Diversity and Community

Diversity and Community: 

Reference: Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). Supervision and instructional leadership: A developmental approach. in association with Winona State University, EL 704, Instructor: Dr. Howman

Subtractive Schooling

Subtractive Schooling is the perception that dominant culture views cultures of lower-socioeconomic and racial minorities as deficits.  This implies that an issue is presented with diversity (an objective that must be overcome) rather than an asset to build on.

Leaders and educators must find ways to overcome this perception and understand that in order to educate ALL students, cultural implementation must occur in the classroom as well in the community.  The impact on a lack of cultural understanding can have catastrophic consequences on students education and life!

Educator Misconceptions

Often educators are unable to distinguish between lack of understanding and cultural diversity or disability.  Students are lost in inadequate opportunities to display their understanding of knowledge due to assessments that do not take into account cultural understanding.  This is found in the tests taking norms, lack of data collection, and incorrect interpretation of information.  Some of the reasons for this is due to a lack of educator preparation and interaction with the cultural community inside and out of the classroom.  

Culturally Responsive

There are several ways that schools can overcome "subtractive schooling."

• The simplest idea is to create a school goal to become a culturally responsive school.  While training sessions are an important part of gaining knowledge on different backgrounds, that is not enough.  The identity of the school must be defined by the students within it.  That often includes actively bringing the outside community into the school.  "Keep the lights on!"
• Academic and social inclusivity can also build upon the culture of the students in the school.  This is done by developing inclusive curriculum that incorporates stakeholders languages and cultural backgrounds.  Classrooms can continually collaborate outside of the building to bring in culturally diverse experiences for students.  Socially, schools must actively strive to develop an educational environment of building sincere, authentic, positive relationships between all people.  Cultural knowledge must be a part of all school operations and activities.  

Ensuring Gender and Sexual Minority Equity

Gender and sexual minority inequity in a school environment can have devastating consequences on a students academic and personal life.  This can include students having low self-esteem, poor mental and physical health, and high levels of trauma symptoms.

What to do?

There are actions that educators and school leaders can take in order to provide a learning environment that provides gender and sexual minority equity.

• Policy: Districts need to provide GLBT and gender equity by establishing policy that protects and supports ALL students including sexual minority students.  Policy needs to represent the population of the school community and be communicated clearly all stakeholders
• Training: Overcoming challenges in the area of inequity begins with self-assessment and reflection.  Educators must have an understanding of not only the knowledge associated with gender and sexual minority inequity, but also foster a professional and personal continual understanding.  
• Culture: Schools must create a culture where prejudice and discrimination are not welcome.  This includes implications presented in curriculum.  School safety and anti-bullying programs also promote a positive and safe inclusive culture for all students.  

Community Building

Communities are vital to the success of students.  Schools need to be immersed in a community as this not only benefits the outside community, but the learning environment as well.  Communities offer members a positive sense of belonging including shared identity, beliefs, values, and goals.  Mutually beneficial relationships are at the center communities. 

Challenges

• False sense of protection: Often communities internally feel the need to silo themselves in order to protect their own self-interests.  There is a false sense that only two sides exist... ...the winners and the losers.  This not only depletes the potential resources for collaborative success, but also causes destruction from within.  Members must be committed to the growth and well-being of the each member of the community.  
• Clarity of role: Communication is a key component to a successful community.  Honest and transparent communication allows for an environment that promotes the common good.  Members need to have a clear understanding of their role within the community and be held accountable.      
• Inclusion:  Communities must take an honest look at their members and ensure clear representation for all, including the minority.  In a school environment, students often have unique needs that require support in order to be active members of the community.  Promoting the message that all are equal members of the community will support positive representation of ALL members.  

The Four Rs

The 4-Rs are presented as a recipe for creating and maintaining world-class classrooms, schools, departments, and school districts.  They keep the focus on doing what is best for students and the positive impact leaders can have on staff and learning communities.

Relationship

• Success starts with relationships!  Students and educators needs to feel connections in a learning environment in order to be successful.  Knowing that there is care and mutual respect provides a foundation where goals can be accomplished (even the most challenging of goals).  Often people find that they don't have time to stop for a conversation or have a cup of coffee with a colleague.  While it seems that building relationships takes more time, the investment in relationships allows educators and students to accomplish more that ever thought possible.  The saying "many hands make light work" rings true.  When we work together in an effort towards success, learning and understanding moves from personal to collaborative and the possibilities are limitless.  

Relevance

• Relevance is a personal view.  A connection and network must be made when encountering "new" ideas and topics.  Learning is personal.  Educators must take the time to promote an environment that connects with the people within the environment (students).  Content can be a challenge, but it can also be engaging when it becomes an authentic part of a person's life.  

Rigor

• Rigor is personal.  Falsely, rigor is often presented as a system that learning environments implement in order to achieve goals and sustain programs.  Rigor is what people use to get to the next level.  It directly correlates with motivation.  In order to overcome personal challenges and adversities, people must be motivated (intrinsically or extrinsically) rise above.  Rigor is that motivation in action.

Resources

• Resources are needed in order to successfully implement the other 3 Rs.  A collaborative effort must be made when deciding on and implementing resources.  Resources are not just financial.  Connections, relationships, networks, experiences, support, etc... are often more important that funds.  Resources provide the structure for educators and leaders to engage students towards success.  

Innovative Instructional Leadership: Reimagine PD Reflection

Innovative Instructional Leadership: Reimagine PD Reflection


Introduction

Professional development is an integral part in the world of education.  As a member of the Winona State University Byron Cohort, I was part developing an event which showcases an innovative approach towards a 21st century style professional development initiative through the process of design-thinking.  As students continue adopt innovative methods of learning, teachers need to do the same.

Who?

The invitation for the event went out to districts in the South Eastern MN area.  We wanted be that impacted change in their buildings and  districts.  This included teachers, administration, staff, and collegiate professors.  All were welcome as change-agents in their professional development environments.

Moving forward I think that design-thinking in an education setting is something that everyone should here.  While there are challenges implementing new ways of doing professional development, there are opportunities of building a better and more innovative culture for student learning.

What?  Reimagine PD Website

Design thinking is a process that gets down to what is at the core of challenges and wants when attempting to find solutions.  The first part of the event is a "get to know you," followed by attendees going through the design thinking process, and then ending with the sharing of prototypes.

The big challenge will be to provide the positive outcome desired in a short amount of time in a deeply engaged environment.  Sometimes I find that the best ideas come out of people just chatting in a structured environment.  My hope is that attendees will connect with other professionals and use those connections in the future to better professional development on the home-front.

How?

