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GMUsicEd

Thursday, December 3, 2015

Music Education Announcements

A mandatory orientation session for all Spring 2016 student teachers will be held JANUARY 11th, 2016 from 9:00 am to 12:00 noon in MTB 2018.


Application deadline for entry into the music education program is FEBRUARY 5th, 2016. All information pertaining to program entry (including MTEC Exams) can be accessed here: https://sites.google.com/site/gmusicedhandbook/Information/part1bme

Application deadline for Student Teaching during the Fall 2016 semester is: FEBRUARY 15th, 2016. All applicants must submit passing scores on the Praxis Subject Assessment with application in order to student teach. https://sites.google.com/site/gmusicedhandbook/Information/part2

Schedule an appointment with Dr. Wuttke if you have any questions pertaining to this information. 

Thursday, September 24, 2015

Job Opportunity

If you are interested in the following position, please contact Christine M. Tilkens via email at: Christine_m_tilkens@mcpsmd.org

Teacher, General Music, Woodlin ES, Long-term Substitute
Job Specific Information:  Long-term Sub (starting date 10/26/15, ending 12/23/15) 

SUMMARY DESCRIPTION:
Under direction of the school principal, plans and provides for appropriate learning experiences for students. Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student. Supervises students in a variety of school related settings. Monitors and evaluates student outcomes. Communicates and interacts with students, parents, staff and community. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Maintains appropriate records and follows required procedures and practices. Monitors appropriate use and care of equipment, materials and facilities.

CERTIFICATE LICENSE:
Meets Maryland state certification requirements in appropriate field of education.


KNOWLEDGE, SKILLS, and ABILITIES:
Knowledge of MCPS curriculum, techniques for integrating curriculum, MCPS policies, and effective instructional practices. Understanding of the teaching/learning process. Ability to provide instruction that reflects multiple perspectives and multicultural education. Ability to infuse technology into curriculum. Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community. Excellent oral and written communication and human relations skills.

EDUCATION, TRAINING, and EXPERIENCE:
Knowledge of MCPS curriculum, techniques for integrating curriculum, MCPS policies, and effective instructional practices. Understanding of the teaching/learning process. Ability to provide instruction that reflects multiple perspectives and multicultural education. Ability to infuse technology into curriculum. Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community. Excellent oral and written communication and human relations skills.
Job :  Music, Choral Music/General/Vocal
Organization :  Woodlin Elementary School 
Primary Location :  Silver Spring
Schedule :  Full-time | .875 (70 hours bi-weekly)
Working Months:  10 
Shift :  Day Job

Monday, September 21, 2015

Music Education Students Attend SMTE Conference

Doctoral music education students Angela Ammerman, Timothy Smith, and Margaret Woods attended the 2015 national Symposium on Music Teacher Education in Greensboro, North Carolina. The conference provided students with an opportunity to share ideas and network with peers from different institutions from across the country. According to Ammerman "It was interesting to see all of the research pertaining to student teacher identity and formation. A lot of the research findings can be applied to real-world teaching. The overall atmosphere for the conference was one of inclusion, equity and acceptance of diverse points of view." In addition to attending the conference, all three students presented research. Margaret Woods was a co-presenter in a session entitled: Making Your Garden Grow: A Framework for Implementing Student-led Laboratory Ensembles. Angela Ammerman and Timothy Smith presented a poster pertaining to student self-concept and and participation in music. According to Smith, "It was a remarkable opportunity to present research and make connections with colleagues with similar research interests. I found this to be extremely valuable as I begin to move forward with my dissertation."


Thursday, September 17, 2015

Music Education Program Presents at Conference

An important element in teacher preparation involves experiential learning. This is the basis for the latest presentation by the GMU music education department at the Society for Music Teacher Education (SMTE) symposium held in Greensboro, North Carolina. Students entering the music education program at Mason are involved in Lab Ensembles as a part of their techniques courses (class woodwinds, class brass, class voice, etc.), and music methods courses (Instrumental Methods, Choral Methods, etc.). According to Brian Wuttke, Director of Music Education, "the rationale for incorporating lab ensembles into the curriculum arises out of the need to provide authentic live-on-the-podium experience prior to student teaching. Our session hopes to share our story with colleagues who might be interested in implementing student-led lab ensembles in their programs." Co-presenters for this session include: F. Wayne Taylor, Timothy Smith, and Margaret Woods.


PRESENTATION MATERIALS

LOGISTICS

LAB BAND

LAB CHOIR

LAB ORCHESTRA

LAB ENSEMBLE CONCERT PROGRAM
Cover
Inserts
Lab Orchestra Exemplar

Friday, September 11, 2015

Job Opportunities

The St. Ambrose School in Annandale, a Catholic school (PreK-8) in the Diocese of Arlington, is looking for a part-time music teacher. The days/times are Monday (all day) with a possibility to work additional hours on another day of the week. Contact Mrs. Angela Rowley (Principal) for more information. Ph. (703) 698-7171. Email: arowley@stambroseschool.org

Bridges, Harmony through Music, an educational program modeled after El Sistema, has multiple job openings in the area of instrumental and choral music. Visit their website and/or contact Bonny Tynch (Program Director) for more information. Ph. (703) 855-5624. Email: bridgesharmonythroughmusic@gmail.com

Friday, February 20, 2015

Spotlight on Research in Music Education

Important research in music education assessment practices was presented at the fifth International Symposium on Assessment in Music Education (ISAME5) held in Williamsburg, Virginia. Only in its third year, the doctoral program in music education at George Mason University was represented by two paper presentations dealing with the measurement and evaluation of effective teacher practice. The first paper proposes a theoretical model that attempts to identify the essential teaching and musicianship skills needed to help pre-service teachers boost their effectiveness as they transition into the first-year of their teaching career.  The model is based upon findings from prior research as well as a more recent survey involving teacher-practitioners who helped identify which observable traits they believed were essential skills that would lead to improved music instruction.

Smith, T. and Wuttke, B. C. (2015). Developing a model of the effective first-year secondary music teacher: Musical and teaching skills. DOCUMENTS: Abstract and References,  Presentation

Another paper investigated the idea of basing student achievement grades in music through rigorously assessing mastery of standards as opposed to a traditional approach to grading (TG) that focuses on basing grades on a "hodgepodge" of extra-musical attributes such as attendance, effort, and participation. This study looked specifically at how pre-service teacher attitudes can change in favor of accepting and presumably adopting a standards-based grading (SBG) approach. The process for attempting to accomplish this goal was two-fold: 1) through instruction primarily in terms of how SBG differs from a TG approach by focusing on measuring and improving student growth through the idea that the standards are the focus of learning, and 2) through emphasizing the idea that if the profession is serious about adopting a standards-based approach to grading, then the design should be implemented and modeled for preservice teachers enrolled in teacher preparation courses.

Wuttke, B.C. and St. Pierre, N. (2015). The effects of instruction and experience on preservice teacher attitudes toward accepting a standards-based grading (SBG) paradigm. DOCUMENTS: Abstract and References, Presentation,  SBG Policy (in syllabus),  Effective Grading Practices (Reading Assignment),  Assessment Exemplar 1,  Assessment Exemplar 2,  Assessment Exemplar 3,  Assessment Tracking Sheet


Pictured from left to right: Nathan St. Pierre, Brian C. Wuttke, and Timothy Smith.