Posts Tagged ‘proficiency based’

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Registration Open: MAAI Mega USM, Portland

October 30, 2014

University of Southern Maine, Portland, Mega-regional workshop, Friday, April 3, 2015 

The Maine Arts Assessment Initiative (MAAI) is once again offering Mega-regional workshops in five locations across the state of Maine during the 2014-15 school year. The workshops are being facilitated by the MAAI Teacher Leaders, different workshops scheduled for each location. Yes, you can register for more than one! 5.5 contact hours are being provided for all-day participation.

The five Mega dates and locations for the 2014-15 school year

  • Friday, March 6, 2015 Aroostook county

Registration is also open for Mega Mount Desert Island High School, Mega Oxford Hills, South Campus, and Mega UMaine, Orono.  It will be available for Aroostook county in the very near future.  MAAI is a program of the Maine Arts Commission.

The information for Mega USM, Portland is located at http://mainearts.maine.gov/Pages/Education/MAAI-Mega-Regionals-USM-2015#USM.

Once you read through the details, you can determine which workshop you’d like to attend for Session I and Session II. To complete your registration please click on this link http://survey.constantcontact.com/survey/a07ea1ghdq4i1s4snna/a014xi1tzgnbz/questions.

You can pay the $25 registration fee using PayPal or you can pay by sending a check made out to Maine Art Education Association and mail it to Maine Arts Commission, c/o Argy Nestor, 193 State Street, 25SHS, Augusta, 04333. You will find all of the information and details that you need when you register at the link above. Please contact me if you have any questions at argy.nestor@maine.gov.

Overall Workshop Schedule

  • 8:15 a.m. Registration begins
  • 8:45 a.m. Opening Session and Morning Workshops
  • 9:10 – 10:20 a.m. Breakout Workshop Session I
  • 10:20 – 10:30 a.m. Break
  • 10:30 – 11:40 a.m. Breakout Workshop Session II
  • 11:40 a.m. – 12:30 p.m. Lunch, participants on their own
  • 12:30 – 12:45 p.m. Artist Showcase
  • 12:45 – 2:45 p.m. Session III Large group by Arts Discipline
  • 2:45 – 3:00 p.m. Closing Session

The workshop titles and descriptions for the Mega UMaine, Orono are included below.

Session I

 
The Studio Habits of Mind: Using the “Hidden Curriculum” to Encourage Student Autonomy

Join us in our exploration of assessment and proficiency using the Studio Habits of Mind. This workshop will present a practical look at how we came to understand and use the constructs of Studio Thinking in our K-4 and K-8 classrooms to promote independent, self-directed learning. You will gain hands-on knowledge of these habits and leave with strategies you can use in your own classroom. Grades K-8 (Easily adapted for grades 9-12.)

 

Jane Snider Hancock Grammar School Visual Arts
Lisa Ingraham Madison Elementary School Visual Arts
 

The Recipe: Ingredients in a Proficiency-Based Curriculum

The thought of creating a proficiency-based curriculum from scratch can be daunting. When we try cooking something new for the first time, we seek a recipe to follow, and over time we adjust, improvise, substitute, and personalize the ingredients to make the recipe our own. We would like to share our recipe with you, it may not be exactly your taste, but we have ingredients and tools to share to help you get started. Grades 9-12 (Easily adapted for all grades.)

 

Michaela DiGianvittorio and Sarah Gould Gray-New Gloucester High School Visual Arts

 

 
Unpacking the Standards with your BFF (Best Foot Forward)

Looking for meaningful conversations around assessment in the elementary music classroom? So often music teachers feel as if they are working in isolation. Come see how Teacher Leaders Cynthia Keating and Kate Smith worked together to unpack the standards to identify their essential learnings. Tips for how to report essential learnings to parents will be shared. Grades PK-5

 

Cynthia Keating Village Elementary School Music

Kate Smith Central Elementary School Music

 

The Foolish Man Builds his House Upon the Sand: Laying a Firm Foundation for the Arts (and life) in Early Childhood

 

A workshop for Early Childhood Educators, Elementary Arts Specialists, and Elementary Administrators. Come join the fun as we explore how and why arts play is essential to every young child’s ability to learn how to learn! Grades PK-2 (all Arts disciplines)

