My Music Future—Could I Be a Teacher?

Objective: Students will discover how school districts are helping young people become future music teachers through special programs that offer scholarships, training, and guaranteed jobs. Students will reflect on their own musical journey and imagine what it would be like to teach music in their community one day.

Assignment: My Music Future—Could I Be a Teacher?

Instructions:

1. Watch and Read in Class: Your teacher will share part of the article "Band Together for the Future: How School Districts Are Funding Music Majors." We’ll also look at examples of music teachers and how they got started.
2. Think About It:
   • What do you love most about music class or band/choir?
   • Have you ever helped a younger student or friend with their music?
   • Could you imagine being a music teacher one day?
3. Write Your Thoughts:
   • Write a 3-paragraph response (about 150–200 words total).
   • Paragraph 1: What do you love about music?
     Paragraph 2: What would be fun or meaningful about teaching music to others?
     Paragraph 3: Would you ever want to teach music in your town or school someday? Why or why not?
4. Neatness Counts!
   • Write or type your answers using complete sentences and your best grammar.

Grading Rubric (Total 40 Points)

Grading Scale:

• 36–40 (A): Great job!
• 32–35 (B): Solid work with a few minor issues
• 28–31 (C): Meets basic requirements, but needs more detail or effort
• 24–27 (D): Missing key elements
• Below 24 (F): Incomplete

Student Assignment: Future Music Educator Essay

Objective: Students will explore how school districts are funding future music educators through "Grow Your Own" programs, fellowships, and scholarships. They will identify how their own musical background and leadership potential can be leveraged to secure funding and guaranteed employment in music education.

📝 Assignment Instructions:

1. Read the Article: Band Together for the Future: How School Districts Are Funding Music Majors (provided in class or via link).
2. Research Component:
   • Identify one real school district mentioned in the article OR find another district that offers a similar “Grow Your Own” or teacher pipeline program.
   • Visit the district or state Department of Education website to gather specific details:
     • Name of program
     • Who qualifies
     • What it pays for
     • Teaching commitment required
3. Reflection Component:

   Write a 500–600 word personal essay answering the following:

   • What excites you about the possibility of becoming a music teacher?
   • How have your music experiences (e.g., leadership in band/choir, private lessons, marching competitions) prepared you for this path?
   • How could one of these programs help you achieve your goals?
   • What would it mean to return and teach in your home community?
4. Formatting Requirements:
   • Typed, double-spaced, 12pt font
   • Include your name, date, and title: Future Music Educator Essay
   • Include a hyperlink or citation for the program you researched

Rubric (Total 100 Points)

Grading Scale:

• 90–100 (A): Insightful, well-researched, professional quality
• 80–89 (B): Clear, solid effort with minor issues
• 70–79 (C): Meets requirements with room for improvement
• 60–69 (D): Lacks depth and/or key components
• Below 60 (F): Incomplete or poor effort

What If Your Child Became a Music Teacher One Day?

Dear __________ Parents,

When I first picked up an instrument as a kid, I didn’t know it would change my life. I just knew I loved the way it felt to be part of something bigger than myself—making music with others, learning discipline through rehearsal, and finding confidence in something uniquely my own.

But somewhere along the way, one of my music teachers pulled me aside and said something simple, something I still remember: “You’d make a great teacher someday.”

That moment stuck with me. I had never thought about teaching. But over time, it became clear—helping young people discover their voice, their rhythm, and their confidence through music was exactly what I was meant to do.

That’s why I wanted to share something special with you today. There’s an article on Accoladi.com called: “Band Together for the Future: How School Districts Are Funding Music Majors.”

It highlights a growing trend across the country: school districts are now offering scholarships and job opportunities for students who want to become teachers—especially music teachers. Some of these programs start identifying students as early as high school. Imagine that: your middle schooler, one day being offered college help just for continuing in band, choir, or orchestra and choosing to give back to their community.

I know it may seem early to talk about careers. But middle school is often when kids start to see who they really are—and where their passions lie. For some of them, music is more than just an elective. It’s a future.

I encourage you to read the article on Accoladi.com. Just search the title: “Band Together for the Future: How School Districts Are Funding Music Majors.”

You never know where the music might lead.

With Gratitude,

______________________________________________________________________________

Why I Chose This Life—and Why Your Child Might Too

A Note from Your Music Director

Dear Parents,

When I was a high school student, I didn’t know what my future would look like—but I knew where I felt most at home: in the music room.

It was my band director who first saw something in me that I didn’t yet see in myself. I wasn’t the first chair, and I didn’t always have perfect practice habits. But I showed up. I cared deeply. And I found a kind of belonging in our rehearsals that helped shape my character more than any other experience.

That teacher encouraged me to consider music education—not just as a major, but as a mission. And now, all these years later, I get to do for your children what my teacher once did for me.

That’s why I hope you’ll take a moment to read a recent article posted on Accoladi.com titled: “Band Together for the Future: How School Districts Are Funding Music Majors.”

The article shares some surprising and hopeful news: more and more school districts across the country are stepping up to help students like yours become future music educators. These “Grow Your Own” programs offer scholarships, mentorship, and even job guarantees for students who want to return and teach in the very communities that raised them.

It’s a reminder that this journey—playing an instrument, singing in choir, performing in marching band—isn’t just about concerts or contests. It’s about planting seeds for the future.

Some of your children may go on to be engineers, artists, or nurses. But others… well, they may follow the music right back into the classroom—as the next generation of teachers. And thanks to opportunities like the ones outlined in this article, their path could be more affordable and more supported than ever.

