The Myths of Retirement

Dispelling Five Common Misconceptions Involving One of Life’s Greatest Transitions – Perspectives from Gerontologists, Psychologists, Authors, and Other “Retiree Gurus”

 

Throughout my travels presenting at music educator conferences and local workshops, I discover soon-to-retire music teachers and other professionals have many preconceived notions about retirement. I hear the general acceptance of many “myths,” including these five Five Mythsthat seem to be the most prevalent:

  1. You retire FROM something.
  2. It’s an easy transition.
  3. It takes little time to prepare.
  4. It’s completely different from anything you’re doing now.
  5. Retirement is the time to downsize and move.

Let’s “troll the Internet” a little and check-in with a few leading authorities on retirement planning.

knit-869221_1920_Foundry

 

1

You should retire to, not from, something.

“Most people today view retirement as an opportunity to begin a new chapter in their lives, ‘not a time to wind down and move off the playing field,’ says gerontologist Ken Dychtwald, 64, the CEO of Age Wave, a research think-tank on aging issues.”

“They are trying to figure out new ways to be productive. ‘Many are wondering: What can I do with this stage of my life that is perhaps my highest purpose?’ says Dychtwald, who is also a psychologist. He has written 16 books on aging, health, and retirement issues.”

— “How to Reinvent Yourself in Retirement” by Nanci Hellmich, USA TODAY: https://www.usatoday.com/story/money/personalfinance/2014/10/12/five-stages-of-retirement/16975707/

grandma-736004_1920_fujidreams

quote

“You really should retire to something, not just retire from something… Having a notion of what you are retiring to is also a necessary early retirement planning activity. One that everyone should complete.”

“I would say that I just want the freedom to do whatever I want to do. To spend time in the garden, exercise, travel, pursue opportunities that interested me, learn new things, meet new people, etc. I had done the necessary steps of making sure that I had budgeted for my hobbies and our travel wishes. I thought that was enough. However that wasn’t going to occupy all of my retirement days.”

“Now I do want and enjoy free time where there are no obligations just as much as the next guy, but I needed to look at what I was really retiring to so I wouldn’t end up one of those unfortunate retirees who say they are bored and wished they had never retired. That is why you should plan to retire to something, not just retire from something.”

— “Retire To Something,” Leisure Freak Tommy: https://www.leisurefreak.com/non-financial-aspects-of-early-retirement/retire-to-something/

senior-2642013_1920_RitaE

quote

“Throughout your working years, you have probably viewed your retirement as a destination. It is a goal you are saving for and will hopefully reach one day. But once you reach this destination, then what? ”

“The perception of retirement as a destination may be why some people approach retirement with dread rather than anticipation. They view retirement as a finish line or as the end of the road.”

“But retirement is simply a milestone you pass on your journey. It’s like crossing the border from one state to the next. The road will continue to unfold before you.”

“Your life has changed in countless ways from the time you graduated from school and entered the full-time work force until the present. You have probably changed jobs and perhaps changed careers. You may have lived in numerous places, gotten married and raised a family. Friends have come and gone, your hobbies and interests have evolved and your body has changed.”

“Your retirement could easily last two or three decades. It won’t be a one-dimensional, stagnant state of being. Your life will continue to evolve in many ways after you retire. You may move, the people in your life will continue to shift and you will probably travel to new places and engage in new activities.”

— “Your Retirement is a Journey, Not a Destination” by Dave Hughes, RetireFabulously: http://retirefabulously.com/2017/05/15/your-retirement-is-a-journey-not-a-destination/

 

2

For many, retirement may not be an easy transition.

“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.”

— Dr. Robert P. Delamontagne in Retiring Mind, Fairview Imprints, 2010: http://www.theretiringmind.com/

fisherman-1624704_1920_paulbr75

quote

“For some people, retirement planning conjures up images of languid days free from the demands of the daily grind, but for others the prospect of leaving the workforce may be a daunting or even frightening transition.”

“For most, this major milestone will elicit a mixture of emotions that fall somewhere between anticipation and apprehension. Retirement is, in fact, a complex experience for almost everyone, characterized by gains and losses and tremendous shifts in identity and routines.”

“Unless those challenges are addressed and dealt with, the so-called ‘golden years’ can be tarnished,” says Irene Deitch, PhD, psychologist and professor emeritus at the College of Staten Island, City University of New York. “Even those who may have thought they were prepared can find that the transition is tougher once they’re actually in the throes of it.”

—”Eight Ways to Ease into Retirement” by Katherine Lee, Everyday Health: https://www.everydayhealth.com/longevity/future-planning/happy-retirement.aspx

3

Preparation to retirement is essential for you and your family members.

“Most gerontologists agree that a period of adjustment will occur during the first years of “interning” as a retiree. Even more crucial is the “pre-retirement” or “imagination” stage of retirement, involving your preparation six to ten years prior to “taking the big leap” to FREEDOM!”

“Have you considered a few ‘terms of transformation’ below that are all-to-common to soon-to-be-retirees undergoing that life-changing transition to ‘living their dream?’ How should you unravel these “conundrums” or mysteries of transitioning to retirement?

  • Self-Identity and Change
  • Free Time
  • Energy and Fortitude
  • Losing Control and Perpetual Care”

“The only solution to ‘softening the blow’ of the possible turmoil and incongruity brought on at this time is to follow the Boy Scout rule… BE PREPARED.”

