Developmental Standards Project

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Development Standards Project
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Developmental Standards Project

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EDPS 250 1
Swanson
Introduction
As an aspiring music educator, I will be working with students who come from many
different backgrounds, cultures, and walks of life; and then they will all walk into one
classroom to create music. The purpose of this project is to demonstrate my
understanding of InTASC 1, the All Grade Standards, and the Ball State Conceptual
Framework. InTASC 1 states:
The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Concepts in development:
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2.)
3.)
4.)
5.)
6.)
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School Exclusion of Pregnant Teens/Teenage Mothers

Resiliency and its Affect on School Dropout Rates
Substance Abuse in Adolescents
The Affect of Divorce on Teens in Relation to Drinking/Smoking
Involving Hard-of-Hearing Students in the Music Classroom
Co-occurring Symptoms of ADHD and Depression and the Associations to
Sexual Abuse
7.) Correlation Between Self-Esteem and Success in the Classroom
8.) Helping Adolescents Adjust to School Transitions
9.) Supporting English Language Learners in the Music Classroom
Developmental Research #1
School Exclusion of Pregnant Teens/Teenage Mothers
Many girls are forced out of the mainstream education system because they are pregnant
or have given birth (Lall, 2007). Teen mothers are less likely than their classmates to
finish high school, get married, and secure employment for themselves (Berk & Meyers,
2016). This research was conducted over the course of three years at the University of
London. There were two different forms of research used; the first being interviews
collected during a study, and the second being a national study of education in
disadvantaged areas (Lall, 2007). The study was focused on finding the connection
between teen pregnancy and the exclusion from education. Teachers often do not know
what to look for when trying to help girls, because girls tend to hide their difficulties,
such as anxiety, depression, eating disorders, self-harm, etc. (Lall, 2007). However, there
are many programs set up now that aim to help young girls. Sex education can be taught
as a preventative measure, education during pregnancy can encourage pregnant teens to
seek medical help, and education after birth can help young moms to feel included in
education still (Lall, 2007). It is extremely important that pregnant teens/teen mothers be
offered the same education opportunities as their peers, but they also need flexibility in
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regards to doctor visits and prenatal/neonatal care (Lall, 2007). This will look different in
every school district, but it is extremely important in order to make sure that young
teenage mothers are included in their education.
Instructional Decisions #1
As a high school music educator, I will deal with teenage girls daily. I want to work in
inner-city schools, where teen pregnancy rates are typically higher. I will deal frequently
with my own female students getting pregnant and needing help. Playing a musical
instrument does not require strenuous exertion, so my students can still participate even if
they are pregnant. As far as after-school activities, I will not hurt a students grade for
absences if she is getting the necessary care for her child. If my student is not
comfortable with talking to me about prenatal/neonatal care, then I will have references
and/or contacts for her to use in order to get the care that she and her baby needs. I will
do my very best to include my students in as many of the activities as I can, no matter if
they are pregnant or not (A.G. 5.1).
Resiliency and its Affect on School Dropout Rates
Resiliency is a huge component of deciding whether or not a teenager will finish school
(Lessard, Butler-Kisber, Fortin, & Marcotte, 2014). Extracurricular activities at school,
religious youth groups, and other organizations can help adolescents overcome adversity
by teaching them important social skills (Berk & Meyers, 2016). This study focused on
high school students that were at risk of dropping out of school, and why some students
did drop out, while other did not. Sixty students who were resilient and eighty students
that dropped out participated in the study (Lessard et al., 2014). This was a longitudinal
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study that lasted from 1996 until 2008 (Lessard et al., 2014). The results showed that
there were four reasons overall why some of the students tended to be more resilient. The
first reason was because of "inreach": using their own resources. The second reason was
because of outreach: asking for help when they needed it. The third reason was because
they established and maintained positive relationships with their teachers and their
friends, giving them a protective cushion. They also learned to set limits when necessary.
The fourth reason was because they learned how to plan things out, and they made
choices and followed through on decisions (Lessard et al., 2014). Resiliency really does
play the deciding role in whether or not an adolescent will finish school or not.
High school drop out rates are a serious problem, and one that I hope to remedy in my
own classroom as much as I can. As a music educator, I will have the privilege of
exposing my students to something new that they probably have not tried before. Playing
in a musical ensemble has so many benefits that work to keep students engaged in school.
I will use the music classroom as a way to work on self-motivation by setting goals for
each musical performance. By having high expectations as well as clearly set goals, my
students will learn self-motivation by practice. They will be engaged in something
different and something that gets them out of the textbooks. It will help them apply social
skills as well as work ethic and will keep them engaged in the school setting (A.G. 3.16).
Substance Abuse in Adolescents
The adolescent years are when teenagers are most susceptible to risky and dangerous
behavior (Sharma, 2015). Teenagers see adults relying on caffeine to stay alert, alcohol
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and cigarettes to cope with daily hassles, and other remedies to relieve stress, depression,
and physical discomfort (Berk & Meyers, 2016). This shows teenagers that it is okay to
rely on a certain substance to obtain focus, control, and stress-relief. This leads to their
need for drugs. This study focused on trying to figure out the difference in attributes
between the teenagers that do use, and the teenagers that do not use (Sharma, 2015). The
