Committing To Quality in Education-Arts at The Core: A Guidebook and Planning Tool

Arts at the Core
A Guidebook and Planning Tool
Committing to Quality in Education:
P r o j E C t S tA f f
ADVISory CoMMIt tEE
CrItICAL rE ADErS
Julie Adrianopoli
Director of Policy and Strategic Initiatives Illinois Arts Alliance Guidebook Project Director Lead Editor
Dean Auriemma
Director of Curriculum & Instruction, Homewoodflossmoor High School (flossmoor)
Neil Codell
Superintendent, Niles township High School District 219 (Skokie)
Libby Lai-Bun Chiu

Arts & foreign Language Specialist, ISBE/IAC Partnership, Illinois Arts Council (Chicago)
Ra Joy
Executive Director Illinois Arts Alliance
Marica Cullen
Director of Curriculum and Instruction, Illinois State Board of Education (Springfield)
Lara Pruitt
Educational Consultant Guidebook Project Manager Lead Writer
Tammie Herrejon
Drama teacher/Director, Lake Zurich Middle School South (Lake Zurich)
Dr. Amber Harper

Superintendent, Leepertown C.C.S.D. #175 (Leepertown)
Richard Murphy
fine Arts Chair, University High School/University of Illinois, (Urbana-Champaign)
Andrea Keck
Education Consultant (Scottsdale, AZ)
Sharon S. Reed
Director of fine Arts, Peoria Public Schools (Peoria)
Amy Rasmussen
Executive Director, Chicago Arts Partnerships in Education (Chicago)
Carlyn Shank
Director of Audience Development and Communications, Sangamon Auditorium, University of Illinois at Springfield (Springfield)
David Roche
Director, office of Arts Education, Chicago Public Schools (Chicago)
Nancy Stemper
Executive Director, Carbondale Community Arts (Carbondale)
Terry Scrogum
Executive Director, Illinois Arts Council
Sarah Solotaroff
(Chicago)
Charles Thomas
Arts Development Supervisor, Chicago Public Schools office of Arts Education (Chicago)
Susy Watts
Arts and Learning Consultant/Instructor for Visual Arts Education, Pacific Lutheran University (tumwater, WA) (Washington State)
Joanna Vena
Director of School Partnerships, Center for Community Arts Partnerships at Columbia College Chicago (Chicago)
Cynthia Weiss
Associate Director of School Partnerships/Project AIM, Center for Community Arts Partnerships, Columbia College Chicago (Chicago)
fUNDING for tHIS GUIDEBook WA S G E N E r o U S Ly P r o V I D E D By
D E S I G N S E r V I C E S D o N At E D By
Jehan Abon
Graphic Designer
Abigail Friedman
Illustrator
Sarah McKemie
Photographer
Introduction ................................................................................................... 11
About the Illinois Arts Alliance About Illinois Creates Using the Guidebook
A Quality Education for Every Child ................................................................. 14 Administrative Leadership .............................................................................. 18 Curriculum and Assessment .......................................................................... 23 Instructional and Professional Development .................................................... 28 Collaboration and Partnership......................................................................... 33 Accountability ................................................................................................ 38 Planning for Effective Arts Education ............................................................... 41 A Call to Action .............................................................................................. 49
Contents
Developing the Guidebook

Education in the arts is recognized at both the state and federal level as components of what a child should know and be able to do. The Illinois School Code includes the teaching of art as a fundamental learning area, requiring that resources be identified, objectives and assessments be created, and results reported to the public. there are also state standards in the arts that direct schools in how to provide the arts as a part of a childs complete education. Still, many schools and districts do not provide even minimum levels of the arts for their children, putting them at a great disadvantage to many of their peers. to assist schools and districts with strengthening and building high quality arts education programs (dance, drama, music, visual arts), the Illlinois Arts Alliance (IAA) launched a statewide effort to create a guidebook and planning tool that provides guidance and assistance based on ideas and input from practitioners thoughout the state. this guidebook represents ideas and input from practitioners throughout Illinois. from surveys to focus groups to interviews and research, themes were developed that spoke to common experience of teachers, artists, administrators and arts partners. While specific ideas for practice and quotes from the field are highlighted, the remaining content was developed from input across multiple sources including: 8 focus group sessions held with educators, school administrators and arts education stakeholders throughout the state. An online survey that was distributed from November 15 December 15, 2007, through the Illinois Arts Aliiances Illinois Creates network. the survey resulted in 730 responses and 315 completed surveys. An analysis of proposals and reports from Illinois school districts that received funding from the Illinois State Board of Education Arts and foreign Language grant program. Interviews with school and district personnel doing innovative arts education. In addition to this data collection, the authors reviewed models, research and support tools from across the country. An advisory committee of leaders in arts education also helped to guide the books development. A final draft was read by ten critical readers for final feedback and edits. the arts are fundamental components of education. the IAA recognizes that implementing arts education in todays education environment can be challenging, and is pleased to offer this guidebook to all education stakeholders as a tool to effectively address the role of arts education for each child in Illinois, as well as to become a catalyst for reforming arts education in Illinois public schools.
Arts at the Core

A Guidebook and Planning Tool
Committing to Quality in Education:
Introduction
About the Illinois Arts Alliance
In 1982, a small group of artists and arts administrators joined forces to combat the possible elimination of funding for the arts by the state of Illinois. from our early advocacy the Illinois Arts Alliance (IAA) was born. today, IAA is the premier multidisciplinary arts advocacy and service organization, working to promote the value of the arts to all residents of Illinois. through statewide advocacy, research, and leadership development, IAA advances widespread support of the arts and arts education, enhances the health of the arts and cultural sector, and fosters a climate in which the broadest spectrum of artistic expression can flourish.
About Illinois Creates

Illinois Arts Alliances programs and services focus on research, education, and leadership development for arts organizations and communities. In addition, one of our signature programs, Illinois Creates, focuses on establishing comprehensive arts education in every Illinois public school. In the spring of 2005, Illinois Creates commissioned the first statewide survey of principals and superintendents to assess the status of arts education in Illinois and to better understand the challenges in delivering arts instruction in Illinois public schools. the research uncovered broad disparities in the levels of arts education offered in schools throughout the state. A full report and other arts education resources can be found at www. IllinoisCreates.org. Since the launch of Illinois Creates, IAA has met with many key education leaders and legislators, collaborated with the Illinois State Board of Education and the Illinois Arts Council to identify and promote new resources and opportunities for arts education, and worked to elevate awareness about the importance of arts education in schools, districts and communities statewide. Now, thanks to the generous support of the Lloyd A. fry foundation and the Chicago Community trust and the Illinois Arts Council, IAA has developed Committing to Quality in Education: Arts at the Core, a Guidebook and Planning Tool that offers encouragement, inspiration, and support to education and arts education stakeholders.
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The Status of Arts Education in Illinois Public Schools

While 93% of Illinois principals and superintendents believe that the arts are an essential part of quality education, research conducted by the Illinois Arts Alliance in 2005 found: 20% of principals surveyed report having no arts program in their school. 28% of superintendents report that of the four arts disciplinesdance, music, theater, visual artsnone were considered part of the core curriculum in their district. One in ten superintendents report having no full- or part-time certified arts teachers, in any discipline, anywhere in their district. 23% of principals also report employing no fullor part-time certified arts teachers. 11% of school districts in Illinois require no arts instruction in any grade. 80% of high school principals report that students in their schools are not required to take a single course in the arts in order to graduate.
Arts at the Core: Every School, Every Student (2005)
Using the Guidebook

this Guidebook is first and foremost a guide and planning tool that can assist stakeholders in building or strengthening arts education in their school or district. It is also a call to action for all members of the school community. from superintendent to parent, educator to teaching artist, each has a role and responsibility: to ensure that each child in Illinois receives the education to which they are entitled. Committing to Quality in Education: Arts at the Core offers guidance appropriate for rural, suburban and urban communities while addressing the needs of the elementary, middle school and high school levels. In this Guidebook you will find an explanation of policies, practices and systems that support success in arts education; ideas for effective practice from schools and school districts across the state; and worksheets to help stakeholders set action agendas that work toward implementing a high quality arts education program. It is not necessary for the reader to read the Guidebook from front to back. While each section provides new and different indicators, ideas and advice, the Guidebook is written so that each section can stand alone.
An overwhelming 88% of voters say they believe that schools can and should incorporate 21st century skills into their curriculum.
Voters Attitudes toward 21st Century Skills, 2007
12
SeCTION 1
SeCTION 4
SeCTION 7
A Quality Education for Every Child, is written for those who need a greater understanding of how the arts can support the goals that schools are already working toward, while also addressing the need for each child to receive an education that develops his/her full potential. this section can be helpful for advocacy efforts, or for reminding any reader why arts education is so important to our children and our schools.
SeCTION 2
Instruction and Professional Development, are important pieces to consider for administration, faculty and staff. through attention to delivery methods and developing the capacity of all members of the teaching community, schools can meet the needs of students in multiple ways.
SeCTION 5
Planning for Effective Arts Education, explains how using the elements of high quality education as a guide, districts and schools canand shouldengage in planning for the future. Effective planning requires a committed team of representatives from school and community. Beginning by assessing current arts education programming, worksheets and specific steps can provide guidelines for creating arts education policy that will support high quality education for all students.
SeCTION 8
Collaboration and Partnership, will help those who work with and within schools to find ideas for developing resources that provide greater educational opportunities for the children. Arts partners, businesses, parents, community organizationsall can work together with schools to improve arts education.
SeCTION 6
Administrative Leadership, describes the critical role that leaders of districts and schools play in supporting the arts and arts education across the state. Leaders can review this section to develop their capacity to use the arts in educating their students. Advocates can also use this material to find specific ways to support administrative leadership in serving their students needs.
SeCTION 3
A Call to Action, defines action steps for various stakeholders. Each member of the school communityfrom school board member to citizenhas a critical role in determining the successful role of arts education.
Accountability, will assist planning groupsat all levelsin finding ways to communicate arts programming to parents and community. through accounting for success and development, schools and districts can show the importance of the arts in student achievement and school improvement.
Curriculum and Assessment, is a tool for all members of the arts teaching workforce, as well as for non-arts teachers, administrators and parents/ community. It defines areas of a high quality arts education program, including ways that programs can develop through greater clarity in implementation. All districts can improve their programming through continued attention to these critical elements.
Introduction
13
A Quality Education for Every Child

the goal of a public education is to create fully educated citizens; to develop students self-concept, their ability to think independently, to care for themselves and others and to feel that they are valuable; to help every child develop into an adult who is a resourceful and critical thinker that can identify problems and create original solutions. the 21st Century requires increasingly different talents and capabilities, built on innovation, communication and the understanding of diverse perspectives. the development of new technologies and the cultural diversity of our students will continue to change the classrooms in our schools. Students need to develop the abilities to apply, analyze, synthesize and evaluate situations and data across multiple contexts. We must consider how best to meet these realities with educational solutions. Because of 21st Century requirements and demands, education must look very different than it has in the past. Memorization of material has become less important, while effective use and understanding of multiple methods of communication has become critical. Schools must develop each students ability to understand and communicate both independently and cooperatively. they need to encourage learners individual talents while attending to diverse needs. Curriculum and instruction should provide connections between the classroom and the rest of the world. Schools need to develop each childs capacity to collaborate, to create positive self-images, to take turns, to speak passionately, and to listen actively. these skills are critical to their development into successful adults. Creative thinking, effective communication and the ability to work with others are the most critical skills for students to develop. these aptitudes will make them strong contributors to our future workforceclearly connecting to their success as adults. It is the responsibility of anyone involved in public education to seriously consider how to meet the needs of each and every child. While it is clear that there are financial limitations affecting what is possible, decisions about how to use available resources must be driven by what is best for the students. Illinois children deserve an educational experience that gives them a solid foundation for success in the future. Schools must provide equitable, developmental arts education opportunities for every child in order to ensure that they receive the comprehensive education they are entitled to. 66 percent of voters say they believe that students need more than just the basics of reading, writing, math and science. Schools also need to incorporate a broader range of skills into core academic content.
Beyond the Three Rs: Voters Attitudes toward 21st Century Skills, 2007 initiated by Partnership for 21st Century Skills
More than 80 percent of voters think education in the basics is not enough to fire the imagination and the creative, innovative thinking young people will need to prosper in the 21st century economy, according to a new national poll.
Imagine Nation Survey, a national poll released by Lake Research Partners, January 2008
14
Section 1
We want our kids to be good readers and good at math. Staying with just that is not enough for our children. they need to be better than that. thats where the arts come in.
Frances Garcia, Principal, McKinley Park School, Chicago Public Schools
Quality in Education: Arts at the Core

