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The purpose of the Policy ASPA is to increase policy awareness within music education and to build music educators’ capacity for policy analysis, development, and implementation.
If you would like to stay informed on policy issues, like our Facebook page!
- Music Education Policy Roundup – Apr 18, 2017
- Music Education Policy Roundup – Mar 25, 2017
- Music Education Policy Roundup – Mar 20, 2017
- Music Education Policy Roundup – Mar 12, 2017
- Music Education Policy Roundup – Mar 5, 2017
September 22, 2016: Intersections of Policy and Issues of Inclusion, Diversity, Equity, and Access with NAfME Webinar
May 7, 2016
As members of the National Association for Music Education, the Policy ASPA publicly condemns the alleged statements and actions attributed to Mr. Butera by Ms. McCord in her blog post Why We Must Have Inclusion, Diversity, and Equity in The Arts: A Response to the National Association For Music Education. Despite the fact that persons of color are, indeed, underrepresented among the ranks of NAfME members and leaders, including in our own music teacher education field, the assertion that those from different races do not possess equal musical ability is likely inaccurate, extremely offensive, and counter to the values we as music teachers and music teacher educators hold most dear.
Mr. Butera attended that meeting as a representative of the entire NAfME leadership and membership. His alleged statements and actions are unacceptable and unrepresentative of collective membership views. NAfME’s recent reiteration of its commitment to diversity and inclusion posted on its website and Facebook® is an inappropriate and insufficiently detailed response. 
As policy researchers and policy advocates, we know the importance of fact checking, data informed decision making, open dialogue, the consideration of multiple perspectives, and building bridges with constituents who may have contrasting viewpoints. Therefore, we ask the following:
- We call for the National Executive Board of NAfME to determine the facts of the case. Did Mr. Butera say the things that Ms. McCord attributed to him? And, did he behave as she described? If so, Butera’s words and actions are counter to the values of NAfME, and he can no longer lead the organization. The NEB and Officers must take swift action accordingly and replace him with someone who will represent the values of NAfME and avoid all future public shaming. If the allegations are false, NAfME must make that known.
- Additionally, we call on President Nierman, President-Elect Odegaard, the members of the NEB, and other NAfME leaders to construct and implement a list of actionable, timely goals for addressing issues of diversity and inclusion within our profession, including pro-active steps toward increasing diversity on the NEB.
Members of the Policy ASPA
 McCord, K. (2016). Why we must have inclusion, diversity, and equity in the arts: A response to the National Association for Music Education. Retreived May 6, 2016 from http://alternateroots.org/why-we-must-have-inclusion-diversity-and-equity-in-the-arts-a-response-to-the-national-association-for-music-education/
 National Association for Music Education. (2016). NAfME news: NAfME committed to diversity and inclusion. Retrieved May 6, 2016 from http://www.nafme.org/nafme-committed-diversity-inclusion/
April 22, 2016 Programs, Practices, and Policies: Incorporating PK in Music Teacher Education
January 25, 2016 ESSA Policy Webinar
Attendees at the Policy ASPA’s working session during the 2015 SMTE Symposium identified four action items that define our agenda for the next two years:
- Action Item #1: Position the SMTE Policy ASPA as a collective that provides NAfME with white papers, policy analyses, and other information in order to inform NAfME’s legislative, policy, and advocacy agenda.
- Action Item #2: Collaborate with SMTE membership and APSAs, providing pertinent resources and information regarding policy in support of their efforts.
- Action Item #3: Serving as a clearing house for information relating to current and future policy issues.
- Action Item #4: Provide teachers, administrators, and teacher educators with opportunities to get information about and engage with policy.
- Richerme, L.K., Aguilar, C.E., Kos, R., Hellman, D., Prendergast, J., Helton, B. (2016, March). Preservice teacher evaluation policy and practices colloquium. NAfME Music Research and Teacher Education Conference, Atlanta, GA.
- Aguilar, C.E., Schmidt, P., Burton, S.L., Hellman, D., Rechel, L. (2016, March). Political action in music education colloquium. NAfME Music Research and Teacher Education Conference, Atlanta, GA.
- Dye, C.K. & Aguilar, C.E. (2016, March) Changing Licensure Requirements: Issues and Implications for Teacher Mobility and Reciprocity. Paper presented at the NAfME Music and Research Teacher Education Conference, Atlanta, GA.
- Aguilar, C.E. & Richerme, L. K. (2016). A descriptive study of music teacher educators’ beliefs about policy, Journal of Music Teacher Education, 25(2), 37-49.
Dye, C. K. & Richerme, L. K. (2015, September). Music educators and policy: An examination of knowledge, engagement, trust, and efficacy. Paper presented at the Society for Music Teacher Education Conference, Greensboro, NC.
- Aguilar, C. & Richerme, L. (2014). What is everyone saying about teacher evaluation?: Framing the intended and inadvertent consequences of Race to the Top. Arts Education Policy Review, 115(4), 110-120.
- Aguilar, C.E., Richerme, L.K. (2014, July). A Descriptive Study of Music Teacher Educators’ Beliefs about Policy. Research presentation at the 2014 International Society for Music Education, Natal, Brazil.
- Kos, R., Aguilar, C.E., Dye, C., Hellman, D., Robinson, M., Schmidt, P. (2014, April). Hot Policy Topics Affecting Music Teacher Education: A Panel Discussion about Teacher Evaluation. Panel presentation at the 2014 Biennial Music Educators National Conference, St. Louis, MO.
- Aguilar, C.E., Miksza, P., & Richerme, L. K. (2013, September). Navigating pathways for music teacher education and current policy trends. Best practices paper presentation at the Society for Music Teacher Education Conference, Greensboro, NC.
Richerme, L. K. (2013, February). Policy 101. Workshop presented at the Massachusetts Music Educators Association Conference, Boston, MA.
Aguilar, C. E., & Richerme, L. K. (2012, March). Diving at the finish line: The possible implications of Race to the Top for music education. Research poster presented at the 2012 Biennial Music Educators National Conference, St. Louis, MO.
Kos, R. P., Schmidt, P. K., Aguilar, C. E., Orzolek, D., & Hamann, K. (2012, March). Policy 101: Understanding, implementing, and influencing education policy. Panel presentation at the Biennial Music Educators National Conference, St. Louis, MO.
Schmidt, P. K., Orzolek, D. C., Kos, R. P., Richerme, L. K., & Holcomb, A. (2012, March). Nobody told me that!!! Policy 101 or learning leadership. Panel presentation at the Biennial Music Educators National Conference, St. Louis, MO.
The term “policy” has many meanings and many uses.
NAfME is making an effort to reach out to the music education policy research community.
Help us build a comprehensive bibliographic resource for policy related studies. Contact the facilitators.