Is your band ready for a clinician?A Checklist for Success

This post was written in December of 2025, but is being published now as band programs are preparing for UIL evaluations and spring festivals.

Preparing your band for a clinician session can make the difference between a productive experience and a frustrating one. Clinicians bring expert guidance that can elevate your group’s performance, but only if your band is ready to make the most of their time. This post will guide you through practical steps to ensure your band is fully prepared, focused, and open to learning during a clinician visit.

Understand the Purpose of the Clinician Visit

Before the session, clarify what you hope to achieve. Clinicians often focus on areas such as technique, ensemble balance, musical expression, intonation, phrasing etc. Knowing the goals helps your band approach the session with clear expectations.

Talk with your band members about the clinician’s role. Explain that the session is a chance to receive expert feedback, not just a rehearsal or performance. This mindset encourages openness and a willingness to try new ideas.

Student Preparation

• Copies of the music for every member and all measures are numbered

• All students have a pencil for marking music

• Students can play all notes and rhythms (at minimum)

  • Not that clinicians won't try to fix these, but is this why you hired them?

• Percussion has all accessories, sticks and mallets needed

• Attendance mandatory

Director Preparation

• Book clinicians as early as possible - this not only helps you secure the clinician you want, but gives you a date goal for preparation. In other words, I wanted to be contest ready, or as close to it as possible. Hiring my clinicians early gave the timeline of clinic day to be ready instead of contest day. I usually only had one to two clinics with my bands , so being contest ready for the first clinic was our goal.

• Send them any paperwork that they need to complete as soon as possible.

• Ensure that payment has been requested so that it can be delivered at or soon after the clinic.

• Share selections with your clinician. If possible, send them a copy of your scores with measures numbered. If I don't have copies of scores, I will look them up online and make notes based on the groups recording or at minimum, notate areas that could be problematic.

• If you can, record your group a few days before the clinic and send to your clinician. This helps them to be more prepared and saves the time of your group playing through the program as the clinic starts.

• Prepare your students to ensure individual parts have been learned.

  • Ideas to consider to ensure individual student accountability:

    • Individual pass-off assessments

      • during class if you have another director who can pull students, OR

      • before/after school if you are by yourself

    • Sectionals

  • If the above options are not possible, try the following:

    • Listen to individuals play a section of music during class (one section each day)

    • Video assignments/Smart Music assignments for submission from home

• Remind students and parents of the clinic - do this regularly through your regular communication methods.

  
  

I have worked with programs ranging in size from 1C/2A - 3C/6A and I know situations can vary dramatically. Having spent the majority of my career teaching at the 1C/3A and 2C/4A levels, the above suggestions worked for me in various situations.

The Week of the Clinic

• Make sure all instruments are in working order

• Make sure all woodwinds have at least two good, broken in reeds

• Confirm date/time and any other relevant information with your clinician

• Have a binder of scores, note paper, and pencils for the clinician.

• Discuss clinic expectations with students

The Day of the Clinic

• Band Hall is set up and organized. Make sure there is room around the ensemble and if possible, through the ensemble for the clinician to walk around and listen or address individual sections.

• Pencils on every stand

• Metronome and tuner is set-up and accessible.

• If the clinic is before or after school, make sure air conditioning has been requested and working.

• Provide a bottle of water or two for your clinician.

• Remind students of your expectations, where to leave personal items and cases, and when to be seated.

Build a Positive and Respectful Atmosphere

A clinician session works best when the band is respectful and attentive. Remind members to:

• Listen carefully to feedback

• Avoid interrupting the clinician

• Support each other during corrections or suggestions

  
  

Encourage a positive attitude. Clinicians often challenge players to improve, which can feel uncomfortable. Emphasize that this is part of growth and learning.

Encourage Questions and Interaction

Clinician sessions are interactive by nature. Encourage your band members to ask questions and seek clarification. This helps them understand the clinician’s advice and apply it effectively.

Prepare some questions in advance based on your band’s challenges. This shows the clinician you are serious about improvement.

Follow Up After the Session

The work doesn’t end when the clinician leaves. Schedule time to review what you learned and practice the new techniques or ideas.

Ask band members to share their thoughts on the session. What worked well? What could be improved next time? This feedback helps you plan future visits and ongoing rehearsals.

Conclusion

The suggestions above were things I did in my programs. Were they all necessary for a quality clinic? Maybe not, but it helped my students understand the importance of the clinic, being prepared with a professional mindset, and helped them be accountable for their individual role in the ensemble.

Additionally, it helped me as the director prepare my band to be ready for "new ears" and work on elements that they needed to hear. While it is important for a clinician to reinforce what the director has said and taught, it is just as important for the clinician to be able to identify things that we as directors may have become "ear blind" to.

Finally, it shows the clinician that you and your students value their time and expertise and it allows the clinician to give comments and work concepts to promote real growth, not just fixing issues that haven't been addressed such as wrong notes, rhythms, or tone quality.

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If these ideas resonate with you, consider checking out my new book which is available at: https://www.mclellanbandconsulting.com/product-page/the-unconducted-curriculum-book-digital

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Chris McLellan retired in 2021 as Director of Bands for Springtown ISD and currently serves as Executive Secretary for UIL Region 7. Additionally, Chris is a clinical teacher supervisor for Tarleton State University and the University of North Texas Band programs as well as an active mentor and clinician for numerous band programs across Texas. Please visit mclellanbandconsulting.com for additional blogs, resources and contact information.