I hope you’ll take a few minutes to read it and dream a little. You can find it on Accoladi.com by searching the title: “Band Together for the Future: How School Districts Are Funding Music Majors.”

As always, thank you for trusting us with your children’s musical journey. We’re not just building musicians—we’re building futures.

Warmly,

_______________________________________________________________________

People Over Programs

Episode Title: Band Together for the Future: How School Districts Are Funding Music Majors
Hosted by: Dr. Rohri Rollins, Director of Performing and Visual Arts, Spring Creek ISD

[INTRO MUSIC: upbeat instrumental fade out under voice]

Dr. Rohri Rollins: Hello friends, I’m Dr. Rohri Rollins, Director of Performing and Visual Arts here in the Spring Independent School District, and welcome to another episode of People Over Programs—where we talk about the real stuff that shapes students’ lives beyond the bell schedule.

Today’s episode is personal. It's not just about band concerts or choir rehearsals. It’s not even just about scholarships—though we’ll absolutely talk about that too. No, today’s episode is about the power of teachers—and how some of the best future educators may already be sitting in our middle school and high school music rooms right now.

First, let me say something important: our music teachers here in Spring Creek ISD are some of the finest educators in the nation. Day in and day out, they’re doing more than teaching notes and rhythms—they’re building confidence, shaping character, and preparing your child for life.

And it’s working. Our music programs have been nationally recognized for over five decades. That’s not by accident. That’s a legacy built by committed teachers—and by students who rise to the challenge.

[SHORT TRANSITION MUSIC CUE]

Dr. Rohri Rollins: But here's where this conversation gets exciting. Because today, I want to share a powerful truth: music education isn’t just something students participate in—it’s something they can one day lead.

That’s the focus of a phenomenal article recently posted on Accoladi.com. It’s called: “Band Together for the Future: How School Districts Are Funding Music Majors.”

This article opened my eyes—and even tugged on my heart a little. Because it captures something we’re starting to see happen all across the country: school districts stepping up to invest in the next generation of teachers. Especially music teachers.

It’s called the “Grow Your Own” movement.

[GENTLE INSTRUMENTAL TRANSITION]

Dr. Rohri Rollins: Let me explain.

Across the U.S., districts are launching teacher pipelines where students can receive partial or full tuition support before they even enter college. And we’re not talking about vague promises—we’re talking about real programs with real outcomes.

Dallas ISD, Metro Nashville Public Schools, Clark County in Nevada, Fayette County in Kentucky… all offering support, mentorship, even job guarantees to students who want to return and teach music in their home communities.

I read that and thought—we’ve been doing that, too. Right here in Spring Creek ISD.

[SOFT PIANO UNDERLAY]

Dr. Rohri Rollins: One of my responsibilities as Fine Arts Director is hiring music teachers. And let me tell you—when a candidate walks in and says, “I grew up in this district,” or “My middle school band director changed my life,” I lean in a little closer.

Those are the teachers who stay. Those are the teachers who know our kids, because they were our kids. And honestly, some of the best teachers we’ve ever hired are those who started in our very own programs.

I became a music educator because someone did that for me. I wasn’t the star soloist or the first chair. But I had a teacher who saw something in me I didn’t see in myself. They pulled me aside and said, “You’d make a great teacher someday.”

That moment shaped everything.

[MID-SHOW TRANSITION]

Dr. Rohri Rollins: And now, as I walk into classrooms, concerts, and rehearsals across this district, I wonder—how many future teachers are sitting right there?

Playing clarinet. Singing in the second soprano section. Playing double bass in the orchestra.

Maybe it’s your child. Maybe it’s the quiet kid who always shows up early. Maybe it’s the loud one who makes everyone laugh, but always knows their part. Maybe—just maybe—it’s the student who’s never thought about teaching… until someone suggests it.

And here’s the best part: teaching is finally being recognized again as a worthy, rewarding career. States are increasing teacher salaries, expanding retirement benefits, and investing in residency programs. And in music education—where the need is especially urgent—there’s even more opportunity.

[SOFT MUSIC RETURNS BRIEFLY]

Dr. Rohri Rollins: So what can you do as a parent?

Here’s what I suggest:

• Read the article on Accoladi.com — search for “Band Together for the Future.”
• Talk with your child. Ask them what they love most about music.
• If they light up when they talk about helping others, organizing rehearsals, or mentoring younger students… lean in. They might be a teacher in the making.

At Spring Creek ISD, we’ve partnered with Accoladi to give every middle and high school student access to resources that help them explore their college dreams—including music education careers. We even host a Collegiate Showcase, where university recruiters hear students perform—and many walk away with scholarship offers on the spot.

We’re not guessing here. We’re building futures. One audition, one rehearsal, one dream at a time.

[CLOSING MUSIC CUE BEGINS: INSPIRATIONAL]

Dr. Rohri Rollins: I hope this message encourages you. And I hope it inspires a few conversations around the dinner table tonight.

Because we’re not just teaching music—we’re passing the baton to the next generation of educators.

Again, I’m Dr. Rohri Rollins, Director of Performing and Visual Arts in the Spring Independent School District. Thank you for tuning in to People Over Programs—where we believe in the power of people, the promise of students, and the purpose behind every note.

Let’s keep building something extraordinary—together.

[OUTRO MUSIC FADES OUT]

__________________________________________________________________________________