Guest Contributor:
Don Stinson, Director of Bands, Joliet Central High School, Joliet, IL
Before you start drumming up excitement for your next student trip, it must be approved.
Most directors get approval eventually. The problem is finding out late — that the board had to sign off, or that the deadline passed last month. Staff changes and policy updates mean the process you used last time may no longer apply.
You need answers to three questions before you start: who approves the trip, what do they need from you, and how long will it take?
In some schools I’ve worked in, I could follow existing travel guidelines, start to finish. In another, I had to figure it out myself because my program had never traveled. Either way, administrators wanted the same information.
Here’s what they need to say yes.
Know Who to Start With
Most student trips need approval from one or more levels:
- Your principal
- Your superintendent
- Your school board
An overnight trip often requires more oversight than a same-day field trip, and international travel typically needs board approval no matter the length or cost. Start by confirming your district’s policy. Don’t assume anything — this can cost time and add stress.
Your district’s field trip or student travel policy will answer most of your questions. Your activities director, fine arts chair, or front office staff usually knows where to find it. (And if you ask for one and your school doesn’t have it, don’t be surprised if you’re “voluntold” to create one!)
Ask Questions — Early and Often
If you’re still not clear on procedures after going through the documents, ask. I often tell my supervisors I’d rather annoy them with questions than mess up an experience for our kids!
Give Administrators Everything They Need to Say “Yes”
Bring at least these five things to your administrators.
1. Written proposal — where you’re planning to go and why.
Make it easy for a busy administrator and aim for 150 words or less. This gives them enough detail without overwhelming them.
Here’s one that runs under 100 words:
“I’m proposing the Central Band travel to Walt Disney World® in Orlando, FL, from Friday, March 20 to Friday, March 27 of next school year. This is a performance-based trip built around two components:
1. A recording session at a professional studio, where students record a musical arrangement for a Hollywood film scene.
2. A performance at a Disney Performing Arts venue, with feedback from a professional music education clinician.
I’ve attached a full itinerary, a per-student cost estimate, and a supervision and safety plan. I’m glad to walk through any of it at a time that works for you.”
2. Draft itinerary — simply forward the itinerary prepared by your travel partner. Your itinerary, even in its draft form, should be customized to your group and include activities and attractions that align with the goals you have for your student performers.
Planning it yourself? At minimum, list your departure day, method of travel, a breakdown of day-to-day activities, and return date. Put performances and major events in bold.
3. Educational rationale — how the trip supports your school and program’s goals and standards.
For each major trip component, list student outcomes that highlight your school’s mission statement and goals. Clearly label them. Administrators love to see a direct link between itinerary items and big-picture goals.
Example: if your school mission statement resembles “South High School commits to student learning, potential, individual talents, critical thinking, technology skills, and active engagement in the learning process,” your outline could be:
Recording session — students will:
- Perform a musical arrangement scored to a cued film scene, matching tempo and dynamics to picture (School Mission Statement: individual talents; active engagement)
- Take real-time direction from a professional studio musician — the same discipline required of a working session musician (student learning; active engagement)
- Determine why some films use live musicians and others use computer-generated music (critical thinking; technology skills)
- Record multiple takes to the accuracy standard required for industry recording, gaining firsthand experience of what high-level musicianship demands in a structured environment (potential; individual talents)
Performance — students will:
- Perform prepared musical selections for a public audience (student learning; individual talents)
- Receive feedback from a professional clinician — an expert evaluation of their playing that reinforces the same standards we work on in class and suggests next steps for higher musical achievement (potential; active engagement)
4. Supervision and safety plan — list who’s responsible for students, how many chaperones you’ll bring, and how supervision works.
Most of this is in your student handbook. Copy and paste it.
Be aware of your school’s chaperone-to-student ratio and note that students will follow district and school rules while traveling.
For me, certain safety items are non-negotiable – such as a professional tour director for the duration of the trip, nighttime hotel security, and 24/7 access to on-call staff. Make sure you ask your travel partner about their approach to safety on tour. Planning on your own? Research what security (if any) your hotel provides.
If there are travel-specific rules, I ask administration to approve them before sharing with students and parents. That way I have their backing when I tell my students, “no, you’re not allowed to bring full-size replicas of samurai swords on the plane…again.”
5. Cost estimate — a rough figure per student, with understanding that a firm number will be available later.
Hotel rates, fuel, and airline tickets fluctuate, so estimate a little higher — 10% or so — than the total you land on. You want your administration to see that you have a grasp of everything the trip involves.
You may need to include other costs such as instrument transportation and storage. Those are line items many administrators won’t think about unless you bring them up.
Deliver the proposal in the format your district prefers — an online form, PDF, or a printed packet to your supervisor.
Show, Don’t Just Tell
I’ve found that pictures work great for the educational section. Visit the activity or performance venue websites — many have photos of their events.
Including photos of kids participating in the key activities will help administrators to see what your students will be doing, not just where they’re going.
Timing Matters
Prepare your materials before announcing dates, collecting payments, or making non-refundable commitments. It’s not fun to get kids and parents excited only to walk back the announcement over an approval delay.
If your trip requires board approval, confirm their meeting dates. Boards typically meet monthly and missing a submission cutoff can push your timeline back by weeks. You can usually find meeting dates online, but check with your supervisor.
Submit Early and Be Patient
Schools may take one to three months to process a trip request.
For overnight trips, I seek approval several months to a year in advance. For a trip planned for spring of the next school year, I start the approval process no later than February of the year before. I want enough lead time for approval, parent and student buy-in, and preparing my group.
If you think you’re behind schedule, ask your administration first. Some districts move faster than others, and as long as you get parents and students on board and prepped, you’ll be fine.
Remind Administrators — Gently
I’ve had busy principals forget to submit my trip proposal to the board. The trip worked out in the end, but there were a few days where I was biting my nails wondering if it would happen.
For my next proposal, I didn’t want to go through that again. But it would have been awkward to ask, “hey, are you going to forget about our trip again?”
If you find yourself in the same spot, choose tact: “I know tonight’s board meeting is a long one. Let me know if you need anything else on the band trip proposal.”
What to Do If the Answer Is “Not Yet”
“Not yet” is not the same as “no.”
It might mean your administration needs more information, the timing is wrong, or there’s a specific concern. Ask directly: “What would need to change for this to move forward?” Don’t guess — you might waste time addressing the wrong thing.
If it turns out to be a genuine no, ask whether a different version of the trip — shorter, smaller, or at a different time — would be considered.
Then adjust, resubmit, and give them time to reconsider.
What to Do When Your Trip Gets Approved
A yes from administration is usually the first major milestone for your student trip. Then the real fun begins: finalizing the itinerary, planning the parent meeting, and so much more.
Some directors plan trips on their own, but I prefer the expert assistance of a travel partner like Bob Rogers Travel. Their guidance allows me to share a growth experience with my students, while focusing on the day-to-day work in my classroom and on the stage.
This post is part of a “How-To” series, brought to you by BRT and our extended family of music educators. For more how-tos, visit our Travel Notes blog.