“According to TIPS Retirement for Music Educators by Verne A. Wilson (MENC 1989), at least three years before you leave your full-time employment:

  1. Sit down with your spouse if you are married (and other family members) and plan ahead carefully.
  2. Decide when you want to retire. Estimate as accurately as possible what your economic situation will be after you retire.
  3. Decide where you want to live after you retire. This means not just the neighborhood, city, or state, but also the kind and style of residence… retirement community, one-floor ranch, apartment, etc.
  4. Set some goals regarding how you want to spend your retirement time. Focus on your talents and abilities instead of looking at the handicaps that may come with the aging process.
  5. Be prepared for “change” and learn how to accept it, and be willing to embrace new opportunities for personal growth, flexibility, and adaptability.
  6. Be sure your intentions are clearly stated in writing (wills, power of attorneys, living wills, etc.)”

— “New Dreams and Horizons” by Paul K. Fox and other sources: https://paulkfoxusc.wordpress.com/2017/08/03/new-dreams-and-horizons/

old-couple-2435629_1920_MonicaVolpin

quote

“Prior to retiring, you should make a concerted effort to prepare for ‘life after work,’ including:

  • Cultivate interests outside work
  • Lead a healthier lifestyle
  • Revitalize family relationships
  • Spend more time with spouse
  • Embrace spirituality or meditation
  • Nurture friendships and make new friends”

— “Retire Happy: What You Can Do Now to Guarantee a Great Retirement” by Richard Stim and Ralph Warner, USA TODAY/Nolo Series: https://www.amazon.com/dp/141330835X/ref=rdr_ext_tmb

 

4

Retirement may or may not be completely different to what you are doing right now.

“Many people want to continue to work. In fact, 72% of pre-retirees, age 50 and older, say they want to keep working after they retire, according to a recent survey sponsored by Merrill Lynch in partnership with Age Wave. Almost half (47%) of current retirees either are working, have worked, or plan to work in retirement, the survey found.”

— “Work in Retirement: Myths and Motivations,” by Merrill Lynch in partnership with Agewave: https://agewave.com/wp-content/uploads/2016/07/2014-ML-AW-Work-in-Retirement_Myths-and-Motivations.pdf

trumpet-player-8455_1920_Hans

quote

“Planning for retirement may require a focus on self-management throughout a person’s career, according to a model of career development by psychologist Harvey Sterns, PhD, the director of the Institute for Life-Span Development and Gerontology at the University of Akron.

“No two retirees are the same and multiple pathways exist to get from work to retirement.”

“There is no right way to retire,” Sterns says. “Many people think retirement is wonderful, and for people who want to retire, that’s the right thing to do. If they don’t want to, that’s the right thing, too.”

“After 26 years as a counseling psychology professor at the University of Maryland, Nancy K. Schlossberg, EdD, was ready to retire. But she was hardly ready to slow down. She looked forward to having more flexibility and freedom in her schedule to explore other interests. Still, there was the question of what her new identity would be…”

“Retirement can take many forms, Schlossberg notes. In fact, she identified the following six based on her interviews with about 100 retirees:

  • Continuers stay connected with past skills and activities, but modify them to fit retirement, such as through volunteering or part-time work in their former field.
  • Adventurers start new activities or learn new skills not related to their past work, such as learning to play the piano or taking on an entirely new job.
  • Searchers learn by trial and error as they look for a niche; they have yet to find their identity in retirement.
  • Easy gliders enjoy unscheduled time and like their daily schedule “to go with the flow.”
  • Involved spectators maintain an interest in their previous field of work but assume different roles, such as a lobbyist who becomes a news junkie.
  • Retreaters become depressed, retreat from life and give up on finding a new path–the only negative path in Schlossberg’s classification.”

“The path retirees choose after retirement isn’t necessarily the path they stay on either, Schlossberg says.”

“It’s an evolving part of your career development,” Schlossberg explains. “And the longer you live, the more your path will shift and change.”

— “A New Face to Retirement” by Melissa Dittman, American Psychological Association: http://www.apa.org/monitor/nov04/retirement.aspx

fashion-985556_1920_skeeze

quote

“After the last school bell rings, retired teachers have a leg up. Opportunities cut a broad swath from tutoring to substitute teaching to jobs a little further afield, such as fitness training.”

“Teachers have a combination of tools in their kit that many retirees don’t — solid degree credentials, expertise in a specific field and a passion for helping people learn something new.”

— “Great Jobs for Retired Teachers” by Kerry Hannon, AARP: https://www.aarp.org/work/working-after-retirement/info-04-2011/jobs-for-retired-teachers.1.html

violin-374096_1920_niekverlaan

quote

“Most teachers spend their first year of “retirement” decompressing from the full-time teaching gig. It’s that special time you’ve looked forward to for years. You do some traveling, catch up on all those books you never had time to read, and just relax. Your days are free of ringing bells and reports. Plus, you get to spend a much larger part of your day in your pajamas. Yay! You earned it. You know you’ve arrived when Labor Day stops feeling like D-Day.”

“After a year or so, however, you may start to realize you actually miss working. Not that you miss the standardized tests, parent conferences and grade reports. But something in that work stimulated you in a way nothing else comes close to doing. Perhaps you miss the pleasure you felt creating learning units, or the joy of introducing students to a new author, or the collaborative bonds with fellow teachers. These were true enjoyments and now they are gone.”