 

Judy Fricke Main Street Music Studios Music

 

Writing What We Do: A Guide to Standards-Based Curriculum Mapping & Unit Design

Essential what? Enduring Understandings? Why is it important to write down what I do in my classroom? Many districts across the state are focused on Curriculum Mapping and Unit Design using a variety of systems for tracking and organizing curriculum, units, and assessments.  This session will focus on developing skills in navigating the Understanding by Design model of unit and curriculum design. Participants will learn how to organize their curriculum, develop essential questions and enduring understandings, and determine assessment types based on what they are already teaching in their arts classrooms.  Examples and resources will be provided. Grades PK-12 (all Arts disciplines)

Brian McPherson Woodside Elementary School Vistual Arts

Jake Sturtevant Bonny Eagle High School Music

 

Session II

Using Digital Process Folios as a Journaling Approach to Self Assessment

Have you ever wondered how to digitally document students growth and understanding? Using technology, students document their learning experiences in the art room through a process-folio. For many of us, learning is about the process not the end result – learn how reflective writing and self assessments can guide students through a greater understanding of their work. Grades 6-8 (Easily adaptable for grades 9-12.)

 

Melanie Crowe Marshwood Middle School Visual Arts

 

Hatching A Songbird: Teaching and Assessing Singing Skills at the Primary Level

Focusing on the Kindergarten year, this workshop will offer methodical strategies for teaching young children to sing.  Included will be ideas for formative assessment, including student self assessment. Grades K-2 

 

Patti Gordan Raymond Elementary School Music

 

Moving Towards Your Goals: Using Technology for Self-Assessment in a Performing Arts Classroom

This workshop will demonstrate how to have students successfully self-assess their work in your performing arts classroom using their own devices.  Using an existing high school dance lesson, participants will learn how to have their own students measure and analyze their work using applications such as Twitter, Nearpod, eBackpack, and Youtube. Grades 9-12 (all Arts disciplines)

 

Emma Campbell Thornton Academy Dance

 


Dancing With the Standards: How to Incorporate Standards-Based Dance and Movement Activities in Classroom Learning and Assessment

Are you an arts teacher who would like to incorporate more movement in your classroom, but may feel that you lack confidence or familiarity with dance movement? This experiential workshop will walk you through a powerful yet simple creative movement exploration and dance making process that are standards-based and well suited to integrate with any content area. You will learn simple movement tools and a dance making activity that you can implement – no dance background needed – to help your students explore lesson content and engage in creative problem solving together. Grades PK-12 (all Arts disciplines)

 

John Morris Dance


The How and Why of Digital Portfolios

This workshop is focused on using Google Drive to create a digital portfolio as a means to show evidence of proficiency, allow for a method of feedback on student work and as a way to organize and maintain student work. This workshop can be used by all VPA teachers. Grades 6-12 (all Arts disciplines)

 

 

Jeff Orth Richmond Middle/High School Visual Arts

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Registration Open: MAAI Mega UMaine, Orono

October 29, 2014

University of Maine, Orono, Mega-regional workshop, Thursday, April 2, 2015 

The Maine Arts Assessment Initiative (MAAI) is once again offering Mega-regional workshops in five locations across the state of Maine during the 2014-15 school year. The workshops are being facilitated by the MAAI Teacher Leaders, different workshops scheduled for each location. Yes, you can register for more than one!

The five Mega dates and locations for the 2014-15 school year

  • Tuesday, November 25 Mount Desert Island High School
  • Friday, March 6 Aroostook county
  • Friday, March 13 Oxford Hills Middle School, South Campus
  • Thursday, April 2 UMaine, Orono
  • Friday, April 3 University of Southern Maine, Portland

Registration is also open for Mega Mount Desert Island High School and Mega Oxford Hills, South Campus. It will be available for USM, tomorrow and for Aroostook in the very near future.  MAAI is a program of the Maine Arts Commission.

The information for Mega UMaine, Orono is located at http://mainearts.maine.gov/Pages/Education/MAAI-Mega-Regionals-UMaine-Orono.

Once you read through the details, you can determine which workshop you’d like to attend for Session I and Session II. To complete your registration please click on this link http://survey.constantcontact.com/survey/a07ea1grfwqi1s5vizl/a014xi1tyq8jt/questions.