for children, school isnt only preparation for life, it is life. Schools and school leaders must encourage students to reach for their passion, engage them in the process of their own learning, and find ways to celebrate and connect to their greatest promise. the arts are about connection, to our inner-selves, the larger world, other cultures as well as our own. these critical needs are an important way that the arts can serve the development of children who are successful adults. the profound impact of arts education on children and youth follows
IDEAs for EffECtIvE PrACtICE
Culturally Relevant Curriculum

the Mckinley Park Elementary School mission is to facilitate the development of responsible, sensitive, and compassionate individuals that understand who they are and realize the endless limits for success. this can only be accomplished through an artistic and culturally rich
you get to the core of peoples emotion in the arts. you become more sensitive, a kinder gentler person. they encourage reflection and deep, inner-moments of peace.
Neil Codell, Superintendent, District 219
them throughout their lives. Arts education rewards children by helping them reach practical goals such as academic achievement and career success. Arts education also enriches our youth with social, cultural and emotional benefits. Addressing Developmental Needs the arts provide clear pathways to the difficult task of reaching the whole child. they include concrete experiences that address students developmental needs, from teaching a young child to cut and skip, to helping young adults develop the ability to think abstractly and perform professionally. Social and Emotional Development the inherent connection of the arts to emotion and collaborative process directly addresses the social and emotional needs of students. the arts provide safe places to express ideas while developing pride through the accomplishment of authentic work that is shared with an audience. Without the arts we lose the ability to bring beauty, imagination and emotion into our schools. Relevant Curriculum the creation of artifacts requires investment in the production of work to be shared, giving it immediate relevance and connections to others. the arts allow us to celebrate the diversity of our student population while connecting students to their personal cultural history. Life Skills for the 21st Century Creativity and innovation will be among the most prized skills in the future workforce. Each child needs to develop his/her abilities to think creatively, to develop ways to work collaboratively to solve problems. the arts provide avenues to develop these abilities as well as to improve both verbal and non-verbal communication.
approach to education. Even with the challenges that exist in the Chicago Public School system, we have been able to accomplish a balance among the arts and culture (the science of the soul) and the basic subjects (the science of the brain). Mckinley Parks student population is over 97% Hispanic. our goal is to create a culturally relevant curriculum. one example was the building of a gigantic, 20 x 32 foot, replica of the city of Mexicotenochtitlan pride of the PreHispanic Mexican civilization. the quality of this project was significant enough to have it displayed at the field Museum of Natural History. Along with this large-scale model, we have prepared our students in the art of Pre-Hispanic dancing and rituals. Parents, staff and administration all take part in the art-making alongside the students, including the entire educational community of Mckinley Park.
Frances Garcia, Principal, McKinley Park Elementary, Chicago Public Schools
We often underestimate the value of having a climate where young people believe that their dreams will be supported. When children are sent the message that the arts are not as important as other things, were doing a great disservice to the children and the community.
Elizabeth Lewin, Former Superintendent, Carbondale Elementary District
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The Arts Enhance High Quality School Practice

Arts instruction has the ability to address concerns across the district and school. Improving attendance, increasing student engagement, developing critical thinking skills and helping students to understand the value of discipline in their academic effortsall are proven results of student work in the arts.
Everyone I know will tell you that they have seen changes in achievementits attitude and engagement. Since our Strings program became required at the 2nd and 3rd grade levels, there has never been a teacher that has not gone out of his/her way to talk about how much better the students are behaving in their classes.
Nancy Stemper, Carbondale Community Arts
Using the Arts to Differentiate Instruction

teachers at Mahomet-Seymour High School are encouraged to use the arts in content classes to differentiate student learning. the arts can provide opportunities for all types of learners to engage in content and demonstrate their knowledge while deepening their content and arts learning. Visual Art teacher, Stephanie Lee explains one example, I proposed the 3-D Postcard assignment in jewelry class and a student approached me asking if her content could revolve around a book they were reading for AP English. It worked out really well, she was able to meet all requirements for both art and English. A Mahomet-Seymour student, comments in her artist statement, In the book [frankenstein by Mary Shelley] he is referred to as monster and nothing else. the words above his head symbolize the prejudice that lingers. the font of the silver title make it appear out-of-the-ordinary. I burnt his copper lips and hair to an off-black. His face is bent to show his abnormal features. In Hollywood they make him appear green with bolts coming out of his head. Mary Shelley did not intend for him to look that way.
Interview with Stephanie Lee, Visual Art Teacher at Mahomet-Seymour High School
there are four arts disciplines under the direction of both state and federal education: music, visual art, dance and drama. Each art form develops a different aspect of a students mind and allows for different students to show their various strengths. Artistic practice provides schools with the tools needed to meet the challenge of providing high quality experiences for all children. Student Engagement in School and Learning the arts create clear pathways to student engagement through the production of authentic work products. the process of developing creative work creates active involvement in learning and pride in accomplishment. Development of Student Skill From Introductory to Basic to Mastery the nature of the artistic process results in the creation of work products. these products require skill to be completed, and evidence of ability is clearly demonstrated. As skills are developed, work improves. Students progress through a clear sequence of developing ability in their pursuit of success in the arts. Application of Skills to Solving Real Problems the application of skills to solving real problems is the most widely used method of instruction in high-quality arts classrooms. Students develop greater ability and understanding as they utilize ever-expanding abilities to observable effect. Opportunities to Utilize Higher-Order Thinking Skills the arts are about representing ideas through another language, requiring critical thought to translate an idea into a specific discipline. the arts offer the opportunity to show that problems have multiple solutionscalling for analysis and synthesis of ideas. Revision and Testing of Ideas High quality arts education engages students in developing ability through multiple drafts. through repetition, drafting and rehearsal, students learn the value of working to improve the success of a project. the process of testing ideas and revising first attempts develops discipline and responsibility for results.
In the arts we teach to mastery, if students come in not knowing what they should, then we go back and teach the skills that they dont know. In traditional curriculum we miss the concept of mastery. In a leadership position, we are trying to share how art instruction can influence achievement across the spectrum.
Dr. Herschel Hannah, Deputy Superintendent, Peoria Public Schools
the test scores are good in our school. We think that the arts allow our children to take a sense of achievement into their classrooms. they are more expansive thinkers in their classroom work and when they take the tests. Its not necessarily the product, but the path the child has to take in making an arts product. the persistence and the discipline causes the child to expand the way they achieve and perceive. they are more resourceful.
Paulette Aronson, Art Teacher, Anna Elementary
16
Section 1
the arts are the connection. When you have something that is abstractyou have to create meaning. It gives a connectionhands on. Second language learners and middle-schoolers made astronomical success. When you come at it from so many different angles it makes it more significant.
JB Culbertson, Title 1 Director and Superintendent for Summer School, Peoria Public Schools
Differentiated Learning Addressing the Needs of All Populations the arts can provide multiple ways to present information to students who learn in different ways. Dance can provide ways for kinesthetic learners to use movement. Drama can give verbal learners a way to demonstrate knowledge. the visual arts can provide concrete demonstration of abstract concepts for visual learners.
Connecting Ideas Across Content Areas the translation of an idea across different forms of expression requires greater understanding of content areas. Students who are not typically successful in academic study may benefit greatly from the use of the arts. Drama can help students enact scientific processes and visualize abstract scientific concepts. Mathematical concepts may become clear through the use of dance movements that demonstrate shape, line, and angles. Historic events can come to life through the creation of visual arts products. Music can provide concrete representation of abstract literary ideas such as mood or tone. together, all four art forms can provide connections between content and understanding. Parent and Community Involvement Parents and community can become involved in schools through their involvement in the exhibition or performances of finished work created by students studying the arts. Investment in school life can also be enhanced through the invitation of parents and community as audiences for regular celebrations of artistic accomplishment.
john Wilson, executive director of the National Education Association, said requirements of the No Child Left Behind (NCLB) Act that schools meet standardized testing benchmarks have created an instructional straitjacket for teachers who want to teach creativity. Narrowing the curriculum to limit access to the arts in school especially hurts disadvantaged children who may get such exposure nowhere else.
Press Release about the Imagine Nation survey and its implication for national education policy released by Keep Arts in School, January 24, 2008.
Music can assist with memorization and the demonstration of patterns for auditory learners. All students can develop greater depth of understanding through experiencing content in multiple ways. Hands-On Learning the arts inherently involve hands-on learning, providing the opportunity for students to engage more than their minds in the process of making sense of the world.
17
Administrative Leadership
Section Summary
School boards, superintendents and principals have the critical role of transforming our current educational system. their words and their deeds show their values, and their values, in turn, set priorities. In districts and schools where administration establishes a clear role for the arts, the path to quality education is laid and student success follows. In focus groups across the state, administrators, teachers and community arts advocates, agreed that administrative leadership is the strongest link to quality arts education programming. In districts where school boards and superintendents demonstrate value for the arts, quality arts education flourishes. In schools where principals provide leadership and support for the arts, the arts become a showcase for high student achievement. teachers of the arts, as well as non-arts or general classroom teachers, need to know that their work is valued and that their students accomplishments are understood and celebrated by the school. they need leadership that works in collaboration with them to create a vision for arts education; then actively acquire resources to develop the vision into reality. Arts teachers must also be developed as leaders through direct work on school-wide planning and implementation initiatives. When districts and schools tackle problems, the arts must be engaged as potential solutions. Administrators need to posses an understanding of what the arts can do in order to best serve their students.
18
Section 2
How Do Effective District and School Administrators Support the Arts?

Demonstrate That the Arts Are Valued as a Core Academic Program It is the responsibility of education administrators to adhere to Illinois School Code, which specifies that arts are a core learning area and must be given priority allocation of time, staff and resources. School boards and superintendents must clearly speak to the value of arts instruction as part of a highquality education in their district. Investment in the following opportunities demonstrates administrative value of the arts: Arts events need to be attended and discussed by all members of district administration, just as sports and academic success are celebrated and shared. Needs assessments should be conducted annually to help district leaders understand which areas need support such as scheduling, equipment, materials and professional development. Presentations by members of the arts teaching faculty should be encouraged to ensure that high levels of administration continue to understand and address how the arts can contribute to student success across the curriculum. teachers of the arts must be included on planning committees, as the arts can often create unique solutions to challenging issues. Arts education manifests itself in many different ways. there is no one right way, rather there are many paths to success. through the development of a planning process that invites all members of the school community, districts can create structures that facilitate the investment of parents, businesses, universities/ colleges and arts partners. Districts that set policy in the arts for all schools provide a strong base for the creation of sustainable arts education. Employ the Arts as Solutions to District-Wide Concerns the power of the arts in addressing broader issues should not be underestimated. Districts can develop innovative solutions to problems through the use of the arts. research has shown that the arts can have a strong impact on student engagement, attendance, parent involvement, resource development and student achievement in non-arts content areas. Districts can take full advantage of these possibilities by including the arts in all conversations across education policy. If there is not a district fine arts coordinator, it is important to identify someone to serve this role, both to ensure the quality of arts education programming and to collaborate in district-wide problem solving. Provide a Clear Vision: A Place for Schools, Parents and Community to Engage Consider How Standards Can Be Met in All Four Art Forms, Across All Grade Levels the Illinois State Board of Education identifies standards for four art forms: music, dance, visual arts and drama. Every student in every grade deserves the opportunity to discover how these art forms can help him/her develop into productive adults. It is up to administration to set the minimum standard for all schools, while also creating goals to reach beyond the basic level provided. to have the greatest impact, instruction should be sequential, developmental and student achievement should be measured. Where multiple schools engage the education of children across grades k12, there must be communication about curriculum alignment in the arts.
Providing a Clear Vision

When leadership makes delivery of arts education a priority, partners and individuals often develop innovative solutions that provide resources for schools. the superintendent of the Carbondale Elementary District made it clear that she was interested in developing the potential of her students through the development of instrumental music for primary students. Her vision created community engagement in developing a program that would require students at the elementary level to learn how to play the violin. In partnership with the local arts agency, Carbondale Community Arts, and violin instruction from staff at Southern Illinois University, the thomas Strings Program became a reality. Currently all second and third grade students in District 95 are required to learn how to hear, hold and play the violin. When I communicated my desire to see the program come backpeople that shared my vision said, She would support it if we did it.
Elizabeth Lewin, Former Superintendent, Carbondale Elementary District
for a list of documented research on the benefits of arts education go to
www.IllinoisCreates.org
19
How Can School Principals Maximize the Potential of the Arts?