“Once you’ve decompressed sufficiently, you might want to consider doing a career redesign. Unlike many other careerists, retired teachers have the freedom and the financial ability to put together a ‘second-act’ career, tailored to the life they want. Keep in mind, U.S. pension policies have restrictions on post-retirement income, so keep a close check on those caps.”

“If you’re feeling ready to begin again, here are ten opportunities you should definitely consider.

  1. Tutoring
  2. Specialized Test Prep
  3. College Application Support
  4. College Adjunct Teaching
  5. Career and Life Coach
  6. Tour Guide
  7. Writing and Editing
  8. Educational Consulting
  9. Translator
  10. International Schools”

— “Ten Great Encore Careers for Retired Teachers” by Peter Spellman, Nextcalling: https://nextcalling.org/wp-content/uploads/2018/01/10-Great-%E2%80%98Encore-Careers%E2%80%99-for-Retired-Teachers.pdf

artist-463959_1920_imaginart

quote

“We were fortunate to have Dr. John V. D’Ascenzo join the PMEA Retired Member Coordinator at the PMEA Summer Conference, assisting on the session “Retirement 101 – Retiree Stories and Strategies,” which was held on July 17-18, 2018 at the Red Lion Hotel in Harrisburg, PA.”

“John provided a lot of interesting perceptions and coping tips for the “soon-to-retire!” He shared new segments for consideration with references.”

“The evaluating of personal and professional paths prior to and at the time of retirement leads to behavioral changes that promote positive outcomes (Krawulski, de Oliviera Cruz, Medina, Boehs & de Toledo, 2017). Activities would include:

  • Giving and/or receiving education/training.
  • Volunteering roles: leadership, followership
  • Pursue different career paths for remuneration or gratis.”

Retired Member Network eNEWS, August 2, 2018: https://www.pmea.net/wp-content/uploads/2018/07/Retired-Member-Network-eNEWS-080218.pdf

 

5

Retirement may or may not be the time to pull-up stakes and move from your current residence.

“The US Census Bureau reports that 49 out of 50 people over the age of 65 stay right where they are when they retire.”

“If your current hometown is affordable, close to friends and family, and near activities and entertainment you most enjoy, why move for the sake of moving? Instead, consider whether the need for change can be satisfied through more frequent brief vacations, or by purchasing an inexpensive weekend getaway home.”

— “Fine Out Where You Should Retire” by Melissa Phipps, The Balance: https://www.thebalance.com/where-should-i-retire-2894254

guitarist-407212_1920__SplitShire

My next blog for this “Retirement Resources” forum will investigate this subject more closely and pose the questions, “Where Should I Retire?” and “What are the three most important factors to consider before choosing your retirement destination?”

Retirees: Do you have YOUR favorite “myth in retirement?” Please share. (Click on “comment” near the top of this article.) We would love to hear from you!

Otherwise, stay tuned for additional thoughts and tips on preparing a happy transition to retirement. You are also invited to revisit past blog-posts at this site: https://paulkfoxusc.wordpress.com/for-retirees/.

PKF

© 2018 Paul K. Fox

Photo credits (in order) from Pixabay.com: “emotional” by werner22brigitte, “knit” by foundry, “grandma” by fujidreams,”senior” by RitaE, “fisherman” by paulbr75, “old couple” by MonicaVolpin, “trumpet-player” by Hans, “fashion” by skeeze, “violin” by niekverlaan, “artist” by imaginart, “guitarist” by SplitShire, and “cottage” by MonikaDesigns.

 

cottage-1550083_1920_MonikaDesigns

Transitioning from Collegiate to Professional – Part III

The Final Leap from Pre-Service to In-Service:

The Metamorphosis and Integration of Philosophy, Maturity, and Teacher Preparation

trumpet-1495108_1920_congerdesignTo “wrap-up” our final segment, we will review the development of a professional “marketing plan.” This is blog #3 out of 3. (Be sure to also check out #1 and #2, too.)

These are three critical skills you need to foster in the search for a school music position, marketing yourself, interviewing, and landing a “good” job:

  • Personal branding (who are you, what makes you unique, and what do you have to offer?)
  • Story telling (anecdotes) of your positive attributes and personal brand, including a record of your habits of “engagement” in music education, and
  • Networking (associating with other professionals and getting your positive stories “out there”).

 

skills-3262172_1920_diwou

branding

Personal Branding

“Personal branding is the practice of people marketing themselves and their careers as brands. While previous self-help management techniques were about self-improvement, the personal-branding concept suggests instead that success comes from self-packaging… Personal branding is essentially the ongoing process of establishing a prescribed image or impression in the mind of others about an individual, group, or organization.”

– Wikipedia: https://en.wikipedia.org/wiki/Personal_branding

What is the difference between marketing and branding? According to some, “marketing is what you do, branding is what you are.” (www.tronviggroup.com/the-difference-between-marketing-and-branding/)

phone-2840244_1920_RobinWiggins13Shama Hyder posted “7 Things You Can Do to Build an Awesome Personal Brand” at http://www.forbes.com/sites/shamahyder/2014/08/18/7-things-you-can-do-to-build-an-awesome-personal-brand/, including the following outlined summary:

  1. Start thinking of yourself as a brand
  2. Audit your online presence
  3. Secure a personal website
  4. Find ways to produce value
  5. Be purposeful in what you share
  6. Associate with other strong brands
  7. Reinvent

During these waning months for college music education seniors, now is the time to finalize the preparations for personal branding and beginning the employment search! Personal branding is critical to help you “stand above the rest,” showing that you have what it takes and would be a major asset to a prospective employer, and defining and marketing your own unique qualities that would make you “a good fit” for the specific job openings.

