TPE Domain F (6)

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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