Creative Schools for All

Transcription

1 Creative Schools for All Achieving Equity Think Tank SPECIAL THANKS TO

2 Cristina Pacheco Activist, Producer, Non-profit Consultant Former Director of Programs, Arts for LA

3 Prioritizing the Blueprint Producing High- Quality Research and Evidence: DATA COLLECTION Ensuring Equity and Access Arts Education at the Center Strengthening Collaborative Relationships to Build the Creative Workforce

4 Arts Ed Data Project Arts Ed Data Characteristic Project No access to arts No Visual Art No Music No Theatre No Dance Total Number of Students 12% 11% 36% 69% African American 11% 16% 16% 40% 72% Hispanic 58% 14% 13% 40% 71% White 21% 9% 7% 30% 66% Other 10% 9% 6% 29% 66%

5 TIMELINE X 7/15 CREATE Retreat Identify EQUITY as an organizational priority. X 1/16 Equity Summit #1 X 3/16 CREATE Convening Equity Forum 6/16 CREATE Retreat Thumbs up on draft Declaration. X 7/16 Creativity at the Core Institute Equity Forum X TODAY LAUNCH! X 9/16 Equity Summit #2 Fall/Winter 17 Declaration Vetted Statewide 3/17 First District Adopts Declaration! X X X

6

7 Blueprint Original Recommendations 1. Use Equity as a Lens in all the Work 1. Collect and disseminate demographic data on access and equity; make available to the public 2. Work with Arts Councils to collect public demographic data

8 Laura Smythe Program Director, California Alliance for Arts Education Title 1 Arts Initiative

9 Title 1 and the Arts

10 flexibility focus flourishing

11 Table Rules of Engagement Slow down Trust the process Stay with the question Honor and welcome each voice Let others speak before you speak again Listen with respect and assume positive intent The outcome will be greater than the sum of the parts

12 Guiding Question #1 Considering the remarks of: Michael McAfee Laura and Cristina What are current practices that prevent our most vulnerable students from participating in the arts? What are possible solutions? Discuss with a partner. Take notes right onto the butcher paper that is laid out on the table. (Notes will be incorporated into charts at the end).

13 Vince Womack Music Educator and Mentor Teacher at Foshay Learning Center

14

15

16

17 Miko Lee Executive Director, Youth in Arts

18

19

20

21 Guiding Question #2 How are teachers approaching the issue of equity and access to students? What other approaches are possible? Expand your partner conversations into groups of 3-4 at your table and make notes on the butcher paper.

22 CREATE CA ACHIEVING EQUITY CREATIVE SCHOOL FOR ALL: COLLABORATION CREATES CHANGE (MARCH 14-15, 2017) CHARLES CHIP MC NEAL INTEGRATED LEARNING SPECIALIST Alameda County Office of Education L. Karen Monroe, Superintendent

23

24 EQUITY MUST BE ADDRESSED SYSTEMICALLY From a County Office of Education perspective, we realized people address equity from differing perspectives, with varying understanding. What is Social Justice, Social Consciousness, Education Equity? And while a specific definition might elude us, we know that EQUITY has multiple prongs. It is SYSTEMIC.

25 KEY AREAS OF INQUIRY What does Education Equity look like? How might we encourage empowerment through engagement creating success for all students? How do we promote sustainable, Deep-Broad understanding of arts-centered learning? How do we leverage Collective and Collaborative Impact?

26 FOUNDATIONAL VALUES FOR PROFESSIONAL PRACTICE Social Equity in School, Community & the world (SYSTEMS) Empowerment and engagement of student voice Deep & Broad understanding and meaning-making through arts-centered learning Lifelong Learning and research Creativity and Creative Inquiry Collective and Collaborative Impact

27 Integrated Learning Specialist Program (ILSP) Principal Leadership Group Court & Community Schools Partnering Turnaround Schools Broad Conversations on Access and Equity 120 hours of College-level PD Social & Ed Equity (Race/Bias) IL Frameworks Arts-Centered, inquiry-based, Integration Authentic Assessment Project Zero Frameworks Deciders, prioritize Advocacy Tools Grant Writing Addressing dissenters Working with the students Working with the staff and Admin. Training TA s Whole School Change Multi-year on-going PD and mentoring Mentees become advocates/role models Student Voice with Conference inclusion Parents, civic leaders, businesses, tech Companies, higher Ed. (pre-service teacher training), etc. Teaching for Understanding Studio Habits CRTS Critical Pedagogy Interrupting systems of inequity Region-wide 9 Bay Area Counties

28 Integrated Learning Specialist Program (ILSP) Principal Leadership Group Court & Community Schools Partnering Turnaround Schools Broad Conversations on Access and Equity 120 hours of College-level PD Social & Ed Equity (Race/Bias) IL Frameworks Arts-Centered, inquiry-based, Integration Authentic Assessment Project Zero Frameworks Deciders, prioritize Advocacy Tools Grant Writing Addressing dissenters Working with the students Working with the staff and Admin. Training TA s Whole School Change Multi-year on-going PD and mentoring Mentees become advocates/role models Student Voice with Conference inclusion Parents, civic leaders, businesses, tech Companies, higher Ed. (pre-service teacher training), etc. Teaching for Understanding Studio Habits CRTS Critical Pedagogy Interrupting systems of inequity Region-wide 9 Bay Area Counties

29 INTEGRATED LEARNING SPECIALIST PROGRAM (ILSP) COURSE A Strategies and Resources in Arts Integration for Social Justice COURSE B Ongoing Assessment Strategies and Applications COURSE C Collaborative Curriculum Design

30 QUALITY EQUITABLE PROGRAMS Are Inquiry-based Using Creative Strategies Employs Culturally Relevant Curriculum: What is taught? It is diverse? Who created it? For Whom? Empowering Student-Centered Pedagogy: Leverages equitable, research-based Frameworks Authentic Assessment Environment: What conditions matter most to the equitable learning environment? Empathetic Collaborative Experiences Socio-Cultural Awareness People WHO IS TEACHING?

31 "THE RAPIDLY EVOLVING GLOBAL ECONOMY DEMANDS A DYNAMIC AND CREATIVE WORKFORCE. THE ARTS AND ITS RELATED BUSINESSES ARE RESPONSIBLE FOR BILLIONS OF DOLLARS IN CULTURAL EXPORTS FOR THIS COUNTRY. IT IS IMPERATIVE THAT WE CONTINUE TO SUPPORT THE ARTS AND ARTS EDUCATION BOTH ON THE NATIONAL AND LOCAL LEVELS. THE STRENGTH OF EVERY DEMOCRACY IS MEASURED BY ITS COMMITMENT TO THE ARTS. CHARLES SEGARS, CEO OF OVATION

32 CREATE CA ACHIEVING EQUITY THANK YOU! CHARLES CHIP MC NEAL INTEGRATED LEARNING SPECIALIST Alameda County Office of Education L. Karen Monroe, Superintendent

33 Russ Sperling Director of Visual and Performing Arts San Diego Unified School District

34 Guiding Question #3 Are other ideas surfacing? What can you do as an advocate for Arts Ed EQUITY when you return to your community? What else might we focus on together next? 3-4 people 2 items per question. Expand to full table to create a chart with the big ideas which answers the Round 3 questions above. Incorporate notes from earlier rounds as relevant.

35 Creative Schools for All Achieving Equity Think Tank SPECIAL THANKS TO