Stephens Elementary School

Stephanie Vaughan, Principal t School District

Creative, dedicated, and committed are words that describe Mrs. Pay-Sung Chew. She is a top notch

professional who goes beyond the scope of her title as a music teacher. As the principal of Stephens

Elementary, I have had the pleasure of working closely with Mrs. Chew for the past 6 years, and each

year I have been amazed at the musical talents that her students possess because of her instruction.

Mrs. Chew has a plethora of qualities that are radiated in all that she does. Her creative thinking hasresulted in a highly recognized instrumental group known as the Stompin' Hooves. This group performed

at TMEA in San Antonio and at the Fine Arts Education Day at the state capital in Austin. The mostimpressive piece is that Mrs. Chew's Stompin' Hooves group was the first ever elementary instrmnental

group from Katy ISD to be invited to TMEA! It is evident that she has inspired and nurtured talented,young musicians to reach far beyond what they thought they were capable of doing. As a testament to her

dedication of infilsing musical talents in her students, former Stallions have come back and been guest

performers and shared how she inspired them to continue to pursue music. Mrs. Chew has not only had a

profound impact on the studems but on the staff as well. There is not one staff member that would not

give you a detailed account on how innovative and creative she is. They have had the pleasure of being in

attendance at her musical programs and been in awe of what the students accomplish.

Mrs. Chew is not only creative, but she is dedicated to her profession. She gives countless hours in

developing the fine arts program at Stephens Elementary. Early mornings and late evenings, you will findher working to ensure that the music program at Stephens Elementary is a cut above the rest.

Commitment means to pledge and to give of oneself. Mrs. Chew does this on a daily basis. She is

committed to the job that she does by providing our students with rich, entertaining, and meaningfulmusical experiences. Her commitment to excellence is displayed in each event she plans, each lesson she

teaches, and each program she implements. Every principal looks for an individual who can be goal

oriented, problem-solution driven, and knowledgeable about the content they offer. I have had the

greatest benefit from working with Mrs. Chew whom exudes these qualities. She has been instrumental

in the success of Stephens Elementary since its inaugural year. She is a true reflection that we all hope

and inspire to become in our professional careers.

The students and staff are extremely fortunate to have Mrs. Chew as an integral part of the Stephens

family. She models the way through her creativeness, her dedication, and her commitment to learning

and influencing academic success and achievement. It gives me great satisfaction and honor to have Mrs.

Chew represent Stephens Elementary as our "Teacher of the Year!"

Stephanie VaughanPrincipalStephens Elelnentary

Stephens Stallions

2715 Fry Road ° KatT, Texas 77449 ° 281-234-0200 ° Fax: 281-644-1680 ° wwav.katTisd.org/campuses/use

II. Essay Questions

A. What is your source of inspiration in the classroom?

I am inspired by the music that I teach and by sharing that inspiration and joy with

my students. The diverse personalities, backgrounds and needs of children in all of

my classes inspire as well as challenge me to find a commonality that would appeal

to all children. I am also driven by the passion to show young children the nuts and

bolts of music, both in performance and in theory, so they understand that there is a

systematic, logical mechanism behind their reaction to the music that they hear.

B. What makes teaching rewarding for you?

Teaching is rewarding when my students learn new experiences. It is rewarding

when I see students connect something I taught them in the classroom with their

own lives and personal interests. It is most rewarding when I see my students

willingly and securely express themselves through music. It is also rewarding when

teaching becomes a learning experience for me. The ultimate reward for me is to see

my students contributing positively back to the community through music, or

through using the skills and discipline that learning music has taught them.

C. What would you consider your most significant teachingaccomplishment?

This spring, the Stephens Stompin' Hooves (an instrumental group under my

direction) performed at the Texas Music Educators Association (TMEA) Annual

Convention in San Antonio. Two weeks later, they performed again at the Arts

Education Day in the Capitol event in Austin. I consider this to be my most

significant teaching accomplishment mainly because of what it has taught me and

allowed me to see. I learned that results sometimes take a while to show. I learned

to be more confident of my values and abilities, and to always follow through with

anything I want to do all the way to the end. In 6 months of rehearsing, I had the

privilege of seeing my students grow from individuals with differences to mature

fifth graders who worked together and considered each of themselves as a small but

important part in a larger group.

