Ross Boerner CV

Teaching Philosophy 

I believe a well-rounded education includes the arts, and that music education is essential for developing creativity alongside emotional, social, and cognitive skills. Students learn best in environments that are student-centered, relationship-driven, and grounded in meaningful musical experiences-where they feel known, respected, and supported within a clear and welcoming structure. In both general music and choir, students learn to express their thoughts and feelings, collaborate with peers, and develop focus and discipline through active music-making. 

At the elementary level, I emphasize joyful exploration through singing, movement, instrument play, and creative expression. At the middle and high school levels, instruction expands through relevant, real-world connections to music, including music technology, songwriting, world music, and music history, while strengthening skills in listening, analysis, and performance. My classroom and rehearsal spaces are inclusive communities where every student’s contribution is valued. Through hands-on instruction, group singing, targeted practice, listening activities, and supportive tools such as practice tracks and individualized feedback, students grow at their own pace while working toward shared musical goals. I strive to select repertoire and learning experiences that reflect a school’s culture while broadening students’ musical and cultural horizons, helping them become reflective learners who listen—to themselves, to others, and to the world around them—while developing skills that extend far beyond the music classroom.

I remain active in choral music as a church music director and director of an adult community chorus, which enhances my understanding of ensemble leadership. Regularly attending clinics and workshops, I stay current in the field and am a member of PMEA and NAfME.

Above all, I believe music teaches us to listen - to ourselves, to others, and to the world around us.

Instructional Practice & Universal Design for Learning

My instructional practice is grounded in Universal Design for Learning and inclusive teaching strategies that ensure all students can access, engage with, and demonstrate understanding of music. I design lessons and rehearsals that incorporate multiple pathways for learning through singing, movement, listening, visual supports, modeling, and creative exploration. Instruction is scaffolded with clear routines, flexible grouping, and targeted supports so students with varied skills and learning needs can progress with confidence. By maintaining high expectations while offering differentiated tools- such as practice tracks, guided repetition, and individualized feedback—I create learning environments where students are supported, challenged, and empowered to grow as musicians and collaborators.

Classroom Management Philosophy 

I believe that effective classroom management grows from relationships, consistency, and engaging instruction. Students thrive when expectations and routines are explicitly taught, practiced, and reinforced, creating a predictable environment where they feel safe to take risks. In the music classroom, engagement is management - when students are actively singing, moving, creating, and making music together, they are focused and successful. My approach emphasizes clear procedures, proactive planning, and respectful discipline that preserves student dignity and keeps learning moving. I design routines and instruction with accessibility in mind so that all learners can participate with confidence. Above all, I model the calm, welcoming, joyful presence I hope to cultivate in my students. My classroom is a community built on trust, consistency, and music-making.