MALI Teacher Leader Story: Lori Spruce

Visual Art Educator

This is one of several blog posts in 2018 that include stories of the Maine Arts Leadership Initiative (MALI) Phase 7 Teacher Leaders and Teaching Artist Leaders. This series includes a set of questions so you can learn a little bit about each leader. CLICK HERE  for more information on MALI. CLICK HERE  for more information on the 93 Teacher Leaders and 8 Teaching Artist Leaders.  CLICK HERE  for Arts education resources. CLICK HERE  for the MALI Resource Bank. Search in the “search archives” box on the bottom right side of this post for past teacher leader stories.  Thank you Lori for sharing your story!

Lori Spruce has been teaching visual art to grades 9-12 at Brewer High School for the past 10 years.  She currently teaches Art 1, Honors Art 1, Graphic Design, Photography, Advanced Photography, Painting, Advanced Art and AP Studio Art. In the past Lori has taught printmaking and sculpture. In addition, Lori is the department curriculum leader. 

What do you like best about being an art educator?

I like empowering students through the study of art by assisting in their discovery of meaning in the visual world around them. I feel that being an art educator helps students make connections between intellect and emotion through the communication of ideas generated from that experience. It’s exciting to watch that happen and to see them make those connections in other areas of their life and learning.

What do you believe are three keys to ANY successful visual and performing arts education?

Lori with AP student caricature study (of Lori)

I believe that the three keys to any successful visual arts education program are:

1. to promote the discovery of new knowledge through creative activity,
2. to motivate learners by considering the interests and activities of the particular age group I am working with, and
3. to instill empathy by encouraging learners to solve problems that connect to the larger world.

How have you found assessment to be helpful to you in your classroom?

I have found that the assessment I use in my classroom has helped my students understand their own growth as opposed to comparing themselves to others. Through reflection, my students better understand the artistic process that was involved in the end product rather then just the skill. I believe it gives them the opportunity to see where improvements can be made and therefore build on their own ideas. Also, I feel that my assessments emphasize the importance of how the mistakes they made, and hopefully overcame, ultimately contributed to the learning as well. So many art students are afraid to challenge themselves because of the fear of making a mistake and by having that be a part of the assessment process, I’ve noticed more learners letting go of that fixed mindset.

What have been the benefits in becoming involved in the Maine Arts Leadership initiative?

I feel the benefits of becoming a teacher leader through the Maine Arts Leadership Initiative has mainly invigorated me at a critical point in my teaching career. My school has gone through many changes in the past few years and sometimes that can be draining. Working with other arts educators, sharing stories and teaching practices, and then applying that to my own curriculum has motivated me not only in my classroom, but to share what I have learned with colleagues even outside of my content area. This past year, I have worked closely with our science department leader by attending a STEAM conference at the RiSE center at the University of Maine and worked on developing ideas for future projects. We now have common language that we use in our classrooms. Even some of the students have picked up on it. One recent student told the science teacher during instruction he sounded like “Mrs. Spruce”!

What are you most proud of in your career?

I am most proud of the visual art program that I have helped build at Brewer High School. Since I have arrived, we have designed and moved into a new art suite with three beautiful classrooms built to accommodate a diverse art curriculum including a new digital and traditional photography program and digital media classroom. We had to really advocate for the importance of this space and our program and I am proud that the community supported it.

What gets in the way of being a better teacher or doing a better job as a teacher?

Lori Spruce presenting a workshop with Tim Christensen at the MALI Mega in March 2018

Budgets, and time. In the above question I spoke of how proud I was that our community supported our new art suite. However since that project was approved, we have lost 1 ½ art teachers. Because of that, we offer less upper level electives then we used to which means students can’t always get in to the classes they want or need if they are interested in pursuing a career in art. It is not just our department affected by these budget changes but it still is hard to see happen.

