Student teaching is a broad term that applies to several methods of introducing as yet unlicensed teachers into the classroom under supervision of an experienced teacher. Colleges and universities have different methods of this introduction including observations at different times in the educational process and different ways of using student teaching. In any case, the student teaching experience can and should be a vital and stimulating part of one's music education. After spending significant time in the classroom studying music theory, history, voice, piano, conducting, educational psychology, and methods of teaching music (to name only a few of the important areas that are studied), student teaching offers practical experience for the teacher-to-be under the guidance of a cooperating teacher and a college supervisor.
The student teacher has the opportunity to apply the theories of the classroom in a normal public school music class at the elementary or secondary level. This experience offers the student teacher a chance to plan and to execute that plan under the most realistic conditions possible. The student teacher will also discover both the good and bad aspects of everyday teaching.
It should be mentioned that the student teaching experience can never be completely realistic. The student teacher can never feel that he has total control because he cannot be sure how much of the classroom leadership is due to the influence of his cooperating teacher. It is also impossible for him to make decisions as though they were really his to make. On the other hand it is a unique opportunity to learn the practical aspects of teaching with an experienced teacher to whom one can turn for advice, criticism, and leadership.
1. In what ways is student teaching an artificial situation? Can it ever be otherwise?
2. Since the cooperating teacher is ultimately responsible for the class, what innovative techniques may a student teacher initiate?
3. What outward signs will be noticed in a school whose music department is of high quality?
4. How can an applicant find out the many things he needs to know about a school system to which he applies?
1. Do a self-evaluation. Be totally frank and honest in evaluation. If possible, discuss the evaluation with a friend.
2. Write a letter of application for a high school choral position. Write a first draft, double-spaced so additions can be easily made. Prepare a final copy and review it for errors. Don't completely rely on spell-check. The word may be spelled correctly but in the wrong form. If possible, have someone read and comment on the letter.
3. Ask a school administrator to visit the class to speak about job interviews and other aspects of seeking a job.
Boney, Joan, and Rhea, Lois. A Guide to Student Teaching in Music. Englewood Cliffs,
N.J.: Prentice-Hall, 1970. Douglas, Florian N. "Student Teaching," chap. 1. Guide for the Beginning Choral
Director. American Choral Directors Association, 1972. Gaarder, Richard. "Choosing and Serving a Choral Teaching Position," chap. 6. Guide
for the Beginning Choral Director. American Choral Directors Association, 1972.
The procedure of placing student teachers and the length of the student teaching experience varies throughout the United States. Whenever possible, student teachers should be placed with experienced teachers, those who have demonstrated a high degree of success. The purpose is to provide an opportunity for the student teacher to try out his own ideas, and those he has learned, in a practical situation under the close supervision of an excellent teacher. The cooperating teacher should ideally be a person who commands the respect of his students, is acknowledged as highly competent in his field, is willing to allow the student teacher some latitude in developing his ideas, and is capable of offering criticism that will encourage a student teacher to improve. In short, he should be a master teacher with a thorough understanding of the requirements for a beginning teacher.
The college or university supervisor should be a music professor with public school experience. It is an advantage for this person to also teach the methods class. The supervisor also works closely with the public schools. From his knowledge of the student and his association with the teachers in the public schools, he carefully pairs the student teacher and the cooperating teachers. He considers the professional strengths and weaknesses of both persons, their personal characteristics, and the particular teaching situation in the placing of student teachers.
The supervisor should make periodic, unannounced visits to observe the student teacher. It is usually best to allow the student teacher approximately two weeks in the situation before visiting him. However, he should be in contact with the student teacher by telephone to be certain the beginning of the student teaching experience is going well and that there is not a mismatch due to a personality conflict or other problems.
The supervisor wishes to see the student teacher succeed and is ready to offer all the help possible toward that goal. A supervisor will offer evaluations that point out teaching strengths and weaknesses. He should also challenge the student teacher toward a higher degree of excellence in his teaching.
The supervisor will also act as a buffer between the student teacher and the cooperating teacher should this become necessary. Both persons are capable of all the human emotions and occasionally, misunderstandings arise that call for an independent arbitrator. The supervisor can do this without destroying the effectiveness of either of the people involved. Student teachers should not let small problems grow into large ones before seeking the guidance of the supervisor. Often, incidents can be averted when they can be dealt with at an early stage.
Usually a student teacher is allowed to observe the classes for a short period of time before he begins teaching. This helps him learn about the pace of the school, the type of students he will teach, and to reorient himself to the public school classroom. This period of observation often includes taking the roll as a method of learning the students' names, seating classes, and acting as an extension of the cooperating teacher in laboratory situations with one or two students.
A good way for the student to begin teaching is to assume the role of teacher in a limited way, rather than taking the full responsibility of a class immediately. A student teacher may teach for one-half period for a week before taking the class full time. In many situations the student teacher teaches one-half periods in several classes and never assumes the full teaching load. This can also be a worthwhile experience although he should learn the demands placed on the teacher who teaches successive classes without the help of an assistant.
