Florida band is way bigger, more organized, and more complicated than you think.
From statewide classifications and assessment rules to the politics of marching circuits, Joe Latez and Bailey break down how Florida’s band world actually works—and why it keeps producing strong programs across an eight-hour state.
Ryan Ashley sits down with Joe Latez, director of bands at Satellite High School in Melbourne, and Bailey, who teaches at Delora Middle School in Satellite Beach, for a deep look at the systems shaping music education in Florida. This isn’t just geography and logistics—it’s a look at the structures, debates, and culture that affect everything from concert band repertoire to all-state auditions.
You’ll discover how Florida’s music organizations connect—from FSMA and FMEA to FBA, FOA, and FVA—plus how marching band assessment differs from the competitive circuits run by FMBC and FFCC. The conversation also gets into the real-world impact of Florida’s district system, how schools are grouped, and why classification has been one of the most debated issues in the state for decades.
We break down the Florida assessment model, including concert band requirements, sight-reading expectations, repertoire selection, and the controversial shift toward classifying bands by literature instead of school size. Joe explains why that change matters for fairness and rigor, while Bailey shares what it means for smaller or recovering programs trying to rebuild after COVID. They also dig into the approved music lists, march selection, and the wild question of what actually counts as a march.
You’ll also hear how Florida handles all-state, all-county, jazz, and solo and ensemble auditions, including the difference between virtual and live auditions, the rigorous scale and etude requirements, and why the state’s huge talent pool led to the creation of honor ensembles in the first place. For directors, there’s also a candid look at mentorship, the Extra Years feedback program, and the kind of support new teachers can expect when they enter the profession.
If you’ve ever wondered how a giant, diverse state keeps its band culture moving, this episode gives you the inside story. Essential listening for band directors, music educators, and anyone curious about what Florida is doing right in band—and where the challenges still live.
Sponsors
Sight Reading Factory
Wenger for Music Education
https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad
Timestamps
0:00 Welcome & meet the guests
2:03 Who governs band in Florida
3:43 Marching band circuits & color guard
4:25 Districts, meetings & conferences
6:57 Jazz band & performance assessments
7:56 Modern band & music technology
9:51 School classification & sight reading
15:43 Marching band assessments
18:16 Concert band requirements & the march list
25:29 Honor bands & All-State
28:15 All-State & jazz auditions
30:39 Solo & ensemble
32:01 Mentorship for new directors
34:29 Retention of directors
37:53 Closing thoughts on Florida band

Why We Chose Band

Four band educators compare origin stories, talk about what keeps them in the profession, and swap first-year teaching chaos stories. The conversation matters because it shows how band shapes identity, classroom community, and career commitment in ways that go far beyond playing notes.

Sponsors

Sight Reading Factory

RCP Drum Company

Wenger for Music Education

https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad

Timestamps

0:24 Intro to the episode and the question of why each guest chose band

1:24 Ms. Hazlett introduces her Milwaukee band program and fifth-grade pilot

3:03 Regional dialect check: bubbler, cart, buggy, soda, pop, and Coke

4:44 Ryan explains the prank sound effects and cricket counter running through the episode

5:31 Why the group is talking about band and what each person will cover

5:58 Renee’s origin story: youngest sibling, family band tradition, and choosing saxophone

7:25 Renee on when band became part of her identity and why music classmates mattered

9:28 Ms. Hazlett on being a music education “Nepo baby” and choosing clarinet in fifth grade

11:25 Marching band, section leader responsibilities, and the moment teaching started to feel possible

12:30 Dad as band director versus dad not being her actual teacher

14:39 Strong female band director role models and why they mattered

15:57 Paul’s band origin story, his brother’s influence, and his high school jazz sax teacher

17:59 Ryan shares his own band director tribute and why the conversation hits home

18:54 Dr. Laura Dunbar’s idea: go into music ed because of a teacher, not in spite of one

19:56 Why Ryan believes band is the most important class in school

20:51 Renee on strong female directors and why band means life lessons, not just music

23:23 Paul on band as identity, difficulty, practice, and yearly variety

24:51 Adapting to changing student skill levels, instrumentation, and repertoire

26:10 Ms. Hazlett on choosing music education because she loves teaching, not performance

