New NAfME Report on Music Educator Recruitment and Retention Provides a Blueprint for Strengthening the Music Teacher Profession

Photo: Lisa Helfert

NAfME calls upon all of our family of associations, partners, and all who have a vested interest in music education to continue the hard work of acting upon the mitigation strategies and pathways that are outlined in the report.

RESTON, Va. (PRWEB)
June 21, 2023

On June 21, 2023, the National Association for Music Education (NAfME) released A Blueprint for Strengthening the Music Teacher Profession, edited by Deborah A. Confredo, Carlos R. Abril, and Cecil L. Adderley. This report outlines the key issues facing the profession and actions to take to ensure the music teacher profession is diversified and actions are taken to keep music educators in the profession and recruit more music educators to ensure all students have equitable access to music education.

“More than 20 years after the Vision 2020 Housewright Declaration projected a trajectory for the future of music education, we find ourselves at a moment in time when we are poised to work together to intentionally widen the path to the music education profession,” stated NAfME President-Elect Deborah A. Confredo. “The Blueprint outlines definitive information regarding barriers to the profession and offers clear methods for mitigation. We look forward to working with colleagues and partners who share our passion for developing greater diversity within the profession and a robust, committed music teacher workforce. We envision this Blueprint as a path forward.”

NAfME formed the Music Teacher Profession Initiative (MTPI) in 2021 to identify barriers to equity in music teacher recruitment, education, and retention. A task force of NAfME leaders representing institutions of higher education across the country conducted research related to the challenges facing high school students as they make the decision to pursue a career in music education, preservice music educators in their undergraduate degree programs, and novice music educators in their first five years in the profession.

The project was executed with the perspective of widening the path to the profession by cultivating and strengthening more inclusive and equitable processes in recruiting, teaching, and nurturing a robust music teacher workforce representative of their students and communities. A Blueprint for Strengthening the Music Teacher Profession describes the task force’s process, outcomes, and recommendations for action. The report reveals the deeply complex nature of tackling evolution in music teaching and learning.

“The MTPI project has given us the data and tools to create systemic change as we strive to grow the music education profession to be more representative of the students in our music classrooms across the country,” stated NAfME President Scott R. Sheehan. “We are greatly indebted to Deborah Confredo, Cecil Adderley, Carlos Abril, and the entire MTPI task force for bringing this project to life and for giving direction toward expanding and strengthening the music educator workforce. This was truly a herculean effort! NAfME calls upon all of our family of associations, partners, and all who have a vested interest in music education to continue the hard work of acting upon the mitigation strategies and pathways that are outlined in the report. This is bigger than any one organization, and we look forward to leading the charge towards a robust and inclusive music education profession. The time to roll up our sleeves is upon us!”

The issues addressed are complex and multifaceted. NAfME calls on educators and administrators who have a vested interest in music teaching and learning to take an active role in moving the music teacher profession forward in ways that are inspiring, inviting, and inclusive.

As noted in the report, “Shifts in university music teacher preparation curricula should not occur only from within departments of music education. The interconnectedness of related and unrelated disciplines that the undergraduate music education degree program comprises demands that various university faculty work together. Music teacher educators must prioritize what it means to be a well-prepared music teacher today.”

The MTPI task force urges readers to avail themselves of the entire document to gain unabridged context. The full document provides greater detail, with connections to the research literature. The full report and list of members of the MTPI task force can be found at bit.ly/NAfMEMTPI.

The National Association for Music Education (NAfME) is a collaborative community that supports music educators and advocates for equitable access to music education. The only association that addresses all aspects of music education, NAfME, together with its affiliated state music education associations, advocates at the national, state, and local levels and provides resources and opportunities for teachers, students, parents, and administrators. Founded in 1907 and representing more than 53,000 members teaching millions of students, NAfME advances the music education profession and promotes lifelong experiences in music.

Follow NAfME on Twitter and on Facebook. For additional information, contact Catherina Hurlburt at [email protected] or 571-323-3395.

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