MUSC 846 The Role of the Music Education Administrator

This course aids in the preparation for careers in music education administration, whether as a district music administrator at the K-12 level or as a higher-education music administrator. Application is made to leadership, curriculum development, and administrative best practices.

The purpose of this course is to prepare the doctoral candidate with a basic understanding and primary resources by which to administer a school, district, or higher education music program.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (6)

Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each forum. Each thread must be 400-600 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 200-300 words. (CLO: A, B, C, D, E, F)

Organizational Analysis Assignment

The student will complete an Organizational Analysis, providing a one-page (excluding the bibliography and title page) executive summary of the results detailing the logistical elements of how the organization operates as per the instructions. Additionally, the student will complete the appropriate Opportunity-to-Learn Checklist detailing the availability and condition of specific resources for student access. The student will then conduct a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis for the organization to include pedagogical/adragogical, curricular, performance, organizational, evaluative, budgetary, and perceptive considerations. Turabian style citations (as necessary) are required. The student should cite personal communications in Turabian style. (CLO: A, F)

Annual Music Calendar Assignment

Utilizing the course resources and district parameters, the student will design a district music calendar inclusive of events, professional development opportunities, and teacher submission deadlines. The student will include a 2 page justification of his/her planning decisions. The student must ensure he/she support his/her justification with at least 2 current Turabian citations and a reference page. The reference page does not count towards the total page length. The student should cite supporting documentation from the reading assignments in Turabian style. (CLO: D, F)

Budget Package Assignment

Utilizing the course resources, the student will develop a budget package complete with an itemized spending plan, an Excel spreadsheet tracking costs, and up to a three-page executive summary, including decisions on items not allocated for purchase. The student may submit two files: one for the executive summary and one for the budget allocations. The student should cite supporting documentation from the reading assignments in Turabian style. Two current Turabian citations are required. (CLO: C, E, F)

New Course Map Assignment

Using the course materials, National Core Arts Standards, and the course mapping tool, the student will synthesize text readings, discussions, and other materials to develop a new course map for district/university replication. The map must include learning objectives, assessments, necessary materials, a cost associated with those materials, and a general sequence for how the course should progress. The unit plan must be generalizable for any school regardless of socio-economic status. At least 2 citations in Turabian are required. The student should cite supporting documentation from the reading assignments in Turabian style. (CLO: D, F)

Elementary Music Schedule Assignment

Using the provided course materials and parameters, the student will analyze the district allotment document and assign music teachers according to district standards. The student will provide an executive summary of three pages (not counting the required references page) for decisions rendered, including any vacancies or surplus resulting from the placement decisions and recommendations on how to fill or address the surplus. The student should cite supporting documentation from the reading assignments in Turabian style. Two current Turabian citations are required. (CLO: D, F)

Teacher Evaluation Assignment

In part one, the student will conduct a video observation of a music teacher, script notes, analyze her lesson plan, review previous evaluations, and evaluate her performance using the supplied rubric. In part two, the student will determine whether the teacher should continue on a professional development plan or be transferred to an action plan, and write the appropriate plan utilizing the templates provided. It is the student’s responsibility to provide the most professional, research-based, andragogically-sound plan to address the teacher’s needs. (CLO: D, E, F)

Strategic Plan: Package Assignment

Utilizing Hansen’s (2002) elements of a strategic plan, elements from analyzed district strategic plans, and the work examples completed in the course to this point, the student is required to develop a strategic plan package including an original 5 page executive summary and outline for their own strategic plan. (CLO: B, F)

Strategic Plan: Presentation and Pitch Assignment

The student will design a 5-10 minute PowerPoint presentation on their strategic plan and record themselves delivering the presentation to either a live or pretend audience. The student should cite supporting documentation from the reading assignments in Turabian style. (CLO: B, F)