ABSTRACT
This chapter argues that by developing collaborative professionalism, music schools can enhance and enrich individual learning paths and student experiences that are seen as focal points of interest in today's music education. By building on the concept of educational governance the author aims to increase awareness of the multiple and diverse actors within music education systems. Based on an Austrian pilot study, the chapter illustrates how interfaces, as institutional hotspots where different aims and approaches collide, can be used as starting points for debates on the differing institutional aims, procedures, and policies. The author argues that the will to understand, trust, and change is essential for music school leaders, teachers, and administrations to develop collaborative professionalism and improve music education opportunities for all students. Furthermore, she calls for institutions to look beyond their immediate partners and surroundings and work with all relevant music education actors. By sharing expertise, experiences and resources, institutions and their students can join forces and become game changers for future music education.