Steps to Personal BrandingThe branding process involves first developing your philosophy of music education, archiving your awards and accomplishments, documenting your grades and ok-3061659_1920_RobinHiggins12experiences, and collecting stories/personal anecdotes of your strengths. The next steps include the creation of a written and electronic portfolio, business card, resume, and website. Finally, you must compile/assemble everything together and practice (and self-assess) your “story-telling skills” to answer those important questions at well-rehearsed “mock interviews.”

You will likely not have enough time to complete all of these tasks during methods classes or student teaching seminars. That’s okay. If you are serious about prepping yourself to find a great music teaching job, the valuable links (see below) and articles are out there… just manage your time and start reading.

feedback-2990424_1920_geralt

networking

Networking

According to the article “Network Your Way to Secure a Teaching Job” at https://resumes-for-teachers.com/job-search-help/teacher-network/, many people are unaware of the basics of networking and how to use them it to their advantage in securing a job:

“Networking simply refers to finding job-related contacts. Most teachers who are just beginning their careers may feel that they have few, if any, networking contacts in the teaching field. It is important to consider the many different areas of networking as you create your own group of networking contacts to help you secure a teaching job. It is interesting to note that many of the teaching positions that are filled each year are filled by those who came to the attention of personnel managers by recommendation.”

“Always think about adding to your teaching network. When meeting new people, be certain to add them to your network. Talk to them about your skills, education, experience, and learn about their jobs. Make sure that you always ask for a business card.”

Do you have a business card? Is your résumé updated and available online on your professional website?

young-3061653_1920As I laid out in a previous blog “Networking Niceties: The ‘How-To Schmooze’ Guide for Prospective Music Teachers” at https://paulkfoxusc.wordpress.com/2016/04/04/networking-niceties/, the concept of networking is two-way communications. Just like collective sets of nerve synapses, two-way connections are expected to fire repeatedly in all directions. That’s actually the science behind memory. For professional networking, it is your “charge” to create multiple pathways to/from school HR managers and secretaries, administrators, music supervisors and department heads, and music teachers… and YOU – your skills, accomplishments, unique qualities, experience, education, and personality traits.

pcmeaThe above blog-post also explores setting up a good organizational system to manage your professional contacts.

If you are a Pennsylvania collegiate member (PCMEA), I heartily recommend the article “Networking 101” by Dr. Kathleen Melago, PCMEA State Advisor and Associate Professor of Music Education at Slippery Rock University, published in the Summer 2017 issue of the state journal PMEA News (pages 40-42). Here are several quotes from her work:

“One of the most common ways music educators can plan to network is at conventions. First, try to avoid interacting only with people from your school or people you already know from other schools. Go to sessions that interest you and look for opportunities to meet people there. Before the session starts, introduce yourself to people sitting around you. Use your social skills to assess whether they seem like they want to engage in a conversation or not. After the session, go up and meet the presenter.”

“Of course, social media is another great way to build your network. Networking with professionals already in the field can help you see what they are doing and help you build ideas of what you would like to do in your program someday.”

“Sometimes, you might find yourself networking unexpectedly. For example, you might go into school to work with their clarinet section during band camp and just happened to meet the choir teacher. That is networking!”

“To help your networking be most effective you need to have good communication skills. When interacting with others in a networking situation, be sure to focus on the person with whom you are speaking. Avoid looking off into the distance as if you were to anticipating someone else more important coming by. But your cell phone away and be present to the conversation.”

“Be yourself in your networking interactions. If you pretend that you are someone you are not, you will either end up unhappy or you’ll be discovered is someone who is not genuine.”

Dr. Melago goes on to provide a myriad of excellent examples of networking skills and opportunities.

Another resource specifically for networking at music teachers conferences is posted at https://nafme.org/getting-music-conferences/.

 

music-1237358-2 ricardo vasquez

 

engagement

Engagement

Here is an excellent definition of “professional engagement” from “Domains of Teaching” of the Australian Institute for Teaching and School Leadership at https://www.aitsl.edu.au/teach/understand-the-teacher-standards/domains-of-teaching.

Teachers model effective learning. They identify their own learning needs and analyze, evaluate and expand their professional learning, both collegially and individually.

Teachers demonstrate respect and professionalism in all their interactions with students, colleagues, parents/carers and the community. They are sensitive to the needs of parents/carers and can communicate effectively with them about their children’s learning.

Teachers value opportunities to engage with their school communities within and beyond the classroom to enrich the educational context for students. They understand the links between school, home and community in the social and intellectual development of their students.

Engagement for prospective music teacher may include synonyms like “participate,” “enroll,” “join,” “be active,” “volunteer,” “seek experience,” and “make a difference!”

Are you a member of your professional music education associations?

  • NAfME National Association for Music Education
  • PCMEA Pennsylvania Collegiate Music Educators Association, or another state’s local NAfME collegiate chapter
  • pmeaPMEA Pennsylvania Music Educators Association, or another state’s NAfME-affiliated MEA
  • ACDA American Choral Directors Association
  • ASTA American String Teachers Association
  • NBA National Band Association

Did (or will) you attend your state music teachers’ conference and local workshops on music education and professional development?