You can pay the $25 registration fee using PayPal or you can pay by sending a check made out to Maine Art Education Association and mail it to Maine Arts Commission, c/o Argy Nestor, 193 State Street, 25SHS, Augusta, 04333. You will find all of the information and details that you need when you register at the link above. Please contact me if you have any questions at argy.nestor@maine.gov.

Overall Workshop Schedule

  • 8:15 a.m. Registration begins
  • 8:45 a.m. Opening Session and Morning Workshops
  • 9:10 – 10:20 a.m. Breakout Workshop Session I
  • 10:20 – 10:30 a.m. Break
  • 10:30 – 11:40 a.m. Breakout Workshop Session II
  • 11:40 a.m. – 12:30 p.m. Lunch, participants on their own
  • 12:30 – 12:45 p.m. Artist Showcase
  • 12:45 – 2:45 p.m. Session III Large group by Arts Discipline
  • 2:45 – 3:00 p.m. Closing Session

The workshop titles and descriptions for the Mega UMaine, Orono are included below.

Session I

Finding the Hidden Treasure in Art with Student Self Assessment

Learn how setting criteria with students sets the stage for formative assessment. Participants will create a small art work and practice the use of exemplars, setting criteria, and use of assessments to inform instruction.  Come explore the benefits that come from student self assessments. Grades 5-12

 
Jennie Driscoll Brunswick High School Visual Arts
 

 

 

Efficient and Effective Assessment in the Elementary Music Classroom

When you see 200 or more students each week, assessing everyone is challenging.  The lack of time seems insurmountable!  At this collaborative session, we will discuss ways to make assessments efficient for both class time and your time, while still keeping them effective for teaching and learning.  The presentation is directed toward elementary classroom music, but all are welcome to attend and give input. Grades K-5

 

Frances Kellogg Ellsworth Elementary Middle School Music

 

Multiple Pathways: Helping Students Achieve Proficiency in ELA and Social Studies through Performing Arts Class!

With the new proficiency based learning law, students must be allowed a variety of ways to demonstrate proficiency. This workshop will examine cross disciplinary units that assess, not only drama standards, but ELA and social studies standards as well.  Specifically, we will look at performance assessments that evaluate ELA and social studies standards and can be demonstrated in the performing arts classroom but count towards a students ELA and social studies requirements. Grades 7-12

 

Beth Lambert Carrabec High School Performing Arts

 

Moving Towards Your Goals: Using Technology for Self-Assessment in a Performing Arts Classroom

 

This workshop will demonstrate how to have students successfully self-assess their work in your performing arts classroom using their own devices.  Using an existing high school dance lesson, participants will learn how to have their own students measure and analyze their work using applications such as Twitter, Nearpod, eBackpack, and Youtube. Grades 9-12 (all Arts disciplines)

 

Emma Campbell Thornton Academy Dance

 

The Foolish Man Builds his House Upon the Sand: Laying a Firm Foundation for the Arts (and life) in Early Childhood

A workshop for Early Childhood Educators, Elementary Arts Specialists, and Elementary Administrators. Come join the fun as we explore how and why arts play is essential to every young child’s ability to learn how to learn! Grades PK-2 (all Arts disciplines)

 

 

Judy Fricke Main Street Music Studios Music

 

Session II

My Choice-Based Art Class, Nurturing Proficiency through Voice, Choice and Reflective Teaching

What are the benefits of a choice-based art room? How can assessments be used to foster creative growth, skill development & proficiency?  In this workshop teachers will have these questions answered as well as see how a choice – based art class can teach studio behavior and allow for art creation and teacher feedback that is individualized and authentic to the learners’ experience. Grades K-12

 

Theresa Cerceo Dr. Levesque Elementary, Wisdom Middle/High School Visual Arts

 

Proficiency-Based Education in Visual Art

This workshop will provide an overview of what Proficiency-Based Education looks like in a middle school art program.  Unpacking standards, creating rubrics, understanding meeting proficiency, formative vs summative, and assessment will all be part of this workshop.           Grades 6-8

 

Gloria Hewett Mount View Middle School Visual Arts

 

Stir-Crazy: A Movement Tool Kit for the Sedentary Classroom

Kids not sitting still in class?  Unable to focus?  This session is for all teachers wanting to add some movement activities and games into the classroom without sacrificing important academic time.  All games can be adapted to fit all subject areas. Grades PK-12 (all Arts disciplines)

 

Stephanie McGary Dance

 

Gold, Silver or Bronze? A Rubric fit for the Olympics!

