Teaching Public Middle School Music

In this chapter, Fullan begins by maintaining that principals who are effective lead learners are necessarily also good managers, because they understand that having clear routines is essential for school improvement.” (57) He quotes from Viviane Robinson’s Student-Centered Leadership to both underscore the previous point and emphasize that successful principals take an active learning stance: “The principal who makes the biggest impact on learning is the one who attends to other matters as well, but, most important, ‘participates as a learner’ with teachers in helping move the school forward.” (58) Fullan also borrows from Helen Timperley’s work in responding to the question, Who is in a principal’s class? The principal’s class consists of “team leaders who in turn can leverage the learning of other teachers in their group”

The Kentucky Leadership Framework defines teacher leaders as those who “transform their classrooms, schools, and profession, activating teacher growth and achieving equity and excellence for students” (Kentucky Teacher Leadership Work Team, 2015, p. 4). Therefore, the definition of what it means to be a teacher leader can be found in a review of relevant literature; yet, their roles can be unclear within the schools (Angelle and Schmid, 2007). Jacobs, Gordon, and Solis (2016) point out that when “teacher-leaders’ roles and responsibilities are not clearly defined, misunderstanding, conflict, and resentment can result” (p. 399). In addition, a study of 672 participants revealed that teacher perceptions regarding teacher leadership can vary based on school grade configurations—elementary, middle, and high (Angelle and DeHart, 2011). According to Angelle and Schmidt (2007), “As we work to provide precision to the term teacher leadership, we look to widen the level of understanding of this critical component of school reform at all levels” (p.

Their eyes met from across the room, and any student paying close enough attention could see the loathing in the teacher’s eyes as the principal walks into the room for the bi-semester teacher evaluation. In the blink of an eye the teacher returns her focus back on the students, but the obvious exchange between the two individuals makes those of us in the classroom that understand the source of the icy gaze extremely uncomfortable. My teacher hates the principal with a passion. Ever since the principal assumed control of the school three years prior to this particular evaluation, she terrorized my band director. Through micromanaging, criticizing relentlessly, organizing meetings incessantly, and sabotaging schedules, my principal fostered a hate from not only my band director, but also from the majority of teachers in my high school. The attitude and leadership techniques utilized by my former principal directly contradicts current theories of the scholarly community on how to effectively lead a school.

In this paper, I will reflect on my new knowledge and skills that I have acquired regarding teacher leadership, supportive communication and collaboration. I will also reflect on practical application of these skills, such as assessing the needs, problems or issues, and creating the action plan to address the issues. In the end, I will define how teacher leadership can positively affect student learning and achievement.

Teachers as leaders. Crowther, Ferguson and Hann (2009) in their book, Developing Teacher Leaders (2nd ed.) defined that “Teacher leadership is essentially an ethical stance that is based on views of both a better world and the power of teachers to shape meaning systems. It manifests in new forms of understanding and practice that contribute to school success and to the quality of life of the community in the long term.” They also described the six elements of Teachers as Leaders Framework. (Crowther, F., Ferguson, M., and Hann, L. (2009). P.

Teacher leaders and administrators play a vital role in the overall organizational structure of a school. As discussed in Educational Leadership, there are ten roles that teacher leaders tend to gravitate towards. The roles of teacher leaders vary according to duties and responsibilities placed on the teacher leader, they include the following: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner (Harrison & Killion, 2007, pg. 74-77). As a teacher leadership at Lake Oconee Academy, I personally see my duties and responsibilities covering several of these roles. Since the beginning of my employment at Lake Oconee

Number of studies have asserted that teaching experience of principal positively associates with his/her instructional leadership (Eberts & Stone, 1988; Glasman, 1984; Hallinger, 1983; Leithwood et al., 1990). Studies have identified personal values of principal to indirectly shape his/her attention to varying aspects of educational programs (Barth, 1980, 1990; Cuban, 1988; Glasman, 1984; Leithwood et al., 1990, 1992). “Research on effects of principal leadership on student learning draws its conceptual lineage more directly from research on school effectiveness and school improvement.” (Hallinger, Bickman and Davis,