To prove you are “professionally engaged,” I would expect to see a consistent record of modeling in the following areas:

  1. excited-3126449_1920_RobinHiggins9Self-reflection of the professional’s teaching practices and modification of these as needed to match changes in the environment and circumstances
  2. Self-assessment of the professional’s methods and approaches, as well as the progress of the students’ learning, using both formative and summative methods for constant and ongoing improvement
  3. Identification and planning of professional learning needs.
  4. Unsupervised (or unplanned by school administration) goal-setting and self-guided implementation of opportunities for professional development
  5. Association with professional learning communities, school and community meetings, and other collaborative projects
  6. Volunteer service in music and music education
  7. Membership and subscription to music education journals and participation in online professional community discussion groups

Many have said that aspiring to be a music educator is a lot like a calling. One school superintendent I know said he expected prospective new recruits to show high energy, enthusiasm, sense of purpose, and dedication during the interview… even a supposed willingness to “lay down in front of a school bus” or “do what ever it takes” to make the students (and the educational program) successful. That’s engagement!

classical-music-1838390_1920_Pexels

In summary, becoming a music educator is about finding your inner confidence, a mindset that you know what you’re doing, and that you’re ready for that real world experience. You’ve learned those essential skills in conducting, piano accompaniment, arranging, student behavior modification and discipline, music diagnosis and remediation, and even how to market your professionalism. Now… drum roll, please! Here’s… a master music teacher!

target-3306771_1920_geralt

In closing, here are supplementary materials to help you to “get your feet wet,” all free and available online. The following lists, although not comprehensive, are a good place to start (courtesy of https://www.pmea.net/wp-content/uploads/2012/10/Collegiate-Communique-No11-022218-2.pdf):

Good luck!

 

Personal Branding, Marketing, and Networking

Business Cards

Résumés

Portfolios and Websites

Interview Questions, Techniques, and Skills of “Story-Telling”

 

PKF

© 2018 Paul K. Fox

 

Photo credits (in order) from Pixabay.com: “tutor” by nrjfalcon1, “trumpet” by congerdesign, “skills” by diwou, “phone” by Robin-Higgins, “OK” by Robin-Higgins, “feedback” by geralt, “young” by Robin-Higgins, “music” by ricardo-vasquez, “excited” by Robin-Higgins, and “classical-music” by pexels.

Transitioning from Collegiate to Professional – Part I

The Final Leap from Pre-Service to In-Service:

The Metamorphosis and Integration of Philosophy, Maturity, and Teacher Preparation

Are you ready to assume the role of a music teacher? Besides the completion of your coursework and field experiences, have you acquired the necessary attitude and personal skills? Do you “have what it takes” to become an ethical role-model, leader, and “fiduciary” responsible for the welfare and special needs of your students?

music-3090204_1920_brendageisseBefore long, you will shed the label and function of a “college student” (although still remaining a life-long learner… and never stop the quest for new knowledge and self-improvement!). The focus will shift from YOU to YOUR STUDENTS. The prerequisites for a career in education are unique and do not resemble the same challenges as success in business, manufacturing, retail, service industry, or becoming an entrepreneur, blue-collar worker, or even a composer or professional musician. The sooner you realize these are world’s apart, the better, and now is the time to finish your major and life-changing transformation to… a professional music educator.

This series for college music education majors will explore perspectives and definitions involving the evolution and (dare we say?) “modulation” to a productive and successful career in music teaching.

 

profession

Professionalism

What does a “professional educator” look like? Do you belong as a member of this group?

  • Succeeded in and continues to embrace “higher education”
  • idea-3082824_1920Updates self with “constant education” and retooling
  • Seeks change and finding better ways of doing something
  • Like lawyers/doctors, “practices” the job; uses different techniques for different situations
  • Accepts criticism (tries to self-improve)
  • Proposes new and better things “for the good of the order”
  • Can seemingly work unlimited hours (24 hours a day, 7 days per week?)
  • Is salaried (does not think in terms of hourly compensation, nor expects pay for everything)
  • Is responsible for self and many others
  • Allows others to reap the benefits and receive credit for something he/she does
  • Has obligations for communications, attending meetings, and fulfilling deadlines
  • Values accountability, teamwork, compromise, group goals, vision, support, creativity, perseverance, honesty/integrity, fairness, and timeliness/promptness
  • Accepts and models a very high standard of behavior, etiquette, appearance, language, and ethics.

In addition to mastery of their subject matter, skills in collaboration, communication, critical thinking (problem solving), and creativity (also known as “the four C’s”), according to “The California BTES – Overview of the Ethnographic Study” by David Berliner and William Tikunoff, effective teachers regularly demonstrate these traits:

  • Accepting
  • Adult involvement
  • Attending
  • Consistency of message
  • Conviviality
  • woman-3061656_1920_RobinHigginsCooperation
  • Engagement of students
  • Knowledge of subject
  • Monitoring learning
  • Optimism
  • Pacing
  • Promoting self-sufficiency
  • Spontaneity
  • Structuring

However, effective teachers DO NOT score high on the negative attributes of abruptness, belittling, clock punching or counting hours, defiance, illogical views or statements, mood swings, oneness (treating the whole group as “one”), or self-recognition. Human resource personnel and administrators look for candidates who model (and can confirm their history of) the habits of the first group, with no evidence of the latter behaviors.

