Professional Development and Advocacy

Preparing the convention issue of the Kansas Music Review gave me the opportunity to look at the KMEA In-Service Workshop from a different perspective. Instead of quickly looking at those sessions and performances in which I was most interested, I had to take the time to know and understand the ISW as a whole. To be honest, I think I have taken for granted the care and expertise of the KMEA leadership as they consistently keep the interests and needs of Kansas music educators and students in mind year after year. Even when I participated in planning sessions, I did not fully appreciate the breadth of what is offered and the quality of the clinicians and directors.

An overview of the ISW reveals the many purposes for which it is intended. Clearly, offering opportunities for students at all levels to participate in excellent ensembles is one. Another is providing venues for music educators to share what they know with their colleagues. Collegiate KMEA members attend meetings and learn to network as they transition into music teachers. Tri-M students gain a better understanding of the commitment it takes to pursue music as a vocation or avocation after high school. Music teacher educators can focus on current trends in higher education and researchers have opportunities to share what they have learned about music teaching and learning.

The above list is not intended to be complete and represents only one perspective; however, professional development is one purpose of the ISW that is extremely important, especially now. In his KMR message, KMEA President Craig Manteuffel describes how the KMEA Executive Council presented information to the Kansas State Board of Education (KSBOE) in November. The focus of their presentation was data from "The Impact of Budget Cuts on Music Education in Kansas' Schools." This report has been mentioned in previous editions of the KMR and is included in this edition. In addition to data that reports a loss of funding for school music programs, an indication of declining opportunities for professional development for music teachers is also apparent. Specific data indicates that over the past three years, 50% of the responding school districts reported a reduction in travel expenses. Mike Quilling, KMEA Vice President, correctly assessed the situation as making things more difficult for music teachers to travel and attend the KMEA ISW. Finding a substitute, paying for travel, lodging, meals, and registration can come to a significant amount of money for music teachers to spend out of their own pockets.

Despite the lack of support, many music teachers pay the money and come to the ISW. Why? Because they know there is a connection between continuing their professional development and advocacy for music in the schools. Music teachers who strive to provide the best musical experiences for their students are more likely to be valued by their schools, districts, and communities. They want to know how to reach all learners in the most efficient way possible so their students will develop a passion for music in their lives. It is that same passion that inspires music teachers to drive to Wichita every February to learn, to enjoy, and to participate in the ISW. In a recent KMR column, Holly Taylor, KMEA Elementary Chair, made the following point:

No doubt, there have been many cuts in your district which may have you wondering why you chose to teach music. While this may be disheartening, keep your passion alive by focusing on creating the best musical opportunities for the students every day... What goes on in the classroom is a reflection of you, so soar high! (p. 57).

Have you ever wondered why KMEA has an In-Service Workshop and not a convention? The answer to that question and other reflections about professional development for music teachers (notice the use of that term instead of educators) are the focus of David Circle's article in this edition. Speaking of David, he was recently honored as a 50-year member of NAfME in the current issue of Teaching Music.

Also included in this edition is an article by Laura Cluke, a music teacher at Williams Science and Fine Arts Elementary in Topeka. In it, Laura describes a district in-service for music teachers that was a positive experience for everyone, no matter what area; band, orchestra, vocal, or general music, or level; elementary, middle school, or high school. It serves as an example of the type of professional development districts can provide that are meaningful to all music teachers. In another article regarding professional development, Craig Treinen provides an overview of the need to embed the development of jazz skills and pedagogy more fully into music teacher training programs. Craig also offers suggestions for music teachers who want to provide jazz experiences for their students but feel inadequate in their skills and knowledge of the genre.

Do you feel inadequate in an area of music that you would like to learn more about? Are you looking for musical experiences that can feed your soul and recharge your creative energy? Has it been awhile since you connected with colleagues who support and appreciate what you do? Come to the KMEA In-Service Workshop this February in Wichita. The KMEA leadership has created an ISW with you and your students in mind. You will leave refreshed and renewed in your efforts to keep music and the arts essential in our schools and communities.

Cited Works