teachers, parents and community members all consistently report that the principal has the ability to overcome gaps and weaknesses in district leadership, as well as the potential to undo the most carefully designed district plans. Building leadership at the school level sets the tone for what is important, and creates structures that support effective instructionfrom resource allocation to professional development of staff. Issues such as scheduling and funding can prove to be barriers for some or windows of opportunity for others. through an investment in their own professional development, principals can provide a stable base for arts education that develops these important understandings: Define rigorous content in each art form which develops student capacity in specific ways Connect arts content to non-arts content and build student understanding Use arts projects and responses to differentiate the learning process Use arts responses as performance-based evidence of learning for example; writing a play with historical context, creating a sculpture to show mood or theme in a novel, crafting a piece of music to show mathematical patterns, choreographing a dance to explain scientific concepts Utilize arts teachers as providers of rigorous content rather than providers of preparation periods Share arts achievement with families and community Provide professional development in the arts for all staff As well as developing their expertise in the arts, principals must connect with those who teach the arts in their schools to understand the value, potential and needs of arts education in their buildings. then they can begin to envision a plan. their vision can explore how the arts can address school-wide concerns, and determine the best methods to provide a comprehensive arts education for all students.
the most effective building principals see students in all types of activities and it is crucial for the credibiliy of principals to attend events including sports and arts. All students will know you care about them because you choose to come and see them perform and participate. Whether or not the principal realizes it, his/ her attendance at events is noticed by and modeled by the rest of the staff. the arts endure forever and can be celebrated for a lifetime. Grounding students in the arts is a great way to prepare students to become life-long learners.
Chuck Hoots, Managing Principal for Secondary Education, District 186, Springfield High School, Springfield Public Schools
Committing to All Four Art Forms

Under the direction of 2008 Superintendent of the year, Blondean Davis, Matteson District 162 has renewed its commitment to increase its investment in the fine arts program because they believe it is an important element in the development of well-rounded students. through engagement in a specific planning process, the district sought to create policy and a long term plan for teaching all four art forms. Beginning with an understanding of what the arts can do, a planning team sought resources and developed the ability to meet state standards. Planning for the future, the music and art staff has increased from 14 to 18. for fy06 and fy07 modern dance and drama will be offered in all schools.
Matteson District 162 ISBE Arts and Foreign Language grant proposal, 2006
20
Section 2
from my leadership seat, the Director of fine Arts, my focus has been on collaborating with the other academic departments to infuse the arts in all of the district initiatives. We have a staff of more than 80 fine arts specialists. We have arts partners and alliances with more community arts organizations than ever before. these collaborations serve to sustain our fine arts department. We strive for the three rs of education rigor, relevance and relationships!
Sharon Samuels Reed, Director of Fine Arts, Peoria Public Schools
Why Do Arts Teachers Need To Be School Leaders?

While administrative leadership can provide support and resources, arts teachers must step up to the role of school leader. High quality arts education programs are most often the result of passionate arts educators who light the fires of students, parents, community, other teachers and administrators. Whether district coordinators, fine arts chairs or arts teacherstheir strength and leadership create the necessary energy to propel their arts programs to success. Successful arts educators across the state are advocates for their programs every day, envisioning connections across the curriculum, and collaborating with both arts and non-arts teachers. they use student work to showcase development in an individual student to parents, and the program to the community. In many cases, arts teachers become a strong component of effective administrative leadership across the school. for example, arts leaders can develop school-wide plans for arts integration, serving as mentors for classroom teachers who develop innovative practice. they can work as liaisons to business or arts partners, collaborating to develop work that unites the school with its community. they can also lead professional development or speak at school board or district meetings to provide understanding and direction for arts education decision making. When arts educators become school-wide leaders they create new roles that include the arts in all elements of school planning. In many cases where there is a lack of administrative leadership in the arts, some innovative arts teachers have continued to develop effective programming by becoming advocates and resource developers who ensure that their students receive the education they deserve.
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Does Administrative Leadership Meet High Quality Standards?

Does Not Meet standards striving to Meet standards Meets standards Exceeds standards
too busy to attend arts performances and events Unsure of what the arts can do to support student achievement Sees arts programming as separate from the rest of the curriculum Does not consider arts staff when planning professional development and school-wide planning initiatives Sees arts classes as fun projects unrelated to the development of ability and understanding Does not encourage attendance or participation by school or community at arts events and programs Considers the arts staff as preparation teachers so that classroom teachers can have planning time Does not understand the Illinois fine Arts Learning Standards
Makes time to attend all arts performances and events Hires qualified arts staff and negotiates partnerships that support students meeting ISBE arts standards Supports arts programs with discretionary funding Includes arts teachers on all school planning teams, including professional development and School Improvement Plan (SIP) Identifies potential resources for partnership and funding of the arts Seeks opportunities to see evidence of student learning in the arts Considers the arts as solutions to school-related issues such as attendance, parent involvement, student engagement, etc.
reports on student and program progress in all four art forms to parents and community Uses personal connections with business and community leaders to build arts programming takes advantage of personal professional development opportunities to understand curriculum in all four arts Holds arts curriculum to the same standard of rigor and review that other disciplines in the school receive Meets regularly with teachers of the arts to provide support and problem solving around issues of materials, equipment, scheduling and funding Holds staff accountable for student achievement in the arts, requiring evidence of progress and development of skills across state standards Provides opportunities for students of all abilities to access the arts, including opportunities for those gifted and talented in the arts
knows which students are arts leaders through attendance at events and discussions with staff Articulates a 5-year plan for the arts to parents and community including diversified funding and opportunities to develop further programming. Has gained personal knowledge and expertise in multiple art forms and uses this expertise to support student achievement Presents publicly on the value of the arts in a quality education, prepared to defend the allocation of resources in the arts Maintains budget lines for staffing, materials, equipment and professional development in all four art forms Uses data to track, measure and report student achievement in the arts to ensure accountability Provides specific collaborative planning time, on a regular basis, for the development of arts integrated curriculum across the school
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Section 2
Curriculum and Assessment

Section Summary
If schools want an arts program that will challenge students and improve achievement, a written curriculum and assessments must be in place, ready to be shared. this curriculum should also be aligned with school and districtwide goals. Districts need to commit time and resources for the development of curriculum and assessments, and then plan to use these documents to build upon their arts education programming. An effective curriculum can demonstrate the rigorous work required of the arts, showcasing projects as evidence of increased ability in critical thought and discipline, while proving to the school community that the arts are important content. A quality curriculum can demonstrate the specific skills being developed by arts projects, including assessments that describe how a skill has been demonstrated or needs improvement. Assessment should not be seen as a separate piece from curriculum. An appropriate curriculum defines assessments that will be used to measure student progress toward meeting goals and objectives. Embedding assessments in curriculum maps allows for dialogue among participants about the development of student ability.
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The Basis of a Quality Education

An effective curriculum in any content area defines the scope of what students should know and be able to do, as well as the sequence in which they should learn the material and develop the necessary skills. While curriculum should be broad enough to allow for creative implementation related to the needs of students in a particular class, it can provide for consistency in a school or district. It is also a clear way for districts and schools to ensure the sequential development of skills and knowledge from introductory to basic to mastery throughout the span of the k12 grade levels.
It is important to make connections across grade levels and schools in a district. the drama curriculum at Lake Zurich Middleschool is written with our sister school. We then have several times during the year where the two middle school drama teachers meet at the high school, with the high school drama teacher, to talk about what the kids have learned and what they will be learning. We also talk about who is rEALLy excited and involved in the shows at the middle school level, and how we can keep them excited when they enter high school.
Tammie Herrejon, Drama Teacher/Director, Lake Zurich Middle School South
High Standards for Arts Education

Curie Metropolitan High School arts education begins with the requirement that all students in the school take one arts course in order to graduate. Students in the Performing Arts Department begin their study by selcting a major from 13 categories in the arts. Curie prides itself in its offering of full, sequential curricula in each major. Within the department there are 36 courses taught by 25 faculty members. one of the very important elements of a high-quality curriculum is inviting professionals to visit, perform for the students, and talk about what it is like to work in the field. A high-quality curriculum also includes attention to assessment. Assessment is as important in the arts as it is in any other subject; it is a tool used to understand whether or not the students are learning what and how you want them to learn. Many of our art students go on to art schools because we start them with a portfolio their first year and they add to it through their time here. When they leave, they have a fantastic portfolio that they can continue to develop.
Wendy R. Haynes, Director of Performing and Visual Arts, Curie Metropolitan High School, Chicago Public Schools
The Need for Quality Curriculum Effective arts programs include curriculum in each of the four disciplines so that teachers have clear criteria for providing instruction. In districts where arts curriculum is not available, this is an important initial goal for the development of quality. In districts where curriculum is established, it is important to regularly revisit these documents to ensure that they are current with best practices and new technologies in the field. Curriculum documents should align teaching strategies and assessments with state standards while providing resources and tools to develop best practice in teaching. Curriculum can serve as a guide for a teachers lesson planning, but can also be a critical document for district or school-wide arts education planning. the development of curriculum helps to define necessary resources for staffing, professional development, materials and equipment. It can provide a useful communication tool for sharing needs with district or school personnel, while firmly establishing a more sustainable arts education program.
Curriculum Helps Develop Partnerships Curriculum maps are also important for successful collaborations. Whether internal or external, partners can understand where connections are being made and determine teaching plans that align with classroom goals. Curriculum documents can help non-arts teachers understand specific arts skills being taught to their students in order to include references to the arts in their teaching, or develop their own use of arts strategies to enhance other content. External partners can also use curriculum documents to better understand goals for student learning. When used as a planning tool between the school and outside organizations, specific objectives can be targeted as entry points for partnership. Parents can also understand student learning needs with greater clarity, often creating a more collaborative relationship between families and the arts education program.
research conducted in 2005 found that 20% of Illinois public schools had no arts programresulting in thousands of students receiving no regular instruction in the arts.
Illinois Creates, Arts at the Core: Every School, Every Student
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Section 3
National and State Standards

National standards for Arts Education Developed by the Consortium of National Arts Education Associations (under the guidance of the National Committee for Standards in the Arts), the National Standards for Arts Education outlines basic arts learning outcomes integral to the comprehensive k12 education of every American student. for more information go to the kennedy Center ArtsEdge website: http://artsedge.kennedycenter.org/teach/standards
What Makes Quality Curriculum?

Importantly, curriculum is a written document that is available to teachers and community and widely used across the district or school. It specifies the concepts, skills, techniques and artistic processes that will be learned by students at each grade level. Curriculum can be used to allocate resources and advocate for programmatic needs as well as to guide instruction. the best curriculum does not specify that every child do the same activity or project, but that all students in a grade level learn the same content. just as in any other academic content area, the content is spiraling and builds along a continuum while circling back to reinforce, re-teach or re-engage the learner with important concepts. While consultants can provide great insight into the development of a curriculum, a districts teachers of the arts are local experts in what students should know and be able to achieve in the arts. Arts teachers should be a part of curriculum creation and revision so that their knowledge of the students, school and resources can be reflected in a realistic document. the curriculum should also be developed based on the local population of students and include up-to-date skills regarding applicable technology and relevant experiences based on student culture. Curriculum should define the minimum that each child is responsible for learning, and include potential adaptations for special populations.
Importance of a Documented Curriculum

School district #1, a k8 rural district in raccoon, Illinois, was awarded an ISBE Arts and foreign Language Planning Grant in 2006, followed by an Implementation Assistance Grant in 2007 to help develop curriculum maps with assessments for its arts education programs. According to the proposal submitted for the grant, attention to developing curriculum documents will help to secure the sustainability of their programming by providing clear community understanding for their arts education goals. this curriculum map is only a sample of how one district aligned their curriculum and assessment. Many other formats are possible. Schools and districts should use mapping formats that align with what is used to develop curriculum in other content areas and that meet goals for arts education planning.
Information from the ISBE Arts Education and Foreign Language grant proposal narrative from the Raccoon School District, 2006
Illinois Learning standards for fine Arts Developed using the National Standards for Arts Education, 1985 State Goals for fine Arts, and various other national and state resources (under the guidance of the Illinois Alliance for Arts Education). for more information go to the Illinois State Board of Education website www.isbe.net
Individuals with disabilities, gifted and talented learners and English language learners should all be included in the curriculum design.
Connections Across Curriculum Collaborative efforts between teachers, or between teachers and external partners, can be more easily developed when working from a common set of goals. opportunities for integrating curriculum can be showcased in curriculum while defining objectives for teaching of the arts. these objectives include: relating patterns and cycles in science and music. Exploring culture and history through the comprehension of selected dance pieces. Discussing point-of-view in theatre and literature. Linking geometric study in visual art and math (i.e. symmetry, line and shape). As curriculum develops over time, the integration of common themes can be developed across courses. Creating works of art can also be a valid means of assessing student knowledge in other curricular areas.
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What Is Quality Assessment?

