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Overview of the Program and Its History
Overview of the Program and Its History
An Idea... Fall 2017-Spring 2018
Freshman can (and will) plan and teach their own music lessons.
Meet the needs of Pk-5/6 students who did not (at the time) have a music teacher.
Foundational Thoughts
Freshmen arrive at college with 12-13 Years of educational experiences, a lot of background we often rarely consider.
Can we tap into those experiences, enhance, hone, develop, encourage, empower them early in the degree program?
Can we approach teaching from an (almost literal) constructivist approach, and expect younger students to take up the responsibility?
What effects might this have on students' self-identities?
General Course Overview
(Scroll to the bottom to see more course details)
Semester 1 - Introduction to Music Education
Semester 2 - Music Ed Lab I
Semester 3 - Music Ed Lab II
Semester 4 - Methods 1 + Mentoring + Labs
Semester 5 - Methods 2 + Lab
Semester 6 - Methods 3 + Lab
Semester 7 - Methods 4 + Lab
Semester 8 - Clinical Residency
Trust Between Program and Schools
Trust Between Program and Schools
Music Education Faculty and/or Qualified GTAs are on site WITH the AU Teachers EVERY week to observe and provide support.
Consistent communication with Administration and Teachers - everyone is in the loop early.
On-site conversations with administrators, teachers, staff, maintenance to ensure we meet their needs.
EXAMPLE: Fall 2023 - Music with ELA and MATH cocurricular content.
Changes are only made after discussion -- which might be through email.
Emails are shared (AU students, Admin, Teachers).
Phone numbers (cell) are shared for quick communication (admin and AU faculty, sometimes AU students and Pk-6 teachers)
GRATITUDE
We don't think about it, but we need to teach "being thankful" for experiences.
Gratitude for being there, for the school, the work they do, and the students cannot be underestimated.
School Admin, Teacher, and Staff Appreciation Events. No one is left out. Personal Thank You Cards from AU teachers and AU faculty and GTAs.
COVID-19 and Confirmation of Collaborative Relationship
COVID-19 and Confirmation of Collaborative Relationship
Oh, no.
Y’all aren’t visitors.
Y’all are part of the school.
We knew this was a true collaboration during COVID-19. We arrived at the first school to meet with the administration and we saw the stop sign. We just knew we were going to have to pause our relationship until the COVID-19 crisis had past.
Instead, the principal looked at us and said "Oh no. Y'all aren't visitors. Y'all are part of the school."
Collaboration in those days meant our students and their teachers were working together to teach through Zoom.
We "popped in" to rooms to observe and give feedback and would hear our students saying things like, "You need to put a shirt on" and "Please get up and get out of bed." These were tough teaching times for everyone, and our students went through those times like all of the teachers during that time.
These experiences bonded us to the first school in ways we cannot truly explain, other than to perhaps say that we were all in it together.
Key Components for College Student Teachers
Key Components for College Student Teachers
“Let's give constructive feedback, NOT destructive feedback.”
Building Community Early
Mentoring – Getting and Giving
Receiving direct support from AU faculty members, qualified GTAs, AND LES Teachers, Admin, and Staff.
Receiving peer support from peer mentors who have participated in LTTL.
Learning how to "be professional."
Learning how to be a mentor for peers, and for K-12 students
Positively framed constructive feedback
Weekly Lesson Plans That Work
Weekly Lesson Reflections (written)
End of Semester In-depth Reflection
Where We Need to Do More Work
Where We Need to Do More Work
Lesson Planning beyond the comfort zone ... and PowerPoint.
Active Pk-6 Student Engagement. Less "Lecture."
Mentoring Training, Structure, Weekly Accountability
GTA and Faculty Development.
Research: Program Evaluation (still in process)
Research: Program Evaluation (still in process)
Data collection is underway, finally.
If we could subtitle this study it would be "LTT and IRB: The Struggle is Real."
Ultimately, the initial research design to attempt to get something (anything) approved and started. We removed our (faculty/GTA) observation data, field notes, and anything else that involved us taking notes on their teaching in a public school setting. This seemed to be the hold up with the IRB.
Data We Have (names are pseudonyms)
School 1 Administrator (Martha)
School 2 Administrator (Ava)
1 Focus Group of Teachers from School 2 (still transcribing)
1 Alumni Interview set up (Meredith)
A first rather meek round of quantitative data from current students (N = 7) and recent alumni (N = 4).