The cooperating teacher should remain in the classroom part of the time so he can later provide both verbal and written criticism. Written criticisms are especially valuable because the student teacher can take them home and apply them as he plans for the next day's classes and because verbal reviews are often forgotten.
The following points regarding student teaching should be reviewed before entering into student teaching.
Preparation. It is important to be fully prepared for each class. This cannot be overemphasized. Prepare for every contingency. Prepare more material than you will be able to cover. Always plan for an area that can be rehearsed or taught, if time. One may not always teach all that is prepared but one can never be over prepared.
Classroom Goals. Set realistic goals for each rehearsal. Do not try to accomplish too many things at once. Decide what you want the students to learn, then decide what teaching techniques can be used most effectively to accomplish that purpose.
Appearance. The student teacher should be pleasantly attired in fashions that are proper for the occasion. It is best to dress conservatively, avoiding the extremes of the present fashions.
Student teachers should be guided by the practice in the school as they choose their clothing for the classroom. Since classrooms are more often too warm than too cold and the physical activity of conducting also generates additional body heat, directors are advised to choose lighter clothing for the classroom. One can always have a sport coat, blazer, or sweater available to wear when not conducting, although more and more teachers dress informally.
Role as a Student and as a Teacher. The student teacher usually finds himself in the position of being a student part of the day and a teacher the other part. Sometimes it is difficult to make the transition from student to teacher. As teachers we must accept responsibility for all activities in the classroom and provide leadership for all the students. The student, on the other hand, has none of these concerns. Since the student teacher is usually only four or five years older than the students with whom he will be working, he must do everything possible to establish himself as a teacher and remove himself from the student peer level. This is particularly true if the student teacher appears to be younger than he really is. Small people (particularly women), tend to blend into the secondary age group easily. The choice of attire and manner of dress will aid in the separation of student from teacher.
Personal Health. Students are often unaware of the tremendous amount of stamina required of teachers. Student teachers should get plenty of rest so their strength and resistance to disease will be high. Student teachers must understand at the outset that there are no cuts in student teaching (as there are none in the teaching profession). One must plan to be on the job and be able to teach effectively every day. If you are up late writing a term paper, you are still expected to be on the job the next day, fully prepared. There are no excuses. Certainly, student teachers should not be teaching if they are ill. However, one cannot expect to complete student teaching satisfactorily if one fails to complete what is considered to be the minimum number of teaching days.
Accept Criticism. No one enjoys being criticized but a student teacher must be able to accept constructive criticism and make changes in his teaching procedure. He must review his teaching and evaluate his own efforts when possible. The evaluations of the cooperating teacher and the supervisor should be reviewed carefully.
Verbal Expression. The student teacher should be careful to use acceptable English as he speaks to classes. Be careful about using slang in the classroom. Some slang words can be offensive to some people and those words can be easily used without understanding how they offend.
Nonteaching Duties. Every teacher must perform certain nonteaching duties such as completing forms for the principal's office, taking roll, ordering music, copying teaching aids, returning materials, etc. The student teacher should expect to be asked to perform some of these tasks. He should not spend an inordinate amount of his time in such activities however. A good rule to follow is to expect to spend about the same percentage of time at such tasks as the cooperating teacher usually spends. The percentage may be the same but the clock hours may differ.
Legal Complications. The cooperating teacher is responsible to the administration for the activities in his classroom. A student teacher should determine exactly who is legally responsible when the cooperating teacher is out of the room. It must be remembered that the student teacher is not an employee of the school system. Some administrations ask the student teacher to teach the classes if the cooperating teacher must be gone for half or all of the school day. When this request is made, the student teacher should discuss the matter with his college supervisor. Generally, the student teacher should not serve as a substitute teacher. In most situations he cannot be paid for this day. He is also placed in a precarious situation legally. Unless the school system accepts the legal responsibility in writing, the student teacher can be in a very weak legal position. It is best if the school system will hire a substitute who can be in the classroom even though the student teacher does the actual teaching.
As one completes his undergraduate training it is imperative that he sum up these few years. They should have given one the foundation on which to build a career as a teacher. These years must not be viewed as the total preparation for a choral director. The student is reaching the point, however, when he may apply his knowledge in a professional teaching capacity.
There are two times when it seems most appropriate to do a self-evaluation— when one finishes something and when one starts something. The graduating senior is in both positions.
Evaluate yourself in terms of your musical strengths and weaknesses and your personal strengths and weaknesses. Make a list of those characteristics you possess that you think will make you an effective teacher. List also those characteristics that you will want to minimize, those that might detract from your teaching effectiveness. Be frank in your self-evaluation. If possible, talk these strengths and weaknesses over with another person.
If a physical characteristic is one of the weaknesses and nothing can be done to correct it, do everything possible to minimize it. Try to develop other strengths that will overshadow this handicap.
