialize in a manner that you expected. What did you learn from this experience?
  12. If you were hired as a high school band director at the last minute the third week of September, and the marching style was contrary to your preference to teach, how would you adapt?
  13. What are three adjectives students would use to describe you?
  14. How would you assess the learning in your rehearsals?
  15. What is most important to you? Music outcomes, content, or process?

You will probably be asked, “Do you have any questions for me?” by the interviewer. You should show your interest, forethought, and advanced preparation by coming up with a few, or adapt several of the 16 pre-interview samples in the “Before” section above. At the very least, if the principal or supervisor of the posted position happens to be in the room, you could inquire: “Where do you see the program in 10 years?” or “What is the most valued attribute of a ______ School District educator?”

Raising the bar

 

 

The After

As soon as it is over (immediately when you get home – don’t put it off!), debrief yourself. Do an assessment of your positives and areas for improvement or needs for further practice. To formalize this process, try any number of evaluative rubrics (for examples, visit https://paulfox.blog/2019/05/14/job-interview-rubrics/). Or, just summarize your observations into strengths (+) and weaknesses (-) referencing the elements of attitude, speech, language, body language, content/on topic, and preparation. (See the first box above.)

feedback-796140_1920_geraltAre you telling me it’s time to bring up more questions? Yep, to finalize your interview’s “postmortem,” reflect on these queries, which will become your focal points in preparation of your next job screening.

The first “biggie critique” might take a little while to follow-up and re-train. This is important since most of the professionals who serve on interview screening committees are administrators, HR staff members, or curriculum supervisors (not music content specialists). And, in the same breath, most music education majors are not well versed on these “buzz words” since they may be only briefly mentioned during their music courses.

1.     How many times did you use appropriate general educational terminology and current school jargon? Here are a few samples of “the ABCs.” If you do not know the meanings, Google search them or look up sites like https://resilienteducator.com/classroom-resources/education-terminology-jargon/, https://www.teachervision.com/dictionary-educational-jargon, and https://wwndtd.wordpress.com/education-jargon/. (If you really want to dive into an interesting “lingo generator,” experiment with https://www.sciencegeek.net/lingo.html, which may also help you define associations among related educational terms used in the composition of reports, grant applications, and other documents for accreditation.)

  • Assessments – Authentic, Formative (“for learning”), Summative (“of learning”), and Diagnostic
  • CCCC (The Four C’s) – 21st Century Learning Skills of Creativity, Collaboration, Communication, and Critical Thinking
  • Classroom Management and the concepts of “Assertive Discipline” and “Ladder of Referral”
  • Charlotte Danielson’s Four Domains – Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities
  • DOK – Depth of Knowledge and HOTS – Higher Order Thinking Skills
  • ESSA – Every Student Succeeds Act (2015), successor to NCLB (No Child Left Behind)
  • knowledge-5014345_1920_geraltIEPs  – Individualized Education Program, including IDEA (disabilities), 504 plans, accommodations for special needs, differentiated and customized learning, etc.
  • LMS – Learning Management System (software used by schools to track grades, take attendance, deliver curriculum, and offer/evaluate courses, etc.)
  • Middle School (or Middle Level Learner) Philosophy
  • PLN/PLC – A Personal Learning Network or Professional Learning Community
  • PBL – One of two different concepts: Project-Based or Problem-Based Learning
  • SEL – Social-Emotional Learning
  • SAS – Standards Aligned Systems of the PDE (Pennsylvania Department of Education)
  • STEAM – Science, Technology, Engineering, Arts, and Math
  • UBD – Understanding by Design, “backwards-design” curriculum development with EU (Enduring Understandings) and EQ (Essential Questions)

Of course, if you were “nailed” by not knowing terminology or acronyms of which you never heard, don’t “fake it!” Just be honest with the interviewers (they cannot expect a “raw recruit” fresh out of college to know everything), but never-the-less, look it up as soon as you return home. You’ll be ready for the next interview. (“Catch me once, shame on you. Catch me twice, shame on me!”)

More questions to help you evaluate your performance:

2.     At the interview, did you project the image that you are solely qualified to serve as a specific music content-area specialist? In other words, are you only a “band director,” “vocal conductor,” EL/MS general music teacher, piano/guitar accompanist, jazz instructor, music theorist, or string “maestro?” Did you basically imply to the screener(s) that you would not accept any assignment outside your “comfort zone,” and that your Music Pre-K-12 Instructional I Certificate is not worth the paper on which it is printed?

3.     If you had videotaped the interview, how would you characterize your rapport with the screening individual or committee? To what extent did you demonstrate an attitude of openness, cooperation, sensitivity to the interviewer’s style/personality, and fostering of the four C’s of the model interviewee behavior – be calm, caring (motivated), congenial, and considerate?

4.     Were you “engaged” in treating the session as a mutually beneficial exchange of information?

5.     learn-3653430_1920_geraltDid you respond to the interviewer’s questions “on topic” with clear, concise, and substantiated statements, supported by specific anecdotes/stories or examples of your skills or experiences?

