What happens between the first year and the thirty-fifth year of a music teacher's career? Six music educators met in private and group sessions to discuss issues related to this question. (AM)

Provides excerpts from the task force report which proposes the use of individual professional development plans and calls for strengthening the bonds between elementary and secondary music educators and college faculty. (JDH)

Describes William G. Perry, Jr.'s stages of student development (dualism, multiplicity, relativism, and commitment within relativism), examining their possible applications to undergraduate music education majors and implications for research. Concludes that the model provides a "philosophical map" of student changes and encourages…

Discusses the benefits and effects of music teacher empowerment. Concludes that additional skills, knowledge, and professionalism will be necessary to successfully teach music in an empowered setting without losing sight of the students' larger interests. Urges that music education programs for training teachers be expanded to include critical…