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

I have twin boys, now young men, one of which has cerebral palsy. My son has a lot of physical needs and still lives at home with my husband and I. He has an amazingly busy life that requires much of our assistance. I went back to school to get my art teaching certification when my boys were in elementary school. I started teaching full time when they were in high school. I can say for sure that supporting my family and their needs along with starting a new career took a lot of energy and commitment. I can also say that so much of that experience has contributed to the type of educator I am today.

Look into your crystal ball: what advice would you give to teachers?

Lori making art at the MALI summer institute

To continue making art and taking courses. I could use the ‘making art more’ advice myself. I find it really hard to find the time but in the rare event that I do, I am so much calmer and patient with my own students. Remembering what it is like to be a student and take part in a creative process is important. A few years ago I committed to a collaborative art show with one of my AP students. I regretted it the minute I said yes but I knew there was no turning back. It was one of the most amazing experiences and it meant so much to my student. After it was over, I got an incredible thank you letter from him. It was worth every minute I stressed over preparing artwork for it!

If you were given a $500,000.00 to do with whatever you please, what would it be?

Hmmmm….boy I think this has been the toughest question. I would have to say that I would like to bring back the art position that we lost. Our classes are much larger now and we are unable to offer as many upper level electives which are really important in a high school visual arts program. I have to teach more preps which makes it harder to focus on curriculum development. This past year I have spent much of my teacher leadership working on arts integration at the high school level. With another position, I’d love to see an arts integrated or design thinking class where students can combine content areas to come up with solutions to real world problems.

Imagine you are 94 years old. You’re looking back. Do you have any regrets?

I’m pretty politically active but I always wish I had done more. Especially when I see decisions made that I don’t agree with or that negatively affect our students and our schools. It’s so important to education, our environment, our communities and beyond!

MALI Teacher Leader Story: Hope Lord

Visual Art Educator

This is one of several blog posts in 2018 that include stories of the Maine Arts Leadership Initiative (MALI) Phase 7 Teacher Leaders and Teaching Artist Leaders. This series includes a set of questions so you can learn a little bit about each leader. CLICK HERE  for more information on MALI. CLICK HERE  for more information on the 93 Teacher Leaders and 8 Teaching Artist Leaders. CLICK HERE  for Arts education resources. CLICK HERE  for the MALI Resource Bank. Search in the “search archives” box on the bottom right side of this post for past teacher leader stories. Thank you Hope for sharing your story!

Hope Lord has been the Art & Design teacher for 300 grades 6 through 8 students at Maranacook Community School for the last 7 years. She also teaches and inspires 16 gifted and talented art students and is the co-advisor for the school’s yearbook. Prior to that Hope taught in RSU #38 for 19 years, 12 as a special education teacher.

What do you like best about being an art educator?

It’s wonderful when I see my students make connections between art & other content areas. I love watching my students take risks in their art and grow as artists. I enjoy being surrounded by young artists and presenting them with opportunities to explore, develop, challenge, and create art. The best part of being an art educator is witnessing a student’s success, as they become and see themselves as artists.

What do you believe are three keys to ANY successful visual and performing arts education?

Three keys to a successful visual arts education program are creativity, perseverance, and collaboration.

1. First of all, creativity is important because an arts educator is always looking for creative inspiration for new lessons and challenging their students to innovate and take creative risks in their artwork. Art educators also have to be creative in obtaining the resources they need for their art classrooms and for adapting materials and lessons to challenge and meet the needs of all their students.
2. Perseverance is also key to successful arts education. The process of creating art requires the artist to experiment, revise, and rework their art numerous times. Students need to learn perseverance because students often experience failed attempts in communicating their message or executing their design. By encouraging students and supporting them through the revision process, students learn to persevere and develop a life-long skill. Perseverance not only helps students become artists, it also helps them work through any difficult task they face in school and future careers.
3. The final key to a successful arts program is collaboration. Seeking and receiving feedback and collaboration is crucial in planning, developing, and creating artwork. When students collaborate they gain insight and new perspectives that they wouldn’t if working in isolation. Collaboration also challenges and inspires an art educator. Collaborating with other educators and community members enriches an art program, providing greater resources and connections that working alone cannot. Collaboration teaches vital 21st century skills that prepare students for life.