The bar is raised even further. In addition to holding oneself up to the highest standards of the education profession, teachers also exemplify “moral professionalism” in their daily work. As cited in the chapter “The Moral Dimension of Teaching” in Teaching: Theory Into Practice by E.A. Wynne, teachers must

  • Come to work regularly and on time;
  • Be well informed about their students and subject content-matter;
  • Plan and conduct classes with care;
  • Regularly review and update instructional practices;
  • Cooperate with, or if necessary, confronting parents of underachieving students;
  • Cooperate with colleagues and observe school policies so the whole institution works effectively;
  • Tactfully but firmly criticize unsatisfactory school policies and propose constructive improvement.

 

ethics

 

Ethics

Have you viewed your state’s teacher expectations, code of ethics, and code of conduct? It may surprise you that a number of seasoned professionals have never seen these documents. You may be ahead of the game if educator ethics were even mentioned briefly in a methods class, as indoctrination to student teaching, or orientation within the induction program of your first job.

The “code” defines the interactions between the individual educator, students, schools, and other professionals, what you can and cannot do or say, and the explicit values of the education profession.

No excuses! Better go look this stuff up. If you reside in Pennsylvania and plan to become employed there, go immediately to http://www.pspc.education.pa.gov/Pages/default.aspx. If your state does not have a code of ethics or state-specific conduct standards, download and consume this excellent reference: http://www.nasdtec.net/?page=MCEE_Doc. The young-3061652_1920_RobinHiggins2National Association of State Directors of Teacher Education and Certification proposes these principles:

  • Responsibility to the Profession
  • Responsibility for Professional Competence
  • Responsibility to Students
  • Responsibility to the School Community
  • Responsible and Ethical Use of Technology

After reading all of this, what would be on proverbial “ethics test?” Well, can you answer questions like these?

  • How do ethics inform a teacher’s personal and professional actions?
  • What does it mean to be a “moral exemplar” or “role model” in the community?
  • What are the professional expectations for working with diverse populations of students, parents, and colleagues?
  • How should teachers handle social media and other electronic interactions with students?
  • Do you see yourself as a potential “friend” or “confident” of the music students in your classes?
  • Is it okay to accept personal gifts from students, their parents, or music vendors who do business with your school… or to give presents to students for no educational reasons?

For the last two questions, the response should be a resounding NO!

 

fiduciaryHere’s another query. What five groups of people are both “professionals” and “fiduciaries…” and have a legal responsibility to serve the best interests of their “clients?” The answer is… doctors/nurses, lawyers, counselors (both mental health and investment), the clergy, and… teachers.

singer-84874_1920_BEPAlthough teachers seem to be the only one of these who DO NOT have formal pre- or in-service ethics training, and our “charges” represent a “captive audience,” our duty is clear: to act as a fiduciary for our students’ best interest, and to create and maintain a safe environment for them at all times.

The keystone of “right or wrong” and what your mother always said was “behaving appropriately when no one is watching you” are all about professional ethical standards that guide decision-making. The work of Troy Hutchings (among other leaders in this field) helps to further clarify these sometimes-blurred definitions:

Personal Morality: “Personal values and beliefs derived from one’s life experiences… subjective and may/may not align with community mores.”
Regulations of Law: “Policies, statues, and judicial activity that articulate conduct absolutes.”
Professional Ethics: “Professional ethical standards that assist practitioners within situation and systemic contexts in choosing the best course-of-action.”
Professional Dispositions: “Agreed-upon professional attitudes, values, and beliefs to be held by educational practitioners.”

For a comprehensive review on “Ethics for Music Educators,” please visit these links:

All of these are available at https://paulkfoxusc.wordpress.com/category/ethics/.

At this point, if most of this makes you feel uneasy or uncertain, then perhaps it is time to switch majors and look into pursuing another line of work!

yin-yang-1410178_1920_Printoid.png

Philosophy

Have you written your personal philosophy of music education?

Regina Zona wrote in her article, “For Teachers: Writing a Music Teaching Philosophy Statement” that a music education philosophy statement is “a way to connect on a personal level to your students (current and potential) by stating who you are as a teacher (your beliefs and ideals), how you do what you do, and how that positively impacts the study of music.” If you have not completed your philosophy, here are her essential questions to guide your thoughts:

  • music-2323517_1920_davorkrajinovicWhat do you believe about teaching?
  • What do you believe about learning? Why?
  • How is that played out in your studio/class?
  • How does student identity and background make a difference in how you teach?
  • What do you still struggle with in terms of teaching and student learning?

She adds, “If you are having a hard time answering these questions, maybe because you haven’t been teaching very long, think on a teacher who made an impact on you (positive or negative), your education, your life. How did they communicate? Did they have passion for their work and if so, how did they express that passion? What were their methods of imparting the information?”

Read Zona’s entire blog-post at http://musiclessonsresource.com/writing-a-teaching-philosophy-statement.

Borrowed from the esteemed colleague and CEO of MusicFirst, Jim Frankel, is the introduction to many of his music education technology sessions, the foundation for teaching music in the schools:

  • What is your personal mission? Why?
  • What is the role of music in a child’s education?
  • Are we creating performers, theorists, teachers… or lifelong music lovers?

If you are looking for sample philosophical statements, there are many “out there” on the Web. Here are several of my favorites:

isolated-3061649_1920Take time to peruse these and others. Most of these sites also offer excellent examples of personal branding and marketing of the prospective job hunters’ experiences, skills, and achievements… material for our next blog on this topic.

