Standard 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
When you are a music teacher, it is easy to only care about students in the context of your classroom. A teacher well versed in standard 10, takes time to observe to students in other settings in order to know the child better. The teacher communicates with parents, colleagues, and administrators about student development to strive for the student's well-being. A good teacher also creates and maintains healthy relationships with parents, community members and other professionals to build support for the music program and gain advocates for music in the schools in general.
During my time at Ball State, I have created many healthy relationships with my colleagues and cooperating teachers. I have participated in group projects with my peers and been apart of the executive board for the collegiate chapter of National Association for Music Education. The relationships I have with my cooperating teachers are positive. All of these interactions are beneficial to my growth as a music educator and I am grateful to have professionals that I can reference. I have spent a great amount of time fostering friendly relationships with students inside and outside of the classroom. I have also witnessed my cooperating teachers collaborate with students, parents, and their colleagues. One of my cooperating teachers is the facilitator of a school club that one of her students was interested in. Although the club is not related to music, she is building relationships with the students in the club which positively transfers to her classroom.
In all of my education classes here at Ball State, I have participated in at least one group project. As a result, I have learned how to cooperate with others and accomplish a goal. My peers and I have learned from each others mistakes and can take our experiences and knowledge of our strengths and weaknesses to benefit other people and places. In my practicum class, because I do not see my colleagues as often, we have a discussion board to document our experiences in the schools. Through this discussion board, I have gain great insights on teaching practices from my peers and instructors. I hope to continue these relationships as we begin student teaching and continue in our careers.
The following document is a concert program that I collaborated with my colleagues to create for an upcoming concert. This program applies to this standard because I wouldn't have been able complete it without this person's help.
When you are a music teacher, it is easy to only care about students in the context of your classroom. A teacher well versed in standard 10, takes time to observe to students in other settings in order to know the child better. The teacher communicates with parents, colleagues, and administrators about student development to strive for the student's well-being. A good teacher also creates and maintains healthy relationships with parents, community members and other professionals to build support for the music program and gain advocates for music in the schools in general.
During my time at Ball State, I have created many healthy relationships with my colleagues and cooperating teachers. I have participated in group projects with my peers and been apart of the executive board for the collegiate chapter of National Association for Music Education. The relationships I have with my cooperating teachers are positive. All of these interactions are beneficial to my growth as a music educator and I am grateful to have professionals that I can reference. I have spent a great amount of time fostering friendly relationships with students inside and outside of the classroom. I have also witnessed my cooperating teachers collaborate with students, parents, and their colleagues. One of my cooperating teachers is the facilitator of a school club that one of her students was interested in. Although the club is not related to music, she is building relationships with the students in the club which positively transfers to her classroom.
In all of my education classes here at Ball State, I have participated in at least one group project. As a result, I have learned how to cooperate with others and accomplish a goal. My peers and I have learned from each others mistakes and can take our experiences and knowledge of our strengths and weaknesses to benefit other people and places. In my practicum class, because I do not see my colleagues as often, we have a discussion board to document our experiences in the schools. Through this discussion board, I have gain great insights on teaching practices from my peers and instructors. I hope to continue these relationships as we begin student teaching and continue in our careers.
The following document is a concert program that I collaborated with my colleagues to create for an upcoming concert. This program applies to this standard because I wouldn't have been able complete it without this person's help.
This artifact is a paper in which I had to collect data from other teachers concerning the issue of classroom management. Through this process, I learned different approaches that I can use when I begin teaching to prevent and manage classroom misbehavior. This paper applies to this standard because I had to talk to different teachers to find solutions to a common problem.