How have you found assessment to be helpful to you in your classroom?      

Quality assessment helps me understand how a student is learning and the degree to which they comprehend a concept. It also helps me plan my instruction based on concepts students need more instruction or may have misunderstandings and need clarification. Assessment also provides students feedback on their learning and how they can improve their work. 

What have been the benefits in becoming involved in the Maine Arts Leadership initiative?

MALI has provided me the support, encouragement, and skills I needed to become an arts leader in my school, district, and state. I have the confidence to take creative risks in my teaching. My teaching has improved because of those risks and the collaboration with teachers throughout my district. My professional growth has enabled me to become an arts education leader and mentor to new teachers in my district. Additionally, I have the confidence to share my teaching experiences with other art teachers and receiving constructive feedback. MALI has been a great inspiration. 

What are you most proud of in your career?

I am most proud of the work I’ve done with some of my most challenging students. I love seeing these students grow creatively and find success in art, when they have not been successful in other content areas. As I watch their art confidence grow, I also see their self-esteem improve, and it warms my heart. I know the extra investment and encouragement these students need, is well worth the effort. Every student needs to feel they are good at something. I am proud that I have been able to assist students in finding success in art and also building their self-esteem.

What gets in the way of being a better teacher or doing a better job as a teacher?

The day to day politics of education interfere with being a great teacher. The increasing demands of our time and ever changing policies, hinders educators. The lack of support & funding for the arts from administrators, school boards, community, and legislators, all interfere with being a great teacher.

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

I have spent the last seven years developing an arts curriculum that is engaging and fosters creativity, collaboration, critical thinking, and communication, while connecting the arts to other content areas. It is hard work and requires continuous revisions and alterations, as I teach each group of students. When a well planned and integrated art unit is executed, it seems effortless. However, it requires numerous hours of planning, research, collaboration, and support.

Look into your crystal ball: what advice would you give to teachers?

I would tell them to trust their instincts and take risks. Share your ideas with colleagues and get feedback and support to act on those ideas. Reach out to your community and colleagues throughout the state for resources and support to bring your ideas to fruition.

If you were given a $500,000.00 to do with whatever you please, what would it be?

Making drums at the MALI Summer Institute, August 2018

I would take some of the money to build a new art and design studio and gallery at my school. I would also establish a grant that would be available to art teachers to help fund art materials and equipment, field trips, and artists in residence programs throughout Maine.

Imagine you are 94 years old. You’re looking back. Do you have any regrets?

My only regret would be that I didn’t start my teaching career as an Art Educator. Even though I enjoyed the challenges and successes of a Special Education teacher, I wish I would have taught Visual Arts from the beginning. I would still have had the opportunities of teaching students with special needs, but through the arts lens. Teaching art and mentoring young artists has been very rewarding and my only regret is I didn’t start sooner.

Another Teacher’s Story: Kate Smith

MAAI Teacher Leader series

This is the first blog post for 2015 on the Phase 4 Maine Arts Assessment Initiative’s (MAAI) Teacher Leaders sharing their arts teachers’ stories. This series contains a set of questions to provide the opportunity for you to learn from and about others.  You can learn more about MAAI at http://mainearts.maine.gov/Pages/Education/MAAI# and learn more about all 61 of the MAAI Teacher Leaders at http://www.maineartsassessment.com/#!teacher-leaders/c1qxk.

Kate Smith is an elementary music teacher at Central Elementary School in South Berwick where she teaches 400 students in PreK through third grade. PreK students receive half a year of music, 30 minutes a week. Kindergarten receive 30 minutes a week and First through Third Grade receive 50 minutes a week. Kate also offers second and third grade chorus during January and February for 30 minutes a week. Prior to teaching at Central, Kate was the Music Director at Presentation of Mary Academy, a private all-girl high school in Methuen, MA. Kate received her bachelor’s degree from USM in 1998 and her Master’s in Technology in Education from Lesley University in 2011. Kate is the Outdoor Classroom Coordinator at her school and the 2014 York County Teacher of the Year and the 2015 District 11 VFW Teacher of the Year.