This workshop is focused on using Google Drive to create a digital portfolio as a means to show evidence of proficiency, allow for a method of feedback on student work and as a way to organize and maintain student work. This workshop can be used by all VPA teachers. Grades 4-8

 

Pam Kinsey Easton Schools Music

 

Rappin’ Differentiated Instruction and Implementing Standards Based Grading

Formative assessments are instrumental in giving teachers the tools they need to discover where each of their students are in the learning process.  Participants  will learn how to use this data to differentiate instruction for content, process and product to meet the needs of all learners. I will also share how Nokomis High School is beginning to implement standards-based grading. Grades 7-12

 

Lisa Neal Nokomis Regional High School Performing Arts

 

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Registration Open: MAAI Mega Oxford Hills

October 27, 2014

Oxford Hills Middle School, South campus Mega-regional workshop, Friday, March 13, 2015 

The Maine Arts Assessment Initiative (MAAI) is once again offering Mega-regional workshops in five locations across the state of Maine during the 2014-15 school year. The workshops are being facilitated by the MAAI Teacher Leaders, different workshops scheduled for each location.

The five Mega dates and locations for the 2014-15 school year

  • Tuesday, November 25 Mount Desert Island High School
  • Friday, March 6 Aroostook county
  • Friday, March 13 Oxford Hills Middle School South Campus
  • Thursday, April 2 UMaine, Orono
  • Friday, April 3 University of Southern Maine, Portland

Registration is also open for Mega Mount Desert Island High School. It will be available for the other three locations in the near future.  MAAI is a program of the Maine Arts Commission.

The information for Oxford Hills Mega is located at https://mainearts.maine.gov/Pages/Education/MAAI-Mega-Regionals-Oxford-Hills.

Once you read through the details, you can determine which workshop you’d like to attend for Session I and Session II. To complete your registration please click on this link http://survey.constantcontact.com/survey/a07ea0miwpwi1kow719/a014qi1r1gpoc/questions.

You can pay the $25 registration fee using PayPal or you can pay by sending a check made out to Maine Art Education Association and mail it to Maine Arts Commission, c/o Argy Nestor, 193 State Street, 25SHS, Augusta, 04333. You will find all of the information and details that you need when you register at the link above. Please contact me if you have any questions at argy.nestor@maine.gov.

Overall Workshop Schedule

  • 8:15 a.m. Registration begins
  • 8:45 a.m. Opening Session and Morning Workshops
  • 9:10 – 10:20 a.m. Breakout Workshop Session I
  • 10:20 – 10:30 a.m. Break
  • 10:30 – 11:40 a.m. Breakout Workshop Session II
  • 11:40 a.m. – 12:30 p.m. Lunch, participants on their own
  • 12:30 – 12:45 p.m. Artist Showcase
  • 12:45 – 2:45 p.m. Session III Large group by Arts Discipline
  • 2:45 – 3:00 p.m. Closing Session

The workshop titles and descriptions for the Mega Oxford Hills Middle School, south campus are included below.

Session I

Transform Your Fear of the Bear: Examining Proficiency-Based Arts Diploma Systems

Join us for a modified roundtable opportunity to share and glean developed strategies, reflections, benefits and challenges on this student centered journey. Beginners to full scale implementors are encouraged to participate. Please bring questions and/or artifacts to share: assessments and systems for documentation and communicating proficiency, as well as business cards/info strips to help with networking and the digital sharing of resources. Grades PK-12
 
 
Suzanne Goulet Waterville Senior High School Visual Arts
 

The Recipe: Ingredients in a Proficiency-Based Curriculum

The thought of creating a proficiency-based curriculum from scratch can be daunting. When we try cooking something new for the first time, we seek a recipe to follow, and over time we adjust, improvise, substitute, and personalize the ingredients to make the recipe our own. We would like to share our recipe with you, it may not be exactly your taste, but we have ingredients and tools to share to help you get started. Grades 9-12 (Easily adapted for all grades.)

