Leading from the podium: Teacher leadership roles for music educators with a master's degree

Teacher leadership in music education means taking on roles that strengthen teaching and learning across a school, district or professional community while you continue teaching your own students. For music teachers, that can include mentoring new music educators, hosting student teachers, leading curriculum and assessment work, adjudicating and presenting for state music education associations, and advocating for music programs. A master's degree in music education builds the research, assessment and curriculum skills these roles call for. In Ohio, it is also a requirement for the state's two highest teaching licenses and for the Teacher Leader Endorsement.

At Ohio University, our online Master of Music in music education is designed for practicing teachers, and one of its stated outcomes is preparing graduates to take leadership roles in the field. 

What is teacher leadership in music education?

Teacher leadership is the work experienced teachers do to improve instruction for students and colleagues beyond their own rehearsal schedule. Some of it is formal, such as serving as a state-trained mentor or holding an advanced license. Much of it is informal, such as sharing an assessment strategy with the department or helping a first-year colleague plan a concert season.

Ohio formally recognizes this work. The Ohio Standards for the Teaching Profession describe the highest level of practice, "distinguished," as a teacher leader who contributes to the professional learning community, and the state's licensure system rewards teachers who reach it.

Why music teachers are natural teacher leaders

Music teachers often lead more than they realize. A typical music educator:

• Builds a program that spans many grade levels and stays with students for years
• Manages budgets, instrument inventories, music libraries and travel
• Works with families, booster organizations and community partners
• Prepares students for public performances that represent the whole school
• Is sometimes the only music specialist in the building, with no department colleague down the hall

That last point is important as many music teachers work alone in their buildings, experienced music educators who can mentor, share resources, advocate, and model strong practice are especially valuable to their districts and to the profession. Earning a master's degree can help you build a community of support for yourself and your music program through classmates, faculty, and community organizations. 

Teacher leadership roles for music educators

Mentor for new music teachers

New teachers in Ohio complete the Ohio Resident Educator Program, a two-year induction program that pairs each beginning teacher with a mentor. Mentors complete a state Resident Educator Mentor Academy before they begin. A first-year band, choir or general music teacher benefits from a mentor who understands rehearsal planning, festival preparation and the realities of teaching music to hundreds of students a week.

Cooperating teacher for student teachers

University music education programs depend on experienced teachers who open their classrooms to student teachers. Cooperating teachers model rehearsal technique, give feedback on lessons and help future music educators connect methods coursework to real classrooms. Graduate study in teaching strategies and assessment gives cooperating teachers a shared vocabulary for that feedback.

Curriculum and assessment leader

Many districts ask experienced music teachers to write or revise music curriculum, align courses to state learning standards or design common assessments for performance-based classes. Assessment in the music classroom and the role of curriculum in developing well-rounded students are two of the topics applicants can choose for the writing sample in our admissions process, a sign of how central these questions are to the field right now.

Department or district music lead

In districts with several music teachers, a lead teacher or department chair coordinates schedules, shared performances, feeder programs between buildings and purchasing. These teachers also represent music in district conversations about scheduling and staffing, where a clear, research-informed case for music makes a difference.

Adjudicator, clinician, and professional association leader

The Ohio Music Education Association (OMEA) describes itself as a peer-adjudicated association, meaning practicing teachers evaluate student and ensemble performances at adjudicated events. OMEA leaders regularly encourage members to become adjudicators, run for district and region offices, and present at conferences. Advanced study in conducting, music theory and music history strengthens the musical judgment these roles require.

Program advocate

Music teachers are often the most effective advocates for their own programs, whether they are presenting to a school board or explaining to parents why music belongs in every student's schedule. OMEA's leadership team, for example, meets with state legislators to advocate for music education as part of a well-rounded education. Teachers who can interpret and cite music education research bring stronger evidence to those conversations.

Researcher and writer

Some teacher leaders share what they learn through articles in state music education journals, conference sessions or action research in their own classrooms. Our program prepares graduates to interpret and evaluate music education research and to write articles and research for the field.

How a master's degree builds teacher leadership skills

Graduate study gives music teachers a structured way to examine their own practice and to bring evidence into conversations with colleagues and administrators. In Ohio University's program, graduates learn to:

• Interpret and evaluate research in music education
• Take leadership roles in the field
• Apply effective strategies for student learning
• Write articles and research for music education

Our coursework is split evenly between music education and other areas of music, including music theory, music history, jazz studies and applied music such as conducting. Students also complete professional education studies and fieldwork. 

How does a master's degree support teacher leadership in Ohio?

Ohio uses a four-tier teacher licensure system: Resident Educator, Professional Educator, Senior Professional Educator and Lead Professional Educator. The top two tiers formally recognize experienced teacher leaders, and both require a master's degree.