27:31 Why band can serve both casual participants and high-achieving students

28:37 The transition into first-year teaching stories and how hard the shift really is

29:17 Ms. Hazlett on year three, starting a brand new program, and imposter syndrome

32:21 Paul on imposter syndrome still showing up years later

34:12 Paul’s slow start after college, recession-era job hunting, and a point-two job

35:27 The jump from part-time work to running a full band and marching program

36:26 Trying to lead without pretending to be someone else

38:00 Student teaching as a safe environment versus the realities of a first job

39:17 Renee on student teaching in elementary and high school, then entering middle school

41:19 Renee’s first jobs in Wisconsin, Minnesota, and learning to manage a full program

42:56 Eighth graders pushing back and why sixth grade feels easier to shape

45:05 Paul taking over from a previous director and dealing with senior resistance

46:14 The awkward pressure of replacing a beloved director

47:40 Paul’s student teaching in jazz versus what the job actually required

48:32 Ryan’s classroom story about confiscating a phone and a student cursing his door with dirt

50:26 Ms. Hazlett’s first-year story about a firecracker exploding in a student’s pocket

54:42 Renee’s first-year story about a student throwing a chair and the chaos that followed

58:19 Why first-year teaching moments feel huge, but become part of normal school reality

59:09 Not taking student behavior personally and remembering what kids bring into class

1:00:57 Why admin emails can spike anxiety instantly

1:01:52 Paul’s funny first-year story: a car parked on the marching practice lot

1:02:24 Attempting the “move the car as a team” lesson and accidentally nearly having students break into it

1:04:42 Final round of appreciation for band, ending with a salute and sign-off

The best band directors are not the ones who never fail—they’re the ones who fail faster, reflect honestly, and get their students back on track before the moment slips away. Ryan Ashley sits down with Zach Smith, Mrs. Breedlove, and Mr. Morgan, aka Cooking With Valve Oil, for a sharp, funny, and surprisingly practical conversation about building a culture where mistakes become momentum instead of shame.
Ryan, Zach, Bre, and Morgan break down what failure really looks like in a band room, from bad repertoire choices and botched rehearsal plans to the pressure of marching season, contest prep, and first-year teaching mistakes. You’ll hear why “just do something” is often better than waiting for the perfect move, and why humility matters more than pretending you have every answer.
Sponsors:
RCP Drum Company
Sight Reading Factory
Wenger for Music Education
https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad
TimeStamps
01:09 – Welcome to Bandroom Therapy
03:17 – Don’t be afraid to fail faster
05:56 – Why low-stakes failure matters
11:25 – Taking action instead of waiting for the perfect answer
17:03 – Owning mistakes in front of students
22:21 – Breaking routines and trying something new
34:17 – Recognizing when an idea isn’t working
41:11 – Building a culture where students can fail safely
48:10 – Reframing “hard,” “easy,” and “I can’t”
51:54 – Encouragement, effort, and community in the band room
1:01:41 – Advice for new band directors
1:06:51 – Closing thoughts

Delaware band programs are smaller, scrappier, and more connected than you think—and that’s exactly why they’re changing fast.

Blaine Salerni and Brian Endlein reveal how music education really works in the First State, from decentralized decision-making and one-day State Arts Day to the growing push for jazz, modern band, steel drums, and more access for students.

Delaware might be tiny, but its band world is packed with real challenges and real momentum. Blaine Salerni from Smyrna Middle School and Brian Endlein from Odessa High School break down a state where there’s no UIL-style system, no statewide marching band championship, and very little top-down control—which means relationships, advocacy, and district-level leadership matter more than ever.

You’ll discover:

Why Delaware music education is driven more by district autonomy than statewide structure

How All-State band, jazz, and the new modern band track work

What makes State Arts Day such a big deal for teachers who rarely get music-specific professional development

How marching band, concert band, and solo ensemble opportunities vary from county to county

Why jazz remains one of the hardest, most important fights in band education

Brian shares what it’s like to build a program from the ground up at a school that opened during COVID, while Blaine offers a middle school perspective on what students actually need to stay engaged. Together they unpack the realities of recruiting, scheduling, funding, and why so many programs still depend on unpaid evenings, early mornings, and booster support just to survive.