Structured engagement and an open mind will bring together results.  A benefit to design thinking is that the people involved in the activity must develop a prototype.  A prototype is a tangible item that you can hold, feel, and hopefully use to spark more ideas of implementation.  It's not always about the end product, most often it is about the journey that led you there.

Why?

In a 21st Century learning environment we often as education professionals engage in professional development through 19th century methods... ...the "sit and get."

Check out this article by Tim Walker...

No More ‘Sit and Get’: Rebooting Teacher Professional Development

When we comes down to it, we do what we do because if we're not engaged in growth we are in the status quo which eventually becomes obsolete and leads to failure.  It's time to rejuvenate our professional development experience.

Conclusion

We as educators need to take advantage of every opportunity we have to become better at engaging our students in learning.  We need to take full advantage of the resources at our fingertips and beyond.  We need to look beyond the way things have been done and ask ourselves... ...is there a better way?

Innovative Instructional Leadership: Final Course Reflection

Innovative Instructional Leadership: Final Course Reflection

The following course reflection aligns with my E-Portfolio for my Innovative Instructional Leadership Course (link below)

E-Portfolio-Innovative Instructional Leadership Course 

Flickr Photo by Lori Greig, "this is far from over".
Downloaded from http://goo.gl/va8JLp on July 20, 2014

Which artifact are you most proud of? Why?

The artifact that I am most proud of is the Reimagine PD Event. I am part of a group that is making a clear and innovative change to how pd is done in an educational institution. So often people just accept the status quo. We are actually putting ourselves out there and saying that yes! it can be different!

What artifact could you have improved the most? How?

The empathy artifact is something that I could have improved upon. I think that empathy interviews take time and while I completed the assignment, I wish that I could have spent more time diving into understanding why our students, teachers, and admin feel the way they feel about professional development. It's a topic that needs a deeper understanding as in the past people have more often accepted it for what it is. Now we are needing to make a connection with how professional development aligns with what we do in the classroom.

What was your biggest challenge in this course? Why? 

My biggest challenge was understanding the objectives of the group. When working as an individual, we are easily able to see our objectives and build a clear path to achieve them. When working with a group, there must be constant communication to make sure paths and objectives are clearly stated. A lot of work goes into the task of achievement and it's important that the work aligns with what is to be accomplished.

Were you able to overcome that challenge? How?

The challenge was overcome at times and looked past at others. As the cohort developed the Reimagine PD experience, we shifted methods of implementation and overall presentation. Much of this was due to limited time and involving a new professional development committee. Moving forward I would work to outline clearer and more concise objectives on a weekly basis prior to implementing a project such as this. 

What skills did you learn that will benefit you the most as an educator, as a leader?

I learned countless skills in this course which will help me to become a better leader. The most important is my ability to dig deeper into the issue prior to finding a solution. This directly aligns with the design-thinking process. While it seems and time redundant, at the end of the process we discover the importance of each step. It is important to take the time to focus on the process, not just the end result. 

Onward!

Innovative Instructional Leadership: Truth 8 - 10

Innovative Instructional Leadership: Truth 8 - 10


The following post coincides with the reading of the Chapter 8 - 10 in the book The Truth About Leadership by James Kouzes and Barry Posner.


This will be the final post concerning the book The Truth About Leadership.  The authors have done a wonderful job building on previous concepts that are time-tested through research and experience.  They have interviewed and obtained narratives of the examples from real-life practice.  Today we look at the application inside and outside of the classroom.

My ability to look inside relates to how I interact and empower my students to become better leaders.  There were many concepts throughout the chapters, but a few stood out over others that applied to my instructing and leadership inside the classroom.

Leadership is an Affair of the Heart (chapter 10)

When I show the students in my classroom the love I have for learning and music education, they can't help themselves from jumping on board the learning train.  Just the other day I found myself watching an insightful documentary titled Crescendo: The Power of Music that tells the story of El Sistema, Venezuela's youth orchestra program that continues to bring social transformation to millions of disadvantaged youths.

See the TED talk below which discusses the powerful program...

Watching this film rejuvenated me in my classroom and I found myself teaching with a spark I had forgotten I had.  The director in a band setting controls the context of the classroom on a minute by minute basis.  I often refer to the board in the front of our room that daily states...

Photo Courtesy of http://facingmygoliath.com/attitude-is-everything/

I was able to demonstrate to my students that I have passion!  Passion for music, for learning, and for empowering them as learners.

Chapter 10 also discusses the idea of showing recognition to the people you lead.  I strive to do this on a daily basis.  Giving props goes a long way in the classroom, especially when students don't expect it.  I recently put up a list on my wall of all 200 of the students I teach.  My goal is to contact each student and their parents and give recognition about achievement.  This may all year, but I have no doubt that the effort will be well worth the reward.  Through giving recognition, I believe I am empowering my students to achieve even more.

Lead By Example (chapter 8)

I have found that with co-workers the best work I can do is the work I do myself.  I have found that others follow a positive example that is set for them.  This means that I cannot ask anyone to do something that I am not willing to do myself.

Sometimes this task is as simple as taking out the trash and keeping the space clean.  While I often find myself confused and frustrated as a manager of our auditorium space, I have recently found relief.  As I take a little time to create new ideas and keep the space organized, others have be doing the same.  Through taking pride in the space, the need for verbal instruction has ended.

I often use this method inside my classroom as well.  Instead of asking students to keep their personal spaces organized and clean, I do it for them.  It only takes one time.  The will not leave their materials out and in disarray.  By opening myself up to doing the task I am requiring of others, my students often achieve the goal without direct instruction.

Leading by example outside of the classroom relates directly to getting things done.  So often I find that we talk about what we want to do and how we want to do it, but just getting it done is often more productive and a more positive approach.  Less talking, more doing is a great way to get others to follow.

Life-Long Learner

I find that the leadership trait that I find myself using most often is the best leaders are the best learners (chapter 9).  I have a passion for learning and a self-inquiry into how I learn.  I feel that in an innovative world where the problems of tomorrow are not known yet today, the best trait that I can continue to hone in on is a continued growth model.  How do we grow?  Through learning.

While in some instances learning comes naturally, in others it doesn't.  I find that I have to continue to challenge myself by putting myself in uncomfortable situations.  This sometimes means going into a situation where I am considered the "green" individual in the room.  While uncomfortable and at times fearful, I believe this to be necessary to continue to develop my trait of learning to be a positive, supportive, and productive leader.