people that did use usually had initiated substance abuse between 15-18 years. They also
had a lot of peer influence/peer pressure, curiosity, and a sense of growing and maturing.
They reported wanting to socialize, feel good, get rid of stress, and feeling grown-up
(Sharma, 2015). The non-users reported never starting to use because of personal values,
religion, and the awareness of the impact on their own health as well as their familys
values (Sharma, 2015). To build off of that, teenagers who had parents and guardians that
were involved were less likely to use drugs than that of teenagers that had distant adult
supervision (Sharma, 2015). Over all, the teenagers home life will have a huge impact on
whether he/she starts using.
As a teacher, I will be responsible for my students well being while they are in my
classroom. I will be on the lookout for the signs of substance abuse in my own students. I
will look for attendance issues, lack of interest, poor hygiene habits, or their parents are
not around. These signs, as well as my own gut instincts, will tip me off that one of my
students need help. If I learn that one of my students needs help because of substance
abuse, then I will follow my schools guidelines pertaining counseling concerning
substance abuse. Most likely it will require me to tell the school-counselor. If the problem
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persists, police intervention may be necessary. Substance abuse is a serious problem and
can be the difference between a students success and failure (A.G. 1.3).
The Affect of Divorce on Teens in Relation to Drinking/Smoking
Family conflict often has a negative impact on the couples children, and specifically on
adolescents. Parents divorces often lead to adolescents poor decisions based on smoking
and drinking (Kristjansson, Sigfusdottir, Allegrante, & Helgason 2009). Marital
transitions tend to contribute to family discord, and there tends to be disrupted parenting
resulting from it (Berk & Meyers, 2016). Therefore adolescents are often left to their own
devices, leading to actions such as drinking and/or smoking. This study was a populationbased cross-sectional anonymous survey that was administered to 14-16 year olds in
Iceland. The questions were asked in relation to how many times in the last thirty days
had each of them engaged in smoking and/or drinking alcohol (Kristjansson et al., 2009).
81% of Icelands population in that age range participated in the study, showing that 23%
of the participants reported that their parents had divorce at some point in their lives. 16%
said that they had smoked a cigarette in the last 30 days, and 33% admitted to drinking
alcohol in the last 30 days (Kristjansson et al., 2009). 37% of the participants reported
that they had had serious arguments with their parents, and 23% reported witnessing a
serious argument between their parents (Kristjansson et al., 2009). All in all, there is a
strong correlation between the family conflict related to divorce and adolescents drinking
alcohol and smoking.
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Divorce is a life incident that children and adolescents cannot control. Often times the
problems at home lead to more many problems in the childrens lives. Because I want to
work in inner-city public schools, I will have many students that have divorced parents or
parents who are currently going through divorce. I will have to recognize this and work
with it in the classroom. An example of this would be when an incident with a student
requires a disciplinary action. I might handle a situation differently if I know that a
student is dealing with family conflict at home. Instead of sending them straight down to
the office, I might have them sit in the hallway long enough to cool off and calm down.
Often times the over-stimulation at home will carry over into school, making it difficult
to behave. I will also pay attention to the signs of substance abuse more with the students
who are dealing with at-home family conflict than I would with other students since I
know that they are more at risk (A.G. 1.4).
Involving Hard-of-Hearing Students in the Music Classroom
This article focused on how students with cochlear implants can participate in the music
classroom, and how teachers can make accommodations for the students in order to
effectively involve them (Gfeller, Witt, Spencer, Stordahl, & Tomblin, 1998). Cochlear
implants are electronic devices that are surgically inserted into the ear that converts
external sounds into a signal to stimulate the auditory nerve. Cochlear implants help
children who are hard-of-hearing to continue to develop normal language abilities as well
as keep up in the social world by being able to more easily communicate (Berk &
Meyers, 2016). This study was administered to the parents of sixty-five hard-of-hearing
children that use cochlear implants as a questionnaire. The ages ranged from pre-school
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age to high school age. The questionnaire focused on finding out whether or not the
students were involved in formal music education, or listened to informal music. It also
found out whether or not music teachers made appropriate accommodations for the
students. While a large amount of these students that were in the study were involved in
formal music education, very few of them had accommodations. There was also a
positive correlation between enjoying as well as being involved in music and greater
competency with aural/oral skills (Gfeller et al., 1998).
There are many things that I can do as a music educator in order to involve my hard-ofhearing students in the classroom. The majority of hard-of-hearing students know
American Sign Language (ASL). It is my goal to learn ASL so that I can easily
communicate with them during class. As a band director, I will already have to
nonverbally communicate with my entire class while conducting. Therefore,
communicating through ASL will not be difficult to incorporate into the classroom. It will
also mean that the students will not need an interpreter in order to participate in class. My
weakness in this area is my knowledge about cochlear implants specifically. I know the
basic ideas when it comes to how the equipment works, but I do not a lot of the current
technical breakthroughs that scientist have had when it comes to improving them. I need
to keep up with the technological advancements when it comes to sound-systems, special
microphones, and software that could help a student with a cochlear implant more clearly
hear the entire ensemble (A.G. 2.11). By doing so, they will feel more comfortable with
participating on their own instrument.
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Co-occurring Symptoms of ADHD and Depression and the Associations to Sexual