6.     Did you avoid “bird walking,” “tap-dancing,” having verbal clutter (too many run-on statements), rambling, fast talking, sounding verbose, being flip or too casual/informal in conversation, or going overboard with your answers?

7.     How many times (count them) did you use the words “ah,” “um,” or “like?”

8.     Did you promote your strengths and all experiences (musical and non-musical) you have had interacting positively with children, and not discount your potential and capabilities due to a limited past job record or shortened time in student teaching?

9.     How successful were you in controlling your nerves, looking interested, “being yourself,” and demonstrating good eye contact, pleasant facial expressions, and relaxed and professional speech, posture, and body language?

10.  Did you avoid the use of “weak words” that suggest a lack of conviction: “kind of,” or “sort of,” or “I feel like?”

11.  Did you limit any form of “fidgeting,” such as tapping or shuffling feet, cracking knuckles, touching hair or face, drumming or spinning a pen between your fingers, wiggling in your seat, etc.?

12.  How many times did you use the name of the interviewer(s) during your interview? It shows respect and is the best way to get/keep his/her attention.

 

Observations at interview

In summary, treat the job search process more scientific:

  • Be diligent in practicing mock interviewing with classmates, friends, and family members,
  • Plan ahead, and
  • Formalize your questions and self-assessments.

The jobs are out there… waiting for you to “hook them in,” and as every good fisherman knows: “Nothing replaces time on the water, patience, and the ability to admit to yourself there is always something to learn and a better way to do it.”

PKF

 

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Photo credits from Pixabay.com by Gerd Altmann (geralt):

 

© 2020 Paul K. Fox

Is Your Job Killing You?

Book Review: I Love My Job But It’s Killing Me – The Teacher’s Guide to Conquering Chronic Stress and Sickness by Lesley Moffat

Have you read this “International Bestseller” written by a band director?

Where was this when I was still teaching full-time, managing a crazy 24/7 schedule of music teaching and administration, fulfilling a myriad of self-assigned extracurricular activities like band, choir, strings, fall play, spring musical, adjudications and festivals?

bloodshot-1294920_1280_OpenClipart-Vectors

How many of you struggle to

  • Fall and stay asleep?
  • Avoid “brain fog” and exhaustion brought on by stress?
  • Alleviate (or ignore) aches and pains or illnesses that interfere with your work?
  • Reclaim and maintain enough energy to support your work and family life.
  • Resolve feelings that your life is falling apart or you are “burned-out?”

Well, instead of sitting around and whining about your hectic schedule or other challenges in your life, ruining your health, mood, and relationships with your family, friends, and students, or “throwing in the towel” and giving up altogether… take a look at this comprehensive guide to walk you through the problem — “baby steps” towards a complete self-care plan — providing assessments and action plans towards better personal health and wellness.

This blog provides a few highlights from Lesley Moffat’s work.  You owe it to yourself to break down and buy this inexpensive and easy-to-read paperback! Although it is meant for individuals who are serious about starting a comprehensive self-improvement project, this book is not long nor laborious! With a supposed “read time” of 132 minutes (according to the back cover), I would devote probably a couple weeks to thoroughly consume it. For even more clarity, I have even taken to reading sections of it to my wife, also a retired music teacher! Both of us have “been there” in coping with many of the issues of job-related stress and life-style choices.

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The Why — Chapter 12: “Put on Your Own Oxygen Mask First” (Page 109)

After a quick scan of the first couple chapters, I recommend jumping to Chapter 12 to absorb the priority of “me first” in order to be able to care for others. I love the airline safety announcement analogy about “place the oxygen mask on yourself before helping others.”  The central focus of her book, this is something I ignored for 35+ years.

You must take care of yourself. First. You can’t give what you haven’t got.

This is perhaps 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 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

 

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Lesley Moffat’s website where you can order the book: https://squ.re/2TaXoAr

The Who — Chapter 3: “My Journey” (Page 15)

What an incredible story! Lesley Moffat gets personal and tells her own tale of total exhaustion, lack of mental focus (she calls ADHD), numerous aches and pains, arthritis, weight gain, bouts of illnesses like pneumonia, restless leg syndrome (a sleep disorder), and migraines, needed medical procedures like back surgery, hip replacement, bunion removal, etc. At times, her narratives are explicit and most graphic.

This profession is hard. Until my generation, women weren’t high school band directors, so there were no role models for me to look up to when I struggled with finding a balance between raising a family and having this career path. I had to learn things the hard way and make up my own solutions when there weren’t resources for me to use. My peer group is primarily men. How could my male band directing colleagues relate to my struggles? They may have kids, but they didn’t have to spend nine months making those babies while teaching (an exhausting combination that cost me a miscarriage during a band trip), and then pump breast milk during their planning periods to feed each of those babies for the first six months of their lives. And how many of them had to ask a spouse to make a ninety-minute drive with their newborn baby in the car behind the school buses where the band had to play for basketball playoffs so they could nurse the baby in the bathroom when they weren’t directing the band? — Lesley Moffat

The good news? Moffat reports that after a long and often discouraging search to restore her health and vitality and “to get back to the job I love,” today she has found peace, health, and happiness, and is back in the classroom with a renewed vigor, on her way to fulfilling her personal and professional goals.

