How to Keep Your Music Academy Teachers

The music teachers stay where they have reasonable schedules, clear and tiptual payments, real accompaniment and space to grow as musicians and as teachers. When they leave, it's almost never for a single reason: it's the sum of small frictions, as loose hours that they get, cancellations they end up with, little back up with families and the feeling of working alone.

That guide looks at the most common causes of rotation at academies and schools and what you can do from direction or co-ordination so that your best teachers will have to continue with you.

To sum up

Restraint starts with selection: a place described with honesty prevents early departures with bad alignment expectations.
Regular block schedules and clear cancellation rules weigh as much as pay.
A teacher accompanied with an induction, a reference pair and training observations, felt part of a team.
To respect the artistic life of teacher with agreed replacement rules is an advantage with other institutions.
He asked why whoever was leaving: an exit interview was one of your best sources of improvement.

What's with the music teachers?

Common cause of rotation and how they are seen daily
Causa	What's that look like?	What feeds her
Fragmented schedule	One class earlier and another at the end of the afternoon with hours killed in the middle	A program thought only from student demand
Unstable income	Cancellations that assume the teacher and months with few hours	Unclear cancellation policies with families
Contaminated or late payments	Unbroken accounts and changing payment dates	Informal administrative processes
Soledad	He doesn't know other teachers and nobody sees his class	Hours equipment without common spaces
Lack of backstopping	Solves only conflicts with families	No channel and no institutional protocol
Estancamiento	The same tasks year after year, with no feedback	No development path
Unaligned expectations	"That's not what they told me" in the first month	A vacancy or an unhonest interview

In a town such as Bogotá, movements weigh a lot: an hour-old tracksuit between two classes can make a charge stop worth it. Check this table with your equipment and mark which of these frictions exist today at your institution.

Restraint starts before first day

Many early departures are sewn up in selection. If the vacancy or interview have been put up with his office, his teacher will barely discover reality. He describes his work as his (we explain it in how to write a vacancy as a music teacher)) and designs a class shows that it looks like actual work.

Induction that makes you feel a part of the equipment

Curriculum, period planning and available materials.
The rules of co-existence and protocol for the protection of children.
To whom to come for every thing: payments, schedules, families, instruments.
A pair of reference equipment, ideally from the same family of instruments.
The opportunity to observe one or two other classes of teachers.
A few weeks after we have been talking about monitoring to get what's necessary.

Conditions that weigh as much as payment

Retirement matters and should be reviewed with market references but even with good payment, day-to-day frictions wear out. These decisions depend on your institution and usually have little to do with:

Continuous blocks: It brings together the classes of each teacher per day and by headquarters. Three hours in a row are worth more than five loops.
Clear cancellation policy with families: timings, repositions and what about the hour of teacher. Write and apply them to all alike.
Timely and transparent payments: fixed dates and a report of hours that the teacher can verify.
The interplay with the reality of his office, Check with your job advisor.
Faithful spaces and materials: tuned instruments, atteries, ventilated and without noise from next class.
Previsibility: Communicates with time changes of hours, holidays and low seasons.

Accompanying and communication

Training and monitoring comments

Observe classes with a known rubric, discuss what we have seen and agree to a goal or two tells the teacher that his work matters. If observation feels as monitoring, it has the opposite effect. Section of Teacher Evaluation for Music Teachers Find a model and complete process.

Support to families

Teacher should not negotiate payments, cancellations and claims with families. That co-ordination with an institutional channel will protect the pedagogical relationship and remove a burden that doesn't belong to his teacher.

Short meetings and clear channels

A short monthly meeting with an agenda (students who care about them, next examples and computer ideas) creates a sense of equipment. If you ask the Proks for hours to attend, they will recognize that time. To day after day, an operational channel with reasonable response times prevents messages at midnight.

Professional development and recognition

Peer workshops: A teacher teaches the team a strategy that works for them.
Peer observation and shared classes among teachers of different instruments.
A growth path: area leader, assembly coordinator, new teacher mentor or program design.
Support for outside training: time flexibility for courses, workshops or festivals.
Artistic Visibility: He invites his teachers to play at his samples or holds a concert with his team.
Specific recognition: thank you with specific examples, with the team and with families.

Respect his musician's life

Many teachers play in orchestras, gangs or their own projects and that enriches their classes. Instead of seeing them as a problem, they agree with rules: with how soon they have been told, how they have been replaced and how they can be replaced. An institution that respects their teachers's artistic career has a real advantage to hold them back.

How to measure and listen to your computer

What to measure and what to do to anticipate departures
What to measure or do	What's his use?
90-day retention of new teachers	Know if selection and induction work.
Retention at year's end	Know if the team's comforting.
A brief and anonymous survey of each period	To detect frictions before they become renouncements.
Stayback talks: "What would make you stay?"	To know what every teacher values before his leave.
Outlet interview	To understand why whoever goes and to correct his cause.

If the retention of new teachers is low, first check vacancy, class and induction. If they leave teachers with years at the institution, look at development, recognition and conditions.

If you want an outside look, the [teacher's assessment]](/academias/evaluacion-docente) of A medio tono combines class observation, feedback and a development plan by teacher. Know all [services for academies and schools]](/academias).

Frequently asked questions

Is pay more enough to hold back the teachers?

A good payment with broken schedules, cancellations without rules and no accompaniment continues to wear out. The combination of fair conditions, clear treatment and opportunities to grow is what holds a team.

What do I do if a good teacher tells me she's leaving?

Ask him calmly why and what his decision would change and sometimes his cause will be in your hands. If his decision is made, back his decision and his students and leave his door open. What I have to say will help you care for the rest of his team.

How to prevent student cancellations from affecting teacher?

With a written policy that families have been aware about from registration: notice periods, repositions and what happens with class cancellations at the last hour. The important thing is that teacher doesn't only absorb the cost of each cancellation.

How to retain teachers for hours that work at several institutions?

They have been given what other institutions do not give them: continuous blocks, predictable schedules, time payments, respect for their artistic agenda and the feeling of belonging to a team that knows and accompanying them.