Abuse
This study worked to find out if there was a correlation between a co-occurrence of
ADHD and depression and a history of sexual abuse in adolescents (Sonnby, slund,
Leppert, & Nilsson, 2011). Sexual abuse can lead to sever mental health consequences.
These include anxiety, depression, alcohol and drug use, suicide attempts, risky sexual
behavior, and unhealthy weight control (Berk & Meyers, 2016). The study was a
screening done at a Swedish school aimed at fifteen to eighteen year olds. Out of the
school, 2.4% of the population experienced a co-occurrence of ADHD and depression,
while 20.9% reported being victims of sexual assault. Out of the students who
experienced co-occurring symptoms, 48% of the boys and 47% of the girls reported being
victims of sexual assault. There was definitely a positive correlation. This study helped
researchers understand the importance of a co-occurrence screening in order to help
identify which students might be a psychiatric or psychosocial risk (Sonnby et al., 2011).
Correlation Between Self-Esteem and Success in the Classroom
Self-esteem is an ever-changing variable when it comes to adolescents. Girls tend to
score lower than boys in an overall sense of self-worth, although boys tend to lack it
during teenage years as well. This stems from social norms, physical appearance, etc.
(Berk & Meyers, 2016). There are many aspects that can cause a teens sense of selfworth to fluctuate. These can include but are not limited to feedback from a trusted adult
that is negative, inconsistent, or not contingent on performance. This can lead to a
teenager feeling doubtful, incompetent, or unloved (Berk & Meyers, 2016). When a
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teenager is not getting warmth and approval at home, he/she will tend to look for it
elsewhere, such as a teacher or peers (Berk & Meyers, 2016). This can cause problems if
the teacher or peers are not positive role models.
Self-esteem is something that can really affect what path a teenager goes down. If a teen
has low self-esteem, theyll turn to often-negative influences, leading them to negative
outlets such as drugs or violence. As a teacher who will see these students almost daily, I
have a lot of influence. Specifically as a music educator, I have rare opportunities to help
my students self-esteem grow. I will work to provide many performance opportunities,
allowing my students a chance to try out their musical skills, as well as their collaborative
work skills. I will have high-expectations for my students, motivating them to give
everything their absolute best (A.G. 5.2). Giving them opportunities to work hard and
then prepare for a concert give them good work-ethic skills. Then when the hard work
pays off in the form of a great performance, their self-esteem will automatically increase
as well. Furthermore, acknowledging these achievements in the form of awards,
encouraging family members to come to concerts, and going to competitions will boost
their self-esteem even further (A.G. 2.4). I have a unique opportunity as a music educator
to give my students a chance to try out their creative wings in an otherwise
unobtainable environment.
Helping Adolescents Adjust to School Transitions
Adolescents go through a lot of transitions and changes when they get into high school,
but especially middle school. The students go from a self-contained classroom with one
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primary teacher to multiple classes with multiple different teachers a day. This is often a
difficult transition for young adolescents, and it leads to students feeling less connected to
their teachers as well as feeing less academically competent and less motivated (Berk &
Meyers, 2016). Adolescent years are a time when they need close relationships with
teachers in order to get positive adult support. It is also a time when they become more
self-focused. Autonomy is increasing, and they become more concerned with peeracceptance. Despite all of these facts about adolescents, middle and high school disrupts
time with teachers, emphasizes competition, reduces decision-making and choice, and
interferes with peer networks (Berk & Meyers, 2016).
As a music teacher, I will typically (in most school systems) see my students everyday.
This will allow me to be a very influential adult in my students lives during a rough
transition period. In doing so, I will work to keep a consistent schedule so as to give them
a set pattern to rely on (A.G. 5.6). I will also make myself available for my students to
talk to me, in order that they have a trusted adult that they can talk to. Because of more
proximity, they will most likely rely on me when it comes to difficult life events or
difficult choices than they will their math teacher. I will also create many after-school