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SECTION HI

EDUCATIONAL HISTORY AND PROFESSIONAL DEVELOPMENT ACTMTIES

A. Educational History:

Katy Kodaly Institute - June 2003 Certification for Kodaly Level 1 (60 hours)

Region 4 Education Service Center

Alternate Certification Program for Teachers August 2000 - July 2002

Certificates: PK-6 Elementary Self-Contained and All- Level Music

DePaul University, Chicago 1999 Certification for Orff-Schulwerk Level 1 (60 hours)

Musikgarten - Early Childhood Music and Movement - 1995, 1997 Certification for 0-3 and4-6 year olds

University of Houston - August 1988 to May 1995Master of Music, Applied Music (Piano) May 1995Bachelor of Music, Applied Music (Piano) May 1993Bachelor of Music, Music Composition May 1992

Yamaha Music School, Singapore - January 1986 -December 1987Diploma in Music - awarded by Boston University and Yamaha Music

B. Teaching Employment History

Ursula Stephens Elementary, Katy ISD K-5 Music 2007-present (currently in my 6th year)

Cy-Fair Music & Arts 2006-2010 Piano teacher, group and private classes (Full-time 1 year,

Part-time 3 years)

Cimarron Elementary, Katy ISD K-5 Music 2000-2006 (6 years)

Awty International School, Houston 3-year-old, 4-year-old, Kindergarten to 5th Grade Music

January 1995-May 2000 (5 and a half years)

Self-employed Private Piano Teacher, Houston 1990-2000 (10 years)

Convent Infant Jesus, Melaka, Malaysia Kindergarten Teacher 1985 (1 year)

C. Professional association memberships, offices held and other relevant activities.

Texas Music Educators Association - active rnember

Association of Texas Professional Educators - active member

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Gulf Coast Orff Association - active member, website designer, 2004- 2012, Chair of AnnualGulf Coast Orff Festiva12004, 2005 and2006

American Orff-Schulwerk Association - active member

The Technology Institute for Music Educators

Virtuosi- Board member 1999-2000 (1 year)

Music Teachers National Association and Texas Music Teachers Association

Houston Music Teachers Association - chair of World of Music Test, volunteers to help instudent events

Northwest Houston Music Teachers Association (NWHMTA) - volunteers to help in studentevent. Conducted 20-member piano ensemble, consisting of elementaly piano students, andpelformed as a representative of the NWHMTA at the Texas Music Teachers AssociationAnnual Convention in Arlington, Texas 2010

D. Staff development leadership activity and leadership activity in the training of teachers.

Katy ISD Elementary Music Textbook Selection and Music Curriculum Planningcommittees- 2005-2006

Conducted Drum workshop for Katy ISD music teachers - October 2003This workshop targeted teachers who has never had a drum group, or conducted a drumcircle in the music classroom. The workshop offers suggestions on how to conduct a drumcircle, instruments to begin with, the process of teaching students to play in drmn circle,and music/rhythms for the beginning drum group.

Music Department Head, Awty International School - 1999-2000I supervised and evaluated music department faculty, administered the Music Departmentbudget, and worked on vertical alignment in the music curriculum.

E. Beginninÿ with the most recentÿ list awards and other recognition.

Teacher of the Year, Stephens Elementary, Katy ISD 2013

Finalist for Teacher of the Year, Stephens Elementary, Katy ISD 2013, 2012, 2011

Graduated Magna cum laude in 1993, Bachelor of Music (Music Composition), University of

Houston

Graduated Summa cum laude in 1992, Bachelor of Music (Applied Music), University of

Houston

Elected member of the Society of Pi Kappa Lambda (National Music Honor Society), 1991

Dean's List, University of Houston 1988-1992

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Best Student Award, Yamaha Music - Boston University, Singapore 1987

Section IV - Professional Biography

When I was young, growing up in Malaysia, I failed miserably in a system where

teachers lectured and discussions or questions were never heard in classrooms. I

intuitively understood a lot of things that were taught to me, but I didn't know them

in detail, nor in context. I had to really understand what I was learning and made it

my own before it would become a real "learning" experience for me.

Growing up, I spent a few years thinking I wasn't smart enough, or hard-working

enough. No one really took the time to understand me and how I learn. That

experience resulted in my strong passion to teach and help other people like me

understand and learn their own style and pace for learning. I wanted to show my

students that the more they take the time to understand themselves and how they

learn, nothing can stand in the way of them learning about anything they want. I

wanted to show my students that the world can become an endless source of

discovery and enrichment if they learn about themselves first.

Teaching has never been far from my life. My grandfather was a well-respected poet,

teacher, and later principal. My grandmother was a teacher, as well as my mother

later in her life. My sister was a teacher too, as well as my two aunts, and an uncle.

