that you have learned. When the rehearsals are almost done and the concert is approaching, work with the students on concert etiquette as a conductor. At the concert, they can now experience all the emotions and successes we often experience as the conductors. Having student leaders conduct works on concerts was one of the ways I increased student leadership responsibilities, but it provided another benefit to the ensemble that I did not expect: increased investment from all students.


Increased Investment


Just as experience is a key factor in developing leadership traits, investment in a program is essential to attaining progress. One of the benefits from opportunities like student conductors is that the student leaders and their peers often realize how important each individual is as a member in the band. The conductor/teacher has a different type of ownership and investment in the program. When the students become part of the conducting/instructional part of the band, they return to performing in the ensemble as a type of transformational leader. Transformational leadership emphasizes leaders engaging with subordinates in an effort to change the process and methods for better societal purposes (Burns, 1978). In the band, student leaders can act as transformational leaders by engaging their peers in taking ownership of the program. Transformational leadership can create a chain reaction of positive actions in the band program. Think about the student leaders who you have selected that not only do the jobs you have assigned, but they have brought in friends and younger band students to teach them how to help do work you haven’t asked them to do. It can be as simple as one student getting another student to help pick up trash, reset chairs, or put stands back in their place after a rehearsal. These may be small examples, but the servant aspect is being combined with an ownership of the program. Some of the best areas for transformational leadership and an increased investment in the band is through chamber ensembles.


If your band program is able to create some chamber ensembles, find a way to have them. Chamber ensembles often expect students to invest more into the program because they are the only ones performing their part. You may find that some student leaders that perform well but do not want to conduct may be more


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capable of leading a small chamber group like a brass, woodwind, or percussion ensemble. Allowing students to conduct a work or works on a concert may not be possible in your program, but student leaders may be able to work with you and assist in leading a chamber ensemble. Scheduling and planning is an important aspect for having a good chamber ensemble experience. Even if the students are not the conductors in these groups, they are increasing their investment in the band by becoming better performers for their peers in the chamber group. Chamber ensembles create an individual investment on the part of each performer. If the student leaders have a feeling of ownership of their chamber group, they will work to make sure the other members of their ensemble can perform their parts equally well. Students who are dedicated to perform well in the chamber ensemble music are often able to perform at a higher level with more confidence in the large ensembles. While the chamber ensembles engage a higher level of performance expectation from students and can be another way for student leaders to contribute, I am faced with a difficult task: patience.


Patience


I do not like to wait. When it comes to developing student leaders and testing leadership development theories, I want to put them in front of the band and see positive results in their leadership skills. Just like when I work on music with students, I want to move quickly through music without having to repeat sections over and over, but I know this is not how I learn and it is also not how most people learn. We must be patient with the process. I wish I could tell you some wonderful way to learn patience. However, I am reminded of my dad telling me to be careful when I pray for patience because patience is often built after going through a difficult time. Just like when we were learning our leadership skills as youth leaders, in college, and throughout our years of teaching, we have to be patient with our student leaders. Even though I have no quick-fix to patience, while we are being patient and looking for those small successes in our student leaders, we can do several things to help them along the way.


I have noticed that one of the most important parts of effective leadership development is to create a supportive environment. They are


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When I stepped out of the way and let the student leaders step up, I realized they benefited greatly from experiencing more


responsibilities and more students became invested in the program.


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