What do you like best about being a music educator?

The joy on the children’s faces each day as they experience music in its many forms.

What do you believe are three keys to ANY successful visual and performing arts education?

1.  Highly trained passionate and effective educators.
2.  A well planned curriculum with meaningful objectives
3.  Support from the administration, staff and community. Support should come not only in the form of adequate funding but also through parent involvement and authentic opportunities for collaboration and integration with peers. The Arts MUST have a place at the table.

How have you found assessment to be helpful to you in your classroom?

Assessments tell me where we are and inform my next destination. Without them I am left to guess (or worse, assume) that students understand and can perform the content. Frequent assessment assures me they still remember or allows me to fill in the gaps. I refer to my favorite form of assessment as “dipstick” assessments, kind of like checking the oil in your car. Quick, easy and essential. Student centered assessment and proficiency based assessment mean the kids know I am with them to the end. I am going to differentiate until I find the right method for their learning style and I am not going to quit until they have met their objectives.

What have been the benefits in becoming involved in the arts assessment initiative?

There are so many benefits!!! For one, the teacher leaders are like one big family. Everyone is incredibly helpful and supportive. There are many readily available resources through the initiative that take the guess work out of creating authentic, effective assessments. Best of all, it is a “Judgement Free” Zone. Everyone realizes no journey is the same. We have all received vastly different levels of professional development through our individual districts, and that’s okay The point is to move forward from wherever you find yourself through the arts assessment initiative.

What are you most proud of in your career?

My students. My growth as a teacher too. I am constantly learning and willing to take risks.

What gets in the way of being a better teacher or doing a better job as a teacher?

Isolation. We are often the only music, art or drama teacher in our building. It’s really important that we find ways (and time!) to observe each other, collaborate with each other and share resources. Technology can make this possible, but we have to be willing to take risks, step out of our comfort zones and open ourselves to opportunities for powerful collaboration and personal reflection.

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

Relationships and connections. These include community members, parents, staff, local businesses, our education foundation, local musicians, artists and past and present students.

Look into your crystal ball: what advice would you give to teachers?

Drink water. Eat breakfast. Go for walks. Build a PLC (personal learning community) comprised of exceptional Arts teachers . Read for pleasure. Go on vacations or staycations. Rest. Remember, you need to be at your best for these kids, they deserve it.

If you were given $500,000.00 to do with whatever you please, what would it be?

I would split it three ways-

1. a donation to our local education foundation
2. establish after-school Visual and Performing Arts classes, Culinary Arts programs, and Gardening classes for South Berwick residents ages 3-103.
3. a donation to Copper Cannon Camp, a free fresh air camp for underprivileged children, located in Bethlehem NH.

Imagine you are 94 years old. You’re looking back. Do you have any regrets?

I am a visionary. We don’t look back. My grandparents never stopped making a difference in other people’s lives. Even in their 90s. I intend to follow in their footsteps.

Another Teacher’s Story: Patti Gordan

Raymond Elementary School music educator

This is the sixth blog post for 2014 and the third phase of the Maine Arts Assessment Initiative of this series sharing arts teachers’ stories. This series contains a set of questions to provide the opportunity for you to learn from and about others. I had the pleasure of visiting Patti’s classroom last week; grade 5 and 6 strings and kindergarten general music class. It was a wonderful morning. I was reminded of the combination of skills it takes to be an elementary music teacher. The fast pace of the class, the attention to the needs of small children, and the energy level is truly amazing. All of this with music learning at the heart!