Final Thoughts

As I read through this book I continued to be reminded about how I feel about leadership.  What kind of leader do I want to follow?  I come to the conclusion that leaders are not self-absorbed or hierarchical.  Leaders are supportive, empathetic, and life-long learners.  It's okay to be wrong and it's okay to admit that you don't know the answer.  I challenged myself to come up with two words that would describe the kinds of leader I aim to be.  They are...

Positive and Productive

Onward!

Innovative Instructional Leadership:Truth 5 -7

Innovative Instructional Leadership: Truth 5 - 7


The following post coincides with the reading of the Chapter 5 - 7 in the book The Truth About Leadership by James Kouzes and Barry Posner.

I continue to be impressed with how this book looks at specific ideas of good leadership and dives deep into what it takes to execute those ideas.  The book is concerned with both the objective parts of leadership and the challenges which one must overcome in order to be a successful leader and make change.  Chapters 5-7 discuss the 3 main "truths" of leadership: you can't do it alone, trust, and the role of challenges.  The narratives in the book give excellent examples of the challenges of becoming a successful leader and the tools needed to overcome those challenges.  The book does a good job of building on one "truth" as it introduces another.  

Trust (Chapter 6)

This chapter starts out with an undeniable fact that trust is imperative to being a successful leader.  On pg 75 the book states that people "trust a stranger more than their boss."  As a leader of change, this shows just how important it is to build a foundation of trust between the people you are working with right off the bat.  

Change cannot happen without trust.  This coincides with the previous chapter Truth 5: You Can't Do it Alone.  Change requires multiple people.  In order to build relationships with those people trust must happen.  Change is all about relationships.  People must be willing to follow you in order to implement an idea.  As leaders we must empower other people to work towards a common goal.  If someone says that they will do something, we must trust it will get done, or else the potential change will stall in its tracks.

Trust is protection.  Trust is communication.  Trust is the ability to get something done.  While we know we need trust, getting trust is not always easy.  One must first trust before they can be trusted.  This isn't  always easy.  Especially when you are a leader.  While in a position where people are listening to you, it's not always easy to open yourself up.  I as a leader must first trust others before they can trust me.  What does this look like?

In a perfect world if I trust other people then they will in a sense put their trust in me.  If this was the case, change would be much easier than it is.  Being at the center of change means be willing to trust other people even when they don't deserve your trust.  The knowledge that you pass onto others about your personal life, personal ambitions, and perhaps even personal challenges can be used against you.  As leaders we don't have the option though.  We must trust all involved in the change in order to get them to trust us.

Check out this New York Times Op-ed article, The Evolution of Trust, where David Brooks takes a look at the change of "social trust" in our society.  He uses an excellent example of the company Airbnb which wonderfully shows of how social trust is changing in our society and the effects of such a shift.

You Can't Do It Alone (Chapter 5)

Having a group of people that share your vision is priceless.  In order to get to that collaborative vision it is important to trust.  We must understand that change doesn't happen by ourselves.  It takes a support team.

When thinking of my own support team I first think of the people that I work with day to day.  These are the people who know me and understand how I work.  These are the people that trust me and I trust them.  These are the people that I can confide in and know that a mutual trust exists.  

Beyond that it is natural to look towards people who share a similar vision beyond the context of content area.  For me, this includes my Winona Cohort for the Innovative Instructional Leadership Class, the department of specialists. and other teachers in the building that take an innovative approach towards learning.  When executing change, it is imperative to gain multiple perspectives from different people from different backgrounds.  This will ensure a broad connection to many different types of people when implementation begins.

The challenge in reaching out beyond day to day associates is the unknown.  People who don't know you often are skeptical.  So the question is how do I build trust with people who do not know me on a personal level.  The answer is simple.  Make it personal.  In order to build positive relationships, we must open ourselves up by trusting the people that surround us.  Even though a risk, it is well worth the reward to build trust.

Final Thoughts

I enjoy how all the different "truths" presented thus far build into a way of change and a way of leadership.  I continue to learn new perspectives throughout the book.

Additionally, chapter 7 discusses grit.  Here is a wonderful application of grit in education.

Onward!

Innovative Instructional Leadership: Truth 2 - 4

Innovative Instructional Leadership: Truth 2 - 4


The following post coincides with the reading of the Chapter 2 - 4 in the book The Truth About Leadership by James Kouzes and Barry Posner.

Why Education?

As I continue the journey of learning about myself and developing leadership skills and empowerment, I find that I am here due to a deeper foundation of values and moral obligations.  While I have not yet discovered the roots, I continue to define myself with specific values and beliefs.  Those have brought me to where I am today.

Musical Interest: Through my musical interests came the opportunity for me to be embraced by the world of education.  I went into a post-secondary setting with ambitions to be a philosopher, anthropologist, and sociologist.  Little did I know that music education and the leadership behind working with students in music would draw me into a lifetime of continuous development and growth in the world of education.  I was able to dream and follow that dream both as an educator and a musician.  I didn't know it at the time, but that dream was just a few chapters in a larger book of leadership, education, and seeking out a better tomorrow.

Time for work

The Fog

As I continue to be an educator and advocate for students, staff, music education, and many other areas of academia, I have to remember that the fog will lift.  This helps me to get up for work everyday and before my feet hit the floor say "it's going to be a great day."

Now in defining a great day, that doesn't always mean that everything is going to go how I envision it.  What I mean by a great day is that it's an opportunity to make a change, to put myself out there.  With not knowing what tomorrow brings, I maintain the belief that we have to take advantage of these opportunities.

The fog is all the stuff that keeps us from taking advantage of our opportunity to work in education.  Often times the fog is ourselves making excuses and getting in the way of what could be.  It's imperative to be successful, we must look past the fog.

Top 5 Values and Beliefs that keep me coming back!

1.) Potential: I value that the people around me and the students I come into contact with are leaning towards unlocking their potential.  This excites me and no doubt makes me want to work harder and be better.

2.) Growth: I find the status quo to be good for yesterday, but far from worthy of tomorrow.  This appeals to myself, my program, my colleagues, district, and beyond.  We must reach in order to be successful!

3.) Challenge/Grit:  I enjoy a challenge.  Not for challenge sake, but for a reason.  While not always comfortable and not always enjoyable, I want to challenge myself and others.  My hope is to also empower those around me to challenge themselves to be better than they think they are.

4.) Purpose:  With so much to accomplish in the world, why would we do anything without purpose.  I am empowered when a clear purpose is added to the equation.

5.) Professionalism/Integrity:  I find that it is integrity that wraps up so many attributes that I find essential to success.  I feel that I am part of the fabric of a larger system that is seeking out a better tomorrow.  Not that today is bad, but tomorrow  could be better.

