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

Becoming a School Music Educator

[A quick summary, portions reprinted from the April 17, 2019 posting on LinkedIn: https://www.linkedin.com/pulse/becoming-school-music-teacher-paul-fox/]

One of my goals after retiring from 35 years as an educator and administrator in the public schools was to reach-out to college music education majors and offer some tips and techniques for preparing for this honorable career.

I have assembled a library of blog-posts on a variety of topics at my website (https://paulfox.blog/), and invite you to peruse the section “Becoming a Music Educator” at https://paulfox.blog/becoming-a-music-educator/.

If you are a junior or senior in college, assigned to field experiences or student teaching, or a recent graduate or transfer looking for a job or otherwise unemployed, I hope I can help you!

Please review the following categorized outlines of links to articles and other resources.

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Student Teaching

First stop: Tips on Student Teaching.

Also check out these past issues of PMEA Collegiate Communique:

 

“Secrets” for that First Year

  1. maestro-3020019_1920_mohamed_hassanDiscounted NAfME + PMEA first-year membership: only $90. (If you are a recent college graduate in your first year of teaching, or if you are the spouse of a current or retired NAfME member, contact NAfME at 800-336-3768 or email memberservices@nafme.org) to find out if you qualify for a reduced rate.
  2. PMEA Mentor or other state’s MEA support program for new teachers.
  3. R3 = Retiree Resource Registry for PA music teachers.
  4. PMEA Webinars.
  5. NAfME Academy of numerous videos (only a $20 annual subscription).
  6. Professional development credits just for reading an article in NAfME Music Educators Journal
  7. Model Curriculum Framework (Have to be a PMEA member)
  8. What a deal! PMEA summer conference  as little as $30/person. Check out your own state’s MEA discounts and offers for collegiate members and new teachers!
  9. Numerous helpful blog posts from NAfME Music in a Minuet and paulfox.blog.

 

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Everything… Including the Kitchen Sink

Check out the online resources on the PMEA Council for Teacher Training, Recruitment, and Retention website, free/open to all music teachers. Especially take note of the supplemental links on a variety of topics posted here.

 

Job Seekers

A summary of my re-occurring themes on marketing your professionalism and a few “pet peeves” include the following:

  1. Create a multi-media digital portfolio, video recording excerpts of your memorable solo, chamber, and ensemble performances, teaching experiences, and other opportunities you have had in working with children of all ages. To the interviews, bring both a printed version and jump drive (the latter to leave with the screening committee) of these artifacts and a list of your other activities, awards, accomplishments, mission/vision, transcripts, music education and class management philosophies, recommendations, etc.
  2. Take the time to assemble “the stories of your life, work, and teaching experiences” (both successes and the “glitches” or “snags” along the way which you had to resolve) that demonstrate your competencies, relationships with students, personality traits, acquired skills, problem-solving, and maturity.
  3. woman-613309_1920_jsotoBring to any employment screening your resume, business card, and an e-portfolio referencing a professional website which archives everything in #1 and #2 above.
  4. Avoid one-word responses or short answers to most interview questions. Instead, seek ways to incorporate the anecdotes you have made ready at your fingertips (#1 above) that model those characteristics a prospective employer is seeking in a music teacher.
  5. If you want to be the one “in control” of the possible jobs that may come your way, avoid marketing your skills as a “music specialist” (e.g. band director or elementary music teacher). Most degree programs prepare the students for teaching certification in “Music Grades Pre-K to 12.” If you are looking to expand your opportunities, don’t limit your capabilities or options upfront. You CAN teach all forms and levels of music!
  6. music-818459_1920-thedanwClean-up and curate your social media sites, treating your Facebook pages as another “personal branding resource.” Experts recommend that “your profile information should reflect integrity and responsibility… 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, and models… great communication skills.” Source: https://paulfox.blog/2019/03/01/collegiates-clean-up-your-social-media/.
  7. How to your get to Carnegie Hall? Practice, practice, practice! How do you ace your interview? Practice, practice, practice! Put yourself through “mock interviews” and record and later assess your “performance.” Sample questions are posted at my blog-site.

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 Collegiates, welcome to the profession!

“Break a leg” at your employment interviews!

PKF

 

Photo credits in order from Pixabay.com:

 

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© 2019 Paul K. Fox

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.

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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

3 Exit Lanes to Self-Help Retirement Guides

For Transitioning to a Happy, Healthy, and Meaningful Retirement, These Books Should Be REQUIRED Reading!

3arrowsI submit there are basically three ways to learn something new by reading about it. One is the tutorial format, a.k.a. an instrument of “programmed learning.” Another approach is the comprehensive reference manual or user guide. Finally, many people prefer a narrative story, perhaps a fictitious account that features characters exploring and revealing insights on the topic you are studying.

