1. Teachers College Columbia University Sean M. Jackman Ed.D. Student

2. Positionality and the Lives of Elementary General Music Teachers

3. I am an elementary general music teacher with almost fifteen years in the profession. I have felt isolated at various times in my career and am aware that many of my music colleagues share this same feeling.

4. Elementary music teachers find themselves in a unique position in their school. There is need for a better understanding of music teachers’ positioning in their school and how it affects the quality of their professional life and ultimately their teaching.

5. The purpose of this study is to use the lens of positionality to investigate the professional lives of elementary general music teachers.

6. What is the relationship of music teacher positionality to the professional lives of elementary general music teachers?

7. 1. How is positionality defined in the teaching spaces of elementary music teachers? 2. How is perceived positionality defined in how music teachers go about their daily routines?

8. 3. How is positionality defined in the interactions between teachers and stakeholders? 4. What negotiations are used by teachers to navigate power and identity issues in their schools to create community?

10. 1. The lens of positionality Alcoff (1988) – feminist term, not static or narrowly defined, influenced by place (position) Ellsworth (1997) – mode of address Kezar & Lester (2010) 3 components – shifting, overlapping identities - power - context or situatedness

11. 2. Studies using lens of positionality Kezar and Lester (2010) – positionality of faculty at a community college moving to servant leadership Zhai (2010) – position of women faculty and their use of technology Rainville & Jones (2008) – literacy specialist in pubic school Sultana (2007) and Allen (2005) – researcher position

12. 3. Studies using lenses related to positionality Sindberg and Lipscomb (2005) – isolation of music teachers in Illinois (survey) Lortie’s Schoolteacher (1975) – egg crate isolation, psychological isolation, adaptive isolation Bakkenes et al. (1999) - Dutch primary schools, communication network analysis: a group member, group linker or isolate

13. Participants K-5 Music Teachers in my current school district. Data Collection Survey to find potential teachers to interview in-depth.

14. Interviews With elementary music teachers who teach in my current school district Field notes Researcher field notes during data collection (between interviews) Journaling Researcher reflections

15. RQ1: How is positionality defined in the teaching spaces of elementary music teachers? How would you describe the work environment in your school? (Interview Question #1) How does the way the school or school district delivers music instruction (for example, length of each music class) affect your position in your school? (Interview Question #3)

16. RQ2: How is perceived positionality defined in how music teachers go about their daily routines? Tell me about the kinds of decisions that you make which affect your own teaching situation. (Interview Question #6) In what ways does your position at school affect your ability to do your job well? (Interview Question #16)

17. RQ3: How is positionality defined in the interactions between teachers and stakeholders? Tell me about your relationships with your colleagues in your school. (Interview Question #17) How does the creation of the school schedule for planning time (when classroom teachers have music, art, gym and library) affect teacher relationships? (Interview Question #22)

18. RQ4: What negotiations are used by teachers to navigate power and identity issues in their schools and school districts to create community? Tell me about your relationship to other music teachers in our school district. (Interview Question #29) Describe the Professional Learning Community (PLC) time that you have with music colleagues. (Interview Question #33) Tell me about PLCs that are formed with teachers who do not teach music. (Interview Question #36)