Credibility

I often think with having a title you need to have credibility.  That is similar to saying that with having a title comes leadership.  The reading offers excellent narratives that get us away from that stereotypical idea.  It puts weight on the importance of maintaining credibility as a leader.

"If people don't believe in you, they won't stand by you." - Pg 27

The statement above is powerful and complex.  There is not an easy equation for a person to become a leader of credibility.  It comes from inside.  There are several factors that lead to a leader being termed credible.  Page 25 in the book talks about how people feel about their leader relates directly to how they work.

Check out the article below through the eyes of a business owner on the subject of credibility...


image credit: shutterstock.com

7 Ways to Build Credibility, Trust and Character That Will Grow Your Business

Conclusion

The chapters read for this blog post were situations and topics that most of us encounter everyday.  Here are some thoughts on each chapter.

Chapter 2
Credibility is the foundation of what we do as leaders.  It is important that leaders set clear expectations in order to setup a well grounded sense of credibility.  There are 4 top characteristics of great leaders: honesty, forward-thinking, inspiring, and competent.  This aligns with what research says across the globe in reference to leaders.  The way that a person feels about their leader relates directly to how they go about their work.  "If people don't believe in you, they won't stand by you." (pg 27).

Chapter 3
We as leaders must identify our own values in order to setup growth and success for the people we lead.  It's important to note that it's integral to align personal and organizational goal in order to have a successful organization.  Page 41 states that conformity produces compliance.

Chapter 4
Where are we going?  This needs to be a primary focus of leaders.  Page 46 states that focusing on the future sets leaders apart.  Often times it is important to search the past to find a theme for ourselves and the organization.  Page 51 states moving forward is the "life blood" of an organization.  I enjoyed this chapter very much.

I agree that we as leaders must thrive, not just survive!

Innovative Instructional Leadership: Intro - Truth 1

Innovative Instructional Leadership: Intro - Truth 1


The following post coincides with the reading of the introduction and chapter 1 in the book The Truth About Leadership by James Kouzes and Barry Posner.  It's to be a general look back on the personal formation of how I view leadership and what it took to arrive at that conclusion.

State of the Union

When thinking back to how I got to where I am today in the context of leadership, I can only think of the phrase "we all have gifts."


photo courtesy of pintrest.com

Historically I never found myself seeking out leadership qualities.  I often was the person who spoke little and observed a lot.  I was looking at peoples' words and actions, and watched for how others responded.  This led to a draw towards figuring out what motivated people as well as what made them genuinely happy.  What I discovered is that people are different!  There wasn't one thing that made people happy.  This was the beginning of my journey inward.

While I have met many folks that I would call "good people," I've never met a flawless person I would truly want to emulate.  In an open-minded fashion, I began to characterize people and draw on what I saw as "gifts."  I began to look at these "gifts" as qualities that make up a good person, a leader.

Thus begins a never-ending social experiment into the world of finding the good (which for all of us can sometimes be a challenge).

Milestones and Risks

I am a big believer that where we are today is due to where we have been and the choices that we have made.  That's heavy to think about, but very true.  Opportunities are right in front of us everyday, even if we don't always acknowledge them.  Our choices define us.

In thinking back to risks and choices in reference to where I am at today, there are specific actions that come to mind...

1.) Put myself out there - I have found that I often open my mouth and speak in a quiet room.  Not because the room is quiet, but because I feel there is something to say and it's not being said.  I recall doing this in the middle of my undergrad tenure.  As a musician we are given the chance to perform for playing assessments called juries to a panel of music professors.  This at times was extremely nerve racking and seemed more like a right of passage than an assessment.  I intentionally chose repertoire which I couldn't fully do.  For some reason I wanted guidance more than a pat on the back for my work.  The down side of putting yourself out there is that the response is often unknown...

2.) Agree to disagree - As a music educator who believes in what music does for students and the necessity of engaging student learning through music, I often find myself at odds with folks not of the genre.  I'm always open new ideas, but not at the expense of the learning.  With this concept at the forefront of my thinking, I respectfully and often agree to disagree.

3.) I know what I know, not what I don't - While I strive to apply what I know to unknown situations, knowing will always trump not knowing.  This is something that I continue to work on daily; opening myself up to admitting I do not know.  Once done though, this opens the doors to personal learning and growth.

4.) Taking advantage of and seeking out opportunity - I enjoy a challenge and find that status quo is hard for me to park at.  This means that I am always seeking out and taking advantage of opportunity.  As a younger person in my twenties this didn't seem to be a problem.   I slept less and worked/played more, but I could do it.  As my family has grown I am prioritizing my opportunities.  I still want to believe that I can do it all...



Qualities That Define

When I think of leaders that I have looked to (the "gifts" that they portrayed), there are specific qualities that stand out.  These qualities have had a large impact on who I am and how I go about living my life.

1.) Setup for success - As an educator I use this phrase everyday with my my students and colleagues.  In order to be successful we have to do what is necessary to make it happen.  Success doesn't fall in our lap and say voila!

2.) Empathy- While some people may be the smartest, the brightest, and the most passionate, if that can't be shared with others it will never be what it could have been.  We as leaders must have the ability to look through the lens of other people who are different than us.

3.) Grounded - There is a reason why we do what we do.  Sometimes that reason is defined and sometimes not.  A leader I am drawn to is someone who has the ability to have the why always at the forefront.

4.) Talk the Talk... ...Walk the Walk - I have found the leaders I have confided in do as they say.  This builds a sense of validity.  Honesty is present.  If they say it, then it's true and it will get done.


Conclusion

I find that there are many qualities that make up good leaders and they are all in a different context.  Overall leaders are genuine, they are themselves and use their "gifts" to do whatever needs to be done.  Leaders make it happen in when there doesn't seem to be a solution.

Onward!

Real World Learning: Final Reflection

Real World Learning: Final Reflection


The implementation of the Veterans Day Lesson plan is now over.  The evidence has been collected and the students have performed for the assembly.  Now is the time to reflect on what went well, what was a challenge, and how I and others can improve the lesson for next time.

Photo Credit: Boston Globe

Success!

I feel that the lesson was a success.  What defines it as a success is that it was a learning experience that made a personal connection for the students and the real world.  We went beyond that initial goal in a couple of different ways.

First we put an interdisciplinary spin on the lesson by bringing together teachers from other content areas in the school.  This brought not only my own students into the realm of real world learning, but also the entire school!  The collaborative environment was exciting and opened up opportunities for other teachers' students to play an active role in the performance and the process.

