Ashley Hall's Professional Education Portfolio

K-12 Certified Music Educator

Substandard C

5. RESPONSIBILITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM, AND STUDENT

Systematic reflection to organize and improve teaching and develop effective relationships, including the ability to:

c. Develop positive relationships with other teachers, parents/guardians, students, administrators, counselors, and other personnel to benefit students and to influence one’s own professional growth;

This substandard addresses the teacher’s efforts to develop positive relationships with other teachers, parents and guardians, students, administrators, counselors, and other personnel to benefit their students and advance their own personal growth as a professional.

Each of these groups can be addressed in very direct and indirect ways, both proving beneficial to your ensembles and your program advancement in the school system and community.

With teachers, developing relationships can give you the aid you need when your ensembles need to pull out of other classes or need to ask for the support of other educators when your job, like so many other fine arts positions, is threatened by budget cuts or teacher lay-offs.

With parents and guardians, band implement an organization known as the “Band Boosters.” As an organization, these individuals support the band program through fundraisers such as running concession stands, selling food and seasonal products, and providing scholarships to students in need (funding band camp, private lessons, etc.). Any parent or guardian who has a student in band is automatically a member of the Band Boosters, though it is up to them to become an active participating member of the organization.

Students, of course, should be involved in the development and advancement of any band program. Teachers should regularly give the students the opportunity to assess the program, formally and informally, and teachers should be open to the opinions and suggestions of the students (whether they implement them or not depends on their usefulness to each individual program).

Administrative relationships can be the most important for a music teacher. Administrative support (whether for monetary assistance, expansion of additional ensembles, etc.) can help a director build their program in ways they cannot do on their own, even with the support of the Band Boosters. Maintain this relationship by offering the band’s services at public school and community events with musical performances.

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