Patti Gordan has been teaching for 31 years, the past 30 of those years in Raymond.  For the last four years Raymond has been part of RSU#14, Windham/Raymond, so she now also teaches in Windham. During her 31 years she has taught K-8, General Music, Chorus, Band and Orchestra.  Her present assignment is K-4 General Music, 3^rd/4^th Grade Chorus and 5^th & 6^th Grade Orchestra. Patti is teaching approximately 350 students.

What do you like best about being a music educator?

 I love watching my students’ faces light up when they are feeling the joy of expressing themselves through music.  I love their enthusiasm and their eagerness. Music means everything to me and I love sharing that with my students.

What do you believe are three keys to ANY successful visual and performing arts education?

The most important key to success is be passionate about teaching and to continually improve my craft. I am always striving to learn. The second key to success is to have “decision makers” (administration, parents, school board) who are committed to providing best practice in arts education for our students. The third key to success is to have the time and resources necessary to provide best practice.

How have you found assessment to be helpful to you in your classroom?

Before I began authentic, individual assessment of my students’ singing skills in General Music class I assumed that most of my students could match pitch in their full singing range. After all, when I listened to the class as a group it sounded pretty good. When I started assessing them individually I was shocked to discover that approximately 25% of my students were carrying the rest of the class. I started using these individual assessments to inform my instruction and also started having the students do self-assessments of their singing skills so that they could make their own plan for improvement. The percentage of students who can match pitch in their full singing range has risen to 85% by the end of 3^rd grade.  I have expanded these methods to assessing their beat/rhythm skills and literacy skills as well.

What have been the benefits in becoming involved in the arts assessment initiative?

It has been very exciting to meet other arts educators with the same passion for improving their teaching and assessment methods. I have loved bouncing ideas off of the other teacher leaders and I come away with new energy and enthusiasm every time we meet.

What are you most proud of in your career?

I guess I’m most proud of always wanting to learn more about being a music teacher. I’ve never felt like I know all I need to know. If ever I’ve begun to feel that way I’ve always then gained a bit more wisdom to realize I still don’t know what I’m doing. I am also proud of helping 30+ years of students experience the joy of music. I now teach many children of former students and I am so happy when I hear those parents share fond memories of music class and when they express their happiness that I will be teaching their children.

What gets in the way of being a better teacher or doing a better job as a teacher?

I get frustrated when I hear lip service that the arts are just as important as math and ELA, that they’re “CORE,” but then are not treated as equal. The truth is that there is no way that any K-4 General Music teacher, no matter how expert, can give students a true, standards-based music education, using the Maine Learning Results or the new Common Core Standards, in 45 minutes per week.

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

From 2000 to 2010 I worked with a group of teachers and administrators at my schools that were dedicated to providing quality arts education programs to students in Raymond, through sufficient class time, resources and optimal schedules.  By 2010 students had music class twice a week for 45 minutes in grades K & 1, and 5 through 8, and once a week for 45 minutes plus a 30-minute chorus rehearsal, during the school day, for grades 3 and 4, and a remedial singing class in addition to their regular 45-minute General Music class for 2^nd graders who were having trouble finding their head voice or matching pitch. Sadly, since consolidation, some of that has been chipped away.

Look into your crystal ball: what advice would you give to teachers?

Keep learning! It’s the best way to stay fresh, prevent teacher burnout and give your kids the best possible experience.  Also, keep trying to make little improvements in your program. It can be overwhelming to look at your program as it is and think of what it should be. Plug away, bit by bit to improve the students’ experience and before you know it, 30 years later, your program will have grown by leaps and bounds!

If you were given a $500,000.00 to do with whatever you please, what would it be?

Too bad you can’t buy time. I’d get my masters degree, buy a bunch of small violins to give my 3^rd or 4^th graders a “pre-orchestra” experience, buy more puppets for General Music class (you can never have enough puppets.), buy some additional technology for the music room, pay some bills and take some trips (Scotland, Germany, camp across America).

Imagine you are 94 years old. You’re looking back. Do you have any regrets?