 

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The What — Chapter 4: “Let’s Get Started!” (Page 23)

Lesley Moffat introduces her mPower Method (and a perfection alliteration) of four key components: meals, movement, music, and mindfulness. She says it all starts with administering a self-evaluation called the Mojo Meter (sample of the 40 questions below):

  1. I have a lot of aches and pains. T F
  2. I often feel tired after eating. T F
  3. My memory doesn’t seem to be as sharp as it used to be. T F
  4. Other people have mentioned that I seem down, upset, or not myself. T F
  5. I experience a lot of brain fog.* T F
  6. etc.

*She describes examples of “brain fog” more than a dozen times throughout the book. Do you experience any of these symptoms?

Brain fog isn’t a medical condition itself, but rather a symptom of other medical conditions. It’s a type of cognitive dysfunction involving:

  • memory problems
  • lack of mental clarity
  • poor concentration
  • inability to focus

Some people also describe it as mental fatigue. Depending on the severity of brain fog, it can interfere with work or school. But it doesn’t have to be a permanent fixture in your life. https://www.healthline.com/health/brain-fog

In her Mojo Meter assessment, if you answered “true” to 11 or more of these statements, then Moffat responds, “I know why you are here… It’s time to reclaim your health and energy, so get ready to amaze yourself.”

 

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The How — Chapter 9: “SNaP Strategies” (Page 79)

If you want to change your life, first change your mindset. You can’t find opportunity when you are looking for excuses. — Anonymous

Moffat’s “My SNaP Strategies” (Start Now and Progress) will give the reader examples of ways to develop new skills by changing habits one step at a time. Some of my favorites:

  • Take a break from social media.
  • Seek out opportunities to compliment others.
  • Allow someone to go ahead of you in line at the store.
  • Set your alarm for nine minutes earlier and use those nine minutes to listen to an inspiring song.
  • Turn off notifications on your phone.

In addition, she urges you to “do the homework” and dive into her Action Plans at the end of most chapters.

 

Mojo Meter on Meal Planning
I Love My Job But It’s Killing Me Page 47: “mPower Method Mojo Meter for Meals”

More Sneak Peeks

  • Using the observations you made in the self-administered Mojo Meter forms, the end of Chapter 5 offers an extensive “plan” for evaluating and removing the foods to which you may be allergic. (See above assessment form.)
  • I can heartily endorse her suggestion of using a food journal in Chapter 5, keeping track of every food choice and “how it makes you feel.” My wife discovered her sensitivity to gluten, and removing it from her diet has made all the difference!
  • One of her funniest anecdotes described her first-days participating in a yoga class! (Chapter 6)
  • Do you have on-hand and regularly use specific self-designed music playlists for meals, exercise sessions, and getting ready for bed? (Chapter 7)
  • A simple definition (but not so easy acquisition) of “mindfulness” — “being fully present in the here and now.” (Chapter 8)
  • Check out her “advice for driving during rush hour” (Chapter 11), tips for staying calm during all stressful moments: slow down, simplify, sense, surrender, self-care.
  • On Pages 9 and 10, there are amazing “before” and “after” photos of the author!

 

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Coda: Summary of Advice for Better Self-Care (Chapter 10)

  1. Take deep breaths when you encounter speed bumps and stop signs during your daily commute.
  2. Write a cover page to your syllabus outlining appropriate times and methods for parents and students to contact you.
  3. Have a work space that is exclusively yours, including a “do not disturb” sign, closed door, and/or noise-cancelling headphones.
  4. Talk to your boss about reasonable expectations, including how many after-school and evening events are anticipated.
  5. Enlist the help of others (volunteers, boosters, etc.).
  6. Start your mornings in a way that charges you up for the day.
  7. Re-evaluate your work space and make changes changes that will be conducive for more efficiency.
  8. Plan meals and make time to eat them.
  9. Stay hydrated.
  10. Incorporate time to upgrade yourself.
  11. Ask yourself, “Does this choice align with who I am?”
  12. Come up with a self-care plan that is sustainable.

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This is just the “tip of the iceberg” analyzing pathways for improved health and wellness. We are thankful that Lesley Moffat was so bold and open about sharing her own journey. Everyone can “take home” the causation of being “sick and tired of being sick and tired” and wrap their arms around implementing new strategies towards a happier living!

 

Author’s Bio (excerpts from the book)

Moffat authorNow in her fourth decade as a high school band director, Lesley Moffat has worked with thousands of people, helping them not only achieve musical goals (including repeated performances at Carnegie Hall, Disney Theme Parks, Royal Caribbean cruise ships, and competitions and festivals all over the US and Canada), but also teaching them how to develop the long-term life skills they need to be successful in the world.