Another way that the Veterans Day assembly went beyond expectation was the fact that I was able to use the Livestream app to broadcast our assembly and performance to the world.  This was increased by at least ten fold with the social connection of Twitter to announce the broadcast.  Through broadcasting the performance to the public, the students became part of the fabric of the real world learning.

Some expected successes were the connection that my students made to the event and their own life.  The reflection and the research portion of the lesson were aligned and implemented at the same time.  I think this allowed students to have a deeper and truer sense of the meaning of Veterans Day and link that understanding to a person or activity in their own life.  From parents, to grandparents, to siblings...  The impact of Veterans Day on these middle school students' lives is inspiring.

Challenges

Challenges were expected and always are when venturing into the unknown.  With that in mind at the beginning I was able to setup the students for success by explaining that upfront.  This helped to establish an environment of solution minded students.  While some challenges were small and easy to overcome, others were a bit bigger due to the environment.

I first must preface this with my professional background.  I am in my 3rd year at my current district.  Prior I taught in an expansive high school program.  This sometimes blurs my perspective of what to expect of the students.  So now the problem.  Leadership!  An imperative lesson that all successful instrumental music students must learn.  Our own success is not just based on how well I do as a musician, but how well the group does.  To teach this concept is a challenge in itself and when you need leadership for success, it becomes 1st and foremost

I desired to use the Veterans Day Assembly as an opportunity for the 8th graders to lead their younger 7th grade counterparts.  The problem was macro-process, they are still learning leadership skills.  So this brought the 8th graders to a question...

Why do we have to perform with the 7th graders?  They make us sound bad! 

There it is!  I have a wound that needs to be mended.  Leadership.

Lesson learned.  I now plan on integrating leadership activities into this real world learning experience.  Not only will this benefit the particular lesson, but it will have a positive impact on the students' lives (real world).  It's not always what we do, it's often how we do it!

Next Time...

The goal is to always go bigger and better than before.  I think the best way to go about this is to empower the students to take on a more active role in the process.  Now that I've created the template, the real world learning can be expanded to include building more community while creating a personal and deeper experience for the students.

Final Thoughts

Real world learning is necessary for our students.  Content and application of that content is important to learn in order to successfully move into the realm of real world learning, but it's got to get out their for people to connect with, people to evaluate, people to understand.  Empowering our students towards real world learning will give them the tools for a lifetime of success and continious improvement.  Let's *"ship it!"

*This relates to my readings of Seth Godin in his book Linchpin.  Here is an excerpt of a post...

Fear of shipping
Shipping is fraught with risk and danger.

Every time you raise your hand, send an email, launch a product or make a suggestion, you're exposing yourself to criticism. Not just criticism, but the negative consequences that come with wasting money, annoying someone in power or making a fool of yourself.

It's no wonder we're afraid to ship.

It's not clear you have much choice, though. A life spent curled in a ball, hiding in the corner might seem less risky, but in fact it's certain to lead to ennui and eventually failure.

Since you're going to ship anyway, then, the question is: why bother indulging your fear?

In a long distance race, everyone gets tired. The winner is the runner who figures out where to put the tired, figures out how to store it away until after the race is over. Sure, he's tired. Everyone is. That's not the point. The point is to run.

Same thing is true for shipping, I think. Everyone is afraid. Where do you put the fear?

-Seth Godin

Real World Learning: Veterans Day Assembly Lesson Evidence

Real World Learning: Veterans Day Assembly Lesson Evidence


Evidence of Implementation

In the beginning...

As a band director, I am inclined to engage students in "Real World" community events whenever possible.  This is not only good for public relations of the program and the school, but more than that it is imperative that students find their place in the "Real World."  They need to discover the importance of community service first hand.  This was the driving force behind wanting to establish a performance side to the Veterans Day Assembly at our school.  This year was the second annual and I would argue that it gets more expansive and refined each year.  The Veterans Day Performance and assembly is Real World learning for our students.

The process...

As many band directors know, the preparation for an event doesn't always look the same as the outcome.  Throughout the process of implementing the music, program, choral integration, and execution of performance, I changed many of my initial preparations due to several different reasons.

The first was due to opportunity.  Initially I envisioned only the band planning for the assembly.  In conversation with my colleague we came to the conclusion that combining the band and choir in a performance would strengthen student engagement and community involvement as a whole.  This slightly shifted my plan.  Now I was looking at creating the best possible performance for the band and choir while still staying on my objective of Real World learning for my students.  This took some additional editing and creativity on my part.

A direct result of having the choir join us was that I needed to come up with more music.  This was done through arranging and writing.  I had great concerns of the band overtaking the choir due to the nature of the activity.  This brought about another opportunity for a couple of students.  I created a solo/duet section of the music to accompany the choir.  This had to be written out, yet the time and energy it took was well worth it.

As different situations came up it was a breath of fresh air to have my choral colleagues to work through different solutions.  Although I initially didn't foresee collaboration as a part of the experience, it became a staple of creating a successful performance.

Interdisciplinary collaboration also became imperative as I worked with and communicated with the principal, the social studies department, custodial staff, and other school groups.  This sort of proactive and well-thought-out process set the Veterans Day Assembly and performance up for success.

As the days grew to the event, the students were introduced to an activity which I title Veterans Day Research and Reflection.  Students were able to dive into the deeper meanings of Veterans Day including its origins and connections.   Students were also able to reflect on why the band and choir are participating in Veterans Day and the significance on their own lives.

In the end...

Due to the preparation, collaboration, and involvement of the entire school and outside community, the Veterans Day Assembly was a success!  Students were able to actively participate in a Real World learning environment that brought deeper understanding and connection to their lives.

(photo courtesy of http://graphicspulp.com/)

Content Standards/Outcomes
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Student Evidence and Reflection

The Music

Students performed traditional patriotic music that directly is associated with the Real World experience of Veterans Day. Many of the same pieces were performed by other bands and choirs all over the United States to acknowledge Veterans Day.  The students rehearsed, practiced, and performed the following pieces.

The Star Spangled Banner arr. by Mark Williams

Salute America arr. by Don Schaeffer

We're Loyal To You (School Song)


Veterans Day Research and Reflection Assignment

Q1: What is the origin of Veterans Day in the United States?

Q2: What is the difference between Veterans Day and Memorial Day?

Q3: Choose 2 of the following topics and give historical facts about that given topic…

a.) Tomb of the Unknown Soldier

b.) Choose and write on 1 of the following American wars…

1.) World War 1

2.) World War 2

3.) Korean War

4.) Vietnam War

5.) Gulf War

6.) Global War on Terror

c.) Respecting the Flag

Q4: What is significant about Veterans Day?  How does that relate to your life?

