Professional Growth Plan

STANDARD 1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Due to my prior experiences and the vast array of students that I have worked
with, this standard is one that I feel very confident with. I spent two years working with
special needs students through a program for students with special needs and teaching
them about music, but Ive also worked with some of the best show choirs in the country
for almost a decade. Within the past year, Ive taken on a very large role within the choral
program at my alma mater during a time of need, a position that requires a specific and
very elevated skillset in terms of content knowledge and a constant desire to be the
best. Also within the same year, Ive been able to work with the students at a local high
school through MUSE 356/376 this schools program was on the opposite end of the
spectrum. Students here were all really just beginning to delve into choral music and the
choir needed very different things from me as an educator. The difference between these
two settings and also the prior two are quite staggering, but Im confident in my abilities
to work in any of them. Outside of these particular circumstances, I was challenged in
MUSE 258 to think outside the box and think ahead to anticipate problems. Oftentimes,
the instructor asked us how we could do things to cater to everyones needs or what to do
if things are not going as planned; these questions came from the focus on understanding
every students needs. One of my weaknesses within this standard would be the
emotional aspects and needs of various students. I think this is something that definitely
improved through my interaction with the local students, but I also want to make more of
a conscious effort to be involved in their lives outside of the classroom. I had a good
relationship with the students, but when I am in a more black and white situation, Id
love to become more of an ally for the students; this will make me a much more relevant
teacher. Simply knowing my students and being able to tell if someone is down or having
a rough day the moment they walk into my classroom would be very beneficial for me
and for them feeling safe.
STANDARD 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet
high standards.
The basis of this standard is very similar to that of the previous one, but this takes
things a step further in terms of application. Within this standard, we not only have to be
aware of varying student development, but we also need to understand how to use this
variance to create an inclusive classroom. This is something that I have focused on quite
a bit through my experiences within the last year and while in MUSE 356/376. On some
days, I would work with the local students first thing in the morning and then go work at

my alma mater later that evening. I couldnt enter those two classrooms with the same
mindset and definitely not with the same expectations of the students, which helped
expand my horizons. The same goes for any time I would travel to do a clinic with a
group for the first time even if I didnt know any of the students, I could make educated
guesses on how best to react based on previous experiences with other groups of kids.
MUSE 353 was a huge learning opportunity regarding this standard, as my field
teachings were with one of the most diverse classes Id ever worked with for a variety of
reasons. Having to deal with such a wide variety of abilities, backgrounds, expectations,
behaviors, etc. helped to prepare me in regards to this standard. Moving forward, I think
it would be very beneficial for me to spend more time volunteering within the Muncie
community and interacting with as many students as possible. This would make me more
comfortable in any and all situations, but would also help to make me more effective.
STANDARD 3: Learning Environments
The teacher works with others to create environments that support individual and
collaborative learning, and that encouraging positive social interaction, active
engagement in learning, and self motivation.
Standard #3 is one of the easiest for us to implement as choral music educators
simply due to the nature of our art form and the collaboration that has to take place. Even
ineffective educators are forced to encourage all of the things listed here in order to create
choral music in some form. However, the most effective teachers can create some
incredible ensembles by taking it a step further. I am a large supporter of working
together and integrating social skills within the classroom, so this is one of my favorite
standards. Beyond the group work and social interaction, there is also a focus on
individuality, which can be focused on through the vocal progress and improvement of
each individual student as they move through a program or year. Id like to think that I
am fairly competent in this standard because of the fact that my mindset aligns so well
with it. MUSE 353 was a big help in furthering my abilities here, as we conducted many
lessons that required student interaction and working together. I also learned a lot about a
specific learning environment this year at Burris through MUSE 356/376 a small,
inexperienced program. I know so much more now about those types of situations than I
ever did before. Moving forward, I could continue to improve upon this standard by
speaking with current teachers about what they do that works or does not work, but also
by simply observing other educators doing what they do.
STANDARD 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects
of the discipline accessible and meaningful for learners to assure mastery of content.
Content knowledge is one aspect of my abilities that has improved greatly over
the course of my time at Ball State, although I still have a lot left to learn. Prior to my
collegiate studies, I had extensive vocal training, but not as much in music theory or the
educational side of things. The methods courses and music education classes that I have
been lucky enough to take have been very beneficial in increasing my capabilities,