Lesley has been a presenter at the National Association for Music Education (NAfME) and WMEA Conferences, served on the board for the Mount Pilchuck Music Educators Association, and has been an adjudicator and guest conductor in the Pacific Northwest.

After completing her undergraduate degree at Indiana University, she returned to her roots and moved back to the Pacific Northwest, where she and her husband, George, raised their three daughters, all of whom were students in her high school band program. Fun fact: Lesley, George, all three of their daughters, and Lesley’s dad have performed at Carnegie Hall.

PKF

 

Photo credits (in order) from Pixabay.com

 

© 2019 Paul K. Fox

Interviews

READY TO HIRE: Strategies to Land a Job

For all future music teachers everywhere, especially members of a PCMEA or NAfME collegiate chapter, we post these handouts from past NAfME and PMEA music teacher conference sessions, all moderated by Scott Sheehan, Immediate Past President of NAfME Eastern Division and Past State President of PMEA.

As a tradition at the annual state conference, the session “Ready to Hire: Interviewing Strategies to Land a Job” has offered “tried & true tips to assist promising music education majors with developing interviewing skills to successfully land their dream job.” One of the features of the clinic is the set-up of a “hot seat” where volunteer candidates are put through one or more questions in a “mock interview,” and then assessed on their “performance.” The guest panelists often distribute a “takeaway” with valuable tips on interview techniques and questions, and developing personal branding, networking, and marketing skills.

These suggestions are offered as a way to “practice” taking employment interviews.

Best wishes on your job search. Now go out there and “nail” the interview!

 

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NAfME Biennial Eastern Division/PMEA State Spring Conference

April 4-7, 2019 in Pittsburgh, PA

 

Sheehan: Interview Session Handout

Metelsky: Interview Worksheet

Pearlberg: Ready to Hire Interview Strategies

Fox: Job Interview Playbook

 

 

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Pennsylvania Music Education Association Annual Spring Conference

(various years)

 

Basalik: Ready-Set-Interview

Baxter: Music Interviews

Fox: A to Z Job Interview Checklist

Fox: Marketing Your Professionalism

 

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Additional Resources

PMEA Job Board

NAfME:

Sullivan Interview Strategies that Work

Older blog-posts at this site:

 

Acknowledgments:

  • Sue Basalik
  • Howard Baxter
  • Marc Greene
  • Susan Metelsky
  • Alicia Mueller
  • Henry Pearlberg
  • Kathy Sanz
  • Scott Sheehan
  • Jill Sullivan
  • Lucy White

Image by Tumisu from Pixabay

 

© 2019 Paul K. Fox

All rights reserved by the individual authors of this material

Collegiates – Clean Up Your Social Media

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Getting Ready to Apply for a Job? It’s Time to Curate Your Social Media!

[Portions of this blog-post were first published in the January 31, 2019 issue of the Collegiate Communique sponsored by the PMEA State Council for Teacher Training, Recruitment, and Retention.]

 

Have you ever gone on the Internet and searched for your name? Have you assessed tree-1148032_1920_geraltwhat your image (and “personal brand”) say about you on all the social media platforms?

According to a McAfee family safety blog, in anticipation of future employers researching you and everything with your name on it, you should make a concerted effort to “launder” your online presence.

People are watching you right now. Like it or not — agree with the intrusion or not — you are being Googled, judged, and analyzed by the body of content you’ve posted online. Whether you are applying to a college, for a summer job, or even currently employed, you can bet someone who matters to your future is on your digital trail.

 “10 Easy Ways to Clean Up & Curate Your Social Media” by Toni Birdsong

 

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Also recommended by Birdsong, the new “best practice” is to A) clean up any questionable content from all social profiles and B) design your social content in a way that “reflects your best self.” This means you should delete permanently from Facebook and other platforms:

  • Provocative or inappropriate photographs, videos, or posts
  • Posts or photos that include drinking or using drugs
  • Discriminatory comments related to race, religion, gender, etc.
  • Content that complains about a previous employer or colleague
  • Posts that are overly cynical, grumpy, or mean

notebook-614213_1920_firmbeeInstead, your profile information should reflect integrity and responsibility, so you should expand or add content that:

  • Projects a professional image
  • Shows a friendly, positive personality
  • Demonstrates that you are well-rounded, with wide range of interests
  • Models that you have great communication skills

Think the whole “future employers checking your social media accounts” thing is just an annoying urban legend? Think again.

It turns out that one in three employers have rejected candidates based on something they found out about them online.

“How to Clean Up Your Social Media During the Job Search” by Lily Herman

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The McAfee blog really does a good job summing up ten steps to a better online presence:

  1. Make a hit list
  2. Think like the decision maker.
  3. career-3478983_1920_mohamed_hassanStreamline your selfies.
  4. Review past blogs.
  5. Google yourself.
  6. Inventory all social profiles.
  7. Edit your Twitter feed.
  8. Secure names and URLs.
  9. Change your online persona – for good.
  10. Start a career-focused Blog.