Q5: Reflect on why we perform and participate in the Veterans Day Assembly at Byron Middle School.

Student Responses


Veterans Day Assembly and Performance Live!

Another way that I made this a Real World learning experience was to broadcast the event live via LiveStream.  I also announced the event on Twitter.


Veterans Day Assembly and Performance via Livestream

Real World Learning: Veterans Day Assembly Lesson Plan

Real World Learning: Veterans Day Assembly Lesson Plan


Driving Question

As band members we often are asked to play for such events as Memorial Day and  Veterans Day.  There is a reason that these events occur yearly and are so significant in the United States of American.  In this lesson I ask students...

Why is Veterans Day important?


Link to History of Veterans Day via United States Department of Veteran Affairs




(photo courtesy of  http://www.veteransday.quotesms.com)


Content Standards/Outcomes

MU:Cn11.0.E.Hs novice
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.


21st Century Skills

Students will be implementing a variety 21st Century Skills.  Aligning with Partnership for 21st Century Learning, The focus will be on the skills associated with "Key Subjects and 21st Century Themes."  This includes global awareness and civic literacy.


Habits of Mind (soft skills)

The Oxford Dictionary defines soft skills as...
"Personal attributes that enable someone to interact effectively and harmoniously with other people."

Pikes Peak Association for Gifted students outlines a series of soft skills (Habits of the Mind Chart).  One significant soft skill to be gained from this activity is #11, Creating, Imagining, and Innovating.  The focus of the driving question is open-ended to the point where students are able to use their personal experiences and research to create new and innovative ways as to the importance of Veterans Day.

Lesson Activities

#1.) The band rehearses 2 veterans day assembly tunes, Star Spangled Banner and Salute America (patriotic musical medley including Yankee Doodle, You're a Grand Old Flag, and Yankee Doodle Boy).

#2.) Students will research the history of Veterans Day, relating the content to current events and coming to a conclusion as to why Veterans Day is important.

#3.)  A Veteran who played in the army band and continues to play bugle at veteran funerals will come and discuss his viewpoint as to the importance of Veterans Day.  He will also discuss his role as a musician involving veterans.

#4.)  Students will perform the week of Veterans Day with the choir for the community and student body.  

Learning Assessment/Student Engagement

Students will use a Standards-Based Assessment tool which is currently used consistently in the band classroom.  Click the link below to view an overview and reflection of the tool.

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Final Reflection

Student Reflection Activity

Students will reflect by writing a letter to a military veteran or a military person on active duty.  The letter will include the reason why Veterans Day is important.  

Final Thoughts

The goal is that students use real-world learning to discover the importance of Veterans Day.  This will give deeper meaning to their role as musicians and as citizens of the United States of America.

Real World Learning: Empathy Reflection

Real World Learning: Empathy Reflection



Definition of "empathy" according to the Oxford Dictionary:

"The ability to understand and share the feelings of another."

If our goal is to create the best possible leaning environment for our students, we must look closely at our audience.  We must empathize with them by understanding who they are as people and what engages their learning.  This can be a challenge and often is forgotten.

In many career fields success is based upon the actions of the proprietor and how those actions relate to an object.  In teaching, the educator must use the people in the environment to create a productive learning atmosphere.  Empathy is the key to that success.  If we are to design successful learning experiences, we must empathize with our audience, our students.


Interviews

I enjoy the use of interviews when wanting to learn more about a person.  When done well, an informal interview can create an environment where the interviewee can feel safe, confident, and respected by the interviewer.  This takes successful preparation and an inquisitive mindset.  When conducting an interview with open-ended questions, the interviewer is able to inquire about deeper thoughts and feelings towards a given topic.  Interviews also offer a direct and important link to how we design our lessons, products, etc...

Browsing can be inspiring.  Check out the Stanford University Institute of Design!

In the preparation stage of the empathy interview process, I spent a lot of time brainstorming and reflecting on the questions that I would ask my students.  I felt that a road-map was necessary for the interview in order to be sure I was on target as to what information I was wanting to acquire.  I wanted to be sure to maintain a level of consistency from person to person, yet offer areas where they could break away from the questions at their discretion.  I feel that the script/road-map that I developed was successful!

Interview Questions


Empathy and Education: What I've learned

I often find myself sometimes focused on the content for the lesson I'm producing without even considering who the lesson is for.  What are their likes, dislikes?  What is their background?  What excites, frustrates my audience?  What are some of the limitations when it comes to technology, resources, etc...

While creating the most complex procedures for the greatest lesson, I must remember that all of that time and effort are wasted if I don't have empathy for the people who are learning in the environment.

We've heard the importance of rapport in the classroom.  Yes rapport is important, but in order to instill a deeper understanding more must be achieved.

The Importance of Establishing Rapport with Your Students by Rebecca Ryan and Janie Wilson

The days of forcing information into learners through lecture, worksheets, and videos are over.  We must as educators connect with our students.  We must meet them where they are at, be a support as they grow and learn, and get them to where they desire to be.  Empathy is a main ingredient when designing a successful and worthwhile learning experience.

Real World Learning: Introductory Research and Reflection

Real World Learning: Introductory Research and Reflection


The goal of this blog post is to take a deep look into "Real World" learning.  This includes definition, description, connection to content, opportunities, and how this idea fits in with the status quo of education today.  As the idea of "Real World" learning unfolds, we must consider what quality application looks like in the *classroom.


Real World Learning Defined

Defining a word can be a challenge, especially when attempting to align it within a given context, in this case education.  I first look to the Oxford Dictionary.

**Side Note**

In the last year I read a book which tells of the origins of the Oxford English Dictionary, The Professor and the Madman by Simon Winchester.  I will never look to a dictionary in the same way again.  A must read for word enthusiasts.

**

The Oxford Dictionary defines Real World as a noun stating "the existing state of things, as opposed to one that is imaginary, simulated, or theoretical: we live in the real world of limited financial resources."  Traditionally in education it was our job as educators to let students practice skills in order to prepare for the real world.  What we have discovered is that successful learning must incorporate real world application.

Successful learning correlates with being able to maintain retention of the material needed to demonstrate a proficiency of understanding.  How do learners achieve this long-term quality retention?

The Glossary of Education Reform lays out the importance of **authentic experiences in order to achieve successful learning.  According to the article Authentic Learning, real world experience keeps students engaged and wanting to learn more.  The information being taught is new and cutting edge.  This better prepares students to succeed in college, professional careers, and life in general.  The topics also are relevant to learners lives outside of the classroom (Authentic Learning).

