Mentoring
CLICK HERE to access the current list of OMEA Mentors
CLICK HERE to download the Mentorship flyer to share with others.
The OMEA Mentorship Program: Pay It Forward
It is easier to borrow a good idea than to come up with one.
Mentorship in music education is a topic of dramatic importance in the development of quality young music educators. There is little question about how challenging “learning the ropes” in music education can be and OMEA has a program to help new and struggling teachers. Mentoring boils down to nothing more than a human resource to get answers to real time issues. I utilized mentoring relationships a great deal especially early in my career. As I look back, I wish I had done it more. I am sure my students and I would have benefited.
I make it a point to attend at the OMEA Conference the All State Concerts where we honor recipients of the Ohio Music Educator of the Year and Distinguished Service Awards. I am always struck by how many references are made in acceptance speeches to individuals who served as mentors to those being honored. The speech given by Fred Walker several years ago comes to mind. Fred served as band director at Oakwood High School for many years. He spoke of a very unsuccessful first year at large group adjudicated event. That performance was followed by some soul searching and a major effort to seek the input and advice of others. The following year resulted in Fred’s first state superior rating and the beginning of one of Ohio’s most storied band programs and teaching careers.
Many young teachers find themselves in small school districts or geographically isolated areas. While all school districts have school improvement efforts ongoing, music teachers most often do not fit into this model because of the uniqueness of the work that we do. In addition, young people look to technology to solve problems and answer questions. However, again due to the unique nature of our work, the answers young teachers need cannot be often be found in a Google search. A mentor relationship is a valuable tool because you can not only get answers to very specific questions, but also benefit from general discussions that help young teachers hone their teaching skills and philosophies.
As a rule of thumb, it is time to consult a mentor when you are thinking “I wish they had taught me what to do in this situation when I was in college.” I am not casting stones at Ohio’s college music educator programs. They do a great job of preparing students—music theory, conducting, music history, methods classes, etc. are all important skills required to teach effectively. However, it is only part of the story. An equal challenge comes when you have to perform as a motivational speaker, program administrator, guidance counselor, family counselor, diplomat, advocate, fund raiser, budget planner and public relations specialist. The bottom line is that you are only a few months out of college when you find yourself the CEO of a general music classroom or a choir, band or orchestra program. No one should be surprised that you need some help.
Mentors from your new school district are a wonderful resource because they are aware of the local landscape and can add a historical perspective. There is little question that understanding local political realities can help keep you out of trouble. However, it is best to also seek the advice of outside mentors. I was fortunate to have mentor support from several sources—Red Suiter, a retired director that held my job at Gallia Academy before I did, Mary Jo Gaskalla, my cooperating teacher at Grandview Heights (where I did my student teaching,) Cherie Tolliver, my sister (who became a band director at Grandview Heights) and Dick Cool, my high school director at Northmont High School. I called these folks on numerous occasions and always gained a better understanding as to how I should proceed. These good folks improved my teaching and kept me out of trouble for most of my career. One of my fondest memories is of a phone call that I made to Dick Cool for advice after I lost an important political battle. “Declare victory and move on” was his response. Given where I was was, it was the best advice anyone could have given me.
The list of OMEA volunteer mentors includes experienced or retired teachers who would love to pass along their insights and thoughts. It is a wonderful resource that allows new or struggling teachers to learn from those who have committed their lives to our craft. Don’t be afraid to ask questions because we have all been through it. It is best to keep the lines of communication open between you and your mentors and strive to develop a level of trust and understanding. Asking questions is a sign of strength that says that you are committed to improvement. This commitment to learning to be a better teacher will keep your career exciting and will provide a better learning environment for your students along the way. You can also look forward to sharing what you’ve learned to the next generation of OMEA educators one day.
You can find a list of names and contact information for the current list of OMEA mentor volunteers. Just click on “New Teacher” link on the OMEA Home Page. Feel free to review the list and contact anyone that feels like a match. Help is only a phone call or email away. If you would like some help in the selection process, feel free to contact me at 614-262-7298 or email me at rtolliv@columbus.rr.com.
