This is Part 2, of a two-part thought exercise on equity in music education for my Patron group. Part 1 imagined how a student's experience would differ if (similar to the NFL), music education were to adopt a salary cap and a revenue sharing model. Part 2 (below) talks about what we measure and who we value.

The response to these articles was so strong that I thought I would share it with all of you. If you value this (type) of content, and would like to support and receive more of it - click below.

- Scott

BECOME A PATRON

Last week, I used the NFL's salary cap and revenue-sharing model as a parallel for music education. I was trying to draw attention to how inequities impact our programs and students.

Specifically, I highlighted how the NFL goes to great lengths to ensure that every player, coach, and organization has equal resources and access, ensuring a level playing field. With all things being equal, it is up to the coaches to coach and the players to play.

As I mentioned last week, the same systems do not exist in (music) education. The inequity doesn't end on the playing field; it continues into the coach's (director's) office.

Let me explain.

To help me do that and make it more realistic, let's create a fictional music teacher - we'll call him Mr. Smith. Let's meet Jeff and learn a bit more about him. Jeff:

He is an experienced teacher with twenty-one years under his belt.
He has a bachelor's and a master's degree in music education.
He lives and works in a semi-rural community with a high school enrollment of 750 students.
Mr. Smith is the only K-12 instrumental music teacher, teaching K-12 band and one orchestra class at the high school.
He has a marching band and an after-school jazz ensemble that meets twice weekly.
Jeff has 88 students in the high school program and a marching band of 65.
He is also the department chair for the Fine Arts Department at the high school.
He goes to contest when possible and always gets "excellent & superiors" from the adjudicators.

Jeff is the perfect snapshot of an average music educator.

Don't believe me?

In creating Jeff's bio, I used the national average for:

school enrollment
music teacher education level
tenure of service
% of students enrolled in music
teacher schedule

So yes - by any metric, Jeff is average. But, he is VERY successful at being average.

Way to go Jeff!

Now, let's dive into more specifics regarding Jeff's program and school community. Based on demographics, Jeff is likely:

Located in a small/rural area.
Where many of his students have jobs/work in the family business.
Needing better facilities.
Lacking a regular budget.
Working with aging inadequate instruments needing repair.
Not close to an instrument retailer or repair shop
Lacking private lesson teachers in his community except for his spouse/partner, who played flute in the college - where they met. (nice touch, right?)
A solo marching band teacher, lacking techs or staff, and no budget to pay them if he could find them.
Using stock or pre-used written music, and writing the drill himself.

Combined with what we already know about Jeff, this added info shows him to be more than excellent: HE'S A ROCK STAR and doing it all on his own, He should be entitled to all the trappings that come with stardom, right?

Jeff should be:

Guest conducting local honor groups.
Speaking at conferences and colleges.
Assigned student teachers and mentoring young professionals
Performing at MEA events.
Submitting recordings to national events.
Courted by prestigious collegiums and professional organizations.
Sought after by larger schools with more resources.
Publishing papers or writing a book.
Interviewed on podcasts and for trade journals.
Serving on boards as a thought leader.

Yes, Jeff should be doing all of this and MORE. But, likely, he is not.

Yes, Jeff may be a model educator - but not necessarily the model we measure, because in (music) education, we typically measure performance more than growth. And not just for the students, but for the teachers as well.

So my question is, given all that Jeff is doing (with limited resources):

how do we (as a profession) honor and value him? Or perhaps more important, how does he honor and value himself?

For instance, how does Jeff:

Explain to his students that other groups have more staff and resources that impact the outcome (meaning he is the weak link)?
Feel sifting through articles about balance and blend when he only has one French Horn and no tubas?
Ask his students for characteristic tone, when they have never heard it in person?
Encourage students to audition for all-state/ honor groups with little likelihood of making them (no lesson coaches)?
Wander the exhibit halls and browse websites filled with instruments and uniforms his students need and deserve b ut the school cannot afford?

Most important, how does Jeff feel sitting through convention concerts knowing that he and his students are just as deserving to be there, but likely never will.

If we are being honest, (like most extra-curriculars), music education skews towards larger schools in affluent suburban neighborhoods. Places where enrollment and demographics provide a significant advantage. Places where the parents are supportive and resources are aplenty.

But this is not where Jeff is.

So, how will Jeff know how effective he is?
How will he understand the efficacy of his life's work?
How will he be able to better understand and appreciate his value?

Be recognized for his excellence?

He won't learn that at contest - that is where we learn how the group performed, now how much they have grown. He doesn't get to explain his circumstances or obstacles to the adjudicators. They don't get to hear a recording of the group from the beginning of the year to hear the change. They don't inspect the instruments to see if they are in good working condition. Someone announces the group's name, they play, get a rating, and leave (yes, I know there may or may not be a clinic).

Performance evaluated - growth unmeasured.

Regardless of his rating, Jeff is an incredible teacher! Just one who will never play at a convention, win a prestigious award, or be invited to join an honor organization/collegium.

I know that it is incumbent upon all of us to find our own self-worth, and performance standards matter, but so does growth. And, as a rule, we are very good at measuring one, but not so great at measuring the other. Remember, every group can achieve growth; but for some, performance excellence can behas a few more obstacles and can be a little more elusive to attain.

So, for all you "Jeff's" in the world, know that YOU are a model music educator, YOU are excelling at your life's work, and YOU are valued - by your students, your community, and the guy sitting behind this computer.

WAY TO GO JEFF! YOU ARE A ROCKSTAR!

Have a great week!

Scott