Current signatories: 2044

4. To develop a world class workforce in music education

Quality music provision depends on having a strong workforce. Many people - school teachers, community musicians, orchestral players and instrumental teachers - are already involved in helping to develop young people's musical interest and skills.

But there is more that can be done, especially in encouraging the different agencies and individuals involved to work and learn more closely together and from each other.

Contractual changes over the next three years will mean significant development in the ways teachers work and in the role of paraprofessional support staff in schools. Our goal is to maintain and improve quality in the teaching workforce by increasing the intake of quality teachers, developing an even broader specialist support network, and improving training opportunities and career progression for all.

Working together we will create a music education system where:

  • Ongoing, high quality continuing professional development is available to classroom teachers, support staff, LEA Music Services and community musicians and delivered locally, regionally or nationally
  • Young people are supported by a wide range of teachers, music leaders and other adults, and encouraged to consider and seek advice on making a career in music
  • Teachers and music leaders work collaboratively together across schools and with other professionals
  • Classroom teachers are supported in their use of ICT and music technology in their teaching and learning
  • Schools work in collaboration to deliver a wide range of opportunities to young people and to share good practice and expertise - through local cluster arrangements and through national networks such as the Specialist Schools network
  • Musicians and composers are aware of, and excited by, the range of opportunities in music education and are encouraged to work as teachers, tutors and amateurs across a range of formal and informal settings
  • Different types of musical expertise receive appropriate recognition; for example, through a range of accredited qualifications, through observation and peer assessment
  • Music Service staff, community musicians and classroom music teachers take part in joint training and curriculum planning events

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