The best chance of getting a better result lies within you but the tools of that progress often comes from others.
CLICK HERE to download the Mentorship flyer to share with others.
The OMEA Mentorship Program: Pay It Forward
It is easier to borrow a good idea than to come up with one.
Mentorship in music education is a topic of dramatic importance in the development of quality young music educators. There is little question about how challenging “learning the ropes” in music education can be and OMEA has a program to help new and struggling teachers. Mentoring boils down to nothing more than a human resource to get answers to real time issues. I utilized mentoring relationships a great deal especially early in my career. As I look back, I wish I had done it more. I am sure my students and I would have benefited.
I make it a point to attend at the OMEA Conference the All State Concerts where we honor recipients of the Ohio Music Educator of the Year and Distinguished Service Awards. I am always struck by how many references are made in acceptance speeches to individuals who served as mentors to those being honored. The speech given by Fred Walker several years ago comes to mind. Fred served as band director at Oakwood High School for many years. He spoke of a very unsuccessful first year at large group adjudicated event. That performance was followed by some soul searching and a major effort to seek the input and advice of others. The following year resulted in Fred’s first state superior rating and the beginning of one of Ohio’s most storied band programs and teaching careers.
Many young teachers find themselves in small school districts or geographically isolated areas. While all school districts have school improvement efforts ongoing, music teachers most often do not fit into this model because of the uniqueness of the work that we do. In addition, young people look to technology to solve problems and answer questions. However, again due to the unique nature of our work, the answers young teachers need cannot be often be found in a Google search. A mentor relationship is a valuable tool because you can not only get answers to very specific questions, but also benefit from general discussions that help young teachers hone their teaching skills and philosophies.
As a rule of thumb, it is time to consult a mentor when you are thinking “I wish they had taught me what to do in this situation when I was in college.” I am not casting stones at Ohio’s college music educator programs. They do a great job of preparing students—music theory, conducting, music history, methods classes, etc. are all important skills required to teach effectively. However, it is only part of the story. An equal challenge comes when you have to perform as a motivational speaker, program administrator, guidance counselor, family counselor, diplomat, advocate, fund raiser, budget planner and public relations specialist. The bottom line is that you are only a few months out of college when you find yourself the CEO of a general music classroom or a choir, band or orchestra program. No one should be surprised that you need some help.
Mentors from your new school district are a wonderful resource because they are aware of the local landscape and can add a historical perspective. There is little question that understanding local political realities can help keep you out of trouble. However, it is best to also seek the advice of outside mentors. I was fortunate to have mentor support from several sources—Red Suiter, a retired director that held my job at Gallia Academy before I did, Mary Jo Gaskalla, my cooperating teacher at Grandview Heights (where I did my student teaching,) Cherie Tolliver, my sister (who became a band director at Grandview Heights) and Dick Cool, my high school director at Northmont High School. I called these folks on numerous occasions and always gained a better understanding as to how I should proceed. These good folks improved my teaching and kept me out of trouble for most of my career. One of my fondest memories is of a phone call that I made to Dick Cool for advice after I lost an important political battle. “Declare victory and move on” was his response. Given where I was was, it was the best advice anyone could have given me.
The list of OMEA volunteer mentors includes experienced or retired teachers who would love to pass along their insights and thoughts. It is a wonderful resource that allows new or struggling teachers to learn from those who have committed their lives to our craft. Don’t be afraid to ask questions because we have all been through it. It is best to keep the lines of communication open between you and your mentors and strive to develop a level of trust and understanding. Asking questions is a sign of strength that says that you are committed to improvement. This commitment to learning to be a better teacher will keep your career exciting and will provide a better learning environment for your students along the way. You can also look forward to sharing what you’ve learned to the next generation of OMEA educators one day.
You can find a list of names and contact information for the current list of OMEA mentor volunteers. Just click on “New Teacher” link on the OMEA Home Page. Feel free to review the list and contact anyone that feels like a match. Help is only a phone call or email away. If you would like some help in the selection process, feel free to contact me at 614-262-7298 or email me at rtolliv@columbus.rr.com.
The best chance of getting a better result lies within you but the tools of that progress often comes from others.