It is an understatement to say that efforts in the arts can be difficult to assess, but there are certain skills, concepts and techniques that are developed over time. Specific and consistent assessment criteria, as a part of a curriculum map, create dialogue about common outcomes and goals for arts education. Assessment criteria are a part of a quality curriculum and should be based on the state standards and essential skills in an art form. Assessment criteria should be developed for each grade level and communicated to the school community. Assessments should include multiple opportunities to demonstrate knowledge and ability while involving students through meaningful experiences. Types of Assessment the involvement of students in the assessment process provides for higher quality instruction, engaging students in reflection about the work. teachers across the state use rubrics, checklists, self-assessments, peercritique and narrative descriptions as elements of each of these categories: formative assessments are conducted as a work is in process, giving feedback to teacher and student about areas of success and goals for improvement. these assessments allow teachers to discuss work with students as a project is developed. summative assessments evaluate completed student projects, articulating areas for improvement as well as celebrating success. these assessments are often used to communicate skills or progress to parents or administration. Portfolio assessment allows for a range of assessments to be shared with students, parents and administration. Students develop portfolios across a unit of study, a year, or even an educational career. Pieces of work with relevant assessment materials can be included in portfolios to show development of ability over time. Quality assessment takes time to develop, and performance assessments take time to conduct. Schools and districts must allocate appropriate resources in order to encourage the use of evaluation that appropriately assesses student and program growth. Professional development can be instrumental in the development of tools and systems that meet the needs of district, school, teacher and student. Samples of rubrics and assessments should be shared and discussed across classrooms and schools.
Most crucial in assessment is writing clear targets shared alike by student and teacher, followed by transparent criteria seen in varied, creative responses by students addressing a like problem.
Susy Watts, Instructor for Visual Arts Education, Pacific Lutheran University, WA.
Sample Drama Assessments from Lake Zurich Middle School South

6th grade drama: 1. take a written test on the aspects of the stage. 2. Perform a Dionysian play after talking about theatre history. 3. Give the students a scenario and have them perform the next day, using the improvisational techniques that were taught. 7th grade drama: 1. Perform a Musical Pantomime. Assess them on whether or not they incorporated a beginning, middle and end. Assess them in their techniques of pantomime. 2. Students will create and perform a fractured fairy tale. they will demonstrate their ability to work in a group and achieve a final performance by working together. 3. take a written test on stage techniques, stage direction, and character analysis. 4. the students are assessed daily on their mini-skits. 8th grade second City, Broadway Bound, Musical theatre: 1. Students will be asked to create a 20 min. variety sketch in a group. they will demonstrate their mastery of improvisational skills. 2. take a written test on the development of a character. 3. Perform multiple skits working with several groups. 4. Perform a mini-musical in a group using song and dance.
Tammie Herrejon, Drama Teacher/ Director, Lake Zurich Middle School South
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Section 3
What Does Effective Curriculum and Assessment Look Like?

Does Not Meet standards striving to Meet standards Meets standards Exceeds standards
No written curriculum, each teacher creates lesson plans with no long-range plan Arts classes are ungraded, graded pass/fail, or based solely on participation No arts assessments are completed Activities and projects are not related to student ability or developmental level teachers are unable to articulate a clear sequence of skills being developed across their art form Written curriculum for individual courses without connection across the art form
Curriculum is not written but is thought about sequentially by the arts teacher Curriculum has no connection to assessment Each course or teacher operates isolated from the others Curriculum is written for one or two disciplines Curriculum is limited to basic knowledge and skills teachers are not involved in curriculum revision/ development Arts classes/forms are graded based on a single assessment or project grade Available curriculum is not used by all teachers of the art form Assessments are not based on relevant arts experiences Different teachers use different criteria for assessments
Curriculum maps are available for all grades and courses with some assessments Curriculum is district-wide, content is linked from elementary school to middle school to high school Sequential development of skills over time Curriculum is available for more than two disciplines Curriculum makes use of technology Curriculum includes concepts and techniques Students are offered choices in the completion of projects/ final assessments Class is graded based on student achievement of assessment criteria A range of assessment strategies are used to assess student development and performance High school arts courses are weighted the same as other academic courses knowledge gained from nonarts classes is applied in arts classes Multiple assessments are used and students are actively involved
Curriculum maps go through regular revision with participation from teachers and community A.P. arts offered to high school juniors/seniors Curriculum builds in sequence, then spirals back to further develop basic technique Curriculum in all four arts disciplines with performance assessments and rubrics available for review Current technology integrated throughout curriculum and assessment Curriculum includes connections to other disciplines/content areas Arts courses are required for all high school students Students have opportunities to develop projects in arts classes as assessments for non-arts classes formative and summative assessments are shared with students across the development of a work of art
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Instruction and Professional Development

Section Summary
Schools and school districts must follow the Illinois School Code and provide learning opportunities in all four art forms for every child. When planning for arts education programming, it is important to consider the myriad delivery methods possible. While quantity of arts education is important to consider, there are clear markers for quality in the delivery of instruction. one of the highest benchmarks for quality instruction is a well-trained certified arts teacher. Even the best arts education districts must focus on the continual improvement of teaching and learning in the arts. Certified arts teachers must further refine and develop their teaching ability through dedicated professional development. It is important that districts and schools understand that the needs of a classroom teacher asked to implement arts instruction will be different from those of a teaching artist or arts specialist. Administration and non-arts teachers must also develop their abilities to use and relate to the arts. the ability to collaborate with arts teachers, integrate the arts into other content, or to support student involvement in the arts all hinge on the development of their arts understanding. In planning for professional development it is important to consider school or district-wide goals including the role of arts integration.
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Section 4
What Makes Quality Instruction?

At the core of all instructional practice should be the delivery of quality experiences for students. Each art form has its own best practice instruction, but all disciplines benefit from instruction that combines individual attention with small and large group learning experiences. As the arts are a continually evolving field of learning, teachers must continue their professional development to stay abreast of contemporary arts practice. Student choice, cultural relevance and the use of up-to-date technology are all important aspects of high quality instruction. teachers must adapt curriculum to make material culturally relevant for their student population, while also utilizing new technologies to advance their teaching. technology has had a strong impact on the arts, with applications quickly becoming an important part of arts education. Districts must dedicate funds and appropriate equipment and materialsfrom graphic design and digital media to musical software and computerized instrumentsfor teachers to take advantage of the growing development of this field. Certified Arts Teachers Effective instruction in the arts requires knowledge of specific artistic processes as well as a clear understanding of the developmental needs and stages of the children. Certified teachers of the arts have experience and content knowledge about both their arts discipline and appropriate pedagogy for their students. It is important that districts and schools invest in the hiring of certified arts teachers so as to give students appropriate instruction in the arts, providing them with the same quality of arts education as many of their peers throughout the state. full-time teachers of the fine arts are important investments for schools and districts, providing regular instruction to students while concurrently serving as a resource. With certified arts teachers in the building, the arts place in school-wide activities and initiatives can be included by those qualified to understand and carry out arts education plans. Certified arts teachers provide direct links to parents and community, building on existing arts education resources. Building Internal Support While not optimal, classroom or non-arts teachers can be another source of instruction in the arts when it is not possible to have certified arts teachers in every discipline. As most teacher preparation programs include very limited exposure to the arts, it is important for administrative leaders to develop ways to assess and build the instructional capacity of classroom teachers when they are asked to teach the arts. they must also be given appropriate resources for developing teaching When Adequate Resources Arent Available the arts teaching workforce must include more than certified arts teachers if we are to provide adequate arts education to every child. Classroom teachers and teaching artists, whether as part of an organization or individuals, can provide meaningful arts instruction when given the necessary supports. As needs across the state differ from school to school, it is first important to consider how each school is delivering arts instruction. practice, including curriculum, assessments and relevant materials/equipment. Utilizing External Support teaching artists can also help provide arts instruction when resources are not available for certified arts teachers in every discipline. often these members of the arts teaching workforce work collaboratively with classroom teachers, providing direct service to students while demonstrating strategies and technique for teaching their art form. Many innovative programs provide contemporary arts practice for students while addressing professional development for non-arts teachers. these programs are best developed collaboratively with arts teachers. teaching artists also require support from schools, districts, arts organizations and higher education. As they are not credentialed arts teachers, many need support in pedagogy in the same ways that classroom teachers need to better understand arts content.
Student Choice in Curriculum

In the 6th8th grades at franklin fine Arts Academy, Chicago Public Schools, students rank their preferences in the arts each year. Students are offered visual art, dance, drama, music and piano. Based on their choices, students study two arts disciplines for the year. the fine arts staff then selects students for each of the classes. Each year students are placed into two of their top three choices based on their rankings and their teachers understanding of their abilities. the teachers explain that the students give much more to the class when they have chosen the forms that most interest them. this system respects student choice while helping teachers to work with the most focused and engaged participants. Students are able to make informed choices about the art forms, having had dance, drama, visual art and music instruction each year in grades k5.
Interview with fine arts teachers, Franklin Fine Arts Academy, Chicago Public Schools
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Illinois Art Education Association (IAEA) IAEA is a professional organization for visual art educators, individuals and groups who wish to support art education in Illinois. founded in 1935, IAEA promotes quality visual art education for children and adults. Professional development is offered through the annual conference, miniconferences, publications (including the award winning newsletter, the Mosaic), web site, and exhibitions. Professional development credit is available throughout the year at workshops and conferences. IAEA presents a number of scholarships, awards, and grants to recognize the professional development and leadership of art educators.
Integration of the Arts into Other Content through the integration of content, classroom teachers and teaching artists can often find ways to teach a minimum level of certain art forms while deepening student understanding of challenging material. often the arts improve students memory, provide another path to understanding or allow students to demonstrate their knowledge, providing increased educational opportunity. Developing strategies for using the arts in classroom instruction the use of tableau to represent scientific concepts such as the water cycle, a theatre strategy where students use their bodies to create frozen, word-less images that represent ideas Understanding that collaboration goes both ways; the arts support non-arts learning and non-arts learning supports the arts A history teacher can describe how the impressionist painters evolved from the french political society while the art teacher shares the biographies of important painters, detailing important political events in their lifetimes Connecting patterns and themes across the curriculum Line and shape are important concepts in both geometry and dance Understanding the use of art products as assessment, developing collaborative models for differentiated learning
Students can create a musical score for a text, with musical themes that show evidence of character and plot development Development of abilities in collaboration and teaming All students benefit when teachers learn to utilize the resources of their colleagues Established time for collaborative planning finding connections between arts teachers and non-arts teachers Planning projects or assessments across disciplines Project planning between teachers and external partners Project planning between teachers and parents on-going, not just once a year The Importance of Professional Development Many schools lack arts teachers in all of the four disciplines, so districts must first consider who is responsible for delivery of the arts standards. Every teacher that is responsible for teaching the arts requires ongoing professional development in order to deliver high quality instruction. Schools and districts must provide resources to meet the professional needs of arts teachers, but should also consider the arts as capacity building for the entire staff. By investing in greater understanding of the arts for all teachers, schools and districts can maximize the benefits of the arts for all students.
We need not look upon art as qualitatively apart from the rest of life. Instead, we need to see it as a refinement, a clarification, and an intensification of those qualities of everyday experience that we normally call complete.
Jackson, P.W. (1998). John Dewey and the lessons of art. New Haven, CT: Yale University Press
Illinois Music Educators Association (IMEA) IMEA has been active in providing professional development opportunities for Illinois music educators since the Associations founding in 1939. Literally thousands of workshops have been presented at the annual IMEA All-State Music Conference. recently, IMEA has expanded professional development offerings to include both the district festivals and, of special significance, summer best practices workshops. these workshops have taken place in different locations around Illinois and they have been intensive sessions in the form of one and two day offerings.
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Section 4
When you walk out of a degree program, you get a certain amount of content if you dont constantly keep seeking and learning, then what you offer your student stagnates.
Carbondale Focus Group
Addressing the Professional Development Needs of Certified Arts Teachers

