Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations
Candidates for a Teaching Credential take responsibility for student academic learning outcomes. They are aware of their own personal values and biases and recognize ways in which these values and biases affect the teaching and learning of students. They resist racism and acts of intolerance. Candidates appropriately manage their professional time spent in teaching responsibilities to ensure that academic goals are met. They understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students, and individuals with disabilities, including implications for their placement in classrooms. Candidates can identify suspected cases of child abuse, neglect, or sexual harassment. They maintain a non-hostile classroom environment. They carry out laws and district guidelines for reporting such cases. They understand and implement school and district policies and state and federal law in responding to inappropriate or violent student behavior.TPE 13: Professional Growth
Candidates for a Teaching Credential evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning. They improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. Candidates use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness. They develop appropriate plans for professional growth in subject matter knowledge and pedagogy. Candidates access resources such as feedback from professionals, professional organizations, and research describing teaching, learning, and public education.
Artifact 1: BTSA Cycle 3, Year 1 Observation
Artifact number one is an observation from the third
of three cycles in the year one BTSA program.
Artifact one is important for Domain 6 because it relates to
professional development of the teacher.
Through many days a month with a mentor, I was able to exercise my prior
knowledge in combination with the knowledge gained from our weekly sessions
together. It is so often that teaching
becomes automatic and having an observation and comments helps bring to light
what either comes naturally and well or that might need improvement. The mentor makes many points that the
students are treated equitably and come from a variety of backgrounds.
Artifact 2: Student Teaching Domain 6 (F) Final Observation
Artifact number two is the Domain 6 part of my final
observation from Dr. Garo Mirigian of National University. Dr. Mirigian was able to incorporate many
classes worth of knowledge, including a spring concert with over a thousand
people, as the culmination of my student teaching for National University. The professional development gained during student
teaching outlined evidence that teaching through the university along with
testing such as the CSET and elements such as the TPAs- the outcome was
positive and a very helpful review.
Artifact 3 Literature Review Growing as a Professional Music Educator”:
The
third artifact that I have chosen is a review of supporting literature entitled
“Growing as a
Professional Music Educator” from
the General Music today Journal in
2012 by Philip Hesterman.
This article is important, as mentioned in the above literature
review, it discusses the wide variety of
expected talents a music teacher must
learn and continuously hone in order to be an effective,
charismatic, and
committed music teacher. A music teacher
wears many hats and they don’t just
involve elements that are related to
music. A music teacher must be prepared
to deal with the same
issues that other teachers handle on a regular basis as
well as making sure that the art that they are
teaching is taught with passion
and logic that are connected to standards and a happy life.
*Click here to review article*
Literature Review
The article selected as a supporting
literature review for this document is entitled “Growing as a Professional
Music Educator” from the General Music
today Journal in 2012 by Philip Hesterman.
Philip Hesterman “is a veteran music educator working in Lincoln,
Nebraska, having taught music at all levels (K-12) in Minnesota, Wisconsin,
Texas, and Nebraska, a member of the Nebraska Music Educators Association, the
National Association for Music Education, the Nebraska Choral Directors
Association, and the American Choral Directors Association, and the past
president of the Nebraska Choral Directors Association” (Hesterman, 2012). The article describes different elements
that can be examined in order to continue growing as a music teacher.
The article tends to focus on
college education but there are many valuable lessons that can be applied to
any age level. The article begins in
describing the importance of continuous growth and self-inquisition as a
teacher in order to continue to mature into a professional music educator. The article describes the importance of being
affiliated with reputable music education organizations in order to gain large
amounts of knowledge and from which you can learn. Later in the article, it describes the
difficulties of being a first-year teacher and many of the often overlooked
elements with which teachers need help.
Further elements of improving a music
teacher’s lessons are “ that could be beneficial would include training in Orff
Schulwerk and the Kodály method for general music specialists,
choral music techniques
for band teachers who find themselves teaching choral music, and instrumental music techniques for choral
teachers who find themselves teaching band, in addition to education in current
technology for use in the music classroom,
and topics for professional development
included activities for singing in tune for young children, arranging,
assessment, band techniques, classroom methodology, current trends and
practices, discipline (classroom management), elementary rhythm and note-naming
games, history training, instrumental conducting, movement within the vocal
rehearsal, orchestral conducting, physiology of the voice, preparing music without an accompanist,
private voice instruction techniques, repertoire suggestions, string pedagogy,
student engagement, student recruitment and retention, swing choir ideas,
teaching the current curriculum in less time, technology, vocal development at
various levels, vocal warm-up activities, vocal pedagogy, woodwinds pedagogy,
and working with beginners in instrumental music” (Hesterman, 2012).
In the end, the importance of
continuous growth and observation is highlighted in order to show that
long-term and critical errors can be made if professional development is
ignored. It is said that a positive
attitude makes a difference and that dedication and self-efficacy is key
(Hesterman, 2012).
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