Do you recall the first time you had to learn a complicated new computer application? After installing it to your computer and some initial nail-biting, you trotted down to the bookstore to purchase “something” to teach you Corel WordPerfect for DOS or Adobe Pagemaker for Mac (two historic examples that are no longer available today). Usually, you were greeted with a choice… a comprehensive user manual or a tutorial workbook!

I am applying this concept to three mini book reviews of preparation for retirement. All you have to do is select your favorite “learning style.”

ZelinskiIf you were looking for the reference manual, I recommend Ernie Zelinski’s How to Retire Happy, Wild, and Free (2016). The chapters are laid out by general concepts you need to understand. However, as in many user guides, you could turn to almost any page in the volume, jump around (in any order) to specific areas on which to focus, e.g. tips on travel (page 165)  to health/wellness (page 109), and not lose the overall meaning.

How to Retire Happy, Wild, and Free is one of the most easy-to-read and humorous publications on the market and best resources for a frank discussion of the emotional aspects of coping with retiree life-style changes/altered expectations, and finding creative new ways to self-reinvent and thrive. Quoted from the book’s Preface:

Retirement can be both exciting and demanding, bringing new challenges, new experiences, and new uncertainties. Regardless of how it turns out, retirement normally turns out far different from what people first envision. For some, it is a big disappointment. For others, it is merely a big annoyance. And still for others – much to their delight – retirement becomes an opportunity to live life like never before.

Here is Zelinski’s Table of Contents:

  • Chapter 1: Thank Heaven for Retirement!
  • Chapter 2: Retirement – A Time to Become Much More Than You Have Ever Been
  • Chapter 3: So Many Worlds, So Much to Do!
  • Chapter 4: Take Special Care of Yourself – Because No One Else Will
  • Chapter 5: Learning Is for Life
  • Chapter 6: Your Wealth Is Where Your Friends Are
  • Chapter 7: Travel for Fun, Adventure, and More
  • Chapter 8: Relocate to Where Retirement Living Is Best
  • Chapter 9: Happiness Doesn’t Care How You Get There

Angled Open Book

The tutorial’s approach is a logical progression of chapters/how-to sections that must be read and completed in order. There are often worksheets, exercises, or activities to complete at the end of each chapter. The hierarchy of these “units” build a sequential set of competencies for which you must master one by one, a prerequisite before going on to the next section. Julia Cameron’s book It’s Never Too Late to Begin Again (2016) is a perfect example of this method. Actually, it is based on her earlier work, The Artist’s Way (also a tutorial), plus 25 years of teaching artists to “unblock their creativity” using her tools “Morning Pages” (stream-of-consciousness writing) and “Artist Date” (reserved weekly block of time to nurture your creativity). Perhaps both editions should be consumed/and worked chapter by chapter.

In It’s Never Too Late to Begin Again, Cameron’s introduction sets the tone for her “lessons” on “defining and creating the life you want to have as you redefine and recreate yourself.”

In this book you will find the common problems facing the newly retired: too much time, lack of structure, a sense that our physical surroundings suddenly seem outdated, excitement about the future coupled with a palpable fear of the unknown. As a friend of mine worried recently, “All I do is work. When I stop working, will I do… nothing?”

The answer is no. You will not do “nothing.” You will do many things. You will be surprised and delighted by the well of inspiration that lies within you – a well that you alone can tap. You will discover you are not alone in your desires, and that there are creativity tools that can help you navigate the specific issues of retirement.

quiet-read-1496189The contents of It’s Never Too Late to Begin Again are divided into a weekly course of study:

  • Week One: Reigniting a Sense of Wonder
  • Week Two: Reigniting a Sense of Freedom
  • Week Three: Reigniting a Sense of Connection
  • Week Four: Reigniting a Sense of Purpose
  • Week Five: Reigniting a Sense of Honesty
  • Week Six: Reigniting a Sense of Humility
  • Week Seven: Reigniting a Sense of Resilience
  • Week Eight: Reigniting a Sense of Joy
  • Week Nine: Reigniting a Sense of Motion
  • Week Ten:: Reigniting a Sense of Vitality
  • Week Eleven: Reigniting a Sense of Adventure
  • Week Twelve: Reigniting a Sense of Faith

Finally, in the usual Ken Blanchard inspirational style of creating characters that act out a story, the book Refire! Don’t Retire (2015) sets the stage for an easy-to-understand narrative, specifically how to “make the rest of your life the best of your life.”

the-story-1243694The fictitious “Larry and Janice Sparks” share anecdotes of their experiences, modeling potential opportunities of retirees enhancing their relationships, stimulating their minds, revitalizing their bodies, growing spiritually… basically rekindling passion in every area of their lives.

