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| Preface | |
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| Acknowledgements | |
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| Introduction: Observations on Conducting and the Conductor | |
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| Personal Characteristics: Essential Knowledge, Skills, Experiences, and Work Ethic/Mentor/Models | |
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| Personal Characteristics and Essential Knowledge, Skills, Experiences | |
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| Dedication, Work Ethic, and Models/Mentors | |
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| Selecting Literature/Programming-Reading, Studying, and Marking the Score | |
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| Selecting Literature and Programming | |
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| Skills Needed for Reading and Inner Hearing What's in a Score | |
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| Score Study | |
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| Marking the Score | |
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| Realising the Music-Role of Integrity, Imagination, and Emotion | |
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| Interpretation/Realization | |
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| Creativity and Imagination-Conducting Technique, Conductor/Player Relationship, Leadership | |
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| Conductor's Creativity and Imagination | |
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| Conducting Technique-Gestures of Expression | |
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| Conductor/Player Relationship-The Art of Collaboration | |
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| Leadership | |
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| Rehearsal Planning and Execution-Conducting a Performance, Study Repertoire | |
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| Rehearsals, Preparation/Planning, Formulating Schedules | |
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| Rehearsal Considerations | |
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| Seating Arrangements | |
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| Amount of Rehearsal Time | |
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| Conducting a Performance | |
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| Study Repertoire | |
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| Evaluation, Maturation, and Reflection | |
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| Conductor Evaluation and Player Progress Assessment | |
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| Continuous Personal Growth/Development | |
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| Conductor-Teacher as Music Educator | |
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| Music and the Arts-The Conductor-Teacher's Role | |
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| Suggestions Concerning What Conductors Should and Should Not Do | |
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| Postscript and a Poem | |
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| Sources of Quotations | |
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| Bibliography and Recommended Books for Conductor-Teachers | |
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| Additional Resources (Books, Guides, Journals) | |
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| DVDs for Conductors | |
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| About the Author | |