 

Michaela DiGianvittorio and Sarah Gould Gray-New Gloucester High School Visual Arts

 

Dancing With the Standards: How to Incorporate Standards-Based Dance and Movement Activities in Classroom Learning and Assessment

Are you an arts teacher who would like to incorporate more movement in your classroom, but may feel that you lack confidence or familiarity with dance movement? This experiential workshop will walk you through a powerful yet simple creative movement exploration and dance making process that are standards-based and well suited to integrate with any content area. You will learn simple movement tools and a dance making activity that you can implement – no dance background needed – to help your students explore lesson content and engage in creative problem solving together. Grades PK-5 (all Arts disciplines)

John Morris Dance

 

Let the Maine Learning Results guide your Ensemble Curriculum

The Maine Learning Results are still the state wide Visual and Performing Arts Standards. Take a closer look at your ensemble and discover how you are using the MLRs each and every day.  Learn new ways to integrate all of the MLRs. This workshop is applicable for any age ensemble elementary through high school. Grades 5-12

 

Sue Barre Waterville Junior and Senior High Schools Music

 

Session II

The Choir Gets It: A Meaningful Approach to Arts Advocacy

Have you been exposed to a wealth of information about why the arts are important in schools and why, as arts educators, we should advocate for our programs? If you answered “yes,” consider attending this reflective workshop that offers an opportunity to think about arts advocacy on a personal level. Listen to the arts advocacy journey of the presenter, while also having ample opportunities to share ideas with colleagues and develop your own attainable arts advocacy goal. PK-12 (all Arts disciplines)

 

Samantha Davis Molly Ockett Middle School Visual Arts

 

The Foolish Man Builds his House Upon the Sand: Laying a Firm Foundation for the Arts (and life) in Early Childhood

A workshop for Early Childhood Educators, Elementary Arts Specialists, and Elementary Administrators. Come join the fun as we explore how and why arts play is essential to every young child’s ability to learn how to learn! Grades PK-2 (all Arts disciplines)

 

 

Judy Fricke Main Street Music Studios Music

 

 

Graphic Notation: “Do You See What I Hear?”

Participants will learn a simple music graphing process that can serve as an effective tool for teaching repetition & contrast, form, and note reading skills to visual learners.  In addition, participants will match audio examples with their corresponding music graphs, as well as have the opportunity to play simple melodies on Orff instruments by reading the melodic graphic notation. Those in attendance will discover there is an answer to, “Do You See What I Hear?” for all the learners in their music classes. Grades K-8

 

Linda McVety and Jenni Null Songo Locks Elementary School Music

 

The How and Why of Digitial Portfolios

This workshop is focused on using Google Drive to create a digital portfolio as a means to show evidence of proficiency, allow for a method of feedback on student work and as a way to organize and maintain student work. This workshop can be used by all VPA teachers. Grades 6-12 (all Arts disciplines)

 

Jeff Orth Richmond Middle/High School Visual Arts

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In Today’s News

August 13, 2014

Maine’s teachers of the year need your help so our students can succeed

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Kate Smith

In today’s Bangor’s Daily News you can read an article about the revised Maine Teacher of the Year program – now for the first time we have county teachers of the year. Representing Franklin County is the Central Elementary School, South Berwick music teacher Kate Smith. Kate is also one of the Phase IV Maine Arts Assessment Initiative’s (MAAI) Teacher Leaders. We’re proud of you Kate – CONGRATULATIONS!

The article includes how important it is that each of us has a responsibility. Educators, families, administrators, students, and community members all have a role to play in this standards-based school environment. Gone are the days that students could move along the school track from grade level to grade level getting pieces. The proficiency-based learning environment is about all kids! If you’re wondering how to get started or have questions about the work you are doing in your arts classrooms/schools/districts you can find helpful resources on the new MAAI website, specifically in the section called Proficiency Toolbox that you can find at this link.

To read the entire Bangor Daily News article please click here.

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Kate with Village Elementary School, York, music teacher Cynthia Keating. Kate and Cynthia will be collaborating to present their workshop for phase IV of the MAAI.