Future blogs in this series will continue with a focus on these concepts:

  • Moving from “Book Learning” to “Practical Application”
  • Cultivating a Mentor or Two
  • Personal Branding
  • Engagement
  • Networking

 

orchestra-2770149_1920_ernestoeslava

PKF

© 2018 Paul K. Fox

 

Photo credits (in order) from Pixabay.com: “tutor” by nrjfalcon1, “music” by brendageisse, “idea” by RobinHiggins, “woman” by RobinHiggins, “young” by RobinHiggins, “singer” by BEP, “ying-yang” by Printoid, “music” by davorkrajinovic, “isolated” by RobinHiggins, and “orchestra” by ernestoeslava.

 

T-Minus Three Years… and Counting!

Countdown to a Smooth and Satisfying Retirement

KONICA MINOLTA DIGITAL CAMERA

Are you retired, retiring this year or next, or thinking about “Crossing the Rubicon” to post-employment bliss over the next three or more years?

According to Ken Dychtwald, psychologist, gerontologist, and CEO of Age Wave, research on aging, health, and work issues defines five stages of retirement:

  • Stage 1: Imagination (5 to 15 years before retirement)
  • Stage 2: Anticipation (1 to 5 years before retirement)
  • Stage 3: Liberation (first year of retirement)OLYMPUS DIGITAL CAMERA
  • Stage 4: Re-engagement (1 to 15 years after retirement)
  • Stage 5: Reconciliation (ages late 70s and early 80s)

As reported by USA TODAY at https://www.usatoday.com/story/money/personalfinance/2014/10/12/five-stages-of-retirement/16975707/, these first three stages provide opportunities to rethink, recharge, reinvent, and even retool new ways to redefine one’s life-purpose and meaning, become productive, and begin that new chapter in their lives. The studies emphasize the need for the famous Boy Scouts’ motto – “be prepared” – and you should start reflecting on “what you are going to be when you grow up” at least three years prior to “the big day!”

Many people want to continue to work. In fact, 72% of pre-retirees, age 50 and older, say they want to keep working after they retire, according to a recent survey sponsored by Merrill Lynch in partnership with Age Wave. Almost half (47%) of current retirees either are working, have worked, or plan to work in retirement, the survey found.

Many people also want to devote more time to their family and friends. Some want to continue to learn, and others want to enjoy their favorite hobbies and develop new ones…

— Ken Dychtwald

The bottom line is, as suggested in “Retire Happy – What You Can Do Now to Guarantee a Great Retirement” in the USA TODAY/Nolo Series by Ralph Warner and Richard Stim, prior to leaving the work force, you should make a concerted effort to anticipate “life after work,” including:

  • Cultivate interests outside work
  • Lead a healthier lifestyle
  • Revitalize family relationships
  • Spend more time with spouse
  • Embrace spirituality or meditation
  • Nurture friendships and make new friends.

 

old-couple-1429242

FIRST THINGS FIRST

So, are YOU ready to retire from full-time music teaching? Are you sure?

For me, I cry out HURRAY for the FREEDOM, and enthusiastically take on exploring raising puppies, home improvements, more personal music making, conducting, writing, photography, community service, and volunteer work. And, as you can imagine, my calendar is as full as it has ever been!

However, not all of our newly retired colleagues feel the same way… at least, not at first. It should be said that not everyone may be ready to retire. Often heard employment complaints aside, “be careful for what you wish!” In general, few are ambivalent about this transition… leaving the day-to-day highly pressured, detailed, “rat-race” most music teachers embrace to jumping into the wide-open horizons of new vision, focus, and directions. Recent retirees either love or hate this “passage.”

— Paul K. Fox

If you are not sure of your current mental and financial preparation for retirement, checkout “7 Signs It’s Time to Retire” at http://www.plannersearch.org/financial-planning/7-signs-its-time-to-retire, and equally as important, “Ten Signs It’s Not Okay to Retire” at http://www.investopedia.com/articles/personal-finance/021716/10-signs-you-are-not-ok-retire.asp.

Have you seen this quote by Dr. Robert P. Delamontagne from his book Retiring Mind (Fairview Imprints, 2010), which provides statistics that are actually a little alarming?

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.

— Dr. Robert P. Delamontagne

I also recommend taking the quiz, “Are You Psychologically Ready for Retirement?” at http://www.nextavenue.org/quiz-are-you-psychologically-ready-for-retirement/ from the book, Happy Retirement: The Psychology of Reinvention by Kenneth S. Shultz (DK Publishing, 2015), asking these five essential questions:

  1. How important is your job when it comes to getting a sense of life satisfaction?
  2. How many non-work activities do you have that give you a sense of purpose?
  3. How do you imagine your life to be once you stop working?
  4. How do you think retirement will affect your relationship with family and friends?
  5. How much energy for work do you have these days?

 

senior-portraits-2-1258401-loretta-humble

HAVE A PLAN

In the article “Are You Emotionally Ready to Retire?” published by the Wisconsin Medical Journal, Maureen E. Hansen illustrates the need for an “emotional retirement plan.” (Please visit https://www.wisconsinmedicalsociety.org/_WMS/publications/wmj/pdf/103/4/53.pdf).

The transition from a structured to an unstructured lifestyle can be unnerving if you are not prepared. When our clients retire, they often feel as if they are on vacation for the first month or so. After that, the realization that they are not returning to work starts to sink in. This is when anxiety can creep in. However, the process of adjusting can be far less stressful if you establish a plan well in advance.