One of my aunts, Maryann Chew, who still is a wonderful and dedicated music

teacher, noticed my interest in piano when I was only 51 Her acute observation

earned me piano lessons, but also taught me later in my life that the first important

thing about teaching is observing.

About fifteen years later, when I decided to major in music/piano, I studied for two

years with a then doctoral student, ]ohn Sharpley, from Boston University, who later

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became a teacher and composer. He changed my course of thinking about my

learning skills and made me feel, for the first time, that I could achieve anything I

wanted. He showed me how to be a good teacher by being one himself. He

consistently made important concepts in music theory real for me and my

classmates. He showed me the advantages of having a wide span of knowledge that

encompasses the subject one is teaching. He showed me that you have to believe in

what you teach and that you have to persevere until a student experiences an "a-ha"

moment. He showed me how to learn, in my way.

My piano teacher at the University of Houston, Mrs. Ruth Tomfohrde, was an

accomplished pianist herself. She taught me that learning was a lot of work. She

taught me the importance of learning accurately. She showed me the consequences

of tolerating the mistakes that I know I've made. She taught me about discipline.

It is through these powerful influences that my career has gone the direction it has.

With my qualifications in music, I help bring a wider span of knowledge of music to

the elementary music world. Knowing more makes me, as a teacher, more able to

choose what elements of music foundations to teach, and which to emphasize.

Having gone through a Junior, Senior and Masters piano recital in college, I bring to

the table a first-hand experience in performing, and understanding how to help

children learn the fundamentals of being an excellent performer. Through my belief

in children's abilities and a lot of my and the students' hard work, I have put

together one of the most disciplined, accomplished elementary instrumental group

in the state.

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Section V - Community_ Involvement

1. Free piano lessons for students who can't afford it

2. Gave free piano lessons for school carnival auction

3. Offered several free sessions for parents of piano students - gave advice as to how

to help your child practice the piano at home

4. Created a Facebook page called "How to Help Your Child Practice the Piano" as a

free service to parents who need help

5. Volunteer to organize Orff Festival for the Gulf Coast Orff Association for 3 years

6. Designed and administer website for the Gulf Coast OrffAssociation for 10 years

7. Volunteer to help with activities such as the administering of theory tests, helping

with festivals and piano contests for the Houston Music Teachers Association,

Cypress Creek Music Teachers Association, and Northwest Houston Music Teachers

Association.

8. Volunteered to help one summer at the Northwest Branch Library, Houston, TX

9. Volunteered to meet with students before school for extra-curricular activities

(choir and instrument group) 4 times a week during the school year

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Section VI - Philosophy of Teaching

I believe teaching is about sharing your experiences with others. I believe the way I

teach is a combination of the way I was taught, and my values and principles as a

person as well as a teacher. In teaching, my purpose is for my students to learn that

music is not just talent and "magic," and that it is a skill that comes with a lot of hard

work and discipline, and a science that demands intelligence, and an art that creates

an outlet for self-expression.

As I've mentioned before in other sections of this paper, teaching involves getting

your students to learn more about themselves. I try to continually better myself as a

person, and as a teacher through my interactions with others. Although the subject

which I teach is limited to music, I do not feel limited as a teacher in what I teach. I

teach math, reading, history, science, grammar, social skills, physical skills when it is

relevant. Every teacher, no matter what they teach, must teach values in life, in

learning, and in work. I believe that I try to do that everyday in my classroom, and

over the years, I've seen my students eager to come to my classroom, even for those

who show little interest in music. I believe they are eager because they know they

will not just learn about music, but also about honesty and life in general. They

know they will have fun, whether it be running around in a circle game, or learning

the difference between line notes and space notes. I like to think about my

classroom as the place to learn and grow up to be a well-rounded citizen who is

contributing positively to society. I believe this is what makes me an outstanding

teacher.

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There are many rewards in teaching. I feel rewarded as a teacher when I see

students finally achieve a goal through focused, repetitive hard work and when they

finally understand the process that enable them to perform better. I feel rewarded

when I see in my students' eyes as they stand on stage in front of their parents, with

a proud look in their eyes, knowing that they have done their part of the hard work

and that they know they deserve the applause. I feel rewarded when I see tears in

my student's parents' eyes, telling me how different and how much more confident

their child is now through participating in music.

Because I teach the way I live, my students instinctively know that what they see is

really who I am. I try to provide a good, and realistic model of an adult for my

students. They see my delights, my joys, my frustrations, my occasional anger and

most importantly, they see how I handle these emotions and problems. They see me

be calm in the eye of the storm and that sometimes I roll with the punches because

that is my only choice. They see that although I may be sidetracked by a particularly

difficult child that day, or that I may not be feeling my best, my concern for them is

to always get the best education that they can get from me. I hope they see that

above all, I want them to learn and to succeed, even if it is a small step of change for

them. Any change a child is willing to deal with, or try to make, shows me how

successful they will be in an adult world where changes are everywhere.