Real world learning makes a connection for students to to real life.  Often this learning involves improving the quality of local, regional, and world-wide environments.  Students find themselves not waiting to make a difference; they are making a difference now!


*Classroom is being used here to describe a location for learning which in a 21st Century environment could be brick and mortar, out in the real world, or even online.  Blended learning comes to mind when using this term.

**The Great Schools Partnership refers authentic learning "to a wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications."  link Authentic Learning Article.


The Look! Real World Learning

Check out this Prezi presentation to discover ways to make elements of learning "real world."

The Look! Real World Learning Presentation

Instrumental Music and the Real World

There are 2 ways to look at real world learning in relation to instrumental music.  The first would relate directly to the content area of music and the performing arts.  The second would relate to the real world skills used and developed in an instrumental music setting that directly correlate with the attributes and levels of understanding of a professional (applying to many career fields).  First we discuss the content of instrumental music involved in real world application.

The content of instrumental music can lead to a real world career as a musician, musical director, or music educator.  According to the Bureau of Labor Statistics, music directors use the skills developed from education, training, and experience.  Often music director will be employed by schools and religious organizations.  While jobs as a music director are located all over the country, the highest case of employment is located in larger cities.

The involvement in instrumental music brings about real world application due to the nature of the learning environment.  Being in band is unique to most classrooms and offers real world experience.  Students are engaged in applications which give them an understanding of skills out side of the music content area.  Tim Lautzenheiser discusses this in his article Why Music? Why Band?  He brings up specific points that are applicable in the real world, no matter what profession.  These point include quality and quantity, ethics and rules, authority and domination, wisdom and achievement, and inner peace and personal security.  These are real world concepts which bring about success in careers of the future.

The social aspect of band is an important part in a student's development.  According to the Gates Foundation Article The Silent Epidemic, "High school dropouts, on average, earn $9200 less per year than high school graduates, and about $1 million less over a lifetime than college graduates."  These statistics point to lack of connection with students in the classroom.  The application of real world skills beyond that of content are important to keep students interested and engaged in the school environment.


Real World Opportunities and Challenge

Real world learning brings students to a deeper level of understanding.  This includes displays of proficiency which are not relevant to the traditional style of assessment (tests, quizzes, multiple choice).  This could include the showcasing of evidence, comparing and contrasting competing ideas, and perhaps even an analysis of a difficult problem.  This style of open-ended assessment gives teachers the opportunity to allow students to take ownership and dig deep into concepts and projects which they feel truly passionate about.  Ownership develops a higher level of engagement and interest in the concept being applied.  There are also challenges which go along with this line of thinking.

An open-ended thought process may steer particular objectives to the wayside or order for a deep level of learning to take place.  This means that less content is covered, just at a deeper level.  Depending on the expectations of the course and the feasibility of the standards to be taught, the "less is more" saying can be a challenge.  On the flip side, offering students the ability to take ownership applies to all.

Opening the door to discovery and ownership allows all students to benefit and all levels of proficiency.  Engagement and interest become the propeller for success in the open-ended equation.  A student who is engaged is a student who can progress, a progressive learner is a successful learner!


While real world learning is just now coming to the front lines of education, I see the pros out weighing the cons in educators continuous progression towards building better learners.


Onward to the "real world!"

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Final Reflection

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Final Reflection


Standards-based assessment and genius hour coincide with what George Couros is describing in his book The Innovator's Mindset.  There are three primary examples that I'm going to discuss in relation to Couros in this final reflection for my genius hour project titled Genius Hour and Standards Based Assessment in the Instrumental Music Classroom.  The first is Couros's concept of "inside the box," innovating using the resources that we already have in our classroom.  The second is about how we as educators create new learning opportunities for our students in our classroom by implementing digital technology.  Finally I will discuss the concept of empowerment and how genius hour and standards-based assessment engages our students in an empowered learning environment.  Innovation and standards-based assessment both share the common theme of bettering learning in our classroom.

"Think Inside the Box"

As educators we often find the want to always reach for the newest and so-called greatest thing out there.  By thing I mean resource, poster, method book, recording track, etc...  We also use the lack of new tools as an excuse of why we can't produce what we desire.  Many times the resources for the greatest success are already at our finger tips.  With my particular genius hour project I wanted to use what my students and I already had at our disposal.  We are fortunate enough in my district to have a one-to-one Ipad program in our district.  This type of thinking is what Couros is writing out when we says "think inside the box."

All students currently have Ipads at their disposal.  I have also used (as well as other teachers) the Google Apps associated with my project such as Google Forms and You Tube Capture.  The mediums for success are not new to the students.  The thinking is!

Students are now being asked to use their resources and devices to demonstrate what they have learned in a particular week.  This includes all of the concepts associated with their method book, learning targets, and state standards as well.  The resources are already present, the self-assessment and standards-based thought process is what we have added to the equation.  Students are now increasing their learning due to resources "inside the box."

Creating New Learning Opportunities

Status quo is not in the vocabulary of an innovative teacher and leader.  This is discussed in chapter 9 of The Innovators's Mindset.  Innovation is setup to create better learning and in order to get better continual change must be present.  Digital technology has been a re-invention of the pen and paper.  The possibilities seem endless when implementing technology with better learning.  My goal in presenting a standard-based self-assessment tool to my students was to create a tangible and practical method which was new and productive.  I hope to have success!

The new learning opportunity I have created puts the ownership of understanding in their hands.  There is no longer a question as to what they are needing to learn.  The question now is what level of proficiency is the learning at.  I want to set a precedent that we'll get there, but we must have a self-assessed sense of where we are at in order to know where we are going.  Standards-based assessment is personalized and not standardized.   Each individual can focus within the given concept at their pace.  The job of the educator is to use innovation (and a bit a technology) to engage the learner and reach the level of proficiency (and beyond).

Empowering the Learner

I have always been a fan of giving my students ownership in what they do.  The challenge is to help learners understand that with ownership comes responsibility.  My hope is that through self-assessment and the standards-based thought process I will be able to empower my student to take risks.

So often we give students too much information to focus on.  This gives even teachers anxiety.  Through my project I wanted to simplify the concepts and expectations in order to give students the opportunity to take risks and engage in the learning rather than questioning what they were learning.

As educators and leaders sometimes we just need to listen, let go, and collaborate with our students on learning.  As I implement this project into my classroom I hope to be surprised and impressed by the learning capabilities of my students.

Final Thoughts

As educators and school leaders we are always striving to find better ways to engage our students in productive learning.  With standards-based assessment being integrated into districts all over the world and the continuous implementation of technology in the classroom, my project offers learning innovation that is both tangible and practical in the educational environment.  I look forward to putting standards-based self-assessment into action!