Certified arts specialists need to continue to understand best practices in their discipline and further develop their own skill in providing instruction. they need to stay up-to-date on arts processes, materials and technology as the modern art world continues to create exciting new practice that should be shared with students.
Professional Development for Arts Teachers

the most effective components of PD for arts teachers are consistency and a programmatic approach that marries practicality with the avant-garde. the consistency lets everyone know that they are part of a larger whole and that they have brothers and sisters out there in the field with similar experiences. We build trust out of consideration and then teachers and principals are more likely to take chances, making larger leaps forward. We want them to grow, but also want to recognize that each school has its own life, culture and demands. Arts focused PD is hard to find in public schools. Arts teachers need and deserve PD that is relevant to their subjects, but also relevant to how their subjects connect to others. We have to focus on the strength of the connections, or integration, as well as the discipline of art. Arts teachers need to be recognized as professionals: this is key to their self-actualization as leaders and agents of change within schools.
Mario R. Rossero, Fine and Performing Arts Magnet Cluster Program, Chicago Public Schools
they also need to find meaningful ways to connect with other teachers in their art form. often there are few other teachers in their building or even districts who teach the same subject matter, leaving many to feel isolated. the support and encouragement of school and district leaders is important, so that arts teachers can share their knowledge and make connections with other teachers of the same content. Opportunities to Attend State or National Conferences Allow for self-selection of relevant content according to need Provide workshops at multiple levels from new to experienced to veteran resources should be provided to pay for travel, attendance and substitute coverage of classes Address specific needs, such as the business and management of art Encourage arts teachers to become members of state professional associations, such as the Illinois Music Education Association, the Illinois Art Education Association, or Illinois Alliance for Arts Education as well as the national affiliates Opportunities to Attend Festivals, Cultural Events and Displays of Student Work Give ideas and inspiration for improving quality of student work Allow for meeting with colleagues to collaborate and develop better programming resources should also be provided to pay for travel and substitute coverage of classes Collaborations with Other Schools Invested in High Quality Arts Education Provide for teachers to visit and observe classrooms of other teachers who teach the same discipline at another school/ district Convene meetings to collaborate on building or revising curriculum and assessment Create multi-school partnerships with external partners that utilize fewer resources to greater advantage for all District or Regional Workshops for Arts Educators Assess the professional needs of arts teachers Develop workshops within districts to meet the needs of these teachers Utilize master/national board certified teachers to provide support in effective instruction Develop collaborations with higher education or arts partners to discuss potential training for arts educators regional offices of Education (roEs) can provide professional development for districts fine arts teachers
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When Non-Arts Teachers Become Teachers of the Arts

Many schools and districts struggle to find the resources to address all four art forms with certified specialists at all grade levels. While external partners can provide potential resources, this is sometimes not a longterm solution due to cost, location or sustainability. Schools and districts can look to classroom or non-arts teachers as solutions if they are provided with ongoing and appropriate professional development. Universities, arts partners and local artists can provide training, mentoring and coaching to help teachers create curriculum that teaches the arts while developing ability in other content. these teachers, while not always fully qualified, need to provide content specific instruction that is sequential, developmental and meets state standards. Students should not lose an opportunity that their peers throughout the state are receiving because of a shortage in district resources.
External Providers of Professional Development

While arts teachers can be important resources for professional development, there are many outside providers with the ability to assist schools in increasing their arts education expertise. from higher education and museums, to theatre companies and teaching artists, the state of Illinois has professional development opportunities for the arts in every region. Districts can work with regional offices of Education (roE) to leverage resources in providing needed professional development. Professional development providers often have specific programs for developing staff abilities in the arts. these workshops can be adapted to suit school or district needs and offered on-site at schools during staff development days. they may provide overall understanding, or be designed to target a specific area such as arts integration or assessment in and through the arts. Still other opportunities include individual support of school needs, developing programs that include one-on-one support through the development of curriculum. Many artist residencies have multiple
Arts Education as Staff Development: A Whole School Strategy

In order to take full advantage of all that the arts can offer our students, we need to create common understanding among all faculty regardless of grade or discipline taughtincluding administration. Arts teachers should play a clear role in planning and/or delivering school-wide staff development in the arts. Arts teachers need for the entire school staff to understand what they do. once an initial understanding of the arts is provided across the school, the arts can do for teachers what they can also do for studentsaddress other content and school-wide needs through hands-on engagement and collaborative problem solving. Recognition of the Importance of the Arts in Education for all educators in the building, including administration and counselors Developed by building arts leaders in conjunction with external partners where needed (arts partners, higher education, businesses in the arts) to recognize that the arts are important developers of 21st century skills such as creativity, communication and collaboration to understand how the arts support the development of the whole child, including intellectual, emotional and social development to understand the importance of the arts in many careers and for college success to experience learning in and through the arts to understand its value as a student to deepen understanding of arts standards to recognize that Illinois School Code as well as No Child Left Behind (NCLB) legislation consider a core learning area
benefits, providing direct service in the arts to students, while creating curriculum and assessments and simultaneously servicing teacher needs for professional development. other partners may invite schools to spend time at their location, utilizing resources and understanding ways to connect directly to other offerings they provide. for example, museums often offer teacher workshops that relate to exhibits in their building. these professional development opportunities provide the dual benefit of developing teacher skill in relating to artifacts, but also share the resources available at the museum.
My team professionally develops the arts teachers as leaders, and in expanding their curriculum, the arts teachers professionally develop the classroom teacher in critical and appropriate arts based approaches. the classroom teacher teaches the students and so on Its important to build arts across the school because its the subject that connects all other subjects. Having the arts teachers as leaders takes what has historically been a marginalized role and empowers these individuals to put art at the heart of a school and have everything stem from there.
Mario R. Rossero, Fine and Performing Arts Magnet Cluster Program, Chicago Public Schools
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Section 4
Collaboration and Partnership

Section Summary
Partnering with internal and external resources allows schools to build on existing programs and develop practice that showcases real world learning. While partners are not replacements for an arts education program that values the arts as core content, they can extend opportunities for students. Collaborations begin within the walls of a single building, where teachers work together to discuss and create learning experiences for students. fine arts staff can partner with non-arts teachers to relate courses or art forms, working to develop projects that have mutually beneficial outcomes. A true partnership benefits both sides. the spirit of collaboration should reach out beyond building walls to include other schools within the district or region, parents, community and statewide resources. Across the state, partnerships with higher education, arts organizations, cultural institutions, community businesses and local arts agencies provide depth to existing discipline-based arts programs.
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Collaboration Within Schools

Collaboration among teachers in schools can be the most cost-effective and sustainable way to increase student exposure to the arts. It can also help students to reach higher levels of thinking skills by making connections across concepts, requiring analysis and synthesis of ideas. With the multiple demands placed on teachers in the school, specific plans and tools must be used to encourage cooperative practice. Planning at the beginning of the year should be supported by opportunities to continually connect staff throughout the year. Strategies for Successful Collaboration Within Schools Provide paid/release time for collaborative work Create common planning time for arts departments/fine arts staff during the school day Provide arts teachers with resource periods for non-arts staff to discuss project ideas Use thematic connections for school-wide projects to embrace the arts as a fundamental means of expressing understanding Include special education and English Language Development staff in arts planning to allow for the development of access plans for all students, as well as the use of arts as curricular adaptation for special needs Include the arts in school-wide initiatives such as technology integration Arts Teachers Can Share Resources For Adding Depth to Non-Arts Content the creation of a dance, collage, musical score or play can provide a clear means for students to articulate relationships between concepts. When individual or small groups of students produce different arts products exploring the same theme, sharing becomes an opportunity for critical thought. Students must explain and attempt to understand the representation of ideas that their peers have created resulting in deeper connections to content. Arts teachers can provide professional development or collaboration across projects to help students get the most out of all the material they study. A drama teacher can coach a writing teacher in improvisation techniques; he/ she can arrange to come into the classroom to assist with the improvisational work, or can support the project through student work on improvisation, related to writing, during regular drama class period. All three methods can help students to develop improved writing skills and better written work. Non-Arts Teachers Can Ask Arts Staff How They Can Support Arts Learning A history teacher can share musical compositions from the time periods under study A foreign language teacher can require the reading of artist biographies A literature program can read plays or excerpts of text that will be studied or produced in the drama department A math teacher can ask students to create lines and shapes with a variety of materials, such as wire, chalk, clay or paint A science teacher can ask students to create stationary or loco-motor movements (dance concepts) that demonstrate properties of liquids, solids or gas
Collaboration Within Districts/Regions

Collaboration within schools can provide greater opportunities for professional development, curriculum review and sharing of resources. Districts can work together to provide workshops for all of their arts teachers or work together to revise and improve curriculum or assessment ideas. the sharing of resources can provide opportunities to hire highly qualified staff or teaching artists that work across multiple schools. technology can be an important assistant in creating access to arts programs, curriculum, student work and innovative ideas across schools in regional areas. When schools are geographically isolated, they can form electronic learning communities to share ideas and plan for students. Students can also participate in cross-school sharing by creating online portfolios, galleries and performances. In particular, it is critical for teachers of the arts to regularly communicate with each other about the development of programming that connects elementary, middle and high school arts programs. High school programs are well served by lower grades that develop skills necessary for success at their level. All students are served when the smooth transition from one grade level produces greater skills and understanding in the arts. Sharing Resources Throughout Districts: Ideas for Collaboration Between Schools Share art products from one school to another, travel to perform or display art work Plan professional development days for vertical and horizontal team building across schools Create sequential curriculum that spans transitions between buildings Partner with other schools to bring in programs for reduced cost
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Section 5
Charting Collaboration
franklin Edison Primary Elementary School in Peoria uses a collaboration chart created by the teachers to develop opportunities for classroom teachers and school-wide specialists to work together. the chart is posted in the teachers lounge for all to seeallowing them to contribute whenever they can.
Museum Partnerships
talcott fine Arts and Museum Academy has formal partnerships with many museums, integrating museum resources with state learning standards. Museum learning helps differentiate to varied student interests and learning styles. Museums provide rich visual experiences that build background knowledge and are conducive to inquiry-based learning. keys to effective museum partnerships include: Aligning learning standards with museum resources Developing teacher abilities to use the museums as learning resources
Here is how it works: 1. two weeks before the beginning of each month, by a set date, the grade level teachers fill out the chart. 2. Each teacher on the fine arts team reviews the chart and circles their letterL (library) A (art) M (music) P (P.E.) or S (Spanish) if he/she are going to collaborate with the specified grade level and subject during the given month. 3. the fine arts team consults with each other to make sure that all grades and subjects are covered for the month. 4. fine arts and classroom teachers agree on skills and objectives from both forms as well as how students will be evaluated on the collaborative lessons.
GRADE LEVEL
reading
Science
Social Studies
Math
Unit theme:
Unit theme:
Unit theme:
Unit theme:
Creating time for museum educators and teachers to work and plan together Being patient and building the relationship slowly
Craig Benes, Principal, Talcott Fine Arts and Museum Academy, Chicago Public Schools
Skills:
Skills:
Skills:
Skills:
DaNita Bell, Library Media Specialist, Edison Primary Elementary School, Peoria Public Schools, District 150
35
Collaboration Between School Staff and Universities
Looking for External Resources