There are many samples for that last tip, my favorite from a former student of mine freely sharing his professional website at daviddockan.com. (Use “Music” for the password.) David included his resume, philosophy of music education, employment history, and photo/video samples of his teaching… a very powerful digital portfolio and marketing/branding technique… and of course, he landed his first music teacher job immediately after graduating from West Virginia University!

online-3412473_1920_kreatikarIf you need more than ten suggestions or a lot more detailed instructions based on the specific social media platforms, check out 30 Quick Tips to Spring Clean Your Social Media Presence” by Yvonne Dutchover.

Related articles previously posted at this site:

 

Employers can learn a lot about you from your resume and interview, but sometimes it takes a little bit more to sell yourself (although there’s a delicate balance between selling yourself and being transparent in the hiring process). Take advantage of the benefits of social media – it’s an often-needed extra step to show what you bring to the table, a way to add flair to your application, and make a lasting impression on your potential employers.

– “How to Clean Up Your Social Media Presence Before the Job-Search” by Lauren McAdams

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In short, keep it clean and professional! “Police” your social media image and brand. And, as they say, “break a leg” at your interviews! Good luck in job hunting!

PKF

© 2019 Paul K. Fox

 

Photo credits in order from Pixabay.com: “social media” by Alexas_Fotos, “banner” and “tree” by geralt, “laptop” by JESHOOTS-com, “notebook” by FirmBee, “personal” by geralt, “career” by mohamed_hassan, “online” by kreatikar, and “job” by Tumisu.

A Collection of Collegiate “Treasures”

3 by 3: Essential Books + Websites for Music Ed Majors

By now, at least several weeks after the holiday/winter break, most of you have probably returned to school and are “back at it” fulfilling your studies in music and education methods. Welcome to the New Year (2019) and good luck on meeting your goals!

It has been my pleasure to present numerous workshops and conference sessions for pre-service, in-service, and retired music educators on a variety of topics: interviewing for a job, marketing professionalism, ethics, transitioning to retirement, supercharging the musical, etc., and have been asked on occasion, “Where do you find all of the information, research, and resources for your blog-posts and talks?

Well.. I’m glad you asked!

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It would be hard to credit one or a few sources on reliable data, insights, and recommendations for career development. The following “gems” – a few ideas from someone who has taught music for more than 40 years – are just my New Year’s “gifts” to you… hopefully useful in your undergraduate or advance degree studies. Please enjoy!

This is probably the wrong time to suggest making a few “buys” for the sake of educational enrichment. College students are bombarded with many required readings of their (often expensive) textbooks and handouts from their comprehensive higher education courses of study. It is somewhat daunting to “cover all the bases,” especially when you may want specific advice and “answers” as a result of being recently thrown into “the real world” of field observations and student teaching. What else would a prospective music teacher need or have time to read? How can we better prepare you for the challenges of our profession?

Since you have to order books (or borrow them from a library), we’ll start with the printed publications. Here are my “top three” for your immediate consideration.

 

My Many Hats

My Many HatsIn the category of “things I wishes someone would have told me before I was hired to be a school music educator,” the inspirational book, My Many Hats: Juggling the Diverse Demands of a Music Teacher by Richard Weymuth, is a recommended “first stop” and easy “quick-read.” Published by Heritage Music Press (2005), the 130-page paperback serves as an excellent summary of the attributes (or “hats”) of a “master music teacher.” Based on the photos in his work (great “props”), I would have loved to have seen Weymuth’s conference presentations in person as he donned each hat symbolizing the necessary skill-set for a successful educator.

A quote from the author in his Introduction:

“I want my hats to put a smile on your face as you read this book, just as they do for the airport security guards as they go through my bags at the airport. They ask, “Are you a magician? A clown? An entertainer?” My answer is, “Yes, I am a teacher.”

His Table of Contents tells it all:

  1. The Hat of a Ringmaster: Managing your classroom and your time
  2. The Hat of a Leader: Setting the direction and tone of your classroom
  3. The Hat of a Scholar: Learning when “just the facts” are just fine, and when they aren’t
  4. The Hat of a Disciplinarian: The Three C’s: Caring, Consistency, and Control
  5. The Hat of an Eagle: Mastering your eagle eye
  6. The Hat of a Crab: Attitude is everything; what’s yours?
  7. The Hat of a Juggler: Balancing a complicated and demanding class schedule
  8. The Hat of a Banker: Fund raising and budgeting
  9. The Hat of an Artistic Director: Uniforms and musicals and bulletin boards, oh my!
  10. The Hat of a Lobster: Establishing the proper decorum with your students
  11. The Hat of a Pirate: Finding a job you will treasure
  12. The Hat of a Bear: Learning to “grin and bear it” in difficult situations
  13. The Hat of a Peacock: Having and creating pride in your program
  14. The Hat of Applause: Rewarding and recognizing yourself
  15. The Hat of a Flamingo: Sticking out your neck and flapping your wings

Here are a couple sections that should be emphasized if you are currently a junior or senior music education major.

