Conceptual Framework

 

Many of the assessments and units that I have developed for my school district have been a direct result of my coursework in the TIE program. The first assessment that I submitted to our Curriculum Committee was a fifth grade Rondo project. This assessment has now been included in the bank of assessments available at the national level for music educators. One of the grants that was written in this coursework was modified and submitted for providing music therapy in our school district for autistic children.

 

The integration of technology into my teaching has greatly improved due to this coursework Technology based music education is still in its infancy. My graduate work has helped to define where the state of Maine music educators can and will go in the future with technology. Because of the depth of my education with Lesley, I have been part of education reform committees both at the local level and at the state level.

 

I have been most influenced by Robert Marzano, Richard Stiggins, Michael Fullen. The following references are some of the most used in my library:

 

Armstrong, Thomas (2001). Multiple intelligences in the classroom, 2nd edition. Alexandria, VA: ASCD.

 

Blythe and Associates, Tina (1998). Teaching for understanding. San Francisco, CA: Jossey-Bass.

 

Fullan, M, Hill, P, & Crevola, C (2006). Breakthrough. Thousand Oaks: Corwin Press.

 

Hord, S, Rutherford, W, Huling, L, & Hall, G (2004). Taking charge of change. Austin: Southwest Educational Development Laboratory.

 

Marzano, Robert J. (2000). Transforming classroom grading. Alexandria, VA: ASCD.

 

Stiggins, Richard J (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Pearson Education, Inc..

 

I have found the most enlightening material to be from Robert Marzano's work. The McREL Institute has provided me with an opportunity to put research behind the principles that I have always believed in. Focusing on what a student knows and is able to do began with my research into Marzano, but came fully into my realm of use through the Maine Dept of Education.

 

Anita Bernhardt, as the Science & Technology Specialist and Regional Representative for the Maine Department of Education is the facilitator for the review of the Maine Learning Results (state standards). Anita's vision and dedication to the students of Maine provided me with a chance to utilize all that I have been learning throughout my graduate work. To compliment the many hours of reading and project work for the TIE program, I have had the opportunity to put all of that study into hands-on application. This is constructivist education at its best.

 

I fully believe in assessing what students know and are able to do. Until my graduate work, however, I had no idea how to put that into practice. Now that I have begun the process and utilize standards based grading on virtually a daily basis, my colleagues are becoming more and more interested in doing the same. I now consult with Fine Arts departments and help them get started in this process. I have also presented workshops at state and national conferences regarding assessment and standards based grading.

 

I no longer guess at what grade I should give my students. Rather, I now know exactly what grade my students have earned. They are involved in their own learning and have ownership of their studies. A subject such as music is often very difficult to assess. Providing clear targets for learning and specific rubrics towards the end goal have greatly improved my student's abilities and my teaching.

 

Exemplary Practice in the Fine Arts is organized and very clear. Providing accurate assessment data to non-musicians and administrators helps to raise the awareness of the necessity for the Fine Arts in our school curriculum. Past practice has not included accurate grading practice. Large numbers of students often prevent teachers from knowing accurately what their students are capable of. Strong programs incorporate excellent public performance and reflective student work that can be clearly delineated to parents and administrators.

 

My colleagues always help me to reflect on my teaching practice. I am fortunate to have excellent teachers in my department and in my district. Every time I work with another teacher, it helps to focus my own teaching practice. I split the five elementary schools in my district with a younger teacher who is strong in note reading and rhythmic work. My strength lies in the singing area. We collaborate and observe one another. Each time I watch him work I am reminded that just because I am comfortable in my style and focus of teaching, I should not stop stretching my own boundaries for my students. Since we see all 980+ students in our district and each one has different learning styles, we must provide differentiated lessons and assessments for each one of them to meet every student's potential.

            

My classroom goal this year is to fully implement standards based grading in my classrooms. We are officially piloting it this year in all five schools. I will also be providing assessments to all of my chorus students this year. Currently I have three choruses with a total of about 170 students. I plan to utilize the Participate software to assist me in this endeavor. I will also use the chorus assessment that I developed in this class with all three choruses.

 

My personal goal for the next two years is to finish my last three classes with Lesley. I have also started a business as a direct result of my coursework in the TIE program. I provide Educational Consulting to school districts utilizing technology and provide web design and Mac computer repair. I anticipate looking for a technology job in a school district during the summer of 2009.