During the second semester of the senior year one should begin to develop a set of professional credentials. These credentials should contain a personal history, a photograph, letters of recommendation, and a transcript of college credits. It takes several weeks to accomplish the above, and is best done when one has completed most of the course work. Plan ahead so the file will be complete when you wish to have it sent to a possible employer. Work with professionals in the placement office as you develop your file. An attractive, but not excessive, resume can be an effective presentation of yourself to a prospective employer who does not know you.
This is the office that most college graduates use when seeking a teaching position. It has several advantages.
1. It is close and easily accessible to the applicant. He can check quickly to determine that all of the recommendations have been received or that a set of credentials has been mailed. He can also find out quickly about any new positions that are listed with the agency.
2. There is no fee charged to the applicant for positions acquired through this office (except for a nominal file maintenance fee sometimes charged).
3. Occasionally, particularly in smaller colleges, the applicant is personally known to the personnel in the placement office. This can be an advantage to both the applicant and employer. The director may be more able to direct candidates toward positions for which he knows they are best suited.
4. Colleges want to place their graduates in good teaching positions. Consequently, they will often work very hard for the applicant to help him secure the best position available.
The only disadvantage to the college placement office is that most of the positions that are listed are local (within the state or within a certain region of the state). This may not be a disadvantage to new teachers, most of whom, statistics show, take teaching positions within the state in which they receive their degree.
Professional placement bureaus perform basically the same function as the college placement office. They differ in that they charge a fee (usually six percent of the first year's salary), and they often list vacancies in a larger area than the college office. Usually such an office lists positions for at least an entire region of the country. Determine the firm's listing area; it may be concentrated in an area of the country in which you are not interested.
Many states maintain a placement office in the state teacher association office. This office is usually available only to members and maintains a listing of positions available in that state only. There is usually no fee required by this agency.
In addition to the above, an applicant has other avenues open to him. He may find out about positions through acquaintances, college faculty, professional colleagues (when actively teaching), and advertisements in newspapers and online(where these are used). Most school systems have websites listing open positions and applications can be made directly through the site.
Applicants may also write letters of inquiry to large school systems requesting an application form and asking to be notified in the event a vacancy occurs. It is unethical, however, to apply for a specific position when it is known to be held by another person.
When you are informed of an opening in which you are interested the following procedure is recommended:
1. Write a letter of application.
2. Have your credentials sent.
3. Reinforce the letter with a personal recommendation from someone known and respected by the employer or call the employer yourself.
4. Quietly find out as much as you can about the position and the school system from persons other than the one to whom you applied.
5. Personal interview at the invitation of the school.
6. Accept or decline the position, if offered.
Each of these areas is discussed in detail. Tailor all suggestions regarding applications to the specific situation. Every position has its own particular characteristics to which an applicant should address himself.
The applicant's first contact with an employer is the letter of application. It must be the best possible introduction if one wishes to be considered for a position.
Most letters of application are submitted electronically although in some instances they may be followed up with a hard copy. No matter the method of submission the letter should be concise, to the point and neat in appearance. It must be carefully written to express the interest and the personality of the writer. Be certain the letter is grammatically correct. It is a good idea to have someone read it for you. Save your copy in a file; you may want to know later exactly what you said and to whom you said it.
The first paragraph should state the position for which you are applying and you may wish to indicate how you were advised of the opening. The latter is not mandatory but do not hesitate if you believe this would be an advantage to you. As an example, if the name of the person referring the position to you is well known to the reviewer it could be an advantage.
In the second paragraph indicate your educational background, emphasizing the particular items that are of special interest for this position. Tailor your strengths to the position. If, for example, the position includes teaching a music theory class and you excelled in theory or attained honors in that area, mention it in this paragraph. It will tell the employer of your special qualifications for the position.
In the third paragraph indicate that you are interested in discussing the position further, and that you would be interested in a personal interview. Include your address and a telephone number where you can be reached. A third paragraph may also elaborate on some experience or qualification that is important to this position. Do not hesitate to mention your strengths that match the requirements of the position.
Proofread the letter, and attach an appropriate photo.
After the letter has been received, an applicant may reinforce the application in one of several ways. He might call the person to whom the letter was sent or have another person, known to the hiring agent, call on your behalf. Do not send additional materials yourself unless there is something different than sent before. Only new information will be of value.
Whether a community choir position or a church or school position, find out what you can about the position, the school system, and the city. Obviously general information can be obtained via the internet. But more pertinent information can be obtained by talking with people who are knowledgeable about the position in question, perhaps a relative in the city or a friend. Find out what you can about the music program throughout the system and about the position of music in the community. Are the choral programs in the churches vigorous ones? Is there a civic music program? Are concerts well attended? What does the adult in the community know or think about the present choral program? These are some of the questions that can be asked to be more informed about the position.
When you are invited to interview for a position, be sure you understand when and where the interview will take place. Be at the interview on time and be alone. Married persons should not bring a spouse to the interview unless requested to do so. When you meet the school representative (personnel director, music supervisor, principal, or in some