Council of Music Program Leaders Forum
Gaylord National Harbor Resort and Conference Center
National Harbor, MD
Wednesday, November 2
3:00 – 7:00 PM EST
Thursday, November 3
8:00 AM – 2:30 PM EST
Wednesday, November 2
3:00 Welcome, Meet and Greet, Overview, Unconference Session ideas
3:30 Katy Weatherly: Rebuilding the Music Community as Leaders through the Lens of Culturally Responsive Framework after COVID-19
4:45 Dr. LaToya A. Webb & Dr. William L. Lake, Jr.: A Campfire Discussion: Courageous Conversations on Race, Representation, and Access in Music Education
5:45 Presentations Debrief
6:15 Nafme Updates with Scott Sheehan
7:00 Wrap up/Announcements
Thursday, November 3
8:00 CONCURRENT SESSIONS
Angelica Brooks: Creating a Diverse Workforce: Social Justice in Music Education through the Recruitment and Retention of Minority Music Educators
Marcia Neel & Dr. Warren Mize: Expand Your Comprehensive Curriculum and Serve a New Student Population through the Implementation of a Music Business and Industry Program
Dr. Matthew Talbert & Dr. Christopher Hayes: Working with the Music Administration to Facilitate Large-Scale Transformations to a Music Education Curriculum in order to meet the needs of our Changing Student Population
9:15 CONCURRENT SESSIONS
Dr. Lisa Furman: Leader or Manager – What’s the Difference and Why it is Important to be Both!
Dr. Marshaun Hymon: The Art of Facilitation: Navigating Race, Culture, and Difference within Organizations
Dr. Doug Orzolek: A Framework for Evaluating Music Teacher Evaluation Criteria
10:30 Presentations Debrief
11:00 Lunch on your own
12:15 Keynote: Peter Boonshaft
1:30 Unconference Session
2:30 Wrap up/Evaluation
Rebuilding the Music Community as Leaders through the Lens of Culturally Responsive Framework after COVID-19
Katy Weatherly, Music Manager, District of Columbia Public Schools
By examining the Culturally Responsive Pedagogy (CPR) framework, this session will discuss strategies to rebuild the K-12 music community by exemplifying gains, reconstructing the identities of teachers and students, closing the gaps through diversity, equity, inclusion, and access, building trust and rapport, and teaching the whole child. This session aims to provide a culturally responsive framework that is reflective and applicable for music program leaders. Through sharing, music program leaders will have the opportunity for collaboration and planning for the rebuilding of music-learning communities based on this framework.
A Campfire Discussion: Courageous Conversations on Race, Representation, and Access in Music Education
Dr. LaToya A. Webb, Assistant Professor of Conducting/Assistant Director of Bands, The University of Texas at Austin & Dr. William L. Lake, Jr., Director of Bands, George Mason University
The goal of the Campfire Discussion is to inspire open dialogue in which the attendees generate most of the discussion and knowledge sharing. The Campfire Discussions will begin much like a traditional presentation, with the facilitators sharing thought provoking concepts about ways to make music education more accessible at all levels of the learning experience. Attendees will be able to contribute ideas, share information, and ask questions of those “around the campfire” to implement into immediate practice. Participants are encouraged to bring an electronic device to access the collaborative response interface.
Scott Sheehan, President, The National Association for Music Education
Thursday, November 3
Creating a Diverse Workforce: Social Justice in Music Education through the Recruitment and Retention of Minority Music Educators
Angelica Brooks, Adjunct Professor, University of Maryland Baltimore County/Graduate Student, University of Southern California
The issue of social justice through the recruitment and retention of minority music educators is a pressing issue that demands attention. During my studies, I performed a qualitative study with music educators, supervisors, and professors about recruitment and retention of minority music educators in which respondents openly admit this is an issue that needs to be urgently addressed and that little is currently being done to address it. Even more pressing is the need to retain music educators as there is a mass exodus of public school educators across the nation post-COVID. There is also the issue of helping practitioners develop socially just and culturally relevant pedagogy educators. This session will delve into these topics in an effort to continue dialogue and begin to solve these complex issues.
Expand Your Comprehensive Curriculum and Serve a New Student Population through the Implementation of a Music Business and Industry Program
Marcia Neel, Senior Director of Education, Yamaha Corporation
Dr. Warren Mize, Director of The Patterson Center for Performing Arts in East Central Independent School District, San Antonio, Texas.
Quality experiences resulting from active music-making can lead to successful careers in all sorts of diverse fields; however, the music business industry is one that is largely overlooked. In this session, program leaders will learn more about existing high school Music Business and Industry Programs and how implementing such a program will prepare students to function successfully in the media-rich music industry while enhancing the quality of life for those they will eventually serve.
Working with the Music Administration to Facilitate Large-Scale Transformations to a Music Education Curriculum in order to meet the needs of our Changing Student Population
Dr. Matthew Talbert, Chair of Music Education & Associate Director, School of Music, Ohio University
Dr. Christopher Hayes, Associate Dean, College of Fine Arts, Ohio University
As the teaching landscape changes, we must adjust curriculum to ensure we meet the needs of our changing student population. Student demands, societal shifts, and changing our pedagogical approaches are some of the issues teacher training programs must acknowledge to remain relevant. The purpose of this session is to describe the process we used for shifting the curriculum through changing the paradigm in which student needs are at the forefront of the decision-making process.
Leader or Manager – What’s the Difference and Why it is Important to be Both!
Dr. Lisa Furman, Associate Dean For Academic Quality, Olivet College
Leader or Manager, which are you? Some may consider these roles to simply be interchangeable titles, but they each serve different and essential functions. Come to this interactive session to learn the key differences between leading and managing, and find out which of these roles describes your current administrative style. Learn about how these two distinctive and complementary systems of action are necessary for your success and that of your music program. This session will include an activity designed to help you identify areas in which you can improve your leadership and management skills, and information on how to strike the right balance between the two.
The Art of Facilitation: Navigating Race, Culture, and Difference within Organizations
Dr. Marshaun Hymon, Co-Founder & Principal, True Change Alliance, LLC
The importance of dialogue regarding race, culture, and difference within organizations is heightened. Leaders, educators, and musicians must build the skills to cultivate and sustain inclusive and equity-minded spaces. By the end of this session, attendees will: 1) articulate the three-step framework for effective facilitation, 2) employ high-impact questions that drive productive, action-oriented conversation, and 3) identify their current leadership archetype and how to strengthen their diversity, equity, and Inclusion leadership.
A Framework for Evaluating Music Teacher Evaluation Criteria
Dr. Doug Orzolek, Professor of Music, University of St. Thomas
Using Daniel Stufflebeam’s CIPP Model as its basis, this presentation considers a theoretical framework that could be used as a means to determine whether or not the criteria being used in a music teacher evaluation model are appropriate, effective and meaningful. The direct application of this framework suggests that current criteria are effective, but there are many remaining questions that need to be considered and addressed. The frame is presented as a series of questions to provoke thought and reflection about the teacher evaluation models being used by districts and states.