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,…
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).…
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…
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…
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…
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…
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…
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…
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…
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…