All student or first-year teachers should focus on his/her three C’s of class discipline in Chapter 4: “Caring, Consistency, and Control.” In order to resolve problems and seek advice from local mentors (especially help from second and third-year teachers who may have just gone through similar conflicts), he poses these questions:

  • What is the specific discipline problem that is currently bothering you?
  • Who could you interview in your educational community to help with this problem?
  • How did they handle the problem?
  • What discipline solutions worked and what didn’t work?

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Those getting ready for the job search and interviewing process this year must turn to Chapter 11 immediately! “Just like a pirate, you are searching for your treasure, or at least a job you will treasure.” Suggesting that first-year teachers should stay in their assignment for a minimum of three years (to show “you are a stable teacher and are dedicated to the district”), Weymuth offers guidance in these areas:

  • The Application Process
    • Cover Letter
    • Résumé
  • The Interview
    • Make a Good Impression
    • The First-Class Interview
    • Frequently Asked Questions
  • The Second Interview

The book is worth the $17.95 price alone for the interview questions on pages 85-88.

Once you “land a job” and are assigned extra-curricular duties like directing after-school ensembles, plays, and perhaps fund-raising for trips, shows, uniforms, or instruments, come back to Chapter 8 for “The Hat of a Banker” and Chapter 9 for “The Hat of an Artistic Director.” His guidelines for moneymaking and record-keeping include insightful sub-sections on:

  • Planning and Administering a Fund-Raising Activity
  • Possible Fund-Raisers
  • Motivating Students to Sell, Sell, Sell (Set Goals, Prizes, and Tracking)
  • Budgeting

Having previously posted a blog on “Supercharging the School Musical,”  I was impressed with his pages 65-69 on “Show and Concert Choir Dress” and The Musical,” and especially the “Appendix – Resources Books for Producing a Musical” in the back of the book.

 

Case Studies in Music Education

Case Studies in Music EducationNext, I would like to direct pre-service and new music teachers to Case Studies in Music Education by Frank Abrahams and Paul D. Head. This would be an invaluable aid to “facilitate dialogue, problem posing, and problem solving” from college students (in methods classes?) and “rookie” teachers to veteran educators.

Using the format of Introduction, Exposition, Development, Improvisation, and Recapitulation known by all music professionals, each chapter presents a scenario with a moral dilemma that many music educators face in the daily execution of their teaching responsibilities.

 

“How should a music teacher balance learning and performing? What is the best way to handle an angry parent? What are the consequences of the grades teachers assign? What are the best ways to discipline students? How should teachers relate to the administrators and to other teachers? The emphasis here is not on the solution, but on the process. There are many viable approaches to nearly every obstacle, but before any meaningful long-term solutions can be made, teachers must identify their own personal philosophy of music education and recognize those traits that are admirable in another’s style.”

―Excerpt from back cover of Case Studies in Music Education, Second Edition, by Frank Abrahams and Paul D. Head

Case Studies in Music Education provides a frank discussion about the critical real-world issues music teachers face but are rarely addressed in college courses:

  • Balancing the goals of learning and performing music
  • Communications and relationships with parents, administrators, and other staff
  • “Fair use” and other copyright laws

If you are seeking more reflection and peer review of ethical issues in the music education profession, good for you! Few music teachers ever talk about the “e” word. What’s important is not only becoming aware of your state’s/district’s statues on the “teacher’s code of conduct” and dress/behavior expectations, but developing your own ethical “compass” for all professional decision-making. A good companion to the Abrahams and Head book is to peruse my previous blogs on ETHICS (posted in reverse chronological order).

 

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Enhancing the Professional Practice of Music Teachers

“Book number three” is probably the most expensive, and I could only wish you were already exposed to it in one of your music education courses. If you have not seen it, go ahead and “bite the bullet” in the purchase of Enhancing the Professional Practice of Music Teachers: 101 Tips that Principals Want Music Teachers to Know and Do by Paul G. Young, published by Rowman & Littlefield in 2009. [Note: Be sure to give them your NAfME membership number for a 25% discount!]

“If you want to improve your professional performance and set yourself apart from your colleagues—in any discipline—these tips are for you. If you desire anything less than achieving the very best, you won’t want this book. Rather than addressing research and theory about music education or the “how-to’s” of teaching, Enhancing the Professional Practice of Music Teachers focuses on common-sense qualities and standards of performance that are essential for success-everywhere. Whether you’re considering a career in music education, entering your first year of teaching, or nearing the end of a distinguished tenure, this advice applies to musicians in any setting. Affirming quality performance for experienced teachers and guiding, nurturing, and supporting the novice, Young outlines what great music teachers do. Easy to read and straightforward, read it from beginning to end or focus on tips of interest. Come back time and again for encouragement, ideas, and affirmation of your choice to teach music.”

– https://nafme.org/reading-list-music-educators/

ENhancing the Professional Practice of Music TeachersHis chapters are organized into six tips:

  • Tips That Establish Effective Practice with Students
  • Tips That Support Recruitment
  • Tips That Enhance Instruction
  • Tips That Enhance the Profession
  • Tips for Personal Growth
  • Tips for Professional Growth

Paul Young is a musician and band director who later became an elementary school principal. His book is derived from his experience as a music student, music teacher, and educational leader. The intent of the publication is to guide both new and experienced teachers in continued personal and professional growth. He uses his experience as an administrator to point out to music teachers the traits he has seen in individuals who have become successful in the profession.

