Professional Development & Peer Exchange
Responding to the changing needs of our grantees, CAE previously offered Professional Development & Peer Exchange resources and workshops to support school and cultural organization representatives from our grant programs.
Professional Development & Peer Exchange offerings have included sessions on Looking At Student Work and Evaluation & Assessment, Inter-visitations to other CAE-funded schools, and publications such as the Career Development Handbooks.
- Professional Exchange & Inter-Visitation
- Looking at Student Work
- Past Leadership for Learning
- Partnership Development
- Evaluation & Assessment
For Current and Potential Grantees
Overview
Inter-visitations give school personnel, parents, and administrators, as well as cultural organization representatives and teaching artists, a chance to see schools implementing arts partnerships. These exchanges are intended to assist new partnerships develop their own programs.
Description
This program is a unique opportunity to visit and learn from school arts partnerships funded by The Center for Arts Education. Visitors observe classroom sessions, discuss logistical and instructional strategies with school staff and cultural organization representatives, and learn first hand how a school partnership looks, feels, and operates. Each visit includes ample time for peer exchange during which participants debrief and reflect on their visit and consider implications for the arts programs at their schools and organizations. The Center for Arts Education provides professional development/peer exchange programs in arts education designed to meet the needs of schools, parents, cultural organizations, and artists.
For Classroom teacher/teaching artist teams from current or previously funded partnerships.
Overview
In 1998, The Annenberg Institute for School Reform (AISR) co-hosted a meeting with the Chicago Learning Collaborative, called "Examining Student Work and School Change," out of which grew Looking at Student Work (LASW). LASW is an association of individuals and educational organizations that focuses on providing ideas and resources about a set of practices based on specific principles, including the belief that students’ work is serious and key data about the life of the school.
Description
The Looking at Student Work professional development opportunity is available to classroom teacher/teaching artist teams working in non-funded and CAE-funded partnerships. In this series of informal gatherings, teachers and artists review and discuss samples of student work in and through the arts. The goal of the program is to foster a culture of conversation grounded in student work that contributes to improved student performance and sheds light on curriculum and instruction. A secondary goal is to establish a comfort and skill level among classroom teachers and teaching artists that might stimulate similar conversations within and across schools. The gatherings take place at cultural institutions and partnership schools. The Looking at Student Work program is made possible, in part, by a generous contribution from the Dana Foundation.
For
Partnership Principals.
Overview
The Annenberg Institute for School Reform (AISR) at Brown University’s Leadership for Learning Initiative was designed to influence, support, and sustain models of shared leadership that help to improve student achievement. Currently, there is a movement toward higher standards and greater accountability in schools that has added new responsibilities to the administrator’s traditional duties. Principals and superintendents are now asked to include all voices in developing the organization’s vision, articulate and model core values, and develop collaborative learning experiences. Recent research suggests that a more effective way to meet the demands for universal quality education is to "redistribute" school leadership. Every member of the community must take responsibility for student achievement and assume leadership roles in areas where they are competent and skilled. Leadership can then become characteristic of a whole community working together.
Description
In collaboration with AISR, The Center for Arts Education developed a series of workshops offered throughout the academic year to help support principals in developing and sustaining arts programs. Topics covered in the sessions included Looking at Student Work, arts budgeting, and leadership opportunities in and around the arts.
For
Currently funded Partnership Grantees only.
Overview
New York City Partnership for Arts Education (NYCPAE) grants are the cornerstone of CAE’s grant programs. The goal of the Partnership program is to support schools that have formed partnerships with cultural institutions, arts organizations, community-based organizations, and colleges and/or universities and to develop arts education programs that promote student achievement and school improvement. With multi-year funding, schools are able to develop sustainable arts integration practices, provide quality arts instruction for students, and utilize the arts to address student achievement and transform school culture.
Description
Workshops are offered throughout the academic year to assist new Partnership grantees in developing successful programs. Topics include: getting started - scheduling and logistics, school-based professional development, and integrated curricula.
For
Partnership Grantees or members of Partnership Evaluation Teams only.
Overview
Evaluation is part of an ongoing effort to improve work and share knowledge. Two broad types of assessment are integral: Outcome or Performance Assessment and Program Evaluation. The primary concern of school-based assessment should be performance assessment of students, which focuses on students and their learning, development, and products. Program evaluation examines how completely the program implements the elements of its design.
Designers of school-based partnership assessments should:
- Indicate what objectives are to be evaluated and how these reflect the basic rationale and theories that guide program design;
- Indicate who or what will be assessed: management, organizational or structural changes, governance practices, instruction, curriculum implementation, and student performance;
- Identify specific expectations and explain how the program will assess student achievement of these expectations;
- Identify who will conduct the assessment and their qualifications (this applies to external as well as internal evaluators; the same standards of quality should apply to either approach);
- Include descriptions of the kinds of data to be collected for each category and describe the tools to be used to collect the data, such as interviews, surveys, portfolios, video journals;
- Include a timeline for data collection and describe the kinds of data analysis to be applied as well as the form of reporting.
Description
During the New York City Partnership for Arts Education (NYCPAE) grant period, all funded partnerships participate in CAE’s overall evaluation of the program. Each partnership was required to develop and implement an evaluation and assessment plan as part of their program. This process was supported through a series of gatherings offered by CAE, which include: Evaluation & Assessment Planning; Collecting Evidence; Assembling & Interpreting Data; and Reflecting, Reporting & Sharing. The Center for Arts Education will conduct an overall evaluation that will include data compiled from the locally conducted assessments of participating schools, partnering organizations, and other collaborators. Please visit the Resources section for information about School Reform, Research Exchange, & "Best Practices."
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