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A Special Report on Specialists


I told Kory that my response would need to be typed, double-spaced 12-point Times, but this will do too. What's the purpose of specialists?

This:

It's true. That's what created my job, and it's not me being jaded or burnt-out, it's me accepting reality. When being a specialist is awful, it's because you're treated like you're no more than a person who takes the class so you can make copies or pee or just have a moment because OMG they're so loud and inside recess and I just can't anymore...

I get it. Most specialists get it. It's fine. It's job security.

But the great part of being a specialist? Teaching something you're passionate about all the time. Exposing kids to things they'd never encounter anywhere else, Building skills that can transfer to another discipline or grow into a passion. Seeing students that don't succeed anywhere else come to your class and be amazing. Pushing kids to be better at something difficult, something outside their wheelhouse. Being a safe space and an advocate for students who don't connect with other teachers at the building.

Huh. As I look at this list, it seems a lot like a list any teacher would make, regardless of what area they teach in.

But specifically as a specialist, my job is to expose kids to as many types of music as I possibly can. To have kids make as much music as possible in as many ways as possible. I'm going to throw everything at them and hope something sticks. Does our big 4th grade musical tie into Idaho History? Yup. Am I doing it to enrich the curriculum? Yup. Would I still do a big 4th grade musical about something else? Yup. Kids in fourth grade are the perfect age to work on skills gained from theatre. Same reason I start guitar and recorder in 3rd grade. Kids are developmentally ready for them and we've laid a solid foundation in the basics of music.

I'm going to bring in a theremin and play the tuba and make you compare "Shipping Up to Boston" with "Irish Washerwoman." We're going to dance and make music videos and learn to beatbox. Music is the biggest and most universal thing and I want to show you every bit I can so it's in every fiber of your being in some way or another.

It's the same thing as anyone does as a teacher: helping kids uncover what they're interested. Teaching life skills without doing it explicitly. Leading kids to learn what lights them up and how to pursue it.

I just happen to do this through music. I'll tell you straight up: with 30 minutes once a week, if I create Musicians - students who go on to pursue music seriously - I'm thrilled to be the spark. I'm just as thrilled though, to create musicians who aren't confident to play anything more than the radio. If I taught you there is joy in organized sound, that music is a way to communicate when you lack words, or how to do something independent as part of a group, then I've done my job.

And gave your teacher a prep time.

Seems pretty good to me.

----

Quick rant: In my state, if you have a certificate in K-8 all subjects, you are considered just as qualified as me to teach music through grade 8. I have a degree in music, including music pedagogy, performance, history...I had to give a recital to graduate. I also took all the same education courses. In order to teach in my own classroom, as a "generalist," I'd have to go back to school and also student teach again.

In my district, specialists do not give grades or indicate student achievement or participation in any way. For a while, I created my own report card to send home twice a year at conferences, but was asked to stop.

I realize these things differ from state to state and district to district. But if you're a classroom teacher, I want you to think about this. Are you qualified to do my job? With 13 years of experience as a music teacher, am I qualified to do yours? Should students be expected to be proficient at specific skills in specific grades in their specials just like they are in the classroom? And this one:

Do your specialists know that you consider them more than prep time?

Do you?

Comments

  1. UnknownApril 12, 2017 at 9:23 PM

    I just saw this now. Oh my gosh. I love this. We are a K-12 district, and specialists have the most dumped on us in terms of class loads. They are on us about our contact minutes vs. a homeroom teacher's contact minutes, and I wonder how they can compare when we have 25 times more students than they do. 32 times more students if they go with the new number of sections I've been hearing about. If they want to increase our contact minutes, they should increase the amount of time we have each class, not how many classes we have. We don't really have too much language in the contract that specifically mentions and protects elementary specialists, so we are hoping to change that with the next one.

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