Background Why have a scheme What will it provide How will it work Example Scheme Management Implementation Plan BABS Chorus Director Certification Scheme

Neil Watkins and Mike Lofthouse reviewed education needs Came up with a Barbershop ‘experience’ curve that applied to everyone from novice to expert Background BABS Chorus Director Certification Scheme

Barbershop ‘experience’ curve

Started the process of developing modules for Chorus training in Music Commissioned same for Singing and Presentation Saw these as ‘tools’ for Chorus Directors Fed in to Directors College steering team planning process BABS Chorus Director Certification Scheme Background continued

BABS Chorus Director Certification Scheme Why ? Requested by delegates at previous Directors Colleges On the wish list of clubs to help them choose new CD’s Is a way of demonstrating progress as a Director over a period of years Contributes to the overall measure of quality improvement in BABS Focuses on and helps to produce a pool of better qualified Directors

? What ? Provides education and assessment Recognises and records achievement Recognises that different directors have different skill sets BUT does insist on certain minimum requirements

How? Provides education and assessment. Education through new and existing courses at Harmony College, Directors’ College, One- day Workshops, coaching etc. Non BABS educational events can also be used to fulfil some of the requirements Assessment by written tests, review at HC, DC, etc., submission of videos, in-chorus review, etc. Assessment from outside bodies, e.g. GCSE, A level

How? Recognises and records achievement Directors will progress through a series of 4 grade levels depending on achieving required levels of competence in a range of skills Novice, Intermediate, Qualified, Expert Level of achievement in each skill is measured by formal assessment and recorded Directors either have, or acquire skills to enable them to progress from one grade level to the next

How? Recognises that different directors have different skill sets The points for skills (“But Clancy doesn’t do that!”) model By recognising that a high degree of skill in one area can make up for a lower level of skill in another. Advancement through grade levels is not dependent on having uniform skill levels. Cloning ist Verboten!!

How? BUT does insist on certain minimum requirements There are certain skills that are not optional Advancement through the grade levels will, in part, depend on acquiring these compulsory skills These skills are necessary but not sufficient for advancement. Other skills will be needed but are not prescribed

How will this all work (1)? We have identified a small number of skill sets which may be added to as we move forward. They are : ?Directing Techniques ?Music ?Presentation ?Singing ?Leadership & Management ?Style Awareness

How will this all work (2)? For each skill set we identify areas of expertise For example ?Theory ?Practical ?Teaching ?Analysis / Problem Solving

How will this all work (3)? For each area of expertise we identify levels of achievement We will provide or recognise courses that satisfy these levels Each of these, then, has a number of ‘points’ associated with it and Points Mean Prizes

How will this all work (4)? To qualify at a particular grade level Novice, Intermediate, Qualified, Expert A director must achieve a minimum number of points Some of these points will be in compulsory skills These rest can be obtained from any of the other skill/expertise/level areas

How will this all work (5)? Skill Set ?Directing Techniques ?Music ?Presentation ?Singing ?Leadership & Management ?Style Awareness Expertise ?Theory ?Practical ?Teaching ?Analysis Achieves ?20 pts ?30 pts ?40 pts ?etc. Add up your points This is for illustration only. The particular skills and the points value associated with them has yet to be finalised.

An example To qualify at the Novice grade level 300 points total must be achieved This is for illustration only. The particular skills and the points value associated with them has yet to be finalised. Compulsory skills ?30 Directing Techniques Practice ?20 Directing Techniques Theory ?20 Music Theory ?20 Music Practice ?20 Singing Theory ?20 Singing Practice account for 130 points The remaining 170 points can be acquired from any skill area Acquisition of 300 points means qualification at the Novice Grade level

Skills and points for levels Matrix

Scheme Management A web database will permit candidates to register and maintain their records A Forum on Certification will allow input and an FAQ to be developed The scheme Administrator will update assessed skills on input from the assessor(s) The candidate will have the ability to view their records, edit personal details and add other relevant information such as coaching, membership of HC faculty etc. Records will be confidential viewable only by the candidate, the Education & Music Services Director, the Scheme Administrator and members of the CD Steering Group

Scheme Management continued Candidates will be responsible for reviewing their own records and applying for grade level qualification Records will be go to a Review Board consisting of members of the CD Steering Group. On success, a certificate will be awarded and the records annotated If the required points level has been achieved, success is guaranteed!

Administration Manager Sue Loughran Reports to Director of Education and Music Services The CD Steering group has the following members : Rhiannon HallMike Taylor Cherry HartshornNeil Watkins Chris DavidsonMike Lofthouse BABS Chorus Director Certification Scheme

This presentation and background notes will go on the web site Comments and ideas are welcome via the Forum Steering team will meet in the spring to finalise points and other details. Courses in various areas will be offered from mid 2005 We hope to go live in August BABS Chorus Director Certification Scheme Implementation Plan