In the fourth year of my undergraduate degree I had the privilege of being nominated and elected as president of the University of Victoria Music Educators' Association. This association has a council of seven individuals and a membership of 60 students. Responsibilities of the President included leading weekly council and membership meetings. Other aspects of leadership included organizing and delegating the responsibilities of major events. These events required the membership to attend the British Columbia Music Educators Association Conference; coordinating Music Discoveries; a music camp of 130 students; and running the Victoria based music festivals: BandFest and VicSings.

Although this position contained a massive amount of responsibility, I knew that I had a vision for this membership and wanted to make a positive and lasting impact. The connections that I made with both peers and professors was both encouraging and helpful. Recognizing that although I was terrified to accept the position, I was capable of fulfilling it, was a huge step in understanding my personal identity. This experience has hugely impacted my confidence as a future educator and person. 

Representing my music education peers and faculty was a persona example of the BC Core Competency, Positive Personal and Cultural identity as well as the BC Standard for Education, "Educators are role models who act ethically and authentically" and "Educators contribute to the profession". In this position, I was a role model to many of the younger students who had just entered the program. I was also setting the standard for professionalism in our program and membership. In all situations, good and bad, I had to consider my actions and how they may be translated by my peers. Although this was sometimes an added pressure, I found that providing my peers with supplementary educational opportunities was exciting because I was able to view their development as both educators and people.