1. Part III: The Big Picture

2. Education Reform  Semi-annual curriculum revision has become a fixture in many schools. We deal with such things as block scheduling, flexible scheduling, year-round schools, Quality Schools, Charter Schools, Objective –based Education, character education, school-based councils, portfolios, authentic assessment, and many other programs and issues under that much0used category of “educational reform.”  As educators we must be involved in the reform process because “If we don’t, education will be reformed by bureaucrats and businessmen, and it probably won’t be to our liking.”  The admirable desire of the American people to improve its schools and the student learning process has caused enormous changes in the way schools operate. More and more is being required of teachers and administrators relative to documentation of planning, (long term and short term) assessments strategies, standardized test preparation and public accountability.  What is needed to encourage talented teachers to stay in the classroom, where they can be part of the solution to our educational problems? These are the characteristics of many of the best schools in this country: 1. Broad based community and parent support 2. motivated and interested learners 3. a rigorous curriculum 4. adequate resources 5. supportive administrators 6. appropriate and accurate assessment strategies

3. Education Reform  Schools seeking improvement will work towards these goals.  A wise educator will support improvement in the total educational program in their school, because educationally strong schools are more likely to also have outstanding music programs.  Become knowledgeable about the broad issues in education.  Become involved in committee work that is helping guide school change process. Be proactive in your future and your programs future.  Top Issues in Education Today:  Cheating  Rural Schools  Standards  Busing  Character Education  School Violence  Social Promotion  Safety for Homosexuals  www.edweek.org www.edweek.org  Check out any number of websites on education.  The MENC National Standards can serve as a model for music curriculum development.

4. Education Reform There are actually Four Curricula in the schools. 1) The official curricula. That is the one that exists in the statutes and the curriculum guides 2) The curriculum that teachers teach. That is not necessarily the same as the official curriculum. 3) The curriculum the students learn. That is sometimes sharply at odds with the curriculum that teachers intend to teach. 4) The curriculum that’s tested. That can be different from the other three, and it is important because test results often serve as a basis for policy making. The challenge for anyone writing curricula is to eliminate as many differences as possible between these four. Even the finest, most innovative, and thorough curriculum will not be successful unless it is taught by well trained and committed teachers. Too often teachers are viewed, by the “experts” and the public, as the weak link in the process of education. Learners will be motivated and interested if they are taught by inspiring teachers and if the program has the support of parents, school authorities, and the community. Likewise, community support, the school community and the general community, reinforces the value of the program.

5. Program Goals Must be defined. Many educators use all three of these terms interchangeably, leading to confusion: Goal – might be more specific accomplishments or understandings that we want students to attain in a specified time period. Broad Aims – “big picture” items linked to the development of your personal philosophy of music education. Objective – are the relatively specific, and usually short term, means that enable us to achieve our goals. After setting broad aims consider the major goals you want to establish for your music education program.  Goals must be specific  Goals must be realistic  Goals must match our values  Visualize the goals in detail  Goals must be measureable  Read and review the goals daily To reach the major goals you have established for your program you need to meet a series of specific objectives. Objectives can be short term(daily, weekly, monthly) or more long term (grading period, semester, academic year).