Co-authors Ken Blanchard and Morton Shaevitz relate their chance first meeting on a business trip:

“So what are you into and what’s new in your life,” was the beginning of our plane conversation. For the next fifteen minutes, we spoke with growing enthusiasm and animation. We talked about the things we were doing, and especially what we were excited about. When Morton mention he was working in the area of older adults and looking at aging from a new and different perspective, Ken piped up and said he’d been thinking about similar issues. The term he was using was “refire” – an attitude of embracing the years ahead with enthusiasm rather than apathy. At that moment, this book was born.

Their story, a “parable” on coming to grips with retirement, is organized in five sections:

  • The First Key: Refiring Emotionally
  • The Second Key: Refiring Intellectually
  • The Third Key: Refiring Physically
  • The Fourth Key: Refiring Spiritually
  • Putting It All Together

book-eyes-1251357You will notice that all three texts cover many of the same subjects, but are vastly different in methodology, style/design, and overall structure.

If you need additional ideas, I can also recommend these three fairly recent releases on retirement preparation:

  • Disrupt Aging: A Bold New Path to Living Your Best Life at Every Age by Jo Ann Jenkins, CEO of AARP (2016)
  • Happy Retirement – The Psychology of Reinvention: A Practical Guide to Planning and Enjoying the Retirement You’ve Earned by Kenneth S. Shultz (2015)
  • How to Survive Retirement: Reinventing Yourself for the Life You’ve Always Wanted by Steven Price (2015)

With a focus on music educator retirees, all of my past articles are archived on this blog-post: https://paulkfoxusc.wordpress.com/category/retirement-resources/.

Finally, feel free to peruse the ultimate retiree resource guide rev 071416,  a handout for the Pennsylvania Music Educators Association Summer Conference session entitled “Surviving and Reveling in Retirement,” which was held pages-1426262at the Seven Springs Mountain Resort in Pennsylvania on July 11-13, 2016.

More critical than any instruction manual for using a computer program that will likely “come and go” over a short period of time, making sense of the “awesome” passage to retirement and finding satisfaction and meaning in your “golden years” are essential. These 5-star rated books provide excellent insight in facing this issue squarely, and taking steps to plan for your retirement. I recommend getting your hands on and browsing all of these resources.

To sum it up, I will echo Ernie Zelinski’s final thoughts:

The way I see it, you will have attained true freedom in this world when you can get up in the morning when you want to get up; go to sleep when you want to go to sleep; and in the interval, work and play at the things you want to work and play at – all at your own pace. The great news is that retirement allows you the opportunity to attain this freedom.

KONICA MINOLTA DIGITAL CAMERA

PKF

© 2016 Paul K. Fox

Criteria for Selection of the “Ideal” Teacher Candidate

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

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

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The best way to prepare for a job interview is to become aware of how you will be judged in comparison with your peers. What are the standards (or behaviors or criteria) of outstanding teachers? For what are administrators looking to fill the vacancies and build/maintain a quality staff?

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

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

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

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

Effective teachers score low on…

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

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

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

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

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

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

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

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

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

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

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

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

The domains can be further broken down into…

danielsons_image_dom1-4

Domain 1: Planning and Preparation

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

Domain 2: Classroom Environment

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

Domain 3: Instruction

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

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

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

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

Domain 1: Planning

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

Domain 2: Classroom Environment

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

Domain 3: Instruction

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

Domain 4: Professionalism

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

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

Instructional

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

college-1241412Professional

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

Personal

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

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

PKF

© 2015 Paul K. Fox

This post is featured by Twinkl in their ‘Teaching Writing’ blog.

When It Comes to Getting a Job, “S” is for Successful Storytelling!

Thoughts on Marketing Yourself and Sharing Personal Anecdotes at Employment Interviews for PCMEA and Prospective Music Teachers

This article was submitted for publication in PMEA News – the state journal of the Pennsylvania Music Educators Association.

pmeaMany schools are implementing behavior-based interviews as the preferred method for screening and evaluating applicants. This approach seeks to highlight past performance, experiences, behaviors, knowledge, skills, and abilities that are job-related. Throughout this process, the concept of marketing oneself for employment consideration is based on two principal skill sets: branding yourself and storytelling. It is not about “bragging” or false modesty, although you cannot come on too strong or too weak at the interviews. However, it is everything about “getting noticed,” “making connections” with the interviewers, and demonstrating that you have “what it takes” and would be a “good fit” for their school district.

