Applying for Collegiate Music Positions

March 4, 2025 The Flute View

By Sandra Jackson, Professor of Clarinet & Julie Stone, Professor of Flute
Eastern Michigan University

Applying for collegiate positions in music can be daunting. Having served on a combined 20+ search committees for tenure-track to part-time lecturer positions at the collegiate level, we have several tips to help you win that job!

Preparation

The first step in preparing for a college music position is to obtain the education that is required for most listings. This education is usually the DMA (or candidate for DMA) for applied performing positions and the PhD or equivalent for positions in education, music therapy, music history, music theory, etc. While not always essential, the doctorate will put the candidate in a separate “pile” from those who have the MM or performer’s certificates beyond the bachelor’s degree.

Second, try to get any kind of college teaching experience possible. This can be done by offering to do free master classes or recitals at universities, as well as teaching.

Third, develop a website with a biography, recordings, and teaching demonstrations. This will show that you are able to recruit and have an online presence. If you do not already have a professional presence on social media, create accounts so that committees can see you are familiar with using these platforms for recruiting.

Fourth, make sure to leave a trail of positivity for future references. Search committees may contact references not listed on your resume. The music world is small, and your reputation matters. This includes cleaning up your social media and deleting any posts that could be viewed as negative or polarizing. Committees look for colleagues who are professional, drama-free, and easy to work with.

The Application

Read the job application thoroughly and follow the instructions exactly. If the committee has to gather additional information on your behalf, it does not reflect well on your application.

Also, remember that the search committee may consist of faculty outside your discipline, such as music therapy, education, woodwinds, brass, percussion, or conducting. Your materials should be clear and accessible to a broad audience.

A Note on Tenure-Track Positions

The listing will most likely be for Assistant Professor, which is the entry-level designation for tenure-track faculty. This does not mean that the person is an assistant to anyone, but rather that they are at the first level of professorship. The next levels are Associate Professor (typically granted with tenure after 4–5 years) and Full Professor.

Cover Letter

A cover letter is essential. It demonstrates your enthusiasm for the job and highlights why you are a strong candidate. Tailor the letter to the specific position.

Failure to include a cover letter may indicate:

You are not genuinely interested in the job.
You assume the committee will thoroughly read your resume (which is not always the case).

Cover Letter Tips:

Address it formally to the search committee chair or the search committee itself. Avoid informal openings like "Hello" or "To Whom It May Concern."
Do not start with "I." Instead, begin with something like, "It is with great enthusiasm..."
Be confident but not arrogant.

Recording/Teaching Demonstration

If a recording is required for an applied performing position:

Put your best piece first.
Diversify selections but keep them short—committees often listen to only the beginning.
Avoid long piano interludes or cut them.
Ensure high-quality audio and video with a clean background.
Dress professionally and present yourself well.

If a teaching demonstration is required for an academic position (e.g., Music Ed., Music Therapy, Music Business, Music Tech):

Use an engaging, energetic teaching approach.
Provide published articles and links for easy access.
Highlight any innovative media or materials.

What the Search Committee Looks For

After the initial review of applications, committees narrow the field to 10–20 semi-finalists based on education, teaching experience, performing ability, and additional areas of expertise.

If you make it to this stage, the committee may request additional materials or conduct a remote pre-interview.

Interview Preparation

The final 3–4 candidates will be invited to campus for interviews. Universities typically cover expenses for tenure-track interviews but not for instructor or lecturer positions.

Interviews often include:

A short recital (for performers) or academic presentation (for academic positions).
A teaching demonstration.
Meetings with the search committee, department head, deans, and possibly students.
A meal with the committee—stay professional.

Interview Preparation Tips:

Research the university, faculty, and surrounding area.
Demonstrate how you will benefit the school and students, not just what you excel at.
Respond quickly to communication—delays may signal a lack of interest.
Prepare a teaching demonstration through mock classes.

Common Interview Questions:

Why does this position interest you?
Why are you a good candidate?
What is your teaching style?
How do you handle diverse student majors (e.g., Music Ed., Performance, Music Therapy)?
What ideas do you have for recruiting?
How do you develop and maintain a positive studio culture?
What is a significant challenge you have faced with a student, and how did you handle it?

Questions to Ask the Committee:

What is the tenure process?
What are the faculty research and travel support policies?
What are the current challenges facing the department?
For non-tenure track positions, is there additional pay for extra recruiting efforts?

Recital Planning Tips:

Showcase diverse styles rather than one long piece.
Choose pieces that require minimal rehearsal time.
Start with your strongest piece.
Speak briefly to the audience to demonstrate your teaching approach.

The Interview

Be flexible and prepared for unexpected situations.
Be collegial—show genuine interest in the position, faculty, and students.
Respond promptly to emails.
Stay personable and respectful—faculty and students provide input on hiring decisions.
Avoid negative comments about colleagues or programs.
Be honest and confident but humble.
If traveling, arrive early to adjust to time zones.
Bring a snack—interview schedules are often packed.
Do not inquire about other candidates or publicize that you are interviewing.
Elaborate on your passions and strengths beyond what is in your resume.

Master Class/Teaching Demonstration Tips:

Be prepared to teach both private lessons and master class styles.
Be confident, not arrogant.
Praise students when warranted.
Prepare ahead if the repertoire is provided.
Avoid saying, “My teacher says…”—position yourself as the authority.
Conduct a mock interview and teaching demonstration.
If on Zoom, test your setup in advance.

After the Interview

Send thank-you emails to the committee and collaborators.
If you do not get the job, it does not mean you performed poorly.
The hiring process can take several weeks.
If offered the job, do not be afraid to negotiate salary.

We hope this helps as you prepare your applications. Best of luck!

Julie Stone
Professor of Flute
School of Music & Dance
Eastern Michigan University

Sandra Jackson
Professor of Clarinet
School of Music & Dance
Eastern Michigan University
www.emuclarinets.com