This conversation also gets honest about mentorship and retention. Both guests explain why new directors need more support, more classroom observation, and more willingness from seasoned teachers to open their doors. In a small state where almost every director knows each other, that culture can be a strength—if people use it.

If you’re a band director, music educator, or anyone curious about how a small state keeps its music ecosystem alive, this episode delivers a rare inside look at what’s working, what’s missing, and what’s growing in Delaware.

Sponsors:

⁨@StandingOMarching⁩

⁨@SightReadingFactorycom⁩

⁨@rcpdrumcompany⁩

⁨@WengerCorp⁩

https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad

What happens when a group of band kids, music teachers, and lifelong performers turn a love of brass music into stadium-sized entertainment?

In this conversation, the Banana Band shares the musical paths that brought them together—from school band rooms and college struggles to wedding gigs, touring, and playing for packed crowds across the country. They talk about the mentors who kept them going, the pressure of performing without a safety net, and the unpredictable moments that make every show unforgettable.

From playing for food and drinks in the early days to jumping onstage with major artists, this is the story behind the music, the friendships, and the controlled chaos of the Banana Band.

Follow along for more behind-the-scenes stories, performances, and life on the road.

Sponsors

⁨@SightReadingFactorycom⁩

⁨@rcpdrumcompany⁩

⁨@WengerCorp⁩

https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad

Time Stamps

0:00 An impromptu Michael Jackson transition

1:07 Meet the Banana Band

2:11 Finding music and joining the band

3:58 From school band to touring musician

6:54 A sibling rivalry sparks a music career

10:24 Growing up with trumpet and joining the group

12:38 From struggling student to music teacher

17:07 The drummer’s path back to music

20:08 Did anyone consider quitting music?

25:10 The mentors and lessons that stuck

31:00 Pressure, excellence, and getting the job done

35:30 Learning songs by ear and loving the saxophone

38:24 Building a life as a working musician

40:17 Favorite Banana Band musical moments

41:54 Coach joins the conversation

43:30 The spontaneous “Bad” performance

48:58 The Free Bird balcony story

51:36 Playing live with Gavin DeGraw

54:50 Getting invited onstage by The All-American Rejects

56:09 How the Banana Band began

62:19 Auditions and joining the band

64:30 Rapid-fire favorite stadiums

67:07 Early road stories and unforgettable shows

Beginning band concerts can feel huge—for students, families, and directors. In this episode of Band Room Therapy, Ryan Ashley, Jeff Simpson, Bridget Steppen, and Nicole Vaughn share practical, encouraging ideas for planning a first concert that celebrates growth over perfection.
They talk concert formats, helping anxious beginners feel safe on stage, choosing achievable music, involving families, setting expectations for concert etiquette, and the behind-the-scenes details that make the night run smoothly.
Whether you’re a new band director planning your first beginner concert or a veteran looking for fresh ideas, this conversation is full of reminders to keep it simple, supportive, and student-centered.
In this episode:
Low-pressure first-concert formats
Helping students handle nerves, squeaks, and mistakes
Setting realistic musical goals
Making families part of the learning process
Teaching concert etiquette for students and audiences
Concert attire, student speakers, setup, and logistics
Final encouragement for directors and young musicians
Sponsers:
Standing O Marching
Sight Reading Factory
RCP Drum Company
Wenger for Music Education
https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad
Timestamps
00:00 A reminder: parents love their beginning musicians
00:57 Welcome to Band Room Therapy
03:44 When each program starts beginning band
04:19 Class sizes, instrumentation, and teaching setups
09:11 What should a first beginner concert look like?
10:21 Keeping first performances short and meaningful
11:32 Creating an informal, interactive concert
13:45 Helping students work through stage nerves
17:34 Why mistakes are part of learning
18:39 Handling squeaks, squawks, and wrong notes
20:12 Building a concert around student growth
25:22 Getting parents involved in the concert
27:42 Helping families understand what band class is
29:19 Inviting parents into the band room
37:11 Choosing music for the first concert
38:47 Why the concert experience—not difficulty—is the challenge
41:43 Adjusting repertoire to each group of beginners
45:22 The bigger goals of a first performance
49:11 Teaching stage decorum and performance expectations
51:20 Helping families learn concert etiquette
54:34 Planning attire, speaking parts, and logistics
59:40 A concert-uniform story every director will understand
62:29 Final advice for first-time concert directors and students

