The Difference Between Clinics and Coaching

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As a student teacher, we receive feedback from our cooperating/mentor teachers and our supervising teachers. After a class, we debrief and review the positives and negatives. In a core class (English, Reading, World Language, Math, Science, Social Studies, ETC.), usually each campus discipline has a Department Head or Dean who observes teachers and provides feedback. For music teachers, more often than not, there is a single Fine Arts Director for an entire district, and this person only sometimes has the time to visit campuses and provide feedback regularly. And, when they do, it’s often “triage” based, so often, only the weakest teachers receive constructive feedback, leaving those “proficient” and “competent” teachers in situations where they may or may not receive essential guidance.

At CTJ, I have had multiple “instructional coaches” in my career, and this was different from a “clinician whom I might bring in once or twice to provide an experience for our students and learn by watching them conduct the band.” Of course, there is always some crossover. Still, even when I would bring in a clinician, I aimed to learn from someone who would compliment my instructional coaches and provide an environment where I could apply the things they worked on when I left.

Ms. Rhodes is available to mentor our students and directors year-round. Mr. Bennett and Mr. Dixon have visited our campuses at least once and sometimes twice a month since 2009. Dr. Rhea visits several times through the spring, along with Mr. Brashear and Mr Benzer. Mr. Cipriani leads our fall semester. Professor James Keene had a profound impact on our students and me and was beyond a clinician – he was a friend. 

Each of these coaches would watch me teach, then provide live feedback for the students and me. They would only conduct if they were helping demonstrate something for me. We debrief after classes, and they regularly discuss how I can improve my job. While they give a lot of “band” and “pedagogy” information, they provide equal details on procedures, goals, and tools to be more effective in rehearsals. They also share information about selecting literature, managing culture, and discipline. They are the true definition of “Continuing Professional Education.” It goes beyond a clinic.

Mr. Cipriani provides regular feedback and information during the summers when I teach Boston and formerly when I taught at Cadets. His feedback is on pacing and delivery as much as on information to teach brass. He comes to Johnson and will mix teaching our brass with watching me teach and providing information. This information during the fall and summer complements the information that Mr. Bennett and Mr. Dixon provide.

When Dr. Rhea, Mr. Brashear, and Ms. Rhodes help, they always provide information that supports the students. Sometimes, the feedback differs or provides a different thought process from Mr. Cipriani, Mr. Bennett, and Mr. Dixon. I always find 80% of the time, the information is complimentary, and other times there is a contradiction. In those cases where the information contradicts, I learn the most from talking through that with the different parties and helping the students understand the different approaches.

I love that there are multiple ways to approach a piece, a concept, or a topic — I am most interested in finding ways to blend these philosophies. That said, everyone who works with our students is also helping me become a better music teacher.

HOW COACHING SESSIONS WILL WORK

I can “conduct” or “clean the band” if you prefer to observe from time to time — but YOU should conduct while I am here most often, so you can learn and receive feedback. You will want to prepare the students that the coaching is as much for YOU as it is for them.

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