There are many good reasons to have an assistant.

That does not mean that administrators - at your school, or overseeing your systerm, have a clue about those.

First, I think it is important that you look carefully at what you are doing, what you would want your assistant to do [lesson plans?  choose music?  accompany?  sectionals?  practice cds? disciplinary matters? extar-curricular rehearsals?  fund-raisers?  Musicals? Extra concerts?  Administrative duties? - the list could get extensive, and detailed. ]  Will this person need to be part-time, or full-time?  On the school system payroll, or paid by some available fund - a grant, PTSA $, or suchlike...?  If the assistant's group performs in a festival/competition/evaluation, or goes on a tour/trip, are they responsible for sending the forms in , getting approved, etc., or are you?  Will both signatures be required?

I have seen responses on here from other directors who are doing, by themselves,  more ensembles  than you have listed.  They also have bemoaned the fact that their admins would not consider hiring them any help. :(

Where I worked, I belive you had to have about 175 students consistently enrolled to be considered for an assistant.  Current economy might even stretch that.  I know one fellow who had 300.  Howeve, it stands to reason that a well-endowed private school might have more flexibility.

 

I am currently assisting a church choir director, and it has been a little frustrating to understand exactly what is expected - do I have "free reign" creatively here...there...?  By what deadline does he have to have his instructions specific for me?   What is the procedure for approval for plans?   When can I confer directly with the pastor; when must I go through him first?

 

 If the person has professional experience, and you plan to trust their expertise in several situations, would they not prefer, and would it not be more appropriate,  to call them an "associate"?

 

I think it will be important for the administrators, and the applicants,  to see exactly what tasks you need an assoc./assistant to do, and why you cannot/choose not to  do those yourself.  It will also be important for them to see what you hope to accomplish by having them hire this person, and how/when  the results will be measured.  How will this person be evaluated, and by whom?  If, after a time, the goals are not reached, but it is basically not the assistant's fault, will s/he lose their job?  Few would show interest in that case, unless they simply needed a year of experience.

Of course, to convince them, you could include:

1, Another adult in the room can accompany and keeps behavior more focused.

2. If you split administrative/organizational duties, you can take turns focusing on giving the students more instruction and artistic leadership.

3. If one student has issues, one of you can take him/her aside, while the other continues class/rehearsal - cooperative students won't have to wait.

4. Sectionals are very efficient - singers will be more confident, and you've a better chance at doing well in festivals/before the public, etc.

5. Solo matters - All-state/honor tryouts can be better prepared, as well as scholarship auditions, etc.

6. On trips/outings, there is one adult to carry a student to the hospital [pending parent permission] in an emergency.

7. Two sets of eyes/ears will pick up more - musically, behaviorally, etc.  Less chance of students saying , "I never did that/said that."

8. Another musical adult to represent the trained philosophy on  issues such as, "Why can't we sing more pop songs?"

9.  If you are a baritone, or tenor, and you hire a soprano or alto, you can help them learn their parts without the "octave transfer" issue.

 

I highly recommend that you designate a specific time each week to go over specific plans with this person.  Assumptions often lead to issues.  ("If you ass-u-m-e, you make an as_ out of U and me." )

If you and the person are planning some things as you go, during rehearsal, it appears unprofessional, wastes the students'  time,  and motivation lags.

 

Technically, gender should not make a bit of difference, but ...reality is what it is... ;)...I would recommend carefully examining any personal leanings you may have, and seeing if you feel you wish to adjust.  Do you feel that women are just as strong, capable, responsible, as men?  If you hire a woman, and you come to perceive that she is more capable in a certain area than you are, will your ego be offended, or will you have concerns that the students might admire her/respect her skill more ?  Or will you be able to "take the admirable high road", pointing out  her ability, and encouraging her to share it with the students, as well as instructing you?  Will you expect her to do the same?  (That might be more difficult for someone coming in, who has not had time to establish their professional reputation with you, the students, the faculty/staff/admins, and the community.)

 

At first, working out all the details, expectations/policies might be time-consuming, and you might question the worth of it all.  But having the right person, over time, should benefit everyone significantly.

Please remember to "put yourself in their shoes" - especially if they are [uncomfortable, but expected by some] Stiletto heels! .  :)

Best Wishes!

-Lucy

I have a full time assistant in my program which has 4 choirs scheduled during the day and two select ensembles that meet outside of the school day.  She also assists with solo/small ensemble contest, All State audition preparation, the spring musical, and with planning for our once every three years performance tours.

 

The model we have adopted is that of "co-teaching".  On paper I'm the "head" choral director and she is the "assistant" but to the students we are a team.  The model works very well for us and offers many advantages for our students:

 

In our two larger ensembles (50+) it is invaluable to have two instructors in the room -- while one leads the rehearsal the other is able to circulate amongst the choir, hear students "up close" and trouble shoot sections.  Proximity also helps the singers stay on task.

It is easier for me to model vocal technique for guys while my assistant does so for women.  I'm a strong advocate for gender balance for modeling purposes.

Two of our classes have a number of at-risk and special needs students on the roster.  It is easier to differentiate instruction when there are two of us "working the room"

 

The most important thing to consider, in my opinion, is whether you are looking for an "assistant" or a "co-teacher".  I find the co-teacher model to be much more helpful.  Good luck!