1. What specific strategies do/could you employ to create reciprocal/integrated relationships with schools (or other organizations) and mentor teachers who work with your preservice music teachers?
2. How do/might preservice music teachers investigate the CONTEXT in which they will teach prior to or in the early stages of their practice teaching experience? How might this information be brought back into collegiate course discussions and/or course content?
3. Since student reflection is a vital component of community-based learning, what types of "directed critical reflection" questions could students encounter, that would prompt them to connect course content with actual practice teaching experiences with children?
4. What challenges might you and your preservice music teachers face in creating bilateral (or multilateral) relationships with school partners? What are suggestions for addressing these challenges?
