Wisconsin Music Educators Association

Representing the shared interests and needs of Wisconsin music educators

  • Home
  • About
    • Our Purpose
    • Philosophy Statement
    • Position Statements
    • WMEA Wisconsin Music Standards
    • Officers/Board/Council
    • Contacts/Staff
    • Maps & Directions
  • Membership
    • Professional Membership
    • Collegiate Membership
    • TRI-M Membership
  • Conference
    • General Information
    • Reserve Exhibit Space
    • Performing Group Application Process
  • CMP
  • Capitol Concerts
  • Annual Awards
    • Community Service Award
    • Distinguished Administrator Award
    • Distinguished Legislator Award
    • Distinguished School Board Member Award
    • Melvin F. Pontious Creative Sparks in Music Education Award
    • Michael G George Distinguished Service Award
    • Music Industry Award
    • Recognition for 25 Years of Service
    • Richard G. Gaarder Award
    • Award for Excellence in Teaching Music (WMEA/WSMA)
  • Resources & Learning
    • Advocacy
    • iListenWI
    • Mentoring
    • Music Standards
    • Research Connection
    • Workshops

Mentoring New Music Teachers

Early Career Music Teacher Collaboration Project

The Early Career Music Teacher Collaboration (ECMTC) Project is the new mentoring program for the state of Wisconsin.

The goals for this program are to support early career music teachers as they acclimate to new teaching environments and help them build a professional network. By sharing information and resources, both early career teachers and more experienced teachers will all benefit from ideas shared in these unprecedented times.

This year, project participants will meet virtually as a large group 4 – 5 times. The first meeting will be a networking mixer; participants will then break into smaller groups by region, by teaching level, and finally by specialty area.

All interested educators may participate.  To register, please fill out the appropriate form below:

  • WMEA ECMTC Mentor Form
  • WMEA ECMTC Mentee Form

If you are interested in more information about ECMTC, please contact Darin Menk at 608-850-3566.


Why We Need Mentoring Programs

  • On their first day, first year music teachers are expected to do the same job as experienced teachers.
  • Because of the placement of music classrooms and rehearsal spaces, music teachers are frequently isolated from their peers for the majority of the workday, thus preventing the natural induction process.
  • Novice teachers are reluctant to ask for help for fear of appearing incompetent. Experienced teachers are reluctant to offer help for fear of appearing to interfere.
  • Novice teachers frequently get extremely difficult teaching and directing assignments that would challenge even the best veteran teachers.
  • Novice teachers develop coping strategies to help them survive in the classroom, and these strategies may be the very ones that prevent them from becoming effective teachers.
  • Novice teachers need someone to listen to their concerns and share their elations.
  • It is best practice.

More information…

Teachers Helping Teachers: The Path to School Improvement
Education Update Online: We Need Mentors
Teachers Network Leadership Institute: Collaboration for Success


Resources

Mentoring Best Practices
DPI: Frequently Asked Questions – Educator Licensing
PI 34 and Mentoring: Requirements and ResponsibilitiesClose PI 34 and Mentoring

PI 34 and Mentoring: Requirements and Responsibilities

Overview of mentor requirements:

  • PI 34 articulates that school districts must support an initial educator with a mentor who is a teacher who has demonstrated solid performance for a minimum of three years, holds a professional educator license, and has received formal mentor training, i.e., is a “certified mentor”.
  • Further, the mentor may not be in a position to formally evaluate their mentee and therefore may not serve on the Professional Development Team.
  • Each mentor must be assigned only one initial educator.

Overview of mentor responsibilities:

  • Provide the initial educator with ongoing support, from orientation sessions through help with self-reflection and goal setting within the initial educator’s  Professional Development Plan.
  • Assist the initial educator in understanding the culture of their school(s).
  • Observe the initial educator’s teaching and provide advice and support.
  • Help their mentee with ways of communicating with peers and parents.

To learn more about PI 34, visit the DPI website.

The Three C's of MentoringClose The Three C's of Mentoring

The Three C’s of Mentoring

Edited from The Center for Cognitive Coaching  – which is now merged with Adaptive Schools Seminars to create the new Thinking Collaborative.

Coach

. . . the . . .  coach is non-directive, using data and reflective questions to support and develop the teacher’s cognition related to the learning processes of students. Advice and judgments are withheld. {Mentoring}* can involve such things as working with student data, planning common curriculum implementation, or problem-resolving related to student achievement gaps.

Collaborate

The {mentor} collaborates with individuals and teams. Collaboration differs from . . . Coaching in that it is shared work around common goals. The collaboration may include planning, brainstorming, analyzing, and even advocacy.

Consultant

As a consultant, the {mentor} brings expertise to any given situation. At times the {mentor} serves as a trainer or as model for an instructional strategy. Consulting differs from coaching in that this function includes providing rationale and giving advice. On a given day, the {mentor} makes choices about when to coach, when to collaborate and when to consult. The decision-making process is complex and requires thoughtful differentiation based on the needs of the teacher . . .  being served.”

*The words and acronym Building Resource Teacher (BRT) have been replaced by mentoring or mentor for purposes of this information.

Mentoring LinksClose Mentoring Links

Mentoring Links

  • WI Teacher Standards
  • Excellent sites that discuss PI 34, Mentoring, and links to other content areas and the ways they are addressing mentoring:
    • DPI:  Teacher Education, Professional Development and Licensing
    • DPI:  PI 34 – Wisconsin Quality Educator Initiative
    • The Mentoring Leadership & Resource Network
    • The Mentor Directory: Mentors – Peer Resources

Professional Development

  • Workshops
  • Mentoring
  • Research Connection
  • WMEA Wisconsin Music Standards

Student Opportunities

  • Aspiring Music Majors Program
  • Dynamic Futures

CONTACT US

WMEA
Wisconsin Center
for Music Education

1005 Quinn Drive
Waunakee, WI
53597

608-850-3566
800-589-9762

BUSINESS HOURS

Business Hours:
M-F 8am-4:30pm

QUICK LINKS

  • Advertising Partners
  • Advocacy
  • Board Access
  • Donate
  • Host an Event at the Center
  • Research Connection
  • WMEA Music Standards
  • WSM Magazine

NATIONAL AFFILIATES

  • NAfME
  • NAfME Collegiate
  • Tri-M Music Honor Society

FACEBOOK – JOIN US

  • WMEA Public Page
  • WMEA Private Group
  • CMP Public Group
  • WI NAfME Collegiate

Our Partners

Wisconsin School Music
Association


Wisconsin Foundation for
School Music

Copyright © 2022 · Wisconsin Music Educators Association - a registered 501(c)(3) non-profit organization. DMCA Policy

Scroll Up