No. If you can’t fix it, regrets are a waste of time. Learn from the experience and don’t’ make the same mistakes again.  Make new ones.

I’ll probably be one of those little old ladies who gives music lessons and home baked cookies.

 

 

 

 

Another Arts Teacher’s Story: Linda McVety

 MSAD#61 Lake Region School District Music Educator

This is the fifth blog post for 2014 and the third phase of the Maine Arts Assessment Initiative of this series sharing arts teachers’ stories. This series contains a set of questions to provide the opportunity for you to learn from and about others.

Linda McVety is the K-5 general music and grade 3 literacy intervention teacher at MSAD #61, Laken Regiona School District. She has been teaching for 34 years and 25 in her present position at the Songo Locks Elementary in Naples. Population: 495 students.

What do you like best about being a music/art/drama/dance educator?

The best part about being an elementary music teacher is that I have the potential to reach children and give them the gift of music. When asked what I teach I always say “I teach children first.” I can have fun every day and give joy through music to children that may not have a lot of positive in their lives. I want my students to realize that they will have music throughout their lives.

What do you believe are three keys to ANY successful visual and performing arts education?

1. Support from administration and community
2. A teacher that believes in the importance of the arts in every child’s education
3. A teacher who understands the way children learn and can develop his/her lessons and assessments to reach most of her students.

How have you found assessment to be helpful to you in your classroom?

1. It helps to keep me organized and focused on the goals that I want to accomplish at each grade level
2. Rubrics help me empower my students to take ownership of their learning

What have been the benefits in becoming involved in the Maine Arts Assessment Initiative?

Sharing and communicating with arts colleagues has been invaluable. I have been able to see what programs are around the State of Maine and have a give/take relationship with my colleagues.

What are you most proud of in your career?

Watching students have that “aha” moment-that says “I love this music” or “I understand this music”. Showing my students my love for playing the cello.

What gets in the way of being a better teacher or doing a better job as a teacher?

1. All of the extra duties
2. Attitudes of people who only think of the arts as a “prep” time and not as a valuable part of the educational community
3. No enough time to plan and put valuable lessons together

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

Having 3 wonderful and successful sons is my #1 accomplishment!

Students that come to school because they love music class.

Look into your crystal ball: what advice would you give to teachers?

1. Learn discipline techniques but find a way to have fun
2. Learn and practice collaborating with classroom teachers-find the time to communicate with them
3. Find another arts colleague to bounce off ideas with and design lessons with-don’t keep yourself in isolation
4. Go to workshops created by other arts educators-never stop learning

 If you were given a $500,000.00 to do with whatever you please, what would it be?

 I would take a few students around the world to see music, art and dance in different cultures.

 I would buy instruments for students who could not afford them.

 Imagine you are 94 years old. You’re looking back. Do you have any regrets?

Sometimes I forgot to use music as my own saving grace and distressing mechanism. I don’t regret anything in raising my wonderful sons and giving them great educational opportunities, however I do regret not traveling to see more of the world.

 

 

 

 

Another Arts Teacher’s Story: Ashley Smith

This is the 36th in a series of blog posts telling arts teacher’s stories. The first 19 were told last year by the phase I Maine Arts Assessment Initiative teacher leaders. The series continues with the stories from the phase II teacher leaders. These posts contain a set of questions to provide the opportunity for you to read educators stories and to learn from others.

Ashley Smith has taught for two years at Brunswick High School where she is the Choral Director; she directs three choirs and teaches piano and guitar.

What do you like best about being a music educator?

My favorite part about being an arts educator is that I get to share my love of music with others who have the same passion. Growing up, my most memorable experiences were those created in the music classroom. It is such a joy to go to work everyday and create those same experiences for my students.

What do you believe are three keys to ANY successful visual and performing arts education?

