[Ous-lp-rp13] EDAD 6010, Answer to Question #2

[Gamon, Angelica]

Nick I understand completely what you mean by attracting your students to
want to be in the band. I graduated from Huntington (your district
neighbor), we also had a very small band when I was in middle/high school.
Our band director at the time, had to do the same as you and attract your
students and the parents to the program. To be in that role you have to be
confident with your motivation and personality. You have to make them want
to be a part of your band. I coach cheerleading in elementary and
completely understand that you have to get everyone involved to keep that
organization going. It is very difficult at times (last year we had a
change in our elementary football program, so this year we were really
worried about the turnout that we would have). I think for you, like some
others, when there is no one else in your building that teaches what you
do, it would make it very difficult for others to understand that you have
no one to turn to when you have questions. I can go to a follow
kindergarten teacher for suggestions, I am sure that you have to go to
someone in another district to get those suggestions.

On Thu, Jun 14, 2018 at 4:43 PM, Nicholas Turon <nicholas.turon at gmail.com>
wrote:

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> *I feel fairly confident that I have enough a mastery of the three
> personality traits of a leader (personality, motivation, skill) to be an
> effective principal.As a band director, I am used to being without peers
> who understand what I do in a building. Because of this, I am in the habit
> of creating support networks outside of school. I feel these support
> networks, this cohort quite possibly being one of them, will assist me with
> stress and may provide council for scenarios for which I am not yet
> prepared.Also as a part of my role, unlike perhaps any other teacher or
> coach in the district, I am in charge of an entire program that keeps
> students (and their parents) together with me for 8 years or longer.
> Additionally, students have to choose to be in my class. If I do not
> attract enough 10 year-olds, or retain enough students through seniors in
> high school my program will dwindle and die. I bring this up to speak to
> the transformational leadership and motivational skills I have already been
> developing under my current role unlike any other teacher or coach. I need
> to, as a part of keeping my job, to appeal to needs, mold student’s
> beliefs, and structure a program where, at every level, students can feel
> they are achieving and heading toward even larger greatness.Furthermore,
> with regards to skill I am a product of my generation with regards to
> technology, I am intimately familiar with leadership practices, and I have
> regularly shown my abilities to recruit, align, and motivate parents
> through booster organizations.That is not to say I do not have
> shortcomings. Under every single one of the aspects above, I am still in a
> state of continuous improvement. I read regularly to rejuvenate my
> approaches to student leadership. I frequently run into conflicts I do not
> know how to approach where I go to my mentors for guidance. Like the
> programs I run, I myself am in a constant state of growth.In closing, if
> there were one thing personally I would like to focus on improving more so
> than others it would be how to quickly recognize personality needs in other
> people. I believe that that skill can be very useful to me as an
> administrator and in life.*
>
> *Nicholas Turon*
> Director of Bands
> Paint Valley Local Schools
> nicholas.turon at gmail.com
> (740)-816-8266
>
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