Master of Arts in Teaching
- Knowledgeable in my subject area: Instrumental Music. Not only am I an accomplished performer, I also have a strong background in music history and music theory and seek to create well rounded musicians, not just instrument performers. I also play in a Philharmonic Orchestra as the Principal Trombone to not only continue to play music and improve my abilities, but to maintain a level of professionalism and observe conducting and rehearsal techniques that I can adapt and implement in my classroom.
- Able to adapt lessons to different learning styles and levels of ability: As a band director, I will be working with students of all ages, maturity levels, and abilities. I not only need to be able to explain methods and techniques to this diverse group, but I need to be sure that everyone is challenged appropriately with music that educates and entertains, fits our ensemble instrumentation, and fits the ability levels of my students. With my ever-growing knowledge of repertoire and ability to gauge student skills and progress, I have developed the knowledge necessary to select such music and rehearse it in a manner that keeps students of all levels engaged and learning while they develop instrumental proficiency.
- Classroom Management: Through an inquiry, I discovered a classroom management style that works for both my students and myself. During this inquiry I tested a series of methods as suggested by fellow band directors, professors, and students, and found a combination of methods that work well together. However, I also discovered that these methods will not work the same with each class. Therefore, I must be flexible in my management style but consistent in my expectations while the students and I figure out what works best collectively.
- Student Based Learning: As often as possible, I scaffold learning so that all students feel equal, engaged, and appreciated. I do this with discussions, student feedback cards, and peer evaluations. As musicians, we must develop an ear for what we are striving for. As much as time and the overall mood of the class allows, I ask students to play difficult excerpts for one another and provide each other with constructive feedback. I have found that this not only develops the ear and gets students listening on a deeper level, but that it allows students to tactfully formulate feedback and attempt to explain what it is they heard and how we can improve upon it. This not only brings students through the higher levels of Blooms Taxonomy, but prepares them for the real world in developing, accepting, and building upon feedback.
- Willamette University, MAT, 2013
- Pacific University, BA Music Education, 2011
- Silverton High School, Silverton, OR , 9-12, Music- Concert Band, Jazz Band, Music Appreciation
- Auburn Elementary School, Salem, OR , K-5, General Music
- Student Teacher, N/A, Mark Twain Middle School, Silverton, OR, Advanced Band, Beginning Band
- Student Teacher , N/A, Bethany Charter School, Bethany, OR , Beginning Band
- Pre-Student Teacher, N/A, McKay High School, Salem, OR, Observed Band, Choir, and Orchestra, became AVID trained
- Pre-Student Teacher , N/A, Crow Middle/High School, Crow, OR, Middle School Band, Jazz Band, High School Band
Student Teaching Supervisor
- Tim Duffy, Silverton High School, Mark Twain Middle School, Bethany Charter School , Silverton, OR
- Steve Phillips, Auburn Elementary School, Salem, OR
- Tobias Irish, PhD, Willamette University, email@example.com