Now that you ordered at least one of these for personal research and growth, I should point out other sources of book recommendations for the budding music educator, courtesy of NAfME:

 

Online Resources

Okay, now comes the “easy-peasy” part, and even more importantly, it’s mostly FREE!

NAfME blogThe first thing I want you to do (and you don’t even have to be a member of NAfME yet, although you should be!) is to take at least a half-hour, scroll down, and read through numerous NAfME “Music in a Minuet” blog-posts, bookmarking any you want to return to at a later date. Go to https://nafme.org/category/news/music-in-a-minuet/. Get ready to be totally immersed into the music education profession in a way no college professor can do, with articles like the following (just a recent sampling):

 

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Hopefully you did receive a little cash in your Christmas stocking… or something from grandma! Now is time to “belly up to the bar” and pay your dues. Every professional school music educator should be a member of their “national association…” NAfME!

Once you do this, get ready to reap countless benefits! First, besides offering a discounted rate for all collegiate members, you will be eligible for a significant price break for full active membership renewal during your first-year of teaching! Then, the doors will open wide to you for all of the many NAfME member services such as classroom resources, professional development, news and publications, special offers for members, etc.

Amplify

Once you are a NAfME member, open up your browser, and go immediately to the NAfME AMPLIFY community discussion platform, instructions posted here. Getting started on AMPLIFY is easy:

  • Go to community.nafme.org.
  • Edit your profile using your NAfME.org member username and personal password.
  • Control what information is visible on your profile.
  • Join/subscribe to communities of your choice – you will automatically be enrolled in Music Educator Central, our general community for all NAfME Members.
  • Control the frequency and format of email notifications from Amplify.

If you prefer, they have created a video or quick-start guide here to set-up your account’s profile, demonstrate the features, and provide some help navigating through the AMPLIFY menus.

Once you familiarize yourself with the forum, find the “Music Educator Central” and “Collegiate” discussion groups… and start reading. If you have a question, post it. AMPLIFY connects you with as many as 60,000 other NAfME members… a powerful resource for networking and finding out “tried and true” techniques, possible solutions to scenarios or problems in the varied settings of school music assignments, and the sharing of news, trends, perspectives, and more!

Try it… you’ll like it! When you feel comfortable with the platform, contribute your own posts, thoughtful responses to comments from the reflections of your “colleagues,” teaching anecdotes, personal pet-peeves, and ???  – you name it! The sky is the limit!

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Tooting My Own Horn… the “Paulkfoxusc” Website (now paulfox.blog)

Finally, if you have indeed “blown the budget” over family holiday purchases, I can suggest one freebie website that archives a comprehensive listings of blog-posts, links, and books. Under the category of “marketing professionalism,” you can search through blogs placed online in reverse chronological order at https://paulkfoxusc.wordpress.com/category/marketing-professionalism/ or you can “take everything in” from one super-site entitled “Becoming a Music Educator” at https://paulkfoxusc.wordpress.com/becoming-a-music-educator/.

Of course, I have a few “favorite” articles which may provide you a great start to your journey of self-fulfillment:

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Best wishes on you continuing your advancement and personal enrichment towards the realization of a wonderful career in music education!

PKF

© 2019 Paul K. Fox

 

Photo credits in order from Pixabay.com: “student” by geralt, “book” by PourquoiPas, “girl” by nastya_gepp, “fatigued” by sasint, “learn” by geralt, “brass” by emkanicepic, and “iPad” by fancycrave1

 

 

inteREVIEWING the situation… and jobs

Senior Music Education Majors’ Employment Prep

Did you miss your state MEA conference?

Three of the most important recommendations for PCMEA members and other new or prospective music teachers wanting to develop a “personal brand” and presence on the job market are:

  1. Being an active member of your national (NAfME), state (PMEA), and local (college chapter) professional music teacher associations,
  2. Attending every possible music education meeting, workshop and conference, and
  3. Reading everything you can get your hands on from the first two resources above, modeling well-practiced habits of professionalism and networking skills, and getting yourself focused, organized, and prepared for the upcoming interviews.

That’s how you will get land your first employment as a full-time music educator.

pmea

If you live or go to school in PA, you should have attended the PMEA Spring Conference in Erie, PA last week. Just to “rub it in” a little, here are a few of the excellent sessions you missed that were especially geared for collegiate pre-service music teachers:

  • Getting the Most Out of Your Student Teaching Experience
  • Cracking the Graduate School Code: When, Where, Why, How, & How Much
  • Starting with the End in Mind – or – You’ve Got 4 Years, Use Them Wisely
  • Music Education & Gaming: Interdisciplinary Connections for the Classroom
  • Ready for Hire! Interview Strategies to Land a Job
  • Planning Strategies to Develop a Responsive Teaching Mindset

More importantly, if you are in your 4th year and were a no-show to your state conference this year, you missed out the chance to do a little networking, to “put your ear to the ground” listening for market trends and possible position openings for next year. You could have rubbed elbows at a bar (drinking a diet coke) or clinic or concert with a music supervisor, department chair, administrator, or high school band/choir director who knows who is taking a sabbatical or retiring from his/her school upon completion of the current semester.