specifically the Choral Methods sequence. My vocal skills were elevated from the
beginning, but I have also learned quite a bit about my instrument and how to use it more
effectively. One thing that I want to continue to learn about is how to use it to instruct
females most effectively I didnt really get any experience with this in MUSE 356 or
376 just because of how the teaching plans fell (I worked mostly with the men). There are
still times when I dont know how to communicate exactly what I want physiologically
from a group of women. Im looking forward to my student teaching placement in
regards to this weakness though due to the fact that my cooperating teacher is a very
accomplished female music educator. My piano skills are above average and have grown
so much within the last year this is something Im incredibly proud of. I no long study
piano, but I need to find time on my own to practice and continue improving. Im very
confident in my aural skills and abilities because of the experience I have in using them
and the same goes for my conducting abilities. Ive spent an incredible amount of time
conducting this semester a collegiate show choir band, alma maters show choir band,
alma maters top choir, an alumni choir, etc. As this is essential for my dream job, it has
been a very big year for me and I now feel completely comfortable on the podium. My
content knowledge in all of these areas could be improved through continues study and
research on my own as well.
STANDARD 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving related
to authentic local and global issues.
This standard is very important, particularly in terms of diversity and inclusion. I
also find it to be the most difficult at times because there are so many options in how to
include outside situations, etc., but so many of them can become a distraction. I have
found that deviating from the specific task at hand in any way can often have more
negative effects than positive just because students become fixated. For example, tying a
song into a social issue is great application and context for the students, but it could
detract from the musical aspects of the piece. One portion of this standard that I think is
very important is encouraging reflection and problem solving amongst students on an
individual level. If students can think on their own and make judgments for themselves,
they are inherently more independent. This is not a standard that we did not spend much
time on throughout my years at BSU, but there were some examples of it in use. For
example, the students at a local high school through MUSE 376 were asked to complete
quarterly reflection journals for a grade. I wish they had done a major reflection after
each concert to unwind after they finished with a set of repertoire. To me, this standard is
also about making the choral classroom about more than notes on the page, which is
something that I struggle with. I am very much a technician and want all of the notes,
rhythms, etc. to be correct. However, my experience locally and at home this year have
given me opportunities to do much more than that and connect with students in much
more meaningful ways.
STANDARD 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in

their own growth, to monitor learner progress, and to guide the teachers and learners
decision making.
Assessment is one of the most difficult standards within music education due to
the subjectivity of our art form, as I have mentioned before. However, my experiences so
far at Ball State have helped me to learn new ways to assess effectively. There are many
ways of informally assessing that I think are extremely valuable, more so than the formal
options. I have become a firm proponent of assessing through simply walking around and
listening to students during a class period, although I didnt put enough of this into action
within the Choral Methods sequence. I also really liked the options that we have learned
about through MUSE 353, such as lyric dictations, rhythmic dictations and perception
charts. These are much less formal than written tests, but not so subjective that they
become difficult to grade or quantify. I learned quite a bit this semester about assessment
through MUSE 376, as we spent a significant amount of time discussing it. My exposure
to the Individual Assessments utilized at a local high school was crucial as well, as it
demonstrated a guide to creating appropriate skills tests. Finally, the UCP project and
creation of study guides for each piece gave me a great angle to work from should I
choose to give students formal, written tests at any point. I no longer feel that this
standard is a weakness for me as an educator.
STANDARD 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.
Planning is something that is very much in my nature, so I am very comfortable
with it. I consistently over plan lessons and include more detail than I usually need just to
be sure that I do not forget anything. Once my lesson plans are written, I typically go
back and write notes in the margins to remind me of the large concepts; this allows me to
simply glance down at things in the middle of a lesson, rather than having to really look
through the plan. I do often struggle with the initial creativity behind lessons in coming
up with the basics of what I want to do, particularly when it isnt just teaching a piece of
music. Once I have figured that out, I am very good at articulating an executing what I
want to happen. Luckily, the Choral Methods sequence has been such that Ive mostly
ben teaching music itself so creativity wasnt so paramount. The one time when it did
come into major focus was the UCP project, which I admittedly struggled with. One
aspect of my planning that could improve would be catering to the needs to all students,
rather than just the majority. Including more options for doing things would be a good
way to improve upon this. An example is the varying levels of difficulty of the individual
assessments offered to local students students at the conclusion of MUSE 376.
STANDARD 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to
build skills to apply knowledge in meaningful ways.

