Western Division 2020–2022 President-Elect Scott Hedgecock



Scott Hedgecock

2020-2022 Western Division President-Elect



Upon completion of his Bachelor of Arts and California Teaching Credential (Life), Scott Hedgecock began his career as a Music Educator that has spanned nearly four decades and included directing Choral Music ensembles along with teaching voice, piano/keyboard, music theory, musical theatre, and International Baccalaureate Music at the Jr. High/Middle School and High School levels. He earned his Master of Arts degree in 1995 in Teaching English to Speakers of other Languages (Arts emphasis) in order to better facilitate his work in a multicultural and diverse language state. Landing at Fullerton Union High School in 1990, he created an award-winning Choral Music and Vocal Studies Program, served as the Founding Director of the Fullerton Academy of the Arts, and led the Performing Arts Department for twenty-two years. Recently retiring from secondary education in May of 2019, Scott Hedgecock is also a member of the Adjunct Faculty of the Bob Cole Conservatory of Music at California State University, Long Beach, where he is Lecturer and Supervisor in the area of Music Education.

Scott Hedgecock has been in Service Leadership to his colleagues and the students of California for more than 27 years. As a Past President of the Southern California Vocal Association (SCVA), Scott Hedgecock served as the Chairperson for Choral Festivals, the Vocal Solo Festival, as Vice-President, and as President during the 1998-2000 term. Scott Hedgecock has served NAfME and CMEA for more than sixteen years, and his service has included leadership as Choral Representative, President-Elect, and President for the former Southern Section, and has served on the CMEA Executive Board as Vice President (two terms), President-Elect, President, and is now the Immediate Past President through the 2020 election cycle.

During his tenure in CMEA leadership, Scott Hedgecock has been part of the restructuring of CMEA including two Strategic Plans, and has been part of the continued growth of the Western Division during the “Bringing NAfME West” and “Shortening the Distance” eras, two important areas of focus that he believes should be sustained in the future of the Western Division of NAfME.


What do you see as the major challenges facing music education during your term as president?

  • The current teacher shortage that is a direct reflection of the respect that the teaching profession receives. We must continue to work at the national, state, and local levels to uphold the teaching profession and help to make it a positive and fruitful career choice.
  • The need to continue to play a strong advocacy role for all of arts education. We cannot stop until all students have equal access to a high quality and relevant instruction in music (and all of the arts) education. This is a lofty and long-game goal, but one that will always keep us pointed in the right direction with our eye on the prize.


What do you see as the major challenges facing NAfME?

  • NAfME must continue to strive to be relevant to all music educators. Every music educator must feel like they belong and that NAfME has the answers, services, and networking structure that they need in order to be highly successful and fulfilled as professional educators.
  • NAfME must continue to acknowledge the delicate line between a national organization and the highly diverse states and regions within the country. A “one size fits all” approach will not work.


How should our Association respond to these challenges?

  • NAfME must ensure that they are offering services that a multi-generational community of music educators requires to both thrive and survive. The online resources must be current, wide-ranging, diverse and inclusive, and easy to access. The specific needs of teachers in metropolitan, inner-city, suburban, urban, and rural areas must always be collectively considered.
  • NAfME should focus greater support to the state MEA conferences instead of a national conference. An infusion of NAfME support and resources into the state MEA conferences would draw more local educators, thus increasing membership. A strong NAfME presence through exhibiting and presenting sessions at major music discipline-specific conferences around the nation should be an ongoing focus.
  • NAfME should continue to acknowledge the unique differences among the six divisions while ensuring that all divisions have an equal voice at the table at all times.
  • NAfME should continue to set the high degree of policy and advocacy work that has become a trademark of the organization. Continued greater focus with appropriate support should be given to the work that states are doing in this area as well.