How does band education work in Connecticut? Host Ryan Ashley talks with Connecticut music educators Anthony Susi and Brian Cyr about the state’s music organizations, all-state and regional auditions, concert and marching band opportunities, jazz education, festivals, mentorship, and what makes Connecticut’s band community unique.
They break down the full school-year calendar—from marching season through regional festivals and the All-State Conference—and discuss how a small state creates strong connections among directors, schools, and professional organizations.
Sponsors
Standing O Marching
Sight Reading Factory
RCP Drum Company
Wenger for Music Education
https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad
BetterSax with Sweetwater
https://geni.us/bettersaxclassicsax
Timestamps
00:00 Introduction to Connecticut band education
00:51 Meet Anthony Susi and Brian Cyr
02:03 Connecticut’s music education organizations
03:46 Student-focused events and growing festival opportunities
06:05 Regional ensembles and the All-State pathway
07:06 How Connecticut’s size strengthens director collaboration
08:13 Honor wind ensemble and student composition festival
09:38 All-State Conference and professional development
13:16 School size and marching band classifications
16:27 A Connecticut band calendar: summer through spring
20:23 Concert band festivals and adjudication opportunities
23:02 Building a statewide concert festival model
26:18 Marching band in Connecticut and state championships
28:45 University-hosted clinics and performance opportunities
33:14 Regional and All-State audition process
38:23 Jazz, mariachi, modern band, and world percussion
41:40 Honor jazz ensembles and local jazz festivals
45:20 Solo and chamber ensemble opportunities
48:44 Mentorship and support for new music teachers
53:35 Why Connecticut’s band community stands out

This episode is a panel discussion about how band and orchestra programs build leadership from day one, not just through titles or auditions. Mr. Ashley is joined by Austin Campbell, Renee Lechner, and Francisco Quixtan, who each share different ways they develop student responsibility, spot healthy versus toxic leadership, and use their ensembles to teach life skills that extend far beyond music.We discuss how leadership shows up in middle school and high school students, how structured roles can help or hurt culture, and how directors can train, trust, and serve students without putting them above the group.Sponorswww.sightreadingfactory.comhttps://geni.us/bettersaxclassicsax

https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad

www.RCPDrum.comTimestamps00:00 - Opening the conversation on student leadership in band01:14 - Austin Campbell introduces his background and leadership perspective02:43 - Renee Lechner explains why leadership starts in middle school03:21 - Francisco Quixtan shares a K through 12 perspective on leadership05:32 - Why band teaches leadership, responsibility, and life skills06:46 - How beginning band students start showing leadership on day one08:15 - “Every day is an audition” and testing students equally10:04 - Helping students develop leadership through small, natural responsibilities11:02 - Students who need leadership most may not be the obvious ones12:25 - Using positive attention and classroom tasks to reshape behavior14:02 - What toxic leadership looks like in student and teacher behavior16:04 - Why leadership means thinking about the whole group, not yourself17:25 - “Leave it better than you found it” as a leadership mindset18:21 - Second-year syndrome and students who think they know everything19:11 - Teachers modeling humility, mistakes, and apology21:29 - Austin’s leadership assignment based on The Student Leadership Challenge23:34 - Choosing leaders who serve the ensemble, not just themselves25:07 - When strong musicians are not the right leadership choice27:02 - Why first chair is not automatically the best leader29:11 - The group can either be good for a student or a student can be good for the group31:30 - Structured leadership roles, crews, and point-of-contact systems34:51 - Leaders as liaisons, not people above others36:37 - Team-based leadership and shared responsibility in orchestra and band39:21 - How Austin selects structured leaders and drum majors42:18 - Interview questions that reveal a student’s growth and maturity45:06 - Testing how students respond under pressure and frustration46:12 - Renee’s drum major audition process and peer-selection question48:31 - Favorite interview questions, including growth and self-reflection prompts53:03 - Responsibilities handed to section leaders and student leaders55:15 - Letting different students handle tasks each day to build ownership58:32 - Francisco’s recruitment chair and student-run social media role62:27 - End-of-season student feedback and using ideas to shape the program66:57 - Renee’s advice: start leadership early and often69:32 - Francisco’s three T’s: teach, train, trust71:14 - Closing thoughts and takeaways for directors