Successful professionals stay up-to-date with their journals

PMEA NewsAs a “professional,” you have an open, inquisitive mind, constantly strive for self-improvement, continuing education, and retooling, embrace change and better ways of doing something, and “practice” your craft. This means you read your educational publications from cover to cover. For example, these were a few of the tips in a recent PMEA News article, “I’ve Got an Interview, Now What?” shared by Dr. Kathleen Melago, PCMEA State Advisor and Associate Professor of Music Education at Slippery Rock University, and Doug Bolasky, retired band and orchestra teacher and former Department Chair of the Southern Lehigh School District:

  1. “The interview process at each school district is likely as unique as the district itself, and while there is no foolproof way to know in advance what questions will be asked of you, it helps to give some thought to what questions may come your way.”
  2. “It’s easy to tell someone what you would like to do; more valuable to the interviewers is what you DID do. Be ready to cite instances from your student teaching and even field experiences.”
  3. “Think about items you could place into your portfolio that would help you answer the questions. For example, if you are answering a question about an idea you implemented that was creative, consider including an artifact in your portfolio that provides credibility to your answer. Avoid simply passing around your portfolio during the interview. Instead, use it as a visual aid…”
  4. “Enlist the aid of a friend and use a webcam to record yourself answering the questions as in a mock interview. Look for distracting mannerisms like playing with your hair, saying ‘um’ or ‘like,’ and so forth.

Are you ready? Assess yourself! Then, DO YOUR HOMEWORK NOW!

For those who are nearing completion of their coursework for a teaching certificate, the season of professional school interviews is coming… At this point, you should be familiar with assessment rubrics and other evaluative tools used in education. Right NOW how well do you stack up in prepping for employment screenings? Complete this checklist as honestly as possible. I am citing and “reviewing” past articles I have written at this blog-site… a perfect opportunity for you to “fill in the missing gaps” and get started on this process of finding the perfect job!

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  1. [   ] I am familiar with numerous criteria for assessing teacher candidates (for what the employment screening committee may be looking), including specific instructional, professional, and personal skills, experiences, behaviors, or ”core teaching standards” of “Unsatisfactory,” “Satisfactory,” “Good,” or “Superior.” I know the Charlotte Danielson Framework (one evaluative model for professional development used by the PA Dept. of Education – (https://www.danielsongroup.org/) or sample school district assessment forms. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/08/09/criteria-for-selection-of-the-ideal-teacher-candidate/ and https://paulkfoxusc.wordpress.com/2015/09/01/a-blueprint-for-success-preparing-for-the-job-interview/.
  2. [   ] I have developed a comprehensive unified philosophy of music education that spotlights my abilities from the perspective of a generalist not a specialist. I can model competency and experience in general music, piano playing, vocal and instrumental (band, strings, and guitar) music, Classical, jazz, pop, and folk music styles, improvisation, composition and music theory, and technology teaching grades Pre-K to 12. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/07/04/marketing-yourself-and-your-k-12-music-certification/.
  3. [   ] I am comfortable with today’s jargon, current trends, and key “buzz words” in general education. This includes everything from “The Common Core” to “The Four C’s” of 21st Century learning, and all of those constantly changing acronyms like HOTS, DOK, RTI, and UBD. These terms may come up at interviews, so I have at least a precursory understanding about them, and if I am “stumped” with a particular question, I will admit needing clarification (and I will look it up when I get home). DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/07/18/the-alphabet-soup-of-educational-acronyms/.
  4. [   ] I am becoming a proficient storyteller and have prepared a set of personal anecdotes to potential questions that may be asked at the interviews. I have practiced responding with specific examples of my past experience and accomplishments, not just “telling” my strengths but allowing the listener(s) to make his/her(their) own deductions about me from my stories. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/.
  5. [   ] I have practiced taking “mock interviews” in front of my peers and recorded myself for self-assessment of my ability to answer employment screening questions. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/10/11/the-dos-and-donts-of-interviewing/, https://paulkfoxusc.wordpress.com/2016/02/27/interview-questions-revisited/, https://paulkfoxusc.wordpress.com/2016/06/04/those-tricky-interview-questions/, and https://paulkfoxusc.wordpress.com/2017/01/27/body-language-interviewing-for-a-job/.
  6. I understand the concepts of…
  7. I have a high-quality…

What was YOUR score… out of 11?

Get to work… so you can get work!

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PKF

Photo credits: FreeImages.com, photographers hvaldez1 (studying for a test), Tory Byrne (quiz), and Svilen Milev (hire).

© 2017 Paul K. Fox