Onward!

Challenge: Motivation in the Classroom

Challenge: Motivation in the Classroom


One of the biggest challenges that we have as educators is motivating students to learn.  Teaching unlike other professions involves a diverse group of people who come from different backgrounds and progress in their learning at different rates.  As teachers we are up for the challenge!  The million dollar question is how do we overcome that challenge.

I recently moved from a high school band director position to a middle school band director position.  I still have the same expectations of my students as I did as a high school director, but the way that I motivate students has drastically changed.  I have just climbed to one summit and discovered that the journey has just begun.  So now what?  What are the ways that I can motivate students in order to help them understand their full potential and reach their goals?  Intrinsic motivation.

Wonderful article of actual activities to do in the classroom to build intrinsic motivation.  Thank you David Palank.

Strategies to Build Intrinsic Motivation  

Intrinsic motivation is the "buy-in" for students.  Students find this type of motvation creates environments that are interesting and rewarding.  There are three main ideas about intrinsic motivation that I refer to often in class taken from Daniel Pink's book Drive: autonomy, mastery, and purpose.

Autonomy can be a challenge in the classroom, especially with a class as large as a band ensemble.  It can be done though.  By using the learning goals and concepts, students are able to discover their own ways to figure out how to achieve.  This gives them ownership over what they are accomplishing, and enables the teacher to have a clear idea of level of profiency the student is at.

Mastery is something that I use often in the band classroom.  Mastery is not a complete understanding of everything in the world.  I see mastery as a complete understanding of a given topic.  Students are asked to play the correct pitches throughout a selection of music.  Did they get the rhythms all correct?  Perhaps not, but by mastering the pitches, they were able to celebrate their accomplishments, thus building a strong sense of confidence and a preparedness to go after the next challenge.

Purpose is where we as educators connect our students to the real world.  Often in music the real world exists instantaneously as we are in preparation for a real world concerts.  Students have an authentic experience as they showcase their skills to an audience.  I often Livestream concerts has well to create an even broader real-world experience.  The connection of the performance to purpose gets the students discussing other reasons as to why we are working towards particular goals.  Understanding purpose increases student motivation to work hard and achieve!

Side Note...
"I am motivated by fun!!!" Let's agree what fun is in our classroom.

Success/Having Fun: Learning takes active participation. Through learning there are many exciting and fun discoveries we make. Having fun no longer is a passive activity on the surface. It happens when we achieve our goals and objectives. Through contributing to our own success we are able to come to a new understanding of "having fun!"

Final Thoughts

In accordance with Daniel Pink, we as people have natural desires to learn, to create, and to make the world a better place.  By tapping into these natural tendencies in the classroom, we are able to increase intrinsic motivation thereby opening up endless opportunities for our students to achieve.

Onward and inward...

*Definition links reference: Oxford Dictionary

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Research

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Research

I am currently working on a Genius Hour Project involving standards-based grading in the instrumental music classroom.  My goal is to create an effective tool that can be used for self-assessment.  The tool is to be tangible and practical in the allotted time for the class.  It is my hope that students will strengthen their understanding of what they do in the classroom (perform/rehearse) with what they are being assessed on in a standards-based environment.  This blog post will give an overview of three research sources I have used in order to come to develop a successful self-assessment tool.   The first will outline the content used to create/perform understanding of a given concept.  The second will discuss successful assessment tools used in the instrumental music setting.  The final source will tie in standards-based assessment with the first two sources.  Onward we go!

The first source I will be using in my research is the Tradition of Excellence Comprehensive Method Book 2 Conductors Score.  This will directly correlate with the exercises and the pieces that the students will perform in order to learn the concepts.  The book also offers a scope and sequence that will work as a guide to be sure all necessary concepts are self-assessed in correlation with the appropriate skill level of the students.  This source will offer proficiency of standards addressed in class (not proficiency of attributes).

The proficiency of standards will offer 2 main categories with which the students will self-assess each week.  The first will correlate directly with the Musicianship Standards.  Students will identify which standards are being addressed in a given activity.  The second will focus on the Objectives for Student Learning.  These are the concepts with which the students will label themselves in accordance with a 1 - 4 at what level of proficiency they are at.  Based on the area of study (and week), other concepts may be thrown into the assessment for additional reflection.

Reference: Tradition of Excellence by Bruce Pearson and Ryan Nowlin

The second source I will be using comes from Frederick Burrack from Kansas State.  He has written in-depth about band programs and student portfolios.  Within the student portfolio, self-assessment is a major component.  While most of the information in the source discusses the portfolio is "analogue" form, it is my desire to innovate wit this resource to bring the concepts and ideas to 21st Century Learning.

The assessment tool I am developing will use components and formats that Burrack mentions.  From the portfolio piece I plan on adapting his concepts of the assessment and put them into a format that will be both tangible and practical in my band classroom setting.  This includes replacing the paper form of assessment with the Google Form medium.  Reading through the research is helping me to make sure students are held accountable for their musical learning goals.

There are four main areas which are addressed in the research.  Once again as in the the previous source (Tradition of Excellence), this source will address the proficiency of standards versus the proficiency of the attributes.  The first area is the assigning of a specific scale, etude and section from piece being assessed.  The second area is where the student will record the assigned piece (as many times as they would like to get their best recording).  The third area is where the student will asses their performance.  The final area is where the student will submit the recording and assessment to the teacher in order to verify proficiency on a given learning standard.  All these concepts will correlate directly with the tool I am developing.  While perhaps not in the same format, similar activities will be present.

Reference: Frederic Burrack, Developing Students Portfolios in your Band Program

The third source of my research comes from a presenter at the First 2016: The Institute for Better Learning on June 16, 2016 in Fond Du Lac, Wisconsin.  The title of the session was called "Re-defining Accountability."  The presenter's name was Tom Schimmer.  He addressed the idea of assessment versus grading.  What does this look like and what does it mean in a school system?

Standards-based grading looked dividing up the learning into two areas, proficiency of attributes and proficiency of standards.  The idea of accountability related to the underlying concept that essential learning must be made mandatory.  Traditional grading lumped attributes and standards into one category.  The re-defining of accountability refers to empowering the students to know what the essential learning goals are and where they are at on the journey.  This is one of the main reasons why I have chosen to develop a self-assessment tool in my classroom.

Reference: First 2016: The Institute for Better Learning; Tom Schimmer

Bringing together the ideas of quality concepts and content, proven instrumental music assessment, and a definition of standards-based grading in my research has given me resources which will enable me to develop a tangible tool that is grounded in depth and innovation.

Onward!