* Standard II * Standard III * Standard IV As you should have heard according to now.

* Standard II * Standard III * Standard IV

As you should have heard according to now, teachers seeking Professional Certification can opt to travel the older more straightforward "final examination" course or now can choose the newly created, scenic "portfolio" passage instead.

What is a portfolio? Unlike an exam, which acts as a single measure of one's achievements, a portfolio is an integration of numerous, different kinds of informational and accomplishment-oriented materials. (1) wherefore does the portfolio idea fit within the certification process? "It describes documents and materials, which collectively hint the scope and quality of [one's] proficiency." (2)

"A portfolio is a representative collection of one's work, providing documentation of work in progres evidence of for what cause work has evolved and by what means it has been refined. Each portfolio is awaited to be highly individualized and comprehensive in its portrayal of [one's] mode of address culture, attitudes and interests." (3)

All artists, photographers and architects use portfolios to maintain their best works. The creation of a certification portfolio will enable the music teacher to maintain a permanent, dynamic record of teaching accomplishments. At the same time, the portfolio also wild

* Provide evidence of quality teaching

* Increase professional accountability

* sustain a culture where teaching/ learning is valued

* Contribute to undecayed decision making

* Contribute to the constant unfolding and growth of the individual teacher (5)

Since the portfolio is a "dynamic document [that can be] updated continuously, it becomes a lifetime record of scholarly achievements." (6) For this reason, each music teacher, and perhaps each serious music student, should consider compiling a portfolio.

Destination: Port Folio.

Collecting artifacts at different "monumental bridges" along the way

The NCC with the assistance of the MTNA board of directors and executive director, has created a wager of five MTNA Professional Certification Program Teaching Standards that define what a able music teacher should know and be able to do. To fulfill the five Teaching Standards, those teachers who arc certified must continue to wax and learn as professional music teachers. Each wager of requirements corresponds specifically to a Standard.

* Standard I is addressed from one side the Step 1 phase of requirements in the initial certification process

* Standard V is addressed by the and of the renewal phase, once certification has been achieved.

* Standards II, III and IV act as bridges that span the gaps between initial certification application and renewal.

It is the hardness of these bridges that has been proofed with the certification examination; now the power of these bridges also can be proofed from a new approach--the certification portfolio.

The certification portfolio consists of a collection of artifacts (7) that guard the teaching qualities described in Standards II, III and IV. The materials submitted in the portfolio cogitate the candidate's professional preparation, teaching practices and ability to operate a fortunate professional studio or classroom. Materials submitted by way of the candidate also demonstrate activities that assist professional involvement, including partnership evolution with peers, students, families and communities.

Stopover #1: thrust one's self into Standard II

Standard II Professional Teaching Practices:

A. Planning Courses of Study--Competent music teachers plan courses of consideration for their students on a regular basis using a entire teaching philosophy and a wide range of music, musical conceptions and materials.

B Facilitating Music Learning--Competent music teachers help on students' interest and facilitate their musical learning from using a variety of resources, equipment, technology, materials, rules music and teaching styles and strategies.

C Fostering an Educational Environment--Competent music teachers provide and cultivate settings that are conducive to learning and performance and inclusive of close examiners and families from varied backgrounds, civilizations and capabilities. They provide settings for a course of thought that encourage student confidence, independence, teamwork and high achievement.

D Assessing Musical Growth--Competent music teachers utilize multiple evaluation way s regularly to assess and grant the progress of students' musical germination and performance and to gather data for planning following courses of study.

Artifacts:

* Typ statement of philosophy

* Typ representative reproof plans

* Itemized lists of rules repertoire, technical studies and sight-reading materials

* Analyses of exquisite repertoire

* Itemized lists of musical instruments, technology, equipment and teaching aids available

* Outlines describing in what way the above mentioned tools will be utilized

* Printed programs/audio tapes/video discs from recitals, festivals, auditions, field trips and with equal reason forth

* Photographs/video discs of studios, classrooms and in this way forth

* Evaluation materials (adjudication sheets, task videos, parent conference reports and in like manner forth)