there are many types of external partnerships that support school improvement: higher education, museums, teaching artists, theaters, dance companies, symphonies or music groups, libraries, funds providers, state agencies and other school districts. When partnerships are developed collaboratively as part of an arts education program, they are more likely to have a positive and sustainable impact on student achievement and program development. Partners can work with schools to develop arts education programming in support of a general education plan. they can be used in a variety of ways to support arts education. Providing professional development Staff workshops helping all faculty understand the value of the arts in education Building capacity in teaching the arts teaching artists delivering dance instruction when a certified dance teacher can not be hired Assisting schools in teaching non-arts subjects through the arts Arts organizations providing arts integration training Providing enrichment, extension or support to current arts education practice Plan to Succeed Effective partnerships require an investment of time in planning. Develop projects with clear objectives that unify schools Work toward the schools arts education goals, connecting directly to school curriculum Work with the support of administration, frequently communicating progress Involve arts teachers in planning Address all arts disciplines through partnership experiences Establish methods to communicate outcomes that can be measured Plan for continued development based on evaluation of outcomes Understand the Needs of the Arts Education Program Needs assessment is a critical component of working with external partners. Is there a weakness in the delivery of instruction of a specific art form? When partnerships are developed collaboratively as part of an arts education program, they are more likely to have a positive and sustainable impact on student achievement and program development. Can instruction in this art form be enhanced through professional development from an outside provider? Can resident artists provide additional instruction in an arts discipline? What resources are needed by our current arts education teachers? How can we support efforts to connect the arts with other content?
roosevelt Magnet School for the Arts (rMS) project, Arts in Motion, was a collaborative effort between rMS arts, math, and science departments and Bradley Universitys visual arts and science departments, designed to teach students the science principles of motion. Workforce goals for the 21st Century emphasize collaboration as a key component to success in the workplace. this project, which emphasized university level professors, middle school teachers, along with university students and middle school students working together, achieved collaboration at the highest level. this included design elements, building kinetic sculpture prototypes, meeting all district approval of prototypes, resource acquisition and development of a common vocabulary across content areas. Six teams worked on a different principle of motion, resulting in six ten-to-twelve-foot sculptures. the project resulted in an interactive world class sculpture garden whereby students teach other students, or participate in the traditional teacher led instructional experience. roosevelt Magnet School teamed with Bradley University to turn simple machines into works of art.
Taunya L. Jenkins, Principal, Roosevelt Magnet School, Peoria Public Schools, District 150
Building Sustainable Partnerships
Pulaski Elementary School in Chicago has partnerships with multiple arts organizations, bringing tremendous resources to the school each year. Pulaski principal, Leonor karl, explains that partnership requires mutual investment. you need to be committed to the partner. they have needs and you need to fulfill them. thats what makes you a partner and not just a receiver of services. We have joined all our partnerships with that spirit. they know that if they ask me to do something I will do it. And so they do things for me. these opportunities have made a tremendous impact on the school. they happen because we have built a relationship with each other. Now, I dont have to work that hard. But at the beginning, I had to go to a lot of meetings and do a lot of paperwork. Get your name out there and people come to you.
Taunya L. Jenkins, Principal, Roosevelt Magnet School, Peoria Public Schools, District 150
Museums or theaters as field trip destinations to see professional works of art
36
Section 5
Assess Potential Resources Available in the Community often there are opportunities to partner with parents or community. Schools should be careful to look closely for lcoal resources. Are there parents or community members that have experience in teaching or working in the arts? Are their parents or community members with skills, materials or equipment/space that could support programs? What opportunities are available in our area to engage with professional works of art? What connections can be made to real world arts applications? What community resources would like to engage with the school but need direction or project ideas to support? Create Conversations with the Community When needs and potential resources have been defined, it is important to begin dialogue across the community to find hidden possibilities that may have been overlooked. Is there a parent who can build sets for the dance show? A service organization willing to donate space for a concert or play? A business willing to donate paint? A local museum or gallery willing to provide reduced cost admission for students? Make Use of Professional Resources the state of Illinois has a wealth of culture, from institutions of higher education to arts, cultural and community organizations to teaching artists that travel the state. While Chicago ranks as one of the richest arts cities in the world, each region has
its own treasures waiting to be discovered. In fact, there are over 70 local arts agencies throughout the state that provide resources and support to communities and schools. In addition, there are statewide associations and nonprofits: IAA (Illinois Arts Alliance) IAAE (Illinois Alliance for Arts Education) IAEA (Illinois Art Education Association) IMEA (Illinois Music Educators Association) ItA (Illinois theater Association) Universities and Colleges Universities and colleges are an excellent place to start looking for potential collaboration. Schools of the arts or education are often looking to engage in collaborative work with schools on arts education programming. While faculty can serve as mentors or sources for professional development, college students can serve as assistants while gaining experience. Higher education institutions may also have strong abilities to seek grants for the development and implementation of innovative programs developed in schools or districts. In addition, these institutions often have facilities that attract high-quality artists. often, funding for field trips or performances is supported through grant opportunities or reduced costs for students. Arts Partners Arts partners can range from a nationally known museum to a local art gallery, from a community theater to a church choir. often classrooms can visit professional works of art, with supporting material available for teachers to use in the classrooms. Many arts partners
have programs that bring arts professionals into the classroom or school. they can also provide enrichment opportunities for teachers, students or parents wishing to extend arts experience outside of the classroom. Much like higher education institutions, many arts partners have established education and outreach programs, supported by grants, which allow for school partnerships to be very affordable. Teaching Artists teaching artists can bring innovative ideas, connected to contemporary arts practice, directly into the classroom. this profession has gained increasing recognition and there are thousands of well-qualified teaching artists working across the state. Even in geographically remote areas, there are teaching artists willing to travel and share their skills in providing arts education or professional development to increase teacher capacity. the Illinois Arts Council maintains two rosters for teaching Artists and Arts organizations that are well prepared to work in schools. these can be obtained by going to www.state.il.us/agency/iac/. Community Businesses/ Organizations Schools need to seek out places where the arts are part of work, then engage in dialogue about potential collaboration. Many local organizations work to support the community, including libraries, clubs, service groups and local arts councils. Attendance at arts events, advertising of events, sharing of facilities and celebrating student accomplishments are important ways that local communities can support the arts.
School/ Business Partnerships

A school-business partnership can build awareness and support for the hard work students and teachers are doing within the classroom. As students are building their identity through school-based experiences, a school-business partnership allows students to see that their work is deeply valued not only by fellow students and teachers but also by members of their home community. 1. Have a process and product driven curriculum. far too many fine art students are not pushed to create and be productive, and far too many departments do not exhibit or perform enough. 2. once you have something to share, start small and work your way up. Everyone will enjoy seeing the students work result but not everyone is willing to helpkeep it manageable while still being ambitious. 3. require student help at older ages and ask for parent help at all ages. Parents must be the first to acknowledge their childrens work and your commitment to it and them.
Dean M. Auriemma, Director of Curriculum, Instruction and Professional Development, Homewood-Flossmoor High School
37
Accountability
Section Summary
Districts must measure student growth and achievement in the arts, demonstrate equitable distribution of arts education opportunities and report progress to the public. the clear evaluation of arts education allows districts to celebrate and improve their programs while increasing student achievement. If the arts are to be given their due as a core content area, they must be responsible for their role and share success in ways that help the public better understand the importance of arts education.
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Section 6
Sharing clear results of our arts program raises the profile of the program, and when it comes time to look at modifying the program, no one wants to cut a successful program.
Paulette Aronson, Art Teacher, Anna Elementary School
How Can Accountability Help to Further Arts Education the idea of accountability can be intimidating. Its often thought to diminish the power of the arts. However, it is important that arts advocates and participants see the value of sharing their success in concrete ways. Investing in descriptions of growth can provide real benefits to arts education. Measured progress can create outcome goals that more deeply involve the arts in school improvement planning Indicators create administrative accountability for securing support Accountability creates demand for the materials and equipment necessary to implement high-quality instruction Shared outcomes develop understanding of the rigorous investment they require from participants Measures of student achievement can point to areas of strength and weakness, allowing programs to build on their best work and provide better education in the arts
Evidence Creates Support often there are gaps in knowledge that inhibit parents and community from understanding the development of student ability in the arts. Programs must help the public recognize why a piece of work is more demanding or advanced and how the content builds along a continuum. Parents and community may not understand how the product they see reflects student accomplishment in a given area, whether a play, drawing, dance or music concert. In order to gain support for the arts as a core content area, schools need to provide evidence of student growth. While assessment is often difficult in the arts, measures need to be created to demonstrate achievement and progress. these tools can provide parents with understanding of how the arts are important in their childs development. Arts education planning should include indicators that help the school community engage. they can also provide direction for contributions that further development of the arts education at the school. It is important to involve arts teachers directly in developing indicators that will be shared with the public. Planning teams should first ask teachers of the arts what their programmatic goals are; how outcomes can be celebrated and what measures can be used to understand program growth. Documentation of growth can show elements of progress as well as final products in order to inform the school community about how learning in the arts develops.
Accounting for a Successful Program

there are several ways in which we communicate information about our fine arts programs to parents and the community. In these communications we let them know what we are teaching and how our students are responding to our programming. Accountability is part of a constant reporting process in which we try to keep our parents and community informed about who we are and what we do. setting up parent/teacher conferences for children to bring their parents to see their portfolios sharing award and special event information with our school board members working cooperatively with civic organizations which support activities in which our students can participate hanging work and presenting performances to showcase student work soliciting information from parents about their understanding of the fine arts programs inviting parents to be involved in student activities sharing musical talents in community venues making posters in visual art classes with topics which are relevant to the community attending Parent/teacher organization meetings and talking to parents
Paulette Aronson, Art Teacher, Anna Elementary
In education, we are missing the opportunity to show what is important. the arts are critical, but until we collectively value the impact of the arts on student learning, the funding will not follow. We have to frame the argument to show everyone how and why this is important. We dont teach to the test, we teach across all subject areasincluding the artsand they do well on the test. Additionally, the arts help our children learn skills and develop talents that are not easily measured by a test.
Craig Benes, Principal, Talcott Elementary School, Chicago Public Schools
funding for the arts, as always, is crucial. Although mandated subjects do not always get increased dollars, they certainly have a better track record than those that do not. As of 2008, the state of Illinois does not test the arts. therefore, it becomes even more imperative that we devise and adopt a method of arts evaluation that will be recognized and acknowledged by our civic and educational leaders.
Richard Murphy, Executive Teacher, Fine Arts, University of Illinois Laboratory High School
Collection of data can help districts understand if all students are being served and if programming is equitable across all populations in the district
Accountability
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Planning for Accountability

Investing in a process that accounts for arts progress involves dedicated planning. It is crucial that the information shared shows the powerful impact that the arts can have on students both as creators and responders. teams should consider how the joy of artistic process and sharing of arts products can be a part of the data. Schools must consider a range of outcomes in order to adequately understand the effects of the arts on student development. It is important to consider a broad range of possibilities when developing systems of accountability for the arts. Developing Indicators of Student Achievement What data can be used to describe programmatic accomplishments and progress? What curricular assessments are shared and discussed with parents? What curricular assessments can be aggregated across programs to show growth across a group of students? What other measures of progress are important to consider and share? How can qualitative data be compiled? How can outcomes be linked across grade levels to show developmental progress? What other indicators demonstrate success? Ideas for Data Collection Curricular assessments quantitative, qualitative, performance assessments with rubrics, portfolios, etc. Performances, events, displays, exhibitions Courses offered Minutes of instruction provided in each discipline Awards earned by programs Graduates continuing in the arts Attendance of arts students Attendance at arts events Materials developed to market program events Process documentation including display panels, narrated discussions of work Parent involvement in school programs Demonstration of Accountability How can these indicators be communicated to the public? How can a greater audience be built for sharing program results? How can this sharing result in further understanding of artistic progress? How can these goals be measured along a continuum to both show success and growth over time? Where are the arts in the school School Improvement Plan (SIP)? Where are the arts on the school report card? Equal Access to Arts Education Are we providing equitable access to the arts across all grade levels and buildings? Do all programs provide curricular adaptations so that populations with special needs can have equal opportunity to engage in the arts? Are all four arts disciplines, dance, drama, visual art and music offered to students at high levels of quality? Are there programs for students who are gifted or talented in the arts?
A Recognized Arts Education Model

the Niles township Board of Education has a fine Arts budget that is 4.53% of their annual instructional budget, making it higher than most boards of education nationwide. District 219s long-range plan resulted in appointing a dedicated fine Arts Director. the Board strives to make all of these growing opportunities available to every student by implementing programs to assist with arts fees, instrument lending and recently establishing an Alumni Giving Back program. District 219s arts education programs are distinguished by a number of classes and opportunities. the students also act as the in-house crew for local community organizations that rent the space. the District videotapes all performances for broadcasting on their local television channel, providing a hands-on experience for those students in broadcast communications. Students also have access to professional artists in wide-ranging fields through numerous artist-in-residence programs. Students are also taught the importance the arts play in their growth socially and communally. District 219 has established a strong commitment to reach out and promote the fine and performing arts as a way to build a better, more connected community. free public performances within the various departments of drama, dance, music and visual arts are frequently held. Students regularly work with local senior centers and community groups on a variety of arts-based projects. the arts programs within the District have received recognition from notable professional organizations, including the Illinois Alliance for Arts Education. Arts education is not an area that is taken for granted in this community. A commitment to the arts makes Niles township High School District 219 Board of Education a model for arts education in Illinois and throughout the country.
Excerpts from John F. Kennedy Center Press Release, April 17, 2007. For more information on the Kennedy Center award, go to www.kennedy-center.org
through an investment in developing program accountability, schools and districts can better understand their ability to provide a high-quality arts education for all students. Data can provide clear understanding of equity and achievement in the delivery of arts programs. Public reporting of student growth can increase support for arts education programs across the district.
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Section 6
Planning for Effective Arts Education

Section Summary
Arts instruction has the ability to address concerns across the district and school: improving attendance, increasing student engagement, developing critical thinking skills and helping students to understand the value of discipline in their academic effortsall proven results of student work in the arts. In order to effectively develop an arts education program that will result in positive outcomes, schools and districts need to think strategically about what steps can be taken to strengthen the depth and breadth of arts experience for students. Going through a planning process is a good first step. Districts and schools should create a vision and a process for realizing their systems commitment to quality: sustainable arts education for all students. A collaborative process of working with school, community and arts partners to develop and carry out a plan for arts education can elevate abilities to provide the best education for their students. It is of critical importance that the plan is in written form to ensure sustainability and ownership across the school or district.
Go to the Illinois Creates website for resources and worksheets that will help you with the entire planning process! www.IllinoisCreates.org
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The Role of an Arts Leadership Team (ALT) Beyond Planning

