First, it is necessary to note that at the time, professional level specialists in music education in schools is widely discussed and criticized. In recent years, the coordinator of music were seen as a panacea against all the problems of the modern school and music education have. However, their role remains unclear and the effectiveness of their work is still very low. Stuart and Allison Potter Button explain this situation by a series of problems, key issues concern the coordination of work as coordinator of music and principles and the current program. To speak more precisely, many teachers are very skeptical about the professionalism of teaching music coordinators and the second did not appreciate the professionalism of teachers in art, namely music. It 'clear that cooperation between them remains fairly low and the role of the curriculum is also very important because it is coordinated by the coordinators of music and head teachers. Consequently, the efforts of both parties remain ineffective.

However, the main problem is probably that "all schools to fully exploit the potential of music coordinator. Clearly the use of their potential to contribute to a higher musical education to succeed, because they are real professional musicians. Consequently, it is only necessary to combine teaching skills and experience of principals, with the skills and experience music coordinator of the music. In this regard, collaboration with education appears to be the most effective strategy leads to positive results.

However, there is also the problem of preparing future professionals in that it is necessary to continuously support the advancement of music education, as the employment needs of new professionals, including young teachers. Of course, this implies that new professionals need specific training and preparation to be qualified to teach music effectively. Not surprisingly, the music teaching professional, the music that "the new music teachers need and deserve our support," and insist that mentoring should be widely applied as a tool for professional development of teachers of new music since ".. . mentoring certainly promising and offer mentoring programs that support is growing fastest in the country. " In a situation like this is really important that the best-trained professionals can help their colleagues more young people to pursue their professional growth that will ensure the continuation of music education and the high level of training.

In this way, the professionalism and training of new educators, music professionals are among the most important factors that can help improve teaching music and art in general. However, it is also necessary to consider the problem of teachers and students' reports as music education and education in general is a two-way process. Therefore, it implies that teachers and coordinators of the music is able to develop productive relationships with students that can make education truly effective.
Experts recommend that teachers focus on their needs and interests of students and at the same time, constantly encouraging progress, develop their personality at all levels. To be more precise, Robert, Duke recommends that teachers build working relationships with students and create a program that "every time that students leave their seminary, I was wondering what your physical, intellectual and artistic develop habits in your presence every week. "

Unfortunately, often neither teachers nor students have enough time to improve their skills and abilities in music. Indeed, students often turn into a very difficult situation, when simply have no time for testing and the role of teachers in this problem should not be underestimated. For example, Joseph Manfredo said that "the main factor affecting the success of repetition and pacing - the ability of teachers to effectively manage the time during the period of instruction. It also provides a typical repetition that can be used by teachers These include: the installation program for teachers and students tuning, warm-up activity to repeat the performance of musical literature, reading announcements overview and others, expiration, or disassembly.

Finally, it must be said that the management effect5ive time teacher reports of students and the professionalism of our days are not sufficient for technological progress creates new applications for music education. In this regard, the role of distance education is constantly increasing and forces teachers to teach how to use this more often. In this regard it is noteworthy that the experts agree that "the rapid development, availability and marketing of online training opportunities will almost certainly accelerate the development of distance learning education in music." This trend is then considered and established models of education must be updated and adapted to new conditions. Moreover, it also requires the development of new infrastructure and application of information technology, computing and the Internet in the educational process. However, you must remember that "the educational value, excellence and learning must always take precedence over visions of convenience and innovation for the benefit of innovation.

Therefore, taking into account all the above, it can be concluded that the current development of musical education is not sufficient for learning truly effective. This approach must be based on a highly professional and carefully planned and coordinated the program, which is characterized by a very efficient management of time. Obviously, the achievement of this strategy implies the need for employment of professionals such as coordinators of the music in the teaching process and their cooperation with teachers of high quality. At the same time, it is also necessary to remember about technological achievements should be eventually implemented in the teaching of music, without compromising the quality of education in general.