KevinDroe.com

When the Team Lead Does Not Support Your Ideas

Wed, 19 Aug 2026 14:12:20 GMT

Being part of a team can be energizing when people share ideas, challenge one another thoughtfully, and work together toward something better. It can also be deeply frustrating when you see possibilities for the team or department, develop proposals to move those possibilities forward, and repeatedly encounter resistance from the person designated to lead the group.

Creating Space for Students with Profound Intellectual and Multiple Disabilities to Construct Meaning in Adaptive Music Classrooms

Wed, 19 Aug 2026 12:35:49 GMT

Of individuals with an intellectual disability, 1% are recognized as having a profound intellectual disability and commonly present at a mental age of roughly three years or below. While inclusive music education models and therapeutic models have received considerable attention, there is a scarcity of literature on music education for students with profound intellectual and/or multiple disabilities (PIMD) in adaptive, substantially separate music classes that provide access to music curricula, pedagogies, and supports specifically designed for students with PIMD. This article includes a philosophical discussion of adaptive music education for students with PIMD—particularly nonspeaking students—and provides suggestions and pedagogies for working with these individuals. Implementing these strategies will position music educators to provide equitable access to music education and more effectively serve this vulnerable population of individuals.

Chapter 26 - Integrating the Framework: Preparing the Next Generation of Music Educators

Wed, 19 Aug 2026 05:01:04 GMT

Integrating the Framework: Preparing the Next Generation of Music Educators

Choice Is Not Agency: Sharing Meaningful Responsibility With Learners

Wed, 19 Aug 2026 02:58:21 GMT

Choice can make a music classroom more engaging, responsive, and accessible, but it does not necessarily give learners responsibility for learning. This essay distinguishes activity, participation, choice, agency, and responsibility, then considers how teachers can transfer one meaningful area of musical or intellectual work while still providing the structure and support learners need to succeed and become increasingly independent musicians.

Who is Doing the Work - Rethinking Responsibility in the Music Classroom

Wed, 19 Aug 2026 02:44:14 GMT

Who is doing the real work in your music classroom? Students may be playing, singing, moving, and participating while the teacher still makes every meaningful decision. This essay looks beneath visible activity to examine where thinking, listening, problem-solving, and musical responsibility actually occur, and how teachers can provide structure while helping learners develop greater independence, ownership, and agency over time.

What Would Count as Evidence? Looking for Learner Responsibility

Wed, 19 Aug 2026 02:58:24 GMT

Learner-centered teaching is not proven by participation, enjoyment, compliance, or a successful performance. Evidence of learner responsibility appears when students identify problems, explain decisions, choose strategies, revise their work, evaluate results, and determine what to do next. When trying a shift, the goal is not to prove it works, but to observe carefully and learn from what happens in practice.