• Senior Professional Educator License: a master's degree, nine years of licensed teaching experience (five of them under a professional license) and successful completion of the Master Teacher portfolio.
• Lead Professional Educator License: a master's degree and nine years of experience, plus demonstrated practice at the distinguished level, shown through either the Teacher Leader Endorsement with the Master Teacher portfolio or active National Board Certification.
• Teacher Leader Endorsement: an endorsement added to an Ohio teaching license for teachers who support, mentor and coach colleagues. Programs that offer it generally require a master's degree and at least four years of successful teaching.

Requirements are set in the Ohio Administrative Code and can change, so we encourage teachers to confirm current rules with the Ohio Department of Education and Workforce. Teachers in other states should check with their own licensing agency, and our licensure information page explains how OHIO programs relate to licensure outside Ohio.

National Board Certification in music

National Board Certification, offered by the National Board for Professional Teaching Standards, is a voluntary, nationally recognized credential for accomplished teachers. It includes two music certificates: Early and Middle Childhood/Music and Early Adolescence through Young Adulthood/Music. The music standards include planning and implementing assessment, facilitating music learning, collaboration, reflection and professional contribution, which closely match the skills developed in graduate study.

Ways to build leadership while you earn your master's

Because our program is fully online and asynchronous, students can apply what they learn to their own programs right away. A few ways to make that connection:

• Use your own program as a case study. Build coursework projects around a real question in your classroom, such as how to assess individual growth in a large ensemble.
• Share what you learn. Bring a new rehearsal strategy or research finding to your department or district music team.
• Get trained as a mentor. Ask your district about the Resident Educator Mentor Academy and opportunities to support new teachers.
• Present or adjudicate. Propose a session for a state or district music education conference, or complete adjudicator training through your state association.
• Document your growth. Save lesson plans, assessment data and reflections. They can support a future Master Teacher portfolio or National Board submission.

About Ohio University's online Master of Music in music education

• 100% online and asynchronous, delivered through virtual courses and online modules, so you can study around rehearsals, concerts and the school calendar
• Choral or instrumental emphasis to match your teaching
• Complete in as little as 12 months as a full-time student, with three start terms each year: fall, spring and summer
• Experienced faculty, including Dr. Matthew Talbert, director of the School of Music; Dr. Richard Suk, director of the Marching 110; Dr. Paschal Younge; Professor Emily Talley, division chair
• Accredited School of Music. Ohio University's School of Music is an accredited institutional member of the National Association of Schools of Music (NASM), and the NASM directory lists our distance learning Master of Music in Music Education among our accredited programs
• 15% OHIO Online incentive scholarship for active-duty military members and veterans, Ohio University alumni and employees of our corporate partners

Applicants hold a bachelor's degree in music education and submit transcripts, a resume, an academic writing sample, a letter of recommendation from someone who has observed them teach, and a 10-minute teaching video. Full details and priority deadlines are on our admissions page. Teachers who prefer to study in person can choose our on-campus Master of Music in music education in Athens.

Frequently asked questions about the master’s in music education

• What is a teacher leader in music education? A teacher leader in music education is an experienced music teacher who improves teaching and learning for colleagues and students across a school, district or professional community while continuing to teach. Common roles include mentor, cooperating teacher, curriculum leader, department lead, adjudicator and program advocate.
• Do music teachers need a master's degree to become teacher leaders? Not for informal leadership. Many music teachers mentor colleagues, adjudicate and lead their departments with a bachelor's degree. In Ohio, however, formal recognition through the Senior Professional Educator License, the Lead Professional Educator License and the Teacher Leader Endorsement requires a master's degree.
• What is the Ohio Teacher Leader Endorsement? The Teacher Leader Endorsement is an Ohio credential added to a teaching license for teachers who support and mentor colleagues. It is one route to the Lead Professional Educator License, and programs that offer it generally require a master's degree and at least four years of successful teaching.
• Can music teachers earn National Board Certification? Yes. The National Board for Professional Teaching Standards offers two music certificates: Early and Middle Childhood/Music and Early Adolescence through Young Adulthood/Music. In Ohio, active National Board Certification is one way to meet the distinguished-practice requirement for the Lead Professional Educator License.
• Can I keep teaching while earning Ohio University's online master's in music education? Yes. The program is 100% online and asynchronous and was designed for working music teachers. Admission materials, including a teaching video and a recommendation from someone who has observed you teach, reflect that focus.
• How long does the program take? Full-time students can finish in as little as 12 months. Students can start in the fall, spring or summer.

Take the next step

If you are ready to grow as a leader in your school and in the music education community, explore our online Master of Music in music education or request information. You can also reach the School of Music at music@ohio.edu or 740-593-4244.