An organized group of concerned arts education stakeholders is key to ensuring that arts education remains strong and viable. An important first step for this group, which we will call an Arts Leadership team (ALt), is to develop a 3-5 year arts education action plan for the school or district. Go to www.IllinoisCreates.org/Creating an Arts Leadership Team for more information or refer to Committing to Quality in Education. Beyond the creation of an arts education action plan, an ALt can be very effective in advocating for arts education. teachers, parents and community leaders must work together for the benefit of students, and an organization group or coalition is one way to do this. Here are some ways, beyond planning, that an ALt can have an impact: Communication Develop and maintain lists of arts education supporters in your community Communicate with arts education stakeholders on decisions affecting arts education Develop and publish a newsletter to promote the goals of the ALt and the good work happening in the district Educate and inform the press about the importance of arts education Administrative Establish lines of communication and common understanding with administration Acquire knowledge of administrative proposals/decisions that may impact the arts in the school or district Develop and present new ideas to strengthen the arts Be present at school board meetings and important education discussions recruit, train, support, and elect school board members or local school council members that value the ALt agenda research and finance Gather outside research and facts on arts education Maintain statistical data to track and measure progress fundraise for arts activities and programs Work with teachers in the development and presentation of an arts education budget
Creating an Arts Leadership Team (ALT)

the first task in creating a plan to improve arts education programs is to assemble a strong team. It is important that arts and non-teachers, parents and community groups be members of the team in order to create a sense of ownership by those that will directly impact implementation success. teacher investment in the plan is essential, but the active involvement of each member is also critical to the final outcome. Consider representatives from these areas to create a team with wide perspectives that will take advantage of multiple opportunities: Administrative leadershipsuperintendent, principals District directors of curriculum and instruction School board members District fine arts coordinators District grant coordinators or regional office of Education representatives teachers of the arts teachers of other content representing various grade levels Professional teaching organization representatives Parents Community arts organization representatives Business leaders representatives from higher education Students Group members should be prepared to devote time toward planning and be willing to attend all meetings. once the ALt is formed, it is important to create specific roles for participants. It is helpful to have co-chairs of the committee to create responsibility for setting agendas and completing project goals on time. Additionally, a secretary can take minutes during planning meetings to record progress toward objectives. the planning group can create additional roles as the planning process moves forward. Creating clear responsibilities for all members can help to ensure that progress is made in a timely manner.
Policy and Curriculum Assist in development (or monitoring) of district arts policy Assist in development (or monitoring) of district arts curriculum offer support to arts teachers and others providing instruction in the arts
the key to being influential is to be organized!
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Section 7
Developing an Innovative Plan

See Worksheet A and B on pages 47 and 48. once a team is assembled, the planning process should include five stages that take the planning group from an understanding of current practice to the development of policy. Prior to beginning the process, the planning team should address the roles of team members and create clear deadlines in order to account for progress toward final goals. the following five steps suggest areas that should be addressed: STEP 1 Conducting an Assessment of Arts Education once an engaged team has been established, their first task is to identify the current arts education environment. Sources for the collection of data should be identified as well as specific tasks for committee members. Invested leadership teams may also create surveys or focus groups to assess attitudes or opinions about the arts from students, parents or community. Minimally, the following information should be collected for each of the four art forms: Curriculum and assessment materials/descriptions Staffing and instructional delivery Professional development Collaborations/external partnerships funding sources Materials (textbooks, supplies, instruments, include quality in description) Equipment and facilities (technology, classroom space, include quality in description) Evidence of student achievement In addition to data specifically related to arts education programming, leadership teams should compile relevant information about district/ school-wide goals. the mission once a vision for arts education is established, it can help guide the creation of a general set of goals for arts education that support school-wide initiatives and relate to the district or school mission. these goals can then be used to develop an action plan to increase opportunities in the arts. Here are some questions to consider when developing a vision for arts education: the planning team should not be discouraged by the results of the assessment. there is opportunity in every school and district throughout the state to improve its arts program. By assessing the current status of arts education the process of identifying areas for growth or expansion can begin. STEP 2 Envision High Quality Arts for Every Child the greatest ideas begin with a vision that denies all barriers. teams should begin discussions of a future where all of the arts are provided for every child. they can then articulate what schools would look like if arts education was of the highest quality and how that vision might contribute to articulated school plans. and vision for the district and each school, other school-wide initiatives, copies of school improvement plans and other data describing the community and students should be collected. What should students know about the arts? What should they be able to do in the arts? How do students benefit from a comprehensive arts education program? How are schools improved when arts education plays a central role in educating students? In 35 years what would we like arts education to look like in our school/district? What is our desired future? Agreement around what students should know and be able to do in the arts is necessary in order to ensure consistency and sustainability. After team members have discussed their vision for arts education, a written statement or list encompassing shared beliefs should be compiled. this statement or vision should motivate, inspire and guide the planning team as they develop an arts education plan.
Hiring an Outside Consultant

Hiring an outside facilitator or consultant to help you with some or all of your planning process can be a good investment. Consultants can not only motivate a planning team, but they are also required by contract to keep progress moving forward. In addition, they can provide general guidance and suggestions on the process, gather research and support materials, resolve conflicts and keep the group focused on the big picture rather than personal agendas. A good arts planning consultant will: Have an understanding of arts education and education planning take time to listen to the specific goals and timeline of the group Be trained in facilitation methods, including the availability of tools for effective meetings Negotiate a contract with clear outcomes and expectations
Download Example Assessments

No need to create a new assessment survey, there are some effective tools that have already been developed such as the kennedy Center Community Audit and the California Alliance for Arts Education Arts Education Assessment. for examples and support go to www.illinoiscreates.org
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STEP 3 Write an Arts Education Plan See Worksheets A and B on pages 47 and 48. An action plan for arts education sets specific targets for implementation of the vision. the planning team should build on the foundation of their joint vision to clarify specific needs for arts education. While this process may take some time, it is important to remember that by going through a planning process there will be greater consistency and, hopefully, efficiency and effectiveness in your arts education program. Identifying Goals the planning team should carefully determine what they want to do or accomplish, keeping in mind the realities that exist within the school system as well as those being driven by the vision they agreed to. Each goal will not necessarily need to be accomplished immediately; rather your Arts Education Plan should cover a period of time (generally 3-5 years). Using the needs assessment as the baseline, goals should be developed in the following areas: Curriculum and assessment materials/descriptions Staffing and instructional delivery Professional development External partnerships funding sources Materials (textbooks, supplies, instrumentsalways include quality in description) Equipment and facilities (technology, classroom spacealways include quality in description) Evidence of student achievement
Here are some questions to help you determine your goals: 1. What do we want to accomplish in the next 35 years to achieve our vision? What will we do and not do? 2. What are the top arts education priorities for the school/district? 3. What are the expected outcomes if we successfully achieve the stated goals? Developing Strategies once specific goals have been identified, planning teams should spend time talking about the overall methods or strategies to achieve what they want to accomplish. Multiple strategies will likely need to be developed for each goalsome of these strategies may already be happening, some may be new or different from what is already being done. Here are some questions to help you determine realistic strategies or action steps: 1. What 25 steps will we take to achieve the stated goal? 2. Who will be responsible? 3. What support systems are needed to carry out the stated strategies? It is important to recognize the School Improvement Plan (SIP) as an appropriate place for considering arts education. the SIP should address what is working and needs improvement across all areas of the curriculum. Arts education is no exception and should be addressed in the SIP.
Specifying a Timeline and Responsibilities It is important to specify a timeline for achieving the goals and executing the strategies within the plan. your timeline should be realistic and assignments should be given to team members and others if necessary in order to ensure the goals and strategies are being given the attention they need to come to fruition. STEP 4 Developing a Funding Strategy to make a quality arts education program a reality, consideration needs to be given to a budgeting and funding strategy. As part of Conducting an Assessment of Arts Education (Step 1), there should be a greater understanding of what is currently being spent as well as where funding is needed to establish equity. taking this into consideration as well as what it will cost to implement the goals and strategies identified in the Arts Education Plan (Step 3), is a necessary step in making your Plan a reality. Administrative Leadership will want to understand, in real terms, what the Plan means financially before they give support. first, make a list of areas that need funding, keeping in mind current expenditures and costs associated to goals and strategies identified in the Arts Education Plan. Next, identify in real terms what the actual costs will be for each element needing funding. then, identify the total cost for each school year covered in the plan. In other words, if your plan covers three years, a budget should be developed for all three years with a breakdown of all
expenditures. Here are some budget elements to consider: Administrative/coordinating staff (salary and benefits) faculty (salary and benefits) text books, materials and supplies Equipment (including related technology) facilities Professional development research and planning time Visiting artists (residencies and performances) once a budget is developed, the Arts Leadership team should prioritize and discuss possible funding sources. Identifying where the funding can realistically come from and developing a strategy for seeking funds can be intimidating and challenging. However, with a quality Arts Education Plan for in place, potential funders are much more likely to take interest in a school or school district. Here are some areas to consider as possible funding sources to implement your plan: District/schools discretionary funds State grant programs federal funding Private/community foundations or corporations/businesses State or local arts agencies Community arts partners Parent or community groups
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Section 7
STEP 5 Move From Arts Education Plan to Policy once an Arts Education Plan is in place, it is important that the plan is communicated to the broader school community. A goal of the planning team should be to get the plan signed-off on by the superintendent and all principals affected. After this, the ultimate goal would be to get the plan adopted as a policy by the district school board. It is also important to share the plan with other school and district faculty so as to identify opportunities for collaboration and generate a broader understanding of the strategic direction of the arts education program. to garner support, encourage all planning team members to attend meetings where the plan is being presented. these meetings are a great opportunity to inform people of the importance of arts education and the work of the planning team. Prior to the meeting, research should be done to gain a better understanding of how policies are adopted within your school district or school.
Is there a certain time when new policies can be introduced? Who can propose new policies? What language should be used or what format should the plan be written in so it can be adopted as a policy? Are there any champions on the school board or in the community that could be influential? once there is a clear understanding of district/school protocol, it is time to talk to the principals and superintendents. Identify a few key leaders who will represent the ALt at key meetings and be able to clearly communicate that you would like their endorsement of the plan and eventual support in implementing the strategies outlined in the plan. If funding will be needed, be sure to outline your funding request and present the budget that has been developed. See if the superintendent or principal has any suggestions and incorporate their feedback so that they develop a sense of ownership for the plan. once you have the support of the education administrator(s), it is time to approach the school board or local school council.
remember, school board members are elected to represent the people of the community on education-related matters and therefore can probably be swayed by public opinion. there is power in numbers, so encourage all arts education supporters to attend the meeting in a show of support. Also, write a press release and use the media to generate broader interest and support. often times, if school boards are hesitant to adopt the Arts Education Plan as a policy it is because of the financial crisis in which most schools and districts are placed. Always keep the focus on what is best for the students; develop a message that will resonate and articulate the benefits of a quality arts program. If a policy is not adopted immediately, dont be discouraged. Be persistent and remember that what you are doing will improve the quality of education for students. once a policy is adopted continue to provide updates to the education administrators and school board. Promote the success of the students and the progress being made in the school/district toward meeting the goals outlined in the plan.
An arts education policy is a key indicator of the sustainability and equitable distribution of arts education in a school or district.
Planning teams should consider these questions when developing plans for their district: How can we provide certified arts teachers for all of our students? How can non-arts teachers support arts education for all children? How can arts teachers assist in achieving the educational goals set by the district? What can we do to allow every child equal access to the arts? Are special needs students and English Language Learners given equal opportunities to participate in all arts experiences? How can we maintain a diversified funding base for the arts (mandated funding by district, grants, fundraising, discretionary funds)? What internal resources do we have to support arts education? How can we attract external resources to increase our programming? Can we leverage opportunities by collaborating across schools in our district, or with other districts in our region? How can we provide for an equitable distribution of resources across schools, while creating opportunities for gifted or talented students in the arts? How is arts learning developed and connected as students progress from elementary school to middle school to high school?
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Ten Tips on Grant Writing and Proposal Submission