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Section VII - Education Issues and Trends

I believe there are three major issues facing public education today - public

perception of public schools, underfunding, and politics - the workings of politicians

who do not believe in using tax dollars to fund education. Although all three

intertwines, I will address the first issue, public perception, in more depth.

Public perception of public education, is, in a nutshell, negative. We read it on the

internet blogs, we hear it in movies, and from our friends and families. Private

schools equal quality education while public education equals sloppy teachers and

far from ideal physical circumstances, opportunities and peer influences.

Some people base their perception of public schools from their own personal

negative experiences. Another reason for this misperception of the public school is

the media. Because public schools are funded by the people's tax dollars, any small

incident is widely reported by the media, which further fuels this negative

perception among the public. Additionally, some parents, who prefer to have their

own students be taught according to their own agenda, sees public education as an

imposition of their free will.

One more reason that I will address for this negative perception of the public school

is the public misperception of the role of public education in our society. The reason

for the existence of free public education is that everyone gets the same opportunity

for education. Education brings with it economical advantages because it provides

one with more opportunities. Without public education, the economic disparity

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between the rich and poor will increase. The middle class will erode as the ones who

can afford it get more education and, subsequently, a better job, while the ones who

can't slip into poverty.

This misperception results in the loss of trust and low expectations in public schools.

Funding public schools become unpopular among politicians and their constituents

and the threat of a lowering budget looms every year. Good teachers become

reluctant to enter the public education, and parents stop sending their children to

public schools.

I believe it is the role of public educators, public schools and parents and students

who have benefitted from public education to speak up for public education. We

should be proud of our own personal accomplishments and speak it out loudly so

the public and the media can hear. The public should also be educated about the role

of public education, and the risks our society takes if public education is ever to be

abolished.

I believe the responsibility lies within the public, their representatives and

lawmakers, and the media to ensure that public education should be the best that

we, as a country and as a community, can provide for our children. We should speak

up if a public school is not serving its community. We should help and volunteer

whenever possible. And we will know that in helping, we would not just help future

generations, but we would also help determine the future of our society.

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Section VIII - The Teaching Profession

The first thing I would do to strengthen and improve the teaching profession is in

the selection of quality teachers. Everyone knows that despite all the schooling and

degrees, a teacher really starts learning how to teach after they have become a

teacher. Here are some suggestions that I believe points to potentially good teachers.

They must first enjoy being with children and have a desire to educate them. They

must also be willing to accept failure, because it is inevitable, and without accepting

it, one misses the opportunity to learn. Teaching is not just a job, it rises from the

way you live and think, and what you believe in. We must find people who are

willing to learn and change, because the best teachers are always the best learners

who inspire change.

Next, I will provide quality and relevant training for teachers. But in order to

provide these trainings in an effective way, we must first have a good evaluation and

benchmark system for our teachers.

lust as the successful child starts with good parenting and good teachers, a

successful teacher needs good mentoring and good evaluators/administrators.

We must first identify the teachers who are struggling, and to identify the areas of

teaching they are struggling in. This could be done as a "benchmark" test - paper,

oral, or just by observation. To do this, we have to have people who are skilled in

evaluating the art of teaching. After "benchmark"-ing the teachers, we need to put in

a system to help these teachers in the sub-fields they are struggling in. We need a

system where these teachers are assigned a quality and relevant mentor to help

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them specifically in that area that they need help in. I propose that school districts

employ people in every school whose jobs are to train teachers.

It is ironic that the individuals who are adept at training teachers are usually not

part of the public school system. They are usually people who have devoted their

whole lives to teaching, who probably wants to get out of the classroom but wants to

give back to the school in other ways. Lacking an option of going back to work in a

school without going back to the classroom, these people usually strike out on their

own, giving workshops and presentations, and writing books. The school system

should find a way to harness the gifts and talents of these wonderful teachers of

teachers everyday in their schools. These people should be given positions where

their main job would be to identify teachers who are not effective and to train them

by using the proper process and tools.

The state holds a school, and its district accountable for their students' test results.

Students' test results depend on quality teachers. It only then goes to reason that the

school, or district should also be held accountable for the teachers they hire. It is to

the benefit of the school and the district if our focus to improve student

performance includes identifying and training teachers in a smart, effective, and

efficient way.

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