Bridging The Gap between Middle School and High School – Part 4: What MUSIC SUPERVISORS Can Do
Tips For Ensuring A Seamless Music Education Experience, Curated from the Music Achievement Council and the NAMM Foundation –
Students continue to participate in our music education programs because they cannot imagine
school without the meaningful engagement that our courses provide. Yet, for one reason or another, not all
of our students continue their participation throughout their high school years. In fact, it’s the transition from
middle school to high school that has been identified as being the most crucial period in retaining our students.
The key to successful retention is ACTION. On the next pages are a number of strategies that successful
instrumental music educators and their constituents use to ensure a seamless transition from the first day
that the student picks up their instrument through high school graduation—and beyond.
What MUSIC SUPERVISORS Can Do…
Music supervisors represent and facilitate all aspects of the district-wide music program. In this capacity, the supervisor plays a critical role by serving as the link between and among all constituencies and decision-makers. Effective recruitment and retention is of paramount importance, and visionary leaders can assist directors in this process by aligning efforts and resources to ensure that all entities are working together to achieve the highest possible rate of continued participation.
All school music supervisors can:
- Provide leadership with regard to district-wide vision, rationale, advocacy and communication.
- Work with site administrators to guide them in how they might assist in the recruitment and retention process. Among other areas, this could include
appropriate curriculum, scheduling, staffing, materials, equipment and facilities. - Track transitional enrollment and participation data at all district facilities/ programs to ensure articulation.
- Provide sample schedules that reflect how students can continue to participate while in the college prep (or other) track.
- Ensure that music educators are provided with the essential information to facilitate continued enrollment. Among other items, this could include
publications (tri-folds) about the district-wide music program, student achievement and a website that is open to the community that features district-wide programs and/or students. - Provide additional opportunities (Honor Ensembles, Solo & Ensemble Festivals) for students to continue their involvement in music.
- Provide professional development opportunities for music educators.