Recruitment
Creating Spaces and On-Ramps Welcoming Every Musician in the Classroom By Shane Colquhoun, Chair of the NAfME Council for Innovations, Alabama State University In the fast-evolving landscape of the 21st century,…
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Missing Voices A Research Agenda for Music Education Admissions Practices By Ann Marie Stanley This article first appeared in the February 2025 issue of Journal of Music Teacher Education (JMTE).…
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The Music Educator Today and Tomorrow By NAfME Member Adrian Davis This article first appeared in the December 2024 issue of Interval, the Minnesota Music Educators Association journal. “I believe…
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Transforming Lives How ETM Creates Career Pathways for Aspiring Music Teachers By Dr. Jameon Moss, Music Teacher Intern Instructional Supervisor This blog is sponsored by NAfME Corporate Member Education Through…
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A Message from the Principal Lessons Loved, Learned, and Lived By NAfME Member Lori Schwartz Reichl and Maureen Ferry “When our lived experiences of theorizing is fundamentally linked to process…
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Tri-M® Service Projects: Lessen Your Load while Inspiring Future Music Educators! By NAfME Member Hannah E. Cole NAfME Music Honor Society Advisory Council (Tri-M®) Co-Chair-Elect Tri-M Chapter 6609 Advisor Director…
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President Biden’s Fiscal Year 2025 Budget Request and Key Educational Priorities By Zachary Keita, NAfME Advocacy and Public Policy Communications Manager On March 11, the Biden Administration released its Fiscal…
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Recruiting and Retaining Hispanic and Latino/a/x Music Educators: A Literature Review By NAfME Member Ruben James Alcala This article first appeared in the OnlineFirst articles of Update: Applications of Research…
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For Immediate Release Media Contact: Catherina Hurlburt CatherinaH@nafme.org or 703-860-4000 New Report on Music Educator Recruitment and Retention by the National Association for Music Education Provides a Blueprint for Strengthening the…
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An Educational Epidemic The Elephant in the Classroom By Ken Buck and NAfME Member Dr. Lori Schwartz Reichl “Teachers don’t leave because it’s hard. . . They leave because the…
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