It's easy to fall into the trap of thinking that you haven't got time to sit down and have a proper conversation with someone. It's easy to think that it's quicker to do the job yourself than to get other people involved. Of course, you can bump along like that; working to and beyond capacity; emailing out instructions; consulting no-one; and doing everything in isolation.
The problem is that when you work in a silo, the people who work around you aren't in the slightest bit invested in what you are trying to achieve. They feel on the outside rather than the inside of the process. You might think you're doing everyone a massive favour, saving them a job, and that they'll be grateful for you carrying all the responsibility – but in reality, the opposite is true.
Face-to-face time with colleagues
Exchanging ideas and sharing classroom experiences with colleagues is never a waste of time. While you might have to instigate the first few conversations, with time you will start to see it coming back the other way. Don't do it once and give in. We expect a bit of resilience from our students, so lead by example and stick with it. Talking to colleagues face-to-face is invaluable, as it shows them that you value their opinions and want to hear about their day. It's a simple first step towards building trust and shared ownership.
Small steps
Ask colleagues between lessons about how things are going. Ask how you can help. Pop your head round the door of a lesson a visiting specialist instrumental teacher is delivering and say something positive about the learning going on in the room. Invite them into your department curriculum conversations to share their expertise.
Share your planning and your materials with colleagues and ask for their input. Make all the big picture stuff visible to everyone. Share your thinking, your doubts, the problems you're wrestling with, and where you want to get to in a year's time.
Asking for someone's help and advice is a massive compliment. Talk to colleagues about repertoire. Ask if you can send them a recording of a student's work to get their specialist insight. Ask for their help with bringing a piece of work or project to life. Invite colleagues to come into your classroom. Ask them what they see. Where there are problems, ask for help in finding a solution.
Partnerships
Your team is larger than you think. Even if you are a one-person department, you still have music colleagues you can talk to. In addition to your visiting instrumental and vocal specialists, there will be a wealth of musical experience in your school, your local authority, or your MAT (Multi-Academy Trust). You have a local music hub who will put you in touch with other local heads of music, primary school music co-ordinators, instrumental teachers, conductors, composers, and gigging musicians. Some of these people will be seasoned professionals, some will be skilled amateurs, but all will have a story to tell. All will have knowledge and experience that you can learn from.
Investing in the potential in your students and their parents
This might seem obvious, because of course you're invested in your students – you teach them. But have you considered asking them to teach you, or teach one another? Train them how to mentor other students, run rehearsals, write arrangements, organise resources for ensembles, or manage front of house for big events. It's common practice in primary schools to give Year 6 students roles of responsibility, so why do we feel we need to wait until students are in sixth form to do the same in secondary schools?
When parents can see that their child is getting great learning and life experiences in music at school, they will want to show that they appreciate what you are doing. Get them involved, not just as an extra body on a trip to Symphony Hall, but in preparing for large scale school events. When I put a call out to parents for soft furnishing for one of our performance events, we were inundated with bean bags and bunting. The knock-on from that is that parents want to donate starter instruments and books and it saves other families a fortune.
You might also discover a few hidden treasures that you can invite in to enrich your students’ learning experience. You will discover a parent who's a composer, a conductor, a countertenor, a contrabassoon player, all of whom will be delighted to come into your school and share their expertise. Because they understand, from a musician's point of view, what good looks like, they will become your most vocal champions, encouraging others to want to contribute.
Reaching out to a wider network
Make contact with other music professionals, both locally and nationally, in schools, colleges, universities and professional associations. Ask to have a conversation or if you can contribute and share ideas. Work collaboratively and be inspired by the best that's out there.
Walk before you run
These things take time, so don't go in there like a bull in a china shop. Go gently. Don't rush these things – let it evolve naturally and, little by little, it will start to come together.