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Another Arts Teacher’s Story: Jen Etter

May 13, 2014

York Middle School music educator

This is the seventh 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 Jen’s classroom recently, what a treat! It was a wonderful day.

Screen shot 2014-05-10 at 7.29.37 PMJen teaches grades 5-8 music. She directs the 5th, 6th, 7th and 8th grade choruses and 7th and 8th grade general music.  She also assists with beginner band lessons. Jen has been teaching for 7 years in the York Schools.

What do you like best about being a music educator?

My favorite thing about being a music educator is watching students surprise themselves with what they are capable of after working hard to achieve a goal.  This is especially excited when it happens with a student who struggles to find success in other areas.  For me it reaffirms why music education is such an important part of a public school curriculum.

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

1.) Meaningful objectives and assessments tied to those objectives

2.) A passionate teacher who always keeps what is best for students at the forefront

3.) Having the support of the school and community around you including, fellow teachers, administration and parents

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

Assessment drives my classroom. So much so that I wonder how I could have possibly run my classroom without meaningful assessments as I did a few years back. Assessment is at the cornerstone of what I do as a teacher and I do it constantly. As I sit here answering this question I am smiling. I am smiling because I enjoy assessment so much that often my colleagues tease me about constantly planning my next assessment strategy. I’m sure at first this probably sounds as if I spend a whole lot of time testing my students which sounds really dull, however in my classroom, it is much more informal than that.

When I first started assessing students in my classroom, I realized very quickly that I knew my students better after assessing them. The more I assessed, the more I learned about their strengths and weaknesses and the more I knew about that, the better job I did at tailoring my instruction for all the learners in my classroom. I used to have a pretty good idea about the strengths and weaknesses of my students who loved to sing, because they would “put themselves out there” but there were many that I knew very little about.

My assessments are usually just quick check ins. They are done by asking questions on a 3 minute “exit form” that they submit to me electronically at the end of a class. Or I will randomly ask questions to students that have to do with the essential knowledge I would like them to take away for the day. This kind of questioning allows me the background knowledge I need to tailor my instruction to the needs of the students. Because of this I know constantly what my students are struggling with and what I need to do to help them- either on a large scale of individual level. I also assess students in more formal ways by having them submit recordings to me based on the objectives of our class. I feel that students don’t “slip through the cracks” in my classroom. Students are held accountable for mastery of  our music standards and when they are having trouble with that, I am in a much better position to know what I can do to help them succeed. This has also proved to be a huge factor in student motivation. My students no longer can sit in the back row and go through the motions. They know that it is their responsibility to meet the standards and they will be help accountable for them.

What are the benefits in becoming involved in the arts assessment initiative?

The conversations and the camaraderie!!! The doors that have been opened as a result of being involved in the initiative are unbelievable. I now feel that I have so many contacts and so much support from teachers around the state that I would not have had otherwise. I feel inspired and challenged by these peers every day and it pushes me to try to get better at what I do!

What are you most proud of in your career?

I think I am most proud of the changes I have made in my classroom to make it more student-centered and standards- based. I believe that no one slips through the cracks in my room and I hold every student accountable for their own work. The returns I have seen on this have been amazing. Students rise to the occasion almost every time and seeing the pride that they have in themselves for the work they have done is just amazing.

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

Honestly, lately the Common Core. We are fighting an uphill battle against the “CORE” subjects and because of it we are continually losing time and funding.

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

As a district we have worked hard to create graduation requirements for both visual arts and music separately from each other. This change has driven more concrete requirements at the lower levels resulting in programs that are tied to a very academic curriculum but also have enrollment numbers that are through the roof.

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

Approach your classroom with the whole picture in mind. What is best for all students, all staff and the whole school. If you approach situations (especially with administration and other teachers) with the whole school in mind you will be more credible. This in turn will give you more solid footing when it comes to advocating for your own program.

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

Wow! That’s a lot of money! Steel drums for the General Music program, (working on that one even without the $500,000) SmartMusic for all the music students and also save a whole bunch for travel for the ensembles. Students gain so much from being able to travel and perform but also through listening to live performances, I wish we had both more time and more funding for that type of thing.

 

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