The crossover from Primary to High school- it needs to be the same process for all that focuses on retaining students. A seperate platform of information of primary school students that all high schools can access. So if a student ends up going to a different school they don’t get lost?

A different way to connect with primary school students and parents other than connect. (They don’t use connect).

Fine tune access to student medical information and more medical training for teachers.

The school contacts don’t get enough direction or support from imss. (If not an Imss teacher already).

Schools are pushing performing arts to the wayside and it’s become a constant battle to demonstrate the importance of music. Perhaps more research based support provided to school principals and deputies.

More co-ordinator support for new staff members in the regions.

LESS STATISTICS, MORE HOLISTICS

• Clearer directives to the schools and IMSS staff when students don't turn up to lesson

• Prior communication to parents about what happens if students miss lessons

Clarity of roles

• What is IMSS responsible for and what is the school responsible for?

Change our expectations/selection process

• Stop selecting overachievers

• Review testing process - doesn't test for potential or commitment

• IMSS teachers need a stronger say in the selection process - our expertise needs to be advocated for

• Resource to help classroom teachers in selecting suitable students

The common marking keys are a negative for Voice as a whole, as they do not accommodate for vital, vocal-specific skills such as stagecraft, emotive expression, etc.

Consistency of information at all schools

What are we doing to cater for students with special needs learning challenges

Comparative data with NAPLAN - IMSS MIA?

More information for and promotion of schools about the value of Instrumental Music and Ensemble

Better introduction and information about new systems and programs.

Can we retain 30 min lessons for lower numbers.

Networking in local areas - information, communication, common understandings, consistent direction

Are there different ways to work and have an impact that maintains our relevance in a 21st century education system and society? We all know that music is important and valuable, but our contusion around identity is in many cases actually deleterious to our impact (and leads to deep frustration for the passionate imss teaching staff).

Is our selecting of students for small group instruction on an instrument in their primary school the most powerful use of our service? Is it the best way to either produce long term engagement with music making, or to create excellence? At the core, are we engaging with enough young people early enough?

Could imss fill the growing gaps in primary school music education by creating large ensemble-based music training such as choirs, world music ensembles, percussion groups? Suzuki-style string groups? Groups that teach fundamental skills and knowledge but with more instant ‘success’ and the motivation for music making this would create. Later primary/early hs could introduce concert band instruments.

‘Selection’ for small group lessons as we run currently could come later from a larger pool of young musicians with existing skills and knowledge. This fulfills the twin goals of mass engagement at primary schools, but then also fostering that elite excellence in small group settings in older students.

This means that low socio-economic schools are not being compared to GATE and "leafy green" schools. It means differentiation - which is what we have been told we should be doing in every class (but then we are told to assess kids all the same?!)

Treat us like professionals - an example is at the SDD3 where we had allocated seating. There was absolutely no reason for this. If it was to share expertise and experience across the sections, I could have understood it but it was purely a power kick for the exec.

Leadership should not be dictating what and when to teach and assess what. One size doesn't fit all.

I feel like our strength at IMSS is that we provide a service to the school that the particular school needs.

Meanwhile, timely communication with schools affecting the day-to-day effectiveness of our actual program has been severely sacrificed. School contacts are noticeably annoyed.

• Retain students

• Encourage students

• Give students a healthy sense of achievement

• Have actual teaching and learning time with the students not just assessing.

So even if it seems like “we’re doing it!” and “it’s working!” and “retention is growing!” and “attendance is improving!” it doesn’t mean that the alignment and assessment changes are beneficial, it’s just that the teachers care too much about students to let this harm them.

This is already forcing staff to either remove 'stylistic interpretation' altogether, or simply rely on professional judgement to accommodate a student at that point in time along their learning journey.

Advice from staff who have previously or do currently teach classroom Music in schools is that schools DO stream... why can't we? Or at least be given the allowance to be flexible and apply relevant marking keys to students based on their pathways or course enrolment in a school?

(ie/ General, GATE, Specialist, etc)

Consideration would need to be given for review of the RTP assessment outline.

I think these are easy things we can get back, and may help boost staff morale and the human existence in our organisation, rather than the numbers and data behind it all... which are important, but would be nothing without the human contribution our staff make.