1. Belief. Although there are many components to a successful arts program, this has proved to be the most important for me. You must first believe in yourself, you must believe in your students, and above all, you must believe in what you are doing.
2. Commitment. With so much to do and so many people to take care of, it is important to stay true to yourself. As a music educator you have the unique opportunity to create a program that is reflective of yourself and your philosophy. Hold true to your vision, and it’s impossible not to succeed.
3. Support. Nothing can be successful on it’s own. For any program to flourish, it needs the support of colleagues, friends, family, and community. Most importantly, it needs the support of your students. Support your students, and they will support you.

How have you found assessment to be helpful to you in your classroom?

Assessment in the music classroom is an amazing thing! No matter how you do it, assessing your kids keeps them accountable for learning the information and you accountable for teaching it. I’ve found that it doesn’t have to be in the form of a big written test or a large-scale project, it’s whatever works for me. Assessment has not only helped me to re-evaluate my teaching practices, but it has been a great way for my students to realize what they have actually learned. There is nothing better than having a student say, “I didn’t know I could do this!”

What have been the benefits in becoming involved in the arts assessment initiative?

The greatest benefit of joining the MAAI has been meeting so many passionate arts educators. It has been so encouraging to collaborate with other teachers who face the same challenges on a day to day basis. I am an infinitely better teacher for having worked with such devoted arts educators. It’s good to know I’m not alone!

What are you most proud of in your career?

My students. Their hard work and dedication never cease to amaze me. They continually go above and beyond what is expected of them and they truly embody my vision of what the BHS Choral Program should be. They have embraced me and my philosophy and they are always ready and willing to accept whatever challenge I throw their way. I learn something new from them everyday, and they are a continual reminder of why I love what I do. I couldn’t be more proud of all that they have accomplished in the past two years, and I greatly look forward to all of their future successes.

What gets in the way of being a better teacher or doing a better job as a teacher?

Honestly, being a teacher is what gets in the way of being a better teacher. There are so many tasks and duties to fulfill that the most relaxing part of the day is actually TEACHING. With so many things pulling us in different directions, it’s nice to know that our time in front of the students is really our time. It’s not the actual teaching part that we have to worry about, it’s everything else that goes along with it.

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

I must say that my biggest accomplishment has been the atmosphere that the students and myself have worked to create in the choral department here at BHS. I have always been a firm believer that the music classroom should be a place of mutual respect in which all students feel comfortable to express themselves freely. I have been lucky to learn alongside my students, working to create a space that fosters growth and creativity. I have found that the students take real pride in this environment, and they will work tirelessly to protect what they have worked so hard to create

Look into your crystal ball: what advice would you give to teachers?

You can do it! So often when you are teaching music or art you may be the only person in that discipline at your school, and as a new teacher that can be very overwhelming. There is no doubt that you are going to make mistakes, but that’s what it’s all about. We always encourage our students to take risks, and we have to push ourselves to do the same. Don’t lose sight of the big picture, you are doing what you love and you are making a difference.

If you were given a $500,000.00 to do with whatever you please, what would it be?

After our exciting riser collapse last week, I would have to say that my first order of business would be purchasing new risers for my kids! I would use the rest of the money  to travel with friends and family and to create opportunities for my students like the ones that I was lucky enough to have growing up.

Imagine you are 94 years old. You’re looking back. Do you have any regrets?

As a second year teacher, I can’t help but stress about the small stuff. I get so worried about doing everything right that I often forget to enjoy each moment as it is happening. At the end of each year, I find myself looking back and realizing just how lucky I am to have had such amazing experiences with so many amazing young people. Fortunately, I am far off from 94, and if this is my biggest regret than I daresay I have lived a pretty fulfilling life!

 

Another Arts Teacher’s Story: Drew Albert

This is the 34th in a series of blog posts telling arts teacher’s stories. The first 19 were told last year by the phase I Maine Arts Assessment Initiative teacher leaders. The series continues with the stories from the phase II teacher leaders. These posts contain a set of questions to provide the opportunity for you to read educators stories and to learn from others.

