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PROFESSIONAL DEVELOPMENT & PEER EXCHANGE

Responding to the changing needs of our grantees, CAE offers 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.

Peer Exchange & Inter-Visitation

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.

Questions about our professional development and peer exchange opportunities
can be directed to professionaldevelopment@cae-nyc.org or 212-971-3300 x318.

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LOOKING AT STUDENT WORK

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.

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LEADERSHIP FOR LEARNING

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.

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PARTNERSHIP DEVELOPMENT

 

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.

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EVALUATION & ASSESSMENT

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 Other Resources section for information about School
Reform, Research Exchange, & "Best Practices."

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