— Maureen E. Hansen

She emphasizes that both financial and non-financial aspects of retirement need to be addressed. “Long before your going-away party at the office, you need to decide what you want for your retirement—leisure time, volunteer work, establishing a legacy?” Here are her several key issues to consider:

  1. Set lifestyle goals.
  2. Build a network.
  3. Consider your spouse’s feelings.
  4. Live your dream.

From Bankrate (http://www.bankrate.com/retirement/10-things-to-do-before-you-retire/), here is a checklist of considerations you should revisit as often as necessary before taking the retirement plunge:

  1. Prepare a balance sheet
  2. Get rid of debt
  3. Conduct a house check
  4. Assess life insurance needs
  5. Think about long-term care insurance
  6. Consider variable annuities
  7. Oversee estate planning
  8. Ditch college expenses
  9. Look at the big picture with a planner
  10. Prepare a budget

The Internet is deluged with a multitude of recommendations on retirement prep. Here are couple more to peruse at your leisure:

 

senior-portraits-1-1258399-loretta-humble

DOWN TO MORE SPECIFICS

In the August 26, 2017 PMEA Retired Member Network eNEWS, I shared the link to the AARP blog-post “10 Steps to Get You Ready for Retirement” at http://www.aarp.org/work/social-security/info-05-2011/10-steps-to-retire-every-day.html, with the following “executive summary” (but be sure to read the entire article for the detail):

  • Step 1: Define Your Retirement
  • Step 2: Take Stock of Your “Assets”
  • Step 3: Evaluate Your Health – Now
  • Step 4: Determine When to Collect Social Security
  • Step 5: Network Through Social Media & Other Methods
  • Step 6: Decide How Much You Want (or Need) to Work
  • Step 7: Create a Retirement Budget
  • Step 8: Find New Ways to Cut Your Expenses (Start Saving More)
  • Step 9: Prepare for the Unexpected
  • Step 10: Stick to Your Plan

I also offered my (now) “top-seven tips” for getting ready to “living the dream” for future PA music educator retirees:

  1. Download the Ultimate Retiree Resource Guide and peruse the myriad of contributions by “true experts in the field of retirement” posted on the PMEA retired member website: https://www.pmea.net/wp-content/uploads/2014/10/ultimate-retiree-resource-guide-111717.pdf.
  2. Scan through the plethora of other blog-posts at https://paulkfoxusc.wordpress.com/for-retirees/ and the official PMEA Retired Members’ website: https://www.pmea.net/retired-members/.
  3. Purchase a book or two by the “masters” of retirement transitioning (check out these authors and others from the sources above: David Borchard, Julie Cameron, Robert Delmontagne, Dave Hughes, Steven Price, Kenneth Shultz, Hyrum Smith, Verne Wilson, and Ernie Zelinski).
  4. Family Meeting: If you are married, sit down with your spouse (with no distractions) and map out the essential “who, what, when, where, and how” of retirement. Are you both ready to venture into your “golden years?” Are you and your wife/husband on the same page?
  5. dad-1-tommi-gronlundPSERS (PA pension fund) Planning: 12 months or more away from your projected retirement date, attend a “Foundations for Your Future” program (even attend it more than once), and request a retirement estimate (form PSRS-151), after which you will need to schedule the all-important “Exit Counseling Session.”
  6. Make an appointment with an estate planner, elder attorney, and/or financial advisor (probably all three). Bring a copy of your bank and investment statements, PSERS reports, social security, annuities, and insurance documents. You may need help in determining which PSERS “plan” to adopt. While you’re at it, update your will and other legal documents.
  7. To stay “connected” with your professional associations (e.g. Pennsylvania Music Educators Association and National Association for Music Education), be sure to update your personal profile at “headquarters” with your personal (not school) email address. Continue to participate in music and education, and reap the benefits of significantly discounted retired membership dues and conference registration fees. See the blog-post “PMEA in Retirement – What’s in it for Me?” at https://paulkfoxusc.wordpress.com/2016/12/15/pmea-in-retirement-whats-in-it-for-me/.

Finally, if you have not done so, I encourage you to revisit my last retirement blog-post   (https://paulkfoxusc.wordpress.com/2017/08/03/new-dreams-and-horizons/). Review those six essential things to do when you are a couple years “out” from making that “great leap to freedom,” solid advice from TIPS – Retirement for Music Educators book by Verne A. Wilson (MENC 1989), and to learn more about “nipping in the bud” those pesky retirement conundrums:

  1. Self-Identity and Change
  2. Free Time?
  3. Energy and Fortitude
  4. Losing Control and Perpetual Care

Yes, planning ahead makes all the difference. On this topic, our last inspiration also comes from TIPS – Retirement for Music Educators.

If you were planning to spend the rest of your life in another country, you would want to learn as much about it as possible. You would read books about the climate, people, history, and architecture. You would talk to people who had lived there. You might even learn a bit of its language. Old age is like another country. You’ll enjoy it more if you have prepared yourself before you go.

— B. F. Skinner and Margaret Vaughn

Best wishes for a happy retirement!

senior-portraits-4-1258408-loretta-humble

PKF

© 2017 Paul K. Fox

 

Photo credits from FreeImages.com (in order): “Happy Days” by Crissy Pauley, “Senior with Red Wine” by Walter Groesel, “Hour-Glass” by Aleksandra P., “Old Couple” by Ricardo Santengini, and “Senior Portraits 2” by Loretta Humble, “Senior Portraits 1” by Loretta Humble, “Dad 1” by Tommi Gronlund, and “Senior Portraits 4” by Loretta Humble.