Not everybody is a good storyteller, but music educators are generally good performers. In preparation of their craft, musicians music-1237358routinely model their knowledge of music making – poise, professionalism, and self-confidence in front of an audience, critical thinking, problem solving and repetitive drill towards a smooth, well-organized, and well-practiced performance, and all of those essential concepts of form and analysis, rhythms, articulations, tempos, phrasing (breathing!), dynamic contrasts, interpretation, and expressiveness… many skills inherently needed in the storytelling.

questions-1151886According to Antigone Orfanos in “Interviewing Techniques: The Art of Storytelling” (http://therapycareers.about.com/od/JobHuntSkillsStrategies/a/Job-Interview-Techniques.htm), knowing the questions an interviewer may ask is much less important than mastering your storytelling skills. “Think of all of your past accomplishments. Try to create a list of the most important successes you have had in your career and personal life. These are the stories that you want to highlight when your employer meets with you. The most important successes are the ones that are most likely to make the biggest impression on a potential employer. Then, use metaphors, analogies, and humorous anecdotes to capture an employer’s attention.”

reading-statue-1528168It turns out that stories are a very powerful tool, as validated by Lily Zhang in “The Interview Technique You Should Be Using” (see https://www.themuse.com/advice/the-interview-technique-you-should-be-using#). Jennifer Aaker, professor of marketing at the Stanford Graduate School of Business, explains that “stories are up to 22 times more memorable than facts alone” and “we are wired to remember stories much more than data, facts, and figures.” Zhang expands on this. “Our brains are just more active when we’re listening to a story. In fact, if you can tell a good story, you can actually synchronize your listener’s brain with your own. You can literally share the experience with someone else. Talk about making a connection!”

Worth reading in depth, Zhang details in her article the steps towards better storytelling at interviews:

  1. Tell the punch line early.
  2. Give some context.
  3. Introduce the situation or challenge.
  4. Describe your specific actions.

OLYMPUS DIGITAL CAMERA

In “Interview Story Telling – Personal Branding Blog – Stand Out in Your Career” (http://www.personalbrandingblog.com/interview-story-telling/), Kevin Monahan predicts that you will be asked to “Share a time when…” or “Provide an example where…” which provides the perfect opportunity to tell a story. He recommends that stories need to have a beginning that sets the stage (provide the setting), action items (what did you do?), and final outcome (how did you achieve the goal or influence an outcome?). He shares, “During one interview session, I was asked what my first job was. I could have told them in five seconds that my first job was a paper route when I was ten years old. Instead, I told a story.” He narrated a more detailed explanation on getting to know his customers, learning their individual preferences, and developing a connection with each of them… leading to better service and greater business generated.

Monahan concludes, “The key… is to connect the story to a desired skill set needed for the position. By relating the stories and examples back to the core competencies of the job, I communicated an image instead of just providing answers to questions.”

An available self-assessment of your storytelling performance skills is available at http://www.storyarts.org/classroom/usestories/storyrubric.html. Using Heather Forest’s rubrics on her website “Storytelling in the Classroom,” you could make and lady-1580621then evaluate a video recording of a “mock interview,” asking yourself in front of a camera common questions like the following:

  1. What are your greatest personal strengths (and weaknesses)?
  2. What techniques would you use to motivate (or discipline) students?
  3. Describe your educational philosophy.
  4. How would you assess the learning in your classroom?
  5. Who had the greatest influence on you becoming a teacher and why?
  6. What are your career objectives?

During the panel discussion “Ready to Hire: Interview Strategies for Music Educators” at the 2013 PMEA Annual In-Service Conference in Erie, PA, colleagues Susan Basalik, J. Howard Baxter, Susan Metelsky, and moderator Scott Sheenan were generous in providing supplemental materials, including sample questions and other tips for excellent interview (and story) preparation. These handouts are still available online at http://www.uscsd.k12.pa.us/Page/6361.

One final thought comes from Beth Kuhel in “The Secret to a Successful Interview: Great Storytelling” in the April 17, 2014 online article of U.S. News and World Report. In a TED Talk, “Toy Story” movie co-writer Andrew Stanton says that “a great story comes from using what you know, capturing a truth from experiencing it, and from expressing values you feel deeply.” He suggests, “You allow the listener to make his own deductions about you from the story. That is, don’t come out and say you’re collaborative, adaptable or anything – you tell a story that convinces your listener you possess these traits.” Stanton concludes that a well-told tale grips, excites, and engrosses.

preschool-hands-on-activities-1565836In summary, it is important to apply your skill in storytelling to employment interviews. Provide thoughtful, professional, and firm answers in response to the interviewer’s questions. Back up your statements with specific examples. Share the outcome or solution to a specific problem. Summarize to emphasize your strengths. Make yourself “stand out” as you tell stories about the challenges and triumphs you faced in life. Interconnect and relate these anecdotes proving your skills and experiences to the needs, goals, and values of the institution, employer, and position for which you are applying.

PKF

© 2015 Paul K. Fox