Thursday, October 1, 2026
For the fourth consecutive year, the Franklin Square School District has been recognized for its strong commitment to the performing arts, earning the prestigious Best Communities for Music Education designation from The NAMM Foundation.
NAMM, the National Association of Music Merchants, is a nonprofit that promotes music-making for people of all ages, supporting music education through grants, research and public programs, and serving as the charitable organization connected to the music products industry.
The Best Communities designation celebrates school systems that demonstrate outstanding achievement in providing music access and education to all students.
District leaders and educators credited the recognition to passionate teachers, strong student participation and a supportive community that continues to prioritize the arts.
“I think, first and foremost, is our educators,” Deputy Superintendent Maura Gallagher said in explaining how Franklin Square’s continued success in music has been achieved. “Their passion is contagious.”
Gallagher said the district has steadily expanded opportunities for students across its three elementary schools — Washington Street School, Polk Street School and John Street School — by putting on annual musical productions, enhancing band and chorus access, and exposing students early on to the performing arts.
Christina Tuzzolo, a music teacher at Polk Street, has been submitted for consideration for a Music Educator Award after receiving strong support from the community. Her submission places her in a pool of candidates from which the Recording Academy will select 200 nominees, eventually narrowing the group to 10 finalists.
Tuzzolo took her sixth-grade chorus to Radio City Music Hall last November, where they sang “New Year’s Day” to a large audience.
“We’re always looking to keep the arts alive in our students,” Gallagher said.
That effort has translated into measurable growth. Chorus participation, for example, has increased significantly over the past two decades, with programs growing from roughly 40 students to more than 150 in some cases. Educators explained that shifting cultural norms and more inclusive programming have helped broaden participation among both boys and girls.
Kelly Tesar, a music teacher at Washington Street who has spent 19 years in the district teaching general music and chorus from kindergarten through sixth grade, said evolving teaching strategies have been essential in maintaining student interest.
“You have to keep things fresh,” Tesar said. “What worked 20 years ago doesn’t always work now.”
In her classroom, Tesar blends traditional instruction with hands-on activities such as instrument playing, movement-based learning and music games. She is also trained in Orff-based teaching methods, incorporating instruments like xylophones and metallophones to give students a more interactive experience.
In addition, Tesar said she integrates technology, including digital composition tools, to reflect students’ changing interests while still emphasizing creativity and performance.
Band director Jason O’Connor, who has led the elementary band program for five years, brings a similarly modern and student-centered approach. A graduate of Berklee College of Music with a background in education and jazz performance, O’Connor teaches students in the fourth through sixth grades and runs both a traditional band and an elementary-level jazz band.
The jazz ensemble, which includes electric bass, a rarity at the elementary level, allows students to explore a wider range of musical styles, from jazz standards to contemporary rock and pop selections.
“If it’s something they like, they’ll work harder at it,” O’Connor said.
O’Connor added that the program continues to grow, despite disruptions during the Covid pandemic, when band instruction was temporarily paused. Since then, he has worked to rebuild participation and expand musical offerings, incorporating a mix of traditional pieces and more contemporary selections, including film music and popular songs.
Beyond the classroom, students regularly participate in concerts, and community performances like musical theater, giving them opportunities to showcase their skills and build confidence.
Gallagher emphasized that the district’s success is not limited to its classrooms, but is supported by strong collaboration among educators, families and administrators, as well as consistent investment in resources and professional development.
“It’s a partnership between our teachers, families and the community,” she said.
With continued support and high levels of student engagement, the school district hopes to maintain the program’s success and continue building upon a foundation that has made music an integral part of education in Franklin Square.