activities and extra-curricular groups that they can join in order to get more involved.
This will allow them even more time in a stable and safe environment where they can be
with peers working towards a common goal (a performance, competition, etc.) while also
allowing me time to work them.
Supporting English Language Learners in the Music Classroom
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This study focused on assessing the participation of English Language Learners (ELLs)
in a music classroom compared to that of non-ELLs. This study was a questionnaire
administered to over 15,000 students across 751 schools (Lorah, Sanders, & Morrison,
2014). The results were not surprising, but definitely not positive. The majority of ELL
students do not participate in musical ensembles of any kind. However, after widening
the scope and looking at non-ELLs, the reason for this lack of participation is not because
of lack of interest. It is often because of lack of opportunity. In the areas that there are
higher populations of ELLs, there are not very many schools that offer musical ensembles
(Lorah et al., 2014). Often times, first- and second-generation immigration youths
families face financial hardship and therefore have a very poor lifestyle and low SocioEconomic Status (SES) (Berk & Meyers, 2016). This creates problems for these youths
when they go to school if they do not have outlets such as music class opportunities.
One of my biggest goals as an aspiring music educator is to take music programs to
school districts that have little to no music education. I want to spread music education
around so that more children and adolescents can benefit from it. I want to provide the
ELL students with just as many opportunities as non-ELLs in other areas. Once I have
established a music program in a school that has a high ELL population, I will have to
create a system that allows me to communicate effectively with my students in the music
classroom. I do not currently speak any secondary languages, so that would be something
that I could learn in order to help me directly speak to my ELL students. However, if I
work with ELL students before I have learned the language, I have to be able to still
communicate with them so that they feel involved in the group. The obvious solution
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would be to have a translator that could translate what I say. Also, as a band director, I
will already be communicating with many non-verbal gestures while Im conducting.
Music is a universal language; I have the advantage of being able to communicate what I
want the music to express by using my hands in certain gestures without needing to speak
a second language (A.G. 1.6).
Reflections
Context is extremely important in the classroom. As students learn, they have to apply it
in context. My favorite line out of this entire piece says this perspective implies that
children are active producers of their own development, constructors of meaning and
their learning environment, and capable of initiating alterations in their own
developmental sequence (Lerner & Busch-Rossnagel, 1981). This just shows how
learning does not happen to a child. They have to internalize it, mull over it, use it again
and again in different scenarios in order to make it personal and make it stick.
Students also have to learn how to deal with success and failure. Often they learn this by
example. I as an aspiring teacher have to learn how to find my strengths and use them;
but I also have to learn my weaknesses and learn from them. I have plenty of both when
it comes to my habits, studying skills, and time-management. If I am transparent with my
students about what I am good at and what I am working on, it will demonstrate to them
that weaknesses and errors are not a bad thing, if you handle them the right way by
growing from them (AG 1).
My weaknesses in this area are pretty easy to pick out. I don't have a firm enough grasp
on different learning strategies as well as teaching strategies to be able to rise to any
occasion and change my lesson plan on the fly. My students need the best education
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possible, and I cannot give them that if I only have one or two ways to teach a concept. In
order to fix that, I need to put myself in the environment while still being under the
direction of someone who has way more experience than me. I intend to be a brass tech
(which is sort of like a student teacher) for a summer-program marching band. This will
give me hands-on experience while still learning from actual teachers. I will learn a lot
from them about how to handle different situations, and how to get a concept across to
multiple students, all who learn slightly differently from each other.
Engagement to me is keeping everyone focused on the task at hand. This can be a

