Kansas Music Review

Mentoring new teachers for those of us that are more "seasoned," or are "veterans," or any other word used to describe "experienced" can be just as challenging as it is to learn the trade for the beginning educator. We have grown and spent much time in this world before many technological advances that can now assist our instructional delivery. In order to be effective educators and guides for teacher inductees, mentors need to join the wave of evolution as we are swept up in some new ways of thinking and teaching, while we provide the model of how we have been successful teaching with our abacus and chalkboard.

In this world of Web 2.0, it can be difficult to imagine how we can comfortably incorporate new ideas and technologies into our established paradigm of teaching. Here is a quick story of how we can address a gradual paradigm shift for mentors.

One day, a woman was about to prepare a ham for dinner. She realized that she did not have a saw to cut an inch off the end of the ham, like her mother did. She then wondered why her mother cut off the end with a saw, so she phoned her to find out. Her mother said, "I always used a saw to cut an inch off the end of the ham because that is what my mother did." So, they both got on a three-way call with the grandmother who was perplexed by their question. She responded, "I always sawed an inch off the end of the ham because I didn't have a roasting pan large enough to hold a whole ham."

This story says much about the beliefs and practices we hold onto so dearly because our cooperating teacher did things that way, or we learned that way and it "worked." Many times, we teach and model the way we were taught. Sometimes we need to take a step back and question why things are done a certain way, or if it is the best way. As reflective practitioners, we need to constantly reflect and critically scrutinize the best way for students to learn. Teachers today, and soon-to-be teachers, need to remember 21st century students need 21st century teachers.

Students who come to us today are not the same students who came to us five years ago. Present day students have different needs than students of the past. On the www.p21.org website, there are several resources to take note that may help us understand these changes. Specifically, there is a tab at the top called "Tools and Resources." Under that tab is a choice called "Online tools." On this page, choose the "Mile Guide for 21st Century Skills." MILE stands for Milestones for Improving Learning and Education. With this guide, there is an assessment tool that may be of interest to those who are interested in implementing 21st century skills for today's students. Some of the items in the assessment are not closely related to practical music education, but others are worthy of reflection and consideration. The questions are below.

How would you describe the most common instructional practices in your school/district?

Most instructional strategies are teacher-led, and focus on presentation of facts.
Student-centered approaches to teaching and learning are used occasionally in advanced classes (e.g., differentiated, inquiry-based learning).
It is common for most educators to encourage student-led, inquiry-based learning with an emphasis on higher-order thinking skills.
How would you describe your district/school's approach to student knowledge and skills?
Student work primarily demonstrates rote, factual knowledge.
Most student work demonstrates mastery of core subjects, and some student work also demonstrates skills like critical thinking and problem solving.
All student work demonstrates core subject mastery along with skills like critical thinking, problem solving, communication and collaboration.

In your opinion, how active are administrators and teacher leaders around 21st century skills?

Education leaders promote core subject mastery as the primary vision for student achievement.
Education leaders occasionally support small-scale pilot projects that focus on the development of skills like critical thinking and problem solving.
Leaders have developed consensus around, and are implementing, a vision that includes both core academic content mastery and 21st century skills.

What do you think best describes educators in your district/school?

Educators are providers of core academic subject content (e.g., teachers deliver facts to students).
Between 25-75% of educators use direct instruction, project-based learning and tech-enabled assignments to improve core subject mastery.
Over 75% of educators use direct instruction and project-based learning to purposefully develop mastery of core subjects and 21st century skills.

How would you describe your school/district's approach to continuous improvement around 21st century skills?

A few leading schools have developed a vision and goals for 21st century student knowledge and skills.
Student mastery of skills like critical thinking, problem solving, communication and collaboration is being tracked across the district.
The district is monitoring and tracking most schools' success over time at teaching core subjects and 21st century skills.

After reflecting on these questions, one can begin to see that teaching and learning in the 21st century are not as teacher-centered as was the case in the past. Learning in all subject areas needs to address the 4 Cs: problem solving and critical thinking, collaboration, communication, and creativity. These categories are a vehicle through which meaningful educational experiences and deep learning can occur in music, as well as math, science, language arts, etc. It is reasonable to believe that following this model can be a pathway to music making beyond the school years for our students: the common goal of every music educator.

Many teachers believe effective education begins with good models for learners. In the current educational mindset, 21st century skills are not only for students to learn and experience, but also for teachers to model. We need to facilitate student learning through our own professional development and growth with present day thinking and learning.

One of the best ways to become current with today's technology is to accept a student teacher or mentor a new teacher. Their familiarity with current technology can greatly inform and add to any veteran teacher's knowledge base and instructional repertoire. The reciprocal relationship and one-on-one time can be some of the most meaningful professional development you will ever receive! This reciprocal relationship is an excellent way to remain current with 21st century skills, making you an even better mentor for future teachers while showing your students that you are never too old to learn new things.