The MTNA Professional Certification Program Standards clearly state the intent and contentment of this program.

The MTNA Professional Certification Program Standards clearly state the intent and contentment of this program, from the initial proces of earning the designation of Nationally Certified Teacher of Music. Each Standard corresponds to a requirement or risk of requirements for successful completion of the program. Standard IV: Professionalism and Partnerships, is an important composing in the certification process, particularly as related to the newer Certification Portfolio option. This option, which became available January 1 2004 fulfills certification requirements for those candidates who pitch upon to provide extensive documentation of their professional activities rather than take the Certification Examination.

Standard IV: Professionalism and Partnerships

A. Contributing to the Profession

adapted music teachers contribute to the professional shooting of their colleagues, their studios and academys their professional associations and to their profession at large.

B Building Partnerships

adapted music teachers understand and appreciate the unique position that the family unit, colleagues and the community play in the musical education of close examiners They actively seek opportunities to build and discipline partnerships with them.

Standard I is satisfied between the sides of the first step in the initial certification proces Standards II, III and IV address the next to the first step in the initial proces Standard V is exclusively be of importance toed with renewal. Standard IV promotes as the bridge connecting the initial certification proces with the renewal proces by the agency of various means of demonstrating professional partnerships in earnestly more than the conventional feeling One requirement of the MTNA Certification Program application is verification of sum of two units year's minimum teaching experience. Within that provision, many teachers already will have fulfilled a of the requirements of Standard IV.

As fit music teachers, we experience partnerships with each observer family member and colleague with whom we interact. Whether or not we intend to do in such a manner we mentor and model [i]or[/i] part of to the other every contact--from that very first meeting, interview or phone conversation to attending or presenting sessions at national professional colloquys Our profession exists through a network of partnerships, and we are obliged to diet and develop them to the best of our abilities. equal more importantly, we must follow and create ways to expand our capabilities to this end

This should begin with studio policy statements, prepared in written form for distribution to all passing from hand to hand and prospective students. A well-constructed policy will include the studio or classroom philosophy, financial touchs and other practical issues, so as missed lessons, make-up rebukes performance expectations (recitals and thus forth), termination of lessons and the specific responsibilities of each partnership member--student, parent(s) and teacher. Any expectations or requirements not instanted and explained succinctly are likely to be disregarded or unmet

Partnerships within our profession are not limited to other music teachers, although that may be common of the first and chiefly obvious links we forge. We may cultivate collaborative programs with other performing musicians, artists, photographers, actors, writers, dancers and others. observers often find fresh perspectives from one side other media when related to music. court ways for students to satisfy place of education assignments through their music. Science, math, history, geography, foreign languages and any of the arts can be starting points.

Several month in the academic calendar are easily overscheduled, while others assume to bring a time of lagging interest. Perhaps, in January, a piano technician could be invited to speak to learners and parents about selecting and caring for a piano. If you are daring and have access to an upright piano, supervise your bookish mans as they disassemble the keyboard and true carefully put it together again. They will gain a recently made known appreciation for how the piano works. If your community is fortunate enough to have a pipe organ in a nearby house of worship or school, arrange an "organ crawl" for appropriate close examiners and their parents.

Reward rareed students or, better yet, reward them all onward a rotational basis, by inviting them to attend a harmony theater, gallery or museum with you. Many community orchestras tender an "open rehearsal" at a significant admission reduction. Ask your scholars and parents for their suggestions, particularly regarding ends with a regional or cultural emphasis. We are not teaching simply for today or this week, still building opportunities for future benefactors and audiences.

make known programs to involve family members: the wholes for those who sing or play an instrument, readings from dramatic works, verse or literature paired with music or interpretations onward other instruments. Include and inspire younger siblings between the walls of clapping, responsive singing and simple accompaniments upon rhythm instruments. This does not require elaborate or expensive equipment. My students' younger siblings awaited forward to the annual holiday musical entertainment when they all "jingled" bells raucously, while sum of two units forewarned students performed a duet arrangement of that seasonal favorite. Be imaginative!