A town-wide petition opposing a pilot program that will reduce music instruction at Loker Elementary for the 2026-27 school year now has 400 signatures of verified town residents.
Danielle Hardie, the petition’s organizer,along with other parents have expressed their concerns via emails to district leadership, letters to the editor in the Wayland Post, conversations with administrators, and outreach to the School Committee. Petition supporters say they can accept significant instructional changes as long as they are transparent, evidence-based, and fully evaluated before implementation.
“At the crux, the Wayland community wants a strong early musical education for their children that the administration is actively disregarding,” Hardie explained. “Our community has expressed strong support for a whole-child education model that the arts support. I strongly believe our community views early music instruction as an essential part of the Wayland Schools’ educational experience, not an expendable component to be reduced when scheduling challenges arise.”
The new program would reduce the current 75 minutes of weekly music instruction to 45 minutes in grades 4 and 5.
The change was prompted after Jones co-chaired an elementary scheduling committee with Assistant Superintendent Betsy Gavron to evaluate the current schedule to ensure that all students were receiving maximum instruction time.The change was also prompted by equity of the schedules of the music teachers who teach in more than one school during the school year. Jones said the need to increase literacy time for students in grades 3 and 5 in the Spanish immersion program was a factor, too.
Instrumental lessons account for approximately 27 hours, during which classroom instruction cannot effectively move forward.
Although parents have met with both Superintendent David Fleishman and Principal Brian Jones to express discontent with the change and propose alternatives, the pilot is set to go forward as planned.
Jones said that he will update the community in a letter just before the school year begins. Jones, who will begin his 17th year as Loker principal in the fall, said that while there are people who are unhappy about the change, others, including teachers, parents and administrators, feel differently.
“Some people are really disappointed in this decision and I respect their perspective,” he said. “Still, there are other people on the other side of it and many people who want more instruction in science and social studies for the students.”
Jones says that some of the many factors that precipitated the new pilot included challenges with building a master schedule and putting the music teachers’ schedules first, a lack of progress in coverage of curriculum content, and a lack of instruction time for students who are not signed up for ensembles in grades 4 and 5. Jones also acknowledges that not all fourth- and fifth-graders want to sign up for an instrument, some may not qualify for financial aid, and still others may not feel comfortable seeking out financial aid.
Fair to nonmusical kids?
“I think it’s really, really challenging when kids leave classes to go to ensemble or other lessons. That amount of time that the other students cannot go forward in classes amounts to approximately 41 hours which is equivalent to a week and a half of instruction,” Jones said. “Is it fair for those kids who have to stay in class who don’t want to play instruments?”
Jones added that he wants to be a principal to all of his students — those who find joy in science and social studies as well as music.
“Most schools don’t offer individualized instruction at that age, so we’ve been very fortunate to have had this as long as we did,” said Christina Marshall, who is part of the Loker community. “I promise this was a very thoughtful decision on his part and, while not ideal, it was the best solution we could come up with to meet requirements without fully sacrificing any of the non-required subjects.”
Jones acknowledged that this change at Loker is challenging for the music teachers. On the other hand, he recognized that many classroom teachers and administrators in the district support this pilot.
“I am incredibly proud to work alongside colleagues who are exceptionally collaborative and creative in designing schedules that maximize instructional time while supporting whole-child academic, social, and emotional growth,” said Happy Hollow Principal Nicolette Foundas. “After hearing about the scheduling pilot at Loker, several Happy Hollow educators expressed enthusiasm for exploring how they could also adjust their schedules to offer similar opportunities for their students. We look forward to learning from the Loker pilot, reflecting on our own experiences throughout the upcoming school year, and continuing to strengthen student experiences in science, social studies and other subjects, while fostering a lifelong appreciation for music and the arts in all of our elementary students.”
In addition to the music pilot, Loker will simultaneously pilot two new curricula — Core Knowledge Language Arts and Caminos, a K-5 Spanish program — during the upcoming academic year.
Many community members want to know how data related to the decrease in music instruction and the new curricula will be measured.
”We will be assessing the music skills of kids and curriculum coverage. We have discussed maybe having two additional music teachers during the 45-minute block to create a more personalized experience during the pilot,” he said.
Still, supporters of the petition remain adamant that music is a key component of the Wayland Public Schools. One section of the petition reads:
“Music education is a core part of a well-rounded education. It supports cognitive development, memory, attention, coordination, discipline, and social-emotional growth. It also provides a structured environment where students build confidence, teamwork, and a sense of belonging.”
Resident John Flaherty agrees and thinks the district could find another way to solve the curriculum dilemmas.
“Make more time. Extend the school day. Carve out a few minutes from recess or lunch,” he said. “Music is vitally important. It helps with math. It wires the brain in unique ways. It provides the same camaraderie, friendships and team collaboration as sports do.”
A Loker parent, who asked to remain anonymous, realizes that this pilot could lead to further music cuts in a district with a reputation in music excellence and the awards to back it up.
“This is not a fight that will be fought in perpetuity,” they said. “It affects the children now. Future elementary school students at Loker in the future will only know this as the status quo and will not even know that there was a richer program for the 4fourth and 5fifth graders previously.”
The Wayland Parent Action Network will be hosting “Stand Up For Music” on Monday, Aug. 24 at 6 p.m. at the Wayland Town Building where attendees can voice their opinions with a two-minute speech or just show their support.
