Working to develop music teachers’ skills in the UK


Trinity’s close working ties with a consortium of music hubs in the East Midlands proved a great foundation for working together to roll out a workforce development programme leading to the new Trinity Certificate for Music Educators. This piece from 2015 looks at the first time that six music hubs in the UK worked together in this way in order to offer a common teacher development programme.


Trinity’s Level 4 Certificate for Music Educators (Trinity CME) was a response to the UK Government’s 2011 National Plan for Music, which recommended that there should be a new qualification for music educators who might be working in and out of schools, in outreach or community projects, and who may not have benefited previously from any formal training.

Trinity actively consulted with teachers and their employers to develop an innovative model whereby organisations could develop their own courses leading to the Trinity CME, tailoring the qualification to meet the specific needs of the teachers they work with. As the qualification focuses on the skills and competencies required to teach effectively (eg, lesson planning, effective lesson delivery, effective communications, promoting positive behaviour), organisations are able to deliver training in the way most appropriate for their own teachers.

One example of such an organisation doing this is a consortium of six music hubs in the East Midlands, which Trinity is now actively supporting, rolling out a teacher development programme which leads to the Trinity CME.

The project

Trinity is providing support and expertise through extensive guidance on how to set up, run and assess a teacher development programme which leads to the accredited qualification. This has required ongoing dialogue with regular support meetings, phone and email conversation with the intention of imparting know-how and devolving expertise to the music hubs themselves, creating an opportunity for empowerment at a local level and the ability for objective self-assessment, with regular quality assurance check-ups to ensure all is on track.


With the CME being a new qualification, and the collaborative proposal in this case being particularly ambitious, this was a challenging process but a positive outcome was achieved with twenty teaching staff from across the consortium initially registering for the programme. This number is now steadily increasing as the initial project is scaled up from its introductory phase to function on a broader scale, with more participants. Through working with Trinity, these six hubs have also found new opportunities to work closely together, and have been able to unify their workforce development goals and working relationships as part of the process.

Other centres with courses leading to the Trinity CME are now in development.

Return to Working in partnership



‘The Trinity Certificate for Music Educators is exactly what the sector needs, and is enabling our trainees and staff to develop their skills to become even more effective working professionals. Trinity have been excellent at offering support and guidance, and have enabled us to develop the course in a way that suits the needs of MEHEM (Music Education Hubs - East Midlands)’

Ian Marshall, Course Leader - MEHEM (Music Education Hubs East Midlands), 2015


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