76). The administrators at Liberty High School were actively seeking out ways to make PD more beneficial and viable for its teachers and to allow time for collaboration. Administrators must seek ways to develop teachers and influence student achievement as this article reflects Liberty High School was doing. The fact that school went through a two year process to give educators a voice and improve PD for its staff reflects the priority that was placed on collaboration and developing best practices at the school. Giving up a day of PD in order to allow teachers autonomy and collaboration, such as in the FedEx Day and letting go of the scheduled staff meetings, requires an administrator to release the reigns and trust the educators to develop in to teacher leaders. “To be the best leader you can be, don’t hoard power; give it away” (Dufour & Marzano, 2011, p. 207). A vision for a school can be communicated in a large faculty meeting, but ought to be developed in a PLC process, making it a priority to schedule PLC time with faculty in meaningful groupings and ensure that teachers are collaborating instead of working alone (Hammonds, Kunders, & Galow, 2013, p.

The issue/concern that I am bringing forth in my Capstone project deals with public education. More specifically, music education in secondary school within the public school system. In recent years, the arts have not been the priority in regards to funding and what our youth needs in terms of preparation for the real world. This is partially due to instituting ideas like NCLB (No Child Left Behind) to focus on just the essentials for children to learn. In the academic world, one may refer to this as essentialism in education. As a result, the arts have viewed as not something that is essential. My case originated from my own personal experiences as a music educator and seeing growth from music students.

As a young boy, Bill Clinton loved everything about his music class in school. Clinton was in the school band and he played the tenor saxophone; it was his favorite pass time. His hard work paid off when he became one of the best saxophone players in his school and won first chair in the state band's saxophone section. Frightened of the future, Clinton used his musical talent to earn multiple academic and musical scholarships for college. Later in his life, Clinton ran for president and became the 42nd President of the United States ("It All Began in a Place Called Hope”). Clinton shows his support for the arts when he states, “I do not think I would have become President if it were not for my school music program” (qtd. in Wise 1). Art and music in public schools are usually funded by the government; however, not everyone agrees that these programs should be funded by the government. There are two main sides to the

This paper explores numerous published articles discussing research on implications of different leadership techniques and effective school systems. Discussions of various leadership strategies and their real-world applications within school systems are implemented throughout this paper along with considerations of teacher retention and multiculturalism. Personal experience is also a key element of discussion in this paper. With all faculty and staff of school systems considered and being represented.

Administrators and teachers must work together to develop the PLC plan addressing the needs of their students. This means administrators need to trust teachers and allow them to work in a way that is autonomous from leadership. Delegating more responsibilities to staff was a way of creating a more knowledgeable community that could cope with the diversity of demands created by schools moving from being relatively simple organizations to highly complex ones. It was also recognized as in accord with the rhetoric of distributed leadership recommended as a strategy for school improvement and raising pupil attainment (Bolam et al. 2005, Webb, et al.

Music is a subject almost everyone enjoys, but is slowly being stripped away from the school systems. The education of music goes far beyond just playing an instrument to a beat. Skills in discipline, memorization, emotional developments, team work, and so many other skills will be discovered. With all of the benefits in music programs why are they being cut out?

Music has a way of helping a person express what they cannot say out loud. It can motivate, instigate, drive, empower, breakdown, and release the feelings inside of a person. Students across America use music to increase their skill level in areas like memorization and discipline. (http://www.nafme.org/20-important-benefits-of-music-in-our-schools/) Now, place yourself in a school where music is forbidden, un-funded, or cut out from all aspects of education. It’s hard to imagine what your day would be like without any music. How might it change your mood, actions and work ethic? Not allowing music at school will completely change the dynamics of students’ lives for the worse.

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.