from the desk of the executive director
I recently heard a music educator talk about how she worked with over 300 stu- dents in her music classrooms each day, yet her administrator was not in a position to add more staff. Not knowing all of the details of this teacher’s situation or the parameters within which her administrator is working, I am not going to be critical of this administrator. However, I did suggest that this particular music educator try to use the enrollment figures she presented to me in her favor.
When preparing an educational services improvement recommendation for your administrator, make sure you do your math. For example, what is your average class size in comparison to class sizes in other subjects that lead to a well-rounded education for students? When dividing your budget by the number of students you teach each day how does that number compare to what you would find in other subjects? How does it compare to the district cost-per-pupil rate? Check in with your colleagues from neighboring school districts to find out how your statistics compare to theirs.
Remember, oftentimes your building ad- ministrator must justify her/his approval of your recommendation to other administra- tors in the district. Having some good data in hand will help your administrator in that regard. Do your homework and provide your administrator with some good sta- tistics to go along with and support your recommendation.
Listening Doesn’t Mean Getting Your Way How often have we heard students tell us they do not feel we listen to them? From my experience, most of the time it is not that we did not listen to our students, but rather, it is that we did not agree with the student or did not give the student what he/she desired. The same holds true for administrators. Just because a recommendation to your administrator is rejected does not necessarily mean your administrator did not listen to you. Try not to go there.
Wisconsin School Musician 11
Rather, when making your recommenda- tion, make sure you do so calmly and in a positive, logical and succinct manner. Be prepared to answer about 5 to 10 questions you anticipate your administrator may ask you. Carefully listen to your administra- tor’s responses or disposition and ask for clarification if necessary.
Recently, an individual approached me with a concern and a recommendation to
rectify his concern. After a lengthy and congenial conversation I was sure I un- derstood his concern but disagreed with the effectiveness his recommendation may have had on rectifying the concern. At the end of our time together he said, “Well, at least I feel like someone listened to me … Thank You!” While I tend to be un- comfortable when I have to tell someone “No,” the fact that this individual thanked
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