challenge since there are many attention disorders, such as ADHD. However, engagement
is crucial in the classroom. Without it, students would not be able to learn the material
that they need.
A teacher has to be extremely creative in order to keep a lot students engaged. This may
look like group discussions, small-group projects, using visual aids, or using kinesthetic
learning. However a teacher does it, it is important to constantly switch it up. Consistency
and stability are important in a classroom, to a certain point. Consistency helps students
rely on what is coming next. However, this method sometimes has to give way to
creativity in order to keep the students engaged and on-task. Teachers also have to tie the
new material to what students already know. This ensures that the new material does not
overwhelm the students, helping them to grasp the new concept (AG 2).
My area of weakness in this area is that I rely too much on structure. I teach with even
consistency, hardly ever straying from the lesson plan. However, I need to learn to be
impulsive (to a point) and think on my toes. If my students are no longer engaged while
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playing through a certain music piece, then nothing we do will be productive. It is better
to scrap the lesson plan and either attack the piece from a different angle, or move on for
the day entirely. In order to learn how to do this, I will attend various seminars and
classes related to music education (such as NAfME or NBA). There I will learn different
instructional strategies when it comes to teaching a new piece as well as rehearsing it
over and over again. Learning how to keep students engaged in absolutely vital in a
music classroom.
To me, expertise means wisdom in a certain subject. With wisdom comes experience,
which is very necessary. A professional teacher needs to understand how his/her students
learn. Every student learns differently, whether it is through listening, doing, or watching.
An expert teacher will recognize these differences and know how to tweak the curriculum
in order to meet those students where they are. Expert teachers are absolutely a necessity
when it comes to reaching every single student. An expert teacher will implement all
different kinds of instructional strategies in order to make sure that the students do not get
complacent. Different strategies promote higher-level learning.
It is important for a professional to understand that there are different influences when it
comes to learning. Physical, cognitive, social, and emotional aspects all play a roll. When
students have a rough home life, their emotional development will be behind. A teacher
can recognize this and meet the students where they are. For a teacher to help a student
grow, he/she must be an expert when it comes to learning where the student is
STARTING. In order to grow, they must have a starting point. An expert will recognize
this and build a plan from there (AG 5).
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I am definitely not an expert in this area. I do not always know how to handle students
that come from different backgrounds or have different learning styles. I have to become
more creative in my instructional strategies in order to help every single student grow. I
want to get my Masters in either Conducting or something related to secondary
education. I will also volunteer in outside teen groups in order to get more experience
working with adolescents outside of the classroom. This will give me even more
information to work with when it comes to my own students.
References
Berk, L., Meyers, A. (2012). Infants, Children, and Adolescents. (8th ed., p. 540, 546,
549-551, 570, 590, 616, 622), Boston, Massachusetts: Pearson Education Inc.
Gfeller, K., Witt, S. A., Spencer, L. J., Stordahl, J., & Tomblin, B. (1998).
Musical
involvement and enjoyment of children who use cochlear
implants. The Volta
Review, 100(4), 213-233.
Kristjansson, A., Sigfusdottir, I., Allegrante, J., & Helgason, A. (2009). Parental divorce
and adolescent cigarette smoking and alcohol use: Assessing the importance of
family conflict. Acta Paeditrica, 537-542. doi:10.1111/j.1651-2227.2008.01133.x
Lall, M. (2007). Exclusion from school: Teenage pregnancy and the denial of education.
Sex Education, 7(3), 219-237. doi:10.1080/14681810701448028
Lessard, A., Butler-Kisber, L., Fortin, L., & Marcotte, D. (2014). Analyzing the
Discourse of Dropouts and Resilient Students. The Journal of Educational
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Research, 107(2), 103-110. doi:10.1080/00220671.2012.753857