1. Start early: good proposals often take a month or more to research, write, review, revise, assemble, and submit. read through the guidelines and application very carefully several times, and follow the grantors instructions to the letter. Applications are turned away when they do not meet the funding agencys requirements. research the donor organization and sources of information on grants and grant writing before writing your proposal. If possible, cite research to support the effectiveness of your program ideas. Collect successful grant applications to use as models for your own proposal. the more good proposals you read, the more youll understand the techniques of effective grant writing. Make sure your goals are realistic, given the resources of your organization. Write concisely, and to the point. Do not use extraneous or verbose language. Have several readersincluding at least one person not involved in the project read and critique your proposal narrative. Prepare a reasonable, detailed budget that includes every program activity that will incur costs. Be sure to explain the details of your budget in a budget narrative, even if there are no requirements to do so. Include an evaluation plan that tells your readers how the effects of your program activities will be measured. Proofread! Spelling and grammar errors do not convey a positive image.
2.
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5. 6. 7.
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Compiled by the Chicago Public Schools Office of Arts Education
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Section 7
WoRkSHEET
Arts Leadership Team Creating an Arts Education Plan

Deadline Date
Task in Action Planning Process Step 1 Step 2 Step 3 Step 4 Step 5 Goal 1: Conduct an assessment of current practice in arts education Create a vision Prepare an Arts Education Plan for the following areas: Curriculum, Assessment, Staffing, Professional Development, Collaborations/Partnerships, Materials/Equipment, facilities, Evidence of Student Achievement Develop a realistic budget and funding strategy Develop strategy for adopting plan as policy Expected outcome:
Strategy/Action Steps
Support Systems Needed
People Responsible
Budget
Timeline
Goal 2:
Expected outcome:
People Responsible
Budget
Timeline
Goal 3:
Expected outcome:
People Responsible
Budget
Timeline
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WoRkSHEET
Putting it All Together:

Recommended Elements of a Written Arts Education Plan
A great deal of time has been spent gathering information and discussing goals and strategies. It is important that this work is captured into a written plan. The following elements should be included:
Executive Summary
A summary of the planning process Background on the project Bulleted list of priorities and expected outcomes
History and Background

A brief summary of the benefits of arts education Any historical information about arts education in the school district An assessment or any research or interviews that were done
Action Plan for Arts Education

All of the goals and strategies that were agreed to by the Arts Leadership Team A timeline; list the person responsible A budget with a description of the proposed funding strategy
Other Information
A list of planning team members and their contact information Testimony or letters from key community leaders and organizations other relevant information
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Section 7
A Call to Action
this book represents a critical time for arts education across the state of Illinois. Arts advocates now have a tool to use in evaluating and improving the arts education programming in their districts. through focus groups across the state as well as the statewide survey, schools and districts made a clear outcry that arts education in schools statewide needs strong and focused support in order to maximize our childrens potential. the reference pages and planning worksheets in this book can be used to great effect if placed in the hands of decision makers and planning teams. In addition to the resources found in this guidebook, there are additional links to support materials and programs that can help districts and schools to improve their arts education programs. Please visit www.IllinoisCreates.org for more information.
A Call to Action
49
What You Can Do

the first step for all stakeholders is to create an Arts Leadership team for your school or district. this team should have stakeholders from all possible groups and plan to create a written plan or strategy to strengthen arts education in the school/district. Beyond the establishment of a clear arts education planning process, heres what specific groups can do: School Boards/ Superintendents Adopt policy for effective arts education in all four art forms Create plans with supporting budgets that acknowledge arts as core curriculum Demonstrate value of the arts with clear systems for accountability, including curriculum, assessment and public sharing of data showing progress Principals Provide leadership for arts education across the school Provide professional development in the arts for all school staff Provide collaborative release time for arts teachers and other staff Develop and support arts partnerships with parents, community and cultural resources Credentialed Arts Teachers Provide high quality, standardsbased arts education to all students Collaborate with teachers across the building to develop arts-integrated instruction Share successes with school and district leaders Seek out professional development that expands your ability to provide best practice arts instruction Higher Education Institutions Create professional development programming in arts education for credentialed arts educators as well as general education faculty and administration Collaborate with schools and districts to create innovative models for arts education partnerships Include arts education in general teacher education programs and administrative certificate programs recruit arts education majors from general teacher programs or arts majors Arts Partners/ Teaching Artists Align programs with arts standards and school curriculum Provide support for curriculum and assessment development Provide professional development opportunities for credentialed arts teachers as well as non-arts faculty and administrators Advocate for high-quality arts education in your school/ district Classroom Teachers Collaborate with arts teachers in the building to co-create arts integrated curriculum Support arts teachers and students through attendance at events Seek out professional development to develop your abilities to teach in, and through, the arts Community Organizations/ Businesses Develop partnerships with schools for arts-related needs Share needs for creativity and innovative thinking with district educators, including careers and skills that require arts knowledge Parents/Citizens Advocate for high-quality arts education in your school district Attend arts events and encourage your childrens participation in the arts request measures of accountability for arts education in your schools If members in each of these groups move forward with determination, we can create a state in which each child has access to a comprehensive education that includes the arts. If no one stands up for arts education, we can expect no more than what we have today.
All Illinois children deserve a quality, comprehensive education that provides a solid foundation for success. this must include the arts as part of the core curriculum. Arts instruction, like other subjects, must be standards-based, equitable and sustainable.
Illinois Creates Vision for Illinois Public Schools, 2005
50
Section 8
Content for Further Discussion

While this book hopes to create change in arts education across the state, there are many issues that emerged as important but were left uncovered in the Guidebook. Some of these include: the success of higher education in adequate preparation of teachers of the arts, whether arts specialists or arts teachers the need for greater numbers of credentialed arts teachers graduating from state colleges and universities, certified and ready to teach A credentialing or endorsement process for teaching artists Inclusion of arts content in principal and superintendent certification programs Ways to attract qualified arts teachers to rural schools and districts the importance and concerns of grade weighting in arts courses in high school Availability of text books for all arts disciplines Consideration of the need to revise Illinois fine Arts Learning Standards and Descriptors Media Arts as the fifth major arts discipline the multifaceted role of parents as agents of change High quality arts education in after school programming Lack of connections and opportunity to network for the arts teaching workforce training art teachers to be effective school leaders
51
The following teachers, artists, administrators and arts partners contributed through focus groups, and interviews
HoME WooD fLoSSMoor
Mary Jorgensen Jennifer Kelly Laura Kohaus Jason Landes Mickey Lower Ben Luginbuhl Stephanie Lyon Traci Manning Dan Marcotte Rebecca Marcotte Sara Marquiss Kimberly Martin-Boyd Kelly Maschert Jayme Mason Dorothy McDowell Chris McGraw Lance Meadows Marylynn Meredith Lynn Metz Gabe Myers Kelli Nichols Denishe OBrien
Lynn Stockton April Hann Laura Milas Mike Rogers Gail Zernia
The following publications were reviewed as we gathered input for this Guidebook
California Alliance for Arts education and California PTA, Community Arts education Project California Alliance for Arts education, Insiders Guide to Arts education Planning Arts education Partnership, Gaining the Arts Advantage: Lessons Learned from School Districts that Value Arts Washington State Arts Commission, Arts education Resource Initiative Mapping the Future of Arts education, Mississsippi Alliance for Arts education Kennedy Center Community Arts Audit San Francisco Unified School District, Arts education Master Plan Governors Commission on the Arts in education: Findings and Recommendations, July 2006, education Commission of the States The Progress of education Reform 2004, The Arts in education, education Commission of the States Critical evidence, How the Arts Benefit Student Achievement, National Assembly of Atate Arts Agencies and Arts education Partnership Working Partnerships: Professional Development of the Arts Teaching Workforce, Arts education Partnership Photography provided by: Audubon elementary School Chicago Arts Partnerships in education (CAPe) Chicago Department of Cultural Affairs Chicago Shakespeare Theater Hinsdale Center for the Arts Hubbard Street Dance Company Illinois Arts Alliance Urban Gateways: Center for Arts education
CHICAGo
Leneor Karl Wendy Haynes Mario Rossero Carol J. Friedman Amanda Olson Brian Santos Anne Houseworth Margaret Koreman Maliwan Deimer Mary Ridley Craig Benes Sean egan Frances Garcia Marge Kelly
PEorIA
Karen Henderson Jerry Spayer Marcia Merriman Bev Stenoisk DaNita Bell Taunya Jenkins Sharon Reed Alison Nelson Dr. Herschel Hannah JB Culbertson
BLooMINGtoN
Anne ONeill Karen OShea Heather Pierce Lisa Preston Colleen Rapp Tricia Reckers Michele Reckers Jolynn Robinson Jason Ruyle Linda Schmelzer Jan Scott Bob Sear Sherry Sharp Melissa Siebenthal Mary Sigler Beth Smith ellen Smith Mary ellen Somers Donna Stadsholt Angie Stalter Katrina Stansbury Kate Sullivan Dan Swallow Susan Trammel Diane Turek Brandon Uftring Stephanie Umland Mike Wallace Patricia Warren Nathan Webb Tara Wells
IAE A CoNfErENCE
Navana Ahrends Patty Aldrich Debbie Aurelius-Muir Julie Basting Jill Belongia Kyle Berens Heidi Blaine Charlene Bokesch-Parsons Jennifer Bolton Brooke Boyd Kelly Brinker Ryan Budzanski Peggy Caslow Chris Corpus Sharon Corrigan Anne Corrigan Stephanie Cunningham Larry Custer Lisa DAntonio Mary eggleston Margot ehrlich Karen Fehr Juli Fraher Patty Garbe Sara Garrett Mike Guerrero Michelle Hardwick Beth Hoegger Christine Hoffert Greg Hoffert Jessica Hooten Rhonda Hornstein Marjorie Jarand Rebecca Johnson
Stephanie Lee Liz Farnesi Kelly Handschuh Cheryl Bunton Tracy Burton Jerome Hausman Mike Hertz Michelle Williams Sandy Stevens Suzy Carson Kitty Carson
CArBoNDALE
Gloria Jones elizabeth Lewin Sally Gradle Paulette Aronson Nancy Stemper
SPrINGfIELD
Chuck Hoots Jessica Gillis Stacie Reichensperger Karyn Childers Lynn Gilmore Christie Lazarider Marianne Stremsterfer Kathy elmore
Illinois Arts Alliance 203 N. Wabash, Suite 1920 Chicago, IL 60601 Phone (312) 8553105 fax (312) 8551565
www.artsalliance.org www.illinoiscreates.org

Committing To Quality in Education-Arts at The Core: A Guidebook and Planning Tool

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Committing To Quality in Education-Arts at The Core: A Guidebook and Planning Tool

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Arts at the Core

A Guidebook and Planning Tool

Committing to Quality in Education:

ADVISory CoMMIt tEE

Libby Lai-Bun Chiu

Dr. Amber Harper

fUNDING for tHIS GUIDEBook WA S G E N E r o U S Ly P r o V I D E D By

Developing the Guidebook

Arts at the Core

Committing to Quality in Education:

About Illinois Creates

The Status of Arts Education in Illinois Public Schools

Using the Guidebook

A Quality Education for Every Child

Quality in Education: Arts at the Core

IDEAs for EffECtIvE PrACtICE

Culturally Relevant Curriculum

A Quality Education for Every Child

IDEAs for EffECtIvE PrACtICE

The Arts Enhance High Quality School Practice

Using the Arts to Differentiate Instruction

A Quality Education for Every Child

How Do Effective District and School Administrators Support the Arts?

IDEAs for EffECtIvE PrACtICE

Providing a Clear Vision

for a list of documented research on the benefits of arts education go to

IDEAs for EffECtIvE PrACtICE

How Can School Principals Maximize the Potential of the Arts?

Committing to All Four Art Forms

Why Do Arts Teachers Need To Be School Leaders?

Does Administrative Leadership Meet High Quality Standards?

Curriculum and Assessment

Curriculum and Assessment

IDEAs for EffECtIvE PrACtICE

The Basis of a Quality Education

High Standards for Arts Education

National and State Standards

What Makes Quality Curriculum?

IDEAs for EffECtIvE PrACtICE

Importance of a Documented Curriculum

Curriculum and Assessment

IDEAs for EffECtIvE PrACtICE

What Is Quality Assessment?

Sample Drama Assessments from Lake Zurich Middle School South

What Does Effective Curriculum and Assessment Look Like?

Curriculum and Assessment

Instruction and Professional Development

What Makes Quality Instruction?

IDEAs for EffECtIvE PrACtICE

Student Choice in Curriculum

Instruction and Professional Development

Addressing the Professional Development Needs of Certified Arts Teachers

IDEAs for EffECtIvE PrACtICE

Professional Development for Arts Teachers

Instruction and Professional Development

When Non-Arts Teachers Become Teachers of the Arts

External Providers of Professional Development

Arts Education as Staff Development: A Whole School Strategy

Collaboration and Partnership

Collaboration and Partnership

Collaboration Within Schools

Collaboration Within Districts/Regions

IDEAs for EffECtIvE PrACtICE