Drew Albert has been teaching at Maranacook Community High School in Readfield, Maine for two years. The high school serves about 400 students and Drew teaches both instrumental and vocal music.

What do you like best about being a music/art/drama/dance educator?

Certainly the most rewarding part of being a music educator is the students. It has proven to be an incredible experience to be their teacher. I feel such a sense of pride when they do something they thought they weren’t capable of, or when they realize a passion for music they might not have known they had.

What do you believe are three keys to ANY successful visual and performing arts education?

1. Collaboration and support. Everyone needs to work well together: teacher and student, parents and teacher, administration and teacher, student and student.
2. Vision. Setting goals for any program is the best path for growth, musically and otherwise. Reaching attainable benchmarks leaves myself and my students feeling accomplished, while also developing as both individuals and as a group.
3. Passion. I want my students to find their passion even if it isn’t for music. Students should feel they are in an environment where they are free to express themselves and create; to take risks and make mistakes; to learn, laugh and grow.

 How have you found assessment to be helpful to you in your classroom?

Assessment has been the biggest tool in guiding my teaching. Having to work with many students, all performing at various levels, I felt responsible for knowing each students’ strengths and weaknesses. Preparing meaningful individual assessments has prevented me from letting any of my students fall through the ‘proverbial’ cracks. More often than not, I found areas in which I needed improvement. Assessing my students on a regular basis provides me with an observation of my own teaching, which is especially important considering the busy schedules of administrators and colleagues. These assessments have been an invaluable tool in evaluating student progress from lesson to lesson.

What have been the benefits in becoming involved in the arts assessment initiative?

To be surrounded by so many incredibly supportive and passionate individuals has been the greatest benefit of the initiative. I have learned so much from everyone that I am able to use in my own teaching, and we have really had a lot of fun together!

What are you most proud of in your career?

Without a doubt, being fortunate enough to be hired by Maranacook High School my first year out of college. They trusted that I was the right person for the job, so I try my best everyday when I get to school.

What gets in the way of being a better teacher or doing a better job as a teacher?

Time, for sure. That’s a universal issue. More time for students and teachers. Our students have so many opportunities to take advantage of. Naturally, the majority want to be involved in as many activities as possible. It’s no wonder we run into scheduling problems! Sometimes the math team is missing from dress rehearsal, others times a track meet is scheduled for the same day as the big Memorial Day parade. We just have to do the best we can and usually things will fall into place.

I also find myself getting in my own way. It is very easy to over plan for a particular lesson. Creating a behemoth of a plan with an unnecessary and confusing set of directions, assessment, rubrics, scales, standards, bells, whistles and the kitchen sink. I have learned these past two years to keep things simple, succinct and meaningful.

What have you accomplished through hard work and determination that might otherwise appear at first glance to be due to “luck” or circumstances?

I felt very lucky to sign my first contract at my current school. The truth is, I’ve been very fortunate to work with many supportive, passionate people. From my high school music teachers to my professors at the University of Maine, they are the ones who got me to where I am today, as well as my colleagues, friends and family. I owe them thanks for inspiring me to work even harder.

Look into your crystal ball: what advice would you give to teachers?

Every once in a while, congratulate yourself! You work hard. You inspire your students. You get to school early. You stay at school late. You put on concerts and fundraisers. You create and motivate. You play music and paint and act and dance. You are pretty great!

If you were given a $500,000.00 to do with whatever you please, what would it be?

Pay off my sister’s student loans and mine. Then I would take my entire family on vacation: aunts, uncles, grandparents, cousins…the whole crew. The last time we did that we went to Disney World. I’m thinking maybe Vegas this time? With whatever was left I would buy lots of new toys like guitars, ukuleles, steel drums…you name it. And of course I would share them with my students!

Imagine you are 94 years old. You’re looking back. Do you have any regrets?

I would be pretty excited to see 94! There will always be regrets in my life and career. In the words of Henry David Thoreau, “Never look back unless you are planning to go that way”.

Thank you Drew for sharing your story!