Professionalism in Music Education
Professionalism can be broadly defined as taking responsibility for one's own professional development and growth. In the world of sports, professional athletes are responsible for developing a level of skill that enables them to perform beyond the amateur level, and therefore to be paid for their performance. Professional growth is also a must for doctors and other health professionals, as health practitioners are responsible for their patients’ well-being. The profession of teaching is no different. Teaching is based on the premise that teachers have the skill, experience and commitment necessary to provide a service that benefits all students and, ultimately, society.
In my research it has been seemingly impossible to find a prescribed list of characteristics that qualify a teacher as a ‘professional.’ I have found teacher professionalism to be an umbrella term that covers so many elements critical to becoming and remaining, an effective teacher. Kramer (2003) suggests that the many elements of educational professionalism can be boiled down into three categories known as the ABS’s of Professionalism : attitude, behavior, and communication. Meanwhile, Eggen and Kauchak (2010) list the four main characteristics of professionalism to be in the areas of; professional knowledge, decision making and commitment to learners. Regardless, to be a great music teacher is to have a strong sense of professionalism, which is demonstrated through a commitment to continually grow for the sake of better serving one’s students.
Professional knowledge is developed and maintained throughout a teachers professional career. Music educators must continually develop musical expertise, along with training and experience in the use of wider educational and ethical considerations. Just as the best doctors continually take courses to be up to date on the latest techniques, the best music teachers must continually expand their horizons both musically and educationally, through development and self-reflection. As Kauchak and Eggen state,“making decisions based on knowledge and using that knowledge as a basis for reflection is the core of professionalism” (2010). Thus, the most important aspect of professional knowledge is not the actual content itself, but rather the process of making use of that knowledge to improve teaching.
As the world of music education is changing, I recognize that my role as a music teacher extends beyond the comfortable walls of teacher-centered education. I am committed to teaching practices that benefit students, such as project based and culturally relevant learning, technology integration and student-centered activities. For individual learners, I am committed to adapting learning methods to help a student who is struggling with a certain aspect. I also take it upon myself to understand and help a student who is deal with behaviour issues.
I have developed visual packets for students struggling with learning music orally, and made listening CD’s for those who have trouble reading music. I have also worked closely with individual students, counsellors and colleagues to create student agreements and behaviour plans. This means swallowing my pride and reflecting upon aspects of my own teaching that are not benefiting a specific child. It means asking, “what can I do differently to help you be successful in class?” On the other hand it means, looking my most difficult student in the eye and telling him, “I know you can do better and I will never give up on you.” Holding students, particularly the difficult ones, to the highest possible standards is part of showing them how much I care.
Teachers who are committed to their students’ learning, understand how important it is to create a caring learning environment. In his book, What Great Teachers Do Differently: 17 Things That Matter Most, Whitaker (2011) explains that everything will fall into place once students and teachers alike learn to “make it cool to care.” Maintaining a caring environment is a working process that involves respect, positivity, and deliberate decision-making. Whitaker writes; “Great teachers care about their students. They understand that behaviors and beliefs are tied to emotion, and they understand the power of emotion to jumpstart change” (2011). Furthermore, everything a teacher does, good or bad, has an impact on students. It is then a teachers responsibility to demonstrate positive interactions among all staff members, and even more can be accomplished when all teachers, administrators, parents and community members collaborate as one flexible team. Ash & D'Auria write that “a synergistic school system results in all students learning at high levels” (2013). When teachers are willing to come together and collaborate for the sake of student welfare, a unique and caring environment is created.
It is important to note that aspects of professionalism in a music teacher’s day-to-day life are not neatly compartmentalized. Teaching music is about having professional knowledge in the areas of musical technique and particularly, methodology and pedagogy. However on a much deeper level, music education does not exist without context and an ethical commitment to learners and society. Last month when I taught the African American spirituals; Swing Low , This Train is Bound for Glory and When the Saints, to third grade students, I modelled proper vocal technique and made use of pedagogy including teaching warm-ups, breath support, and matching pitch. It also became a critical moment to address the historical context of racial injustices and perseverance that is represented in African-American spirituals. Thus, what you teach and how you teach it is all part of a music teacher’s commitment to learners and society.
Finally, as Kramer explains, attitude is everything. “A professional doesn’t view his or her profession as just a job, but rather sees it as a calling that is all about caring for children” (2003). Music teachers must be passionate about what they are doing. They must love children, music, and bringing music to children.
References:
Ash, P., & D'Auria, J. (2013). Blueprint for a Learning System. Journal of Staff Development, 34(3), 41-49.
Kramer, P. (2003). The ABC’s of professionalism . Kappa Delta Pi Record, 40(1), 22–25.
Tichenor & Tichenor (2005). Understanding Teachers’ Perspectives on Professionalism. Florida: Stetson University.
Whitaker, Todd. (2011). What Great Teachers Do Differently: 17 Things That Matter Most, 2nd Ed. Larchmont, NY: Eye On Education, Inc.