Data Still to Come (we hope)
Recruit a focus group of teachers from School 1
Another "push" for student and alumni quantitative data after midterm
Student and Alumni Focus Groups
8-Semester Degree Overview
8-Semester Degree Overview
Semester 1
Intro to Music Ed
Thinking like a Teacher
Community Building
Building a Teacher Identity
Managing College Life
Managing Stresses of going through the “Middle School of Adulthood”
Lesson Planning and Peer Teaching
LTTL Overview, Q &A.
Semester 2
Music Ed Lab I
Week 1 - “Group Up” and “GroupMe”
Meeting the Mentors, Lesson Planning Bootcamp w/ Mentors
Week 2 - Meeting the Teachers and Kids - Set Up Your Teaching Schedule - 2-3 different classrooms (1-2 in Pk-2/3, 1-2 in 3/4-6)
Weekly Planning and Teaching
Meet each week with your mentor(s) to plan out your lessons, create/find lesson materials, etc.
Ending Concert (when possible)
Semester 3
Music Ed Lab II
Lesson Planning Re-Bootcamp
Special Project Preparation (LRC)
Meeting Your Teachers and Students
Set Up Your Teaching Schedule - 2-3 different classrooms (1-2 in Pk-2/3, 1-2 in 3/4-6)
Weekly Planning and Teaching
Family Music Night (when possible)
Ending Concert (when possible)
Peer Mentoring Breakfast Overview
Near the end of the 2nd teaching semester we provide breakfast for the AU teachers and talk through mentoring strategies and processes for the next semester’s new AU teachers.
Semester 4
Methods 1 - Mentor/Labs
Methods 1 = Children’s Music OR School and Community (Secondary General) Music*
Meet your Mentees. Set up weekly meeting times for planning.
Lesson Plan Bootcamp with Mentees
Observe and provide mentoring feedback in teaching weeks 1-4
Observe and co-teach in certified teachers’ classrooms* weeks 5-15
Development-based Yearly Planning with Curricular Design for specific skills and knowledges (standards) (tied back to LTTL experiences with children)
Assessment, Evaluation (tied back to LTTL assessment experiences).
Technology and Designing Web-based Curriculum
Health and Wellness for Music Educators
Semester 5
Methods 2 + Lab
Methods 2 = Vocal/Choral Music Education OR Instrumental Music Education*
Observe and co-teach in certified teachers’ classrooms weeks 5-15*
Focused on teaching vocal or instrumental music at beginning, intermediate, and advanced levels
In-depth lesson and rehearsal planning
Peer teaching and conducting
Lesson planning for edTPA (what’s the difference?).
Technology and Programmatic Web Design
Health and Wellness for Music Educators
Semester 6
Methods 3 + Lab
Methods 3 = Children’s Music OR School and Community Music*
Observe and co-teach in certified teachers’ classrooms weeks 5-15.*
Development-based Yearly Planning with Curricular Design for specific skills and knowledges (standards) (tied back to LTTL experiences with children)
Assessment, Evaluation (tied back to LTTL assessment experiences).
Technology and Designing Web-based Curriculum
Health and Wellness for Music Educators
ETC.>>>
Semester 7
Methods 4 + Lab
Methods 4 = Vocal/Choral Music Education OR Instrumental Music Education*
Observe and co-teach in certified teachers’ classrooms weeks 5-15*
Focused on teaching vocal or instrumental music at beginning, intermediate, and advanced levels
In-depth lesson and rehearsal planning
Peer teaching and conducting
Lesson planning for edTPA (what’s the difference?).
Technology and Programmatic Web Design
Health and Wellness for Music Educators
ETC.>>>
Semester 8
Clinical Residency
Dual Placement Clinical Residency
(P)K-5/6 [elementary and/or early childhood]
7-8 weeks
MS, JH, or HS [secondary-level] focused on primary area of musical study (vocal or instrumental)
7-8 weeks
* Courses alternate each spring. Students Take BOTH courses (four total music education methods classes). Lab placements are based on course focus.
* Courses alternate each spring. Students Take BOTH courses (four total music education methods classes). Lab placements are based on course focus.
A Few Photos and Videos of AU Teachers at Work
A Few Photos and Videos of AU Teachers at Work
The very first group.
Methods Class Team Building - Getting Comfortable with "Being Silly."
Dancing Together, But to the Beat of Your Own Drum
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