Dr. Edward “Ted” C. Hoffman, III, is Professor and Director of Music Education at the University of Montevallo where he coordinates the undergraduate music education programs, directs tuba/euphonium studies, supervises field placements and internships, administers summer music camps, and is faculty advisor to the nationally-recognized collegiate chapter of the National Association for Music Education. Prior to his appointment, Dr. Hoffman taught social studies, reading, and general music, and directed a variety of elementary, middle, and high school vocal and instrumental ensembles.

Hoffman holds the Ph.D. in Music with an emphasis in music education from the University of Nebraska, the Master of Education with principal licensure in Instructional Leadership from the University of Montevallo, the Master of Education degree in Music from Auburn University, and bachelor’s degrees in both music performance and music education, magna cum laude, from the University of Southern Mississippi. Additionally, Hoffman earned the National Certified Teacher of Music designation from the Music Teachers National Association, holds multiple endorsements in music technology from the Technology Institute for Music Educators, certification in World Music Pedagogy from the Smithsonian Folkways Institute, and is also trained in both Orff-Schulwerk and Kodály methodologies.

He maintains active membership in a number of state, national, and international associations, and is presently Executive Director of the National Association of College Wind and Percussion Instructors, publisher of the NACWPI Journal, Chair of the Instructional Strategies Special Research Interest Group of the Society for Research in Music Education, Co-Facilitator of the School/University Partnerships Area of Strategic Planning and Action of the Society for Music Teacher Education, member of the Music Educators Journal Advisory Board, and founding past-president of SHAKE, the Alabama chapter of the Organization of American Kodály Educators.

Dr. Hoffman’s advocacy and research agendas focus on music teacher recruitment and mentoring, curriculum development and student assessment in PreK-12 and teacher preparation programs, issues in small and rural school music programs, and the inclusion of students with exceptionalities in music classes. He has published nearly two dozen articles and textbook chapters on these topics and has presented related research and clinics in 29 states and Canada.

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