Instructional strategies are the basis of effective teaching above anything else.
Being able to teach things in ways that are effective for a variety of students is crucial in
any setting. This all comes back to the idea that not every student learns in the same way
or needs the same things in order to be successful, which I believe is very important in a
public school setting. With such a variety of student backgrounds and experiences,
presenting information in more than one way is they key to staying relevant as a teacher.
This applies on the most basic level in terms of visual vs. aural cues and instructions, but
also in many less direct ways, such as tone of voice or word choice. Varying the types of
instruction that take place within the classroom ensures that every student receives what
they need at some point. This is not something that I am completely comfortable with just
because of my lack of experience. I know very well what strategies work for students that
come from similar backgrounds as myself, but not necessarily those that work for other
students on one extreme or another. Id like to think that I come from a very average
background, so average students are the ones that I identify with most in my teaching as
well. However, I also learned a lot about working with less fortunate or less motivated
students through MUSE 376 at a local high school. This was a very different group for
me, but I believe that they trusted and enjoyed working with me by the end of the
semester because they could relate. My work with collegiate students has also taught me
a lot about working with higher level and more knowledgeable individuals I cant
approach them the same way I approach a group of junior high kids. Even if I want to say
the same thing to each of them, there is a different way I should go about doing so for
each in order to be most effective.
STANDARD 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community) and adapts practice to meet
the needs of each learner.
This standard is one that I am particularly excited about because I am a firm
believer in the idea that we should never stop learning and growing. Even now, one of my
favorite things to do is attend conferences and workshops where I can learn from
someone new and take some ideas or opinions to implement within my own career. I have
found that many teachers dont enjoy the expectation that they must continue to seek out
information and grow within their position, but I think that is just as important as
communicating material to students. Even if someone knows everything there is to know
right now, that does not last forever, especially within music and music educations.
Attending state or professional organization conferences are a great opportunity to grow,
even if only for a weekend. Once I am out in the field with a job of my own, Id also like
to seek out professional opportunities on my own that could be beneficial for both my
students and myself. At this point, I dont have any doubts in my abilities regarding this
standard, as I attend more professional workshops and seminars than are required every
single semester, in addition to those that I organize for multiple organizations on campus.
I will obviously continue this throughout the rest of my collegiate career, but I also want
to maintain it after I graduate, although it obviously wont be quite as simple. This is a
goal that would not only enhance my abilities, but also the experiences of my students. I

also hope to continue being active within these conferences I presented my own session
at a major state convention and people seemed to thoroughly enjoy it (myself included). I
would love to do more of this in the future.
STANDARD 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility
for student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the
profession.
This tenth and final standard is by far the one that I am most confident in and also
have the most experience with. I have held a wide variety of leadership positions
throughout my life and have enjoyed nearly all of them. These have been through
ensembles, professional organizations, student groups, etc., but they have all taught me
very different things. Above all else, Ive learned how to communicate and work with
other people in an effective manner and also to manage my time. These are crucial skills
for an educator, but also for a leader in any situation. I am a natural born leader and was
actually drawn to education because of my love for leading, so this standard relates well
to my life. The part that I need to focus more on is community engagement and taking
what I do out into the community. We did this with my high school ensembles by touring
and putting on local shows; this is something I would like to do with my own ensembles
one day as well. Another interesting point is that of advancing the profession. I would
love to be someone at the forefront of our profession as I push to learn more about what
we do, but also increase visibility for the rest of the world. As far as short-term goals, I
need to continue in the leadership positions that I currently hold and learn as much as
possible. As I trim these positions going into my senior year and really focus on those
that will be most beneficial for me in the long term, I can hopefully dive in deeper and
become more effective. This is a decision I have come to and lesson I have learned the
hard way throughout the last 10 months, as Ive been more exhausted, over-committed
and stressed out than any other time in my life.