The purpose of this study was to examine the perceptions of master of music education degree program directors and alumni from selected schools regarding the ways in which their music education master’s programs balance the varied needs of program participants. Findings are presented in the two broad categories of improvement in P–12 teacher learning and preparation for future scholarly work, and the discussion examines the qualitative comparisons between participant responses. Suggestions for graduate programs and future researchers are included.

The purpose of this program review was to provide an in-depth analysis of the National Association for Music Education Music Mentorship Program Facilitator and Mentor Support Project, led by members of Society for Music Teacher Education’s Supporting Beginning Music Teachers Area of Strategic Planning and Action. We used an illuminative evaluation process (Patton, 2015) to present (a) a rich description of the project, (b) perceptions of key stakeholders (organizers, session leaders, participating mentors/mentorship program facilitators), and (c) findings pertinent to developing new music teacher mentor programs. Along with a description of the program, the findings are organized into successes, opportunities, weaknesses, and challenges as outlined by a Strengths, Weaknesses, Opportunities, and Challenges analysis (Even Zahav & Hazzan, 2017). Within these areas, the unique design, workshop calendar and pace, as well as transferable content to state music education association (MEA) programs are presented. The review presents the program design as well as recommendations for making clearer connections to the needs of state-level MEA-sponsored mentoring programs.

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The purpose of this study was to describe the experiences of music educators at varying career stages and teaching positions who experience chronic illnesses. Participants ( n = 8) represented a variety of chronic illnesses and self-identified career stages. Research questions centered on how participants described navigating their chronic illnesses and how their illnesses impacted or influenced their work. Data included individual and focus group interviews. We found two themes. The first theme connected to realities and misconceptions of illness, including living with ever-present and often invisible symptoms and unpredictable flare-ups, which led to silence and isolation. The second theme described how participants adjusted their work with an emphasis on flexibility, including personal and professional modifications and considerations due to COVID-19. Recommendations are described in terms of professional support, representation, understanding, communication, community, self-advocacy, and broadening the scope of teacher wellness.