Lorah, J. A., Sanders, E. A., & Morrison, S. J. (2014). The relationship
between English
language learner status and music ensemble participation.
Journal Of
Research In Music Education, 62(3), 234-244.
doi:10.1177/0022429414542301
Sharma, M. (2015). Substance Abuse in Adolescents: Implications for Research and
Practice. Journal of Alcohol and Drug Education, 59(1), 3-6. Retrieved October
18, 2015, from PsycINFO.
Sonnby, K., slund, C., Leppert, J., & Nilsson, K. W. (2011). Symptoms
of ADHD and
depression in a large adolescent population: Co-occurring
symptoms and
associations to experiences of sexual abuse. Nordic Journal Of
Psychiatry,
65(5), 315-322. doi:10.3109/08039488.2010.545894
All Grade Standards and Sub-Standards References

Standard 1: Student Development and Diversity
Teachers of grades P-12 have a broad and comprehensive understanding of
student development and diversity and demonstrate the ability to provide
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instruction that is responsive to student differences and that promotes

development and learning for all students.
1.3
Typical developmental challenges for students from early childhood through

grade 12 (e.g., in relation to independence, self-esteem, peer interactions, physical
development, self-direction, decision making, goal setting, involvement in risky
behaviors, and identity formation) and the ability to help students address these
challenges.
1.4
Knowledge of types of student diversity (e.g., cultural, economic, and linguistic

background; gender; religion; family structure), and the ability to use this
knowledge to promote learning and development for students with diverse
backgrounds, characteristics, and needs.
1.6
Processes of second-language acquisition and the ability to use differentiated

strategies based on assessment data to support learning for English Learners.
Standard 2: Learning Processes

learning processes and demonstrate the ability to facilitate student achievement.
2.4
Knowledge of the role of positive relationships and supportive interactions as a

crucial foundation for working with children, with a focus on childrens individual
characteristics, needs, and interests.
2.11
Knowledge of how digital-age tools and environments influence learning

processes and outcomes, and the ability to use this knowledge to improve
teaching effectiveness and learning outcomes.
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3.16
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Knowledge of factors and situations that tend to promote or diminish student

engagement in learning, and the ability to apply skills and strategies for
promoting students active engagement and self-motivation.
Standard 5: Learning Environment

student learning environments and demonstrate the ability to establish positive,
productive, well-managed, and safe learning environments for all students.
5.1
The ability to create safe, healthy, supportive, and inclusive learning

environments, including indoor and outdoor environments that encourage all
students engagement, collaboration, and sense of belonging.
5.2
The ability to apply skills and strategies for establishing a culture of learning that
emphasizes high expectations for all students, promotes self-motivation, and
encourages students sense of responsibility for their own learning.
5.6
The ability to apply skills and strategies for managing class schedules and
transitions and for organizing they physical environment to maximize student
learning time and meet student learning needs.

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