If you are an undergraduate preparing to enter the workforce, teaching at a small or rural school should not scare you.  But there are plenty of other things that should…like the housing market, the fact that polar bears are running out of ice, or the reality that you cannot be late to an 8 a.m. class ever again!  

Every undergrad or student-teacher I meet expresses concern over the idea of teaching in a small/rural setting, where being responsible for teaching across multiple buildings, or content areas, is possible.  The only exceptions are those who grew up in a small program where they had the same director for instrumental and vocal music, or one director for their entire 5-12 program.    The general format of universities focus on hyper-detailed specialization (rightly so, for the most part), but does little to make undergrads feel adequately prepared to navigate such a vast professional assignment.  

So, if you land a job in which you are responsible for a comprehensive beginning-through-high school program, here are some tips to help you survive and begin to thrive!

A Guide for Navigating Comprehensive K-12 Music Programs in Small/Rural Districts. 

1. Create a Plan

Every new teacher should create an “entry plan” for their district. This shows your administration that you have a clear understanding of what needs to be done, how you are going to do it, and why.  It also helps them understand how to support you through the transition.  The entry plan will help keep you organized and on task in a time that could feel highly stressful and chaotic. 

Your entry-plan should include the district’s mission statement and a  list of action goals/priorities, which are tethered to the mission statement in some way.   Creating a list of contacts, and timeframe in which to meet, will also be helpful for all.  Lastly, a basic schedule of events to propose will be useful in setting priorities and a timeframe for your action calls.  Your schedule could include a “Meet the Director” event for students/parents, as well as tentative concert dates and program samples. 

The entry plan is a great way to set yourself apart during the later stages of the interview process.  Providing a copy for your administration and board allows everyone to be on the same page from day one!

2. Find the “Path”

Every district has very unique traditions and expectations.  Finding out what these are and executing at a high level is the fastest way to build credibility and stability in your program.  

Many new directors ignore the path, and blast their own road by coming into a program and turning it upside down.  Even with the best of intentions, this can alienate students and supporters who feel a loss of identity, as they may no longer feel seen/heard in their own group. 

3. Plan to be Creative

Your administration may only understand your schedule in a general sense.  If you teach instrumental lessons in which students are pulled from their general classrooms, it may be up to you to develop and maintain these types of complex schedules.  You may need to create your own schedule, curriculums, and procedures from the ground up.  Embrace the opportunity to create!  If you think this can be overwhelming - it absolutely is, but you can do so with the help of an experienced mentor, department chair, or a neighboring director. 

4. Finding First Friends

Most teachers know the importance of establishing a connection with their administrators, guidance counselors, mentors, colleagues, and their local music community… but, it is amazing how many teachers fail to build a rapport with the most important people in their professional lives, the support staff.  Ask the office secretary how his/her family is; get to know the custodian who cleans your room; talk to the resource-officer about last night’s Steeler game; and bring the cafeteria staff coffee once in a while. These people will save your day on more than one occasion. The least you can do is show them the kindness and respect that they deserve from the onset. 

5. Aim Low, Teach High!

Use younger band literature when beginning the journey with your ensembles. This will give you an opportunity to get to know your students, as humans and musicians, and also serve as a catalyst for establishing expectations. If you are not sure which grade level is most appropriate for your new group, have several reading sessions using varied literature. Use the reading sessions to curate a long term folder for the season. 

6. Set Standards, Expectations, and Boundaries

There are few times in your career where you’ll have a clean slate, with the ability to create a culture/environment of your own liking.  This is the best time to set standards and expectations that will become the norm for your students moving forward.  Boundaries are essential when working with a comprehensive program.  You work with students and their families, from fifth grade through graduation, and spend a lot of time in and out of school together.  Use caution with inside jokes or nicknames that can confuse and blur professional boundaries with your students. It is your job to protect them and yourself!

7. Write Things Down

The pace of the year never really allows us to catch up.  Writing things down can help you process everything in the moment, and also give you data to reflect on and prepare for in the future.  This could take the form of detailed journal entries, or you could also take notes on your calendar as the year progresses.  You then use your notes to better prepare yourself in the following year. 

8. Safety First

This is not your college ensemble. You have students who are hungry, angry, and have no stability.  Your students work jobs to support their families; they help raise their siblings; they deal with turbulent home lives; and don’t have the energy to dedicate to the level of music competence with which you have become accustomed.  Your ensemble provides a place of safety and stability that is desperately needed.  You offer opportunities for family, ownership, and expression. Music is a vehicle for so many wonderful connections in our lives, but always begins with safety. 

9. Just Keep Swimming

  It is important to have an idea of how you want your comprehensive program to run, and that you actively work towards this vision (remember - plan to be creative!) .  Know that there are going to be wins, losses, and changes to your vision throughout the year… even still, it is imperative that you know what you are working towards.  Teachers who only focus on survival never get out of the downward,negative spiral. If you don’t have a colleague in your district with whom you can share your journey (the vision/wins/losses), then I urge you to reach out to a colleague in a neighboring district; zoom call with a colleague from grad-school; or e-mail me… I’ll be your colleague! 

10. No One Cares But You

You are going to have bad days, rehearsals that go poorly, ideas that fail. And the work is never done!  The reality is that no one cares about the success of the program, the education of the students, and the integrity of the music like you do.  But YOU care, and that is enough. So … do your best, go home, let go, and try again tomorrow! 

Teaching in a small school should not scare you.  You know what should?  Your student loans.  They should absolutely scare you, but I can’t help you there… 

You may find that some of the ideas in this article speak to you more than others.  Feel free to mold and adapt for your specific situation.  After all,  your small school is its own “silo”  with a culture and dynamic that is unique to itself.  Do not be afraid to ask for help or advice.  It is not a sign of weakness, but rather evidence of maturity and prioritizing the needs of the students above all else.  Believe in yourself.  You will find that you have a whole community of colleagues in your corner, cheering you on.  Happy music making! 

-The Instrumentalist Magazine (Jan./Feb. 2025)