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References

Connecticut Arts and Standards--Documents. (2016). CT.gov - Connecticut’s Official State Website. https://portal.ct.gov/SDE/Arts/Connecticut-Arts-and-Standards/Documents

Education Week. (2022, April 18). Explainer: What is Culturally Responsive Teaching? [Video]. YouTube. https://www.youtube.com/watch?v=V2fe09m0FLs

Partnership with New Haven Public Schools  | Yale School of Music. (n.d.). https://music.yale.edu/partnership-new-haven-public-schools

School Partnerships | Office of New Haven Affairs. (n.d.). https://onha.yale.edu/initiatives/public-schools-and-youth/programs/school-partnerships

Understood, E. T. A. (2024, March 12). What is culturally responsive teaching? Understood. https://www.understood.org/en/articles/what-is-culturally-responsive-teaching

YALE UNIVERSITY. (2019). YALE UNIVERSITY EDUCATIONAL PROGRAMS AND PARTNERSHIPS FOR NEW HAVEN YOUTH. Retrieved April 3, 2024, from https://onha.yale.edu/sites/default/files/files/publicschools/2019_youth_programs_brochure.pdf

Zepeda, S. (2019). Professional development: What works. New York: Routledge. ISBN- 978-1
138-23015-6

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4 ninety-minute sessions (October, December, February, and May) for all K-8 teachers and 4 ninety-minute sessions (October, December, February, and May) for all 9-12 teachers

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Performing and Visual Arts with CRE lens

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Performing and Visual Arts with CRE lens

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CRE and Performing and Visual Arts

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Create GOAL GROUPS around Standards in your discipline

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Create GOAL GROUPS around Standards in your discipline

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The objective of goal groups is to move professional learning beyond merely delivering or covering content. With support from a group, teachers share their learning and the benefits from experimentation to create shifts in practices.

Goal groups are a professional learning sequence based on a traditional school year. All teachers are placed into a goal group around one of the topics/standards that emerge through individual goal setting conferences. Groups can be arranged by topics such as differentiation, using technology, student assessment, student engagement, and classroom community. As a year-long process, a structure for collaborative groups to meet consistently once a month was developed as well as a timeline.

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More on NHPS partnerships

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School Partnerships | Office of New Haven Affairs

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Provides paraprofessionals to support music classrooms.

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Partnership with New Haven Public Schools | Yale School of Music

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In this city-wide program, NHPS students from grades 3-12 rehearse weekly with their given ensembles. The All-City Ensembles are conducted by NHPS music educators and YSM Teaching Artists in preparation for final concerts at the end of each academic semester. NHPS students of any level of experience can participate in All-City Band (brass, percussion, woodwinds), All-City Strings (violin, viola, cello, guitar), or All-City Choir. Rehearsals are held in various locations, including the Neighborhood Music School, the Yale School of Music, and the Yale Divinity School. All activities are free of charge. Please complete this form to apply for participation in the All-City Ensembles. See FAQ for eligibility.

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The Connecticut Arts Standards Model District Curriculum Documents

Connecticut Arts Standards

Position Statement on the Implementation of the Connecticut Arts Standards

Connecticut State Board of Education Position Statement on Arts Education

A Guide to K-12 Program Development in the Arts

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CT.gov - Connecticut's Official State Website

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Documents/Forms

CSDE Curriculum, Instruction and Assessment Publications

Webinars

These webinars provide districts important information pertaining to the incorporation of the Connecticut Arts Standards and the work of the model districts. The intent of this webinar series is to provide a dynamic professional learning experience. Activities have been woven into the webinars to provide participants with meaningful learning experiences.
Teaching to the Connecticut Arts Standards: Webinar One
Webinar One materials
Teaching to the Connecticut Arts Standards: Webinar Two Download the presentation: Unwrapping the Connecticut Arts Standards - Linking the Standards to Practice
As a result of webinar two, participants will:

Become familiar with the new Connecticut Arts Standards and their implications for instructional shifts and change.

Follow the Model District process to identify the unit to be developed and write a brief description.

Select standards that specifically address the unit.

Begin to develop a Model Instructional Unit using Connecticut Arts Standards Model District Templates.

Teaching to the Connecticut Arts Standards: Webinar Three Download the presentation Linking the Connecticut Arts Standards to Practice (Webinar 4)
As a result of webinar four, you will:

1. Review the work accomplished previously in this Webinar series.

2. Analyze the unit purpose and alignment to district scope and sequence of student learning objectives.

3. Complete summative assessment and student scoring rubrics.

The following six-part webinar series was created during the 2016-17 school year in partnership with Connecticut Music Educators Association (CMEA) to support districts and arts providers in better understanding and utilizing the newly adopted Connecticut State Department of Education (CSDE) National Core Arts Standards (Arts Standards).

CSDE National Core Arts Standards Webinar Series Where Do I Start?
Join Arts Education Consultant Jackie Coleman as she takes you through the new NCAS Standards in the first in our series of webinars.

In the Music Classroom
Join Music Teachers Caroline Golschneider and Margaret Fitzgerald as they take a closer look at the shifts in practice that NCAS will bring to the music classroom.

NCAS in the Visual Arts Classroom
Join art educators Jill Goldberg and Julie Sawyer as they examine NCAS through instruction and assessment in the visual arts classroom.

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CSDE Curriculum, Instruction and Assessment Publications Webinars These webinars provide districts important information pertaining to the incorporation of the Connecticut Arts Standards and the work of the model districts. The intent of this webinar series is to provide a dynamic professional learning experience. Activities have been woven into the webinars to provide participants with meaningful learning experiences.

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Connecticut State Board of Education Position Statement on Arts Education

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Connecticut State Board of Education Position Statement on Arts Education

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Position Statement

"The Connecticut State Board of Education, in its 2016 Position Statement on the Implementation of the Connecticut Arts Standards, calls for arts learning that supports the whole child by creating artistically-literate citizens well equipped with the creativity, communication, and critical thinking skills needed to live rich, meaningful lives. The following guidelines are recommended to support the implementation of the Connecticut Arts Standards in our schools" (Connecticut Arts and Standards Document, 2016).

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School participating in Performances and Exhibitions

(See attached NHPS Data with categories of dance/drama and concerts for performances and exhibitions)

35 schools are participating in either or both Dance/Drama and Concerts.

33 schools are participating in exhibition showcases.

PERFORMANCES

Analysis of Greatest to least performances

High Schools

Cooperative Arts & Humanities = 51

has the highest amount of performances

James Hillhouse = 41

second highest performances

Wilbur Cross = 29

third highest performances

While ESUMS, Hill Regional Career, HSC, and Metropolitan have five or fewer performances (= or >5)

PK-8

Worthington Hooker has the highest amount of performances = 16

Conte West has the 2nd highest = 10

Bishop Woods has the 3rd highest = 9

Edgewood and John S. Martinez are at the 4th largest = 7 each

All other PK 8 Schools have 6 or fewer performances

Middle

Betsy Ross (5-8) has = 14 performances

Elementary

Barak Obama Magnet (PK4) has the highest performances = 6

Lincoln Basset (K-6) has one performance.

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EXHIBITIONS

Analysis of Greatest to least performances

High Schools

Co-Op Arts & Humanities and Wilbur Cross have the highest = 5 exhibitions each

High School of the Community = 2

James Hillhouse and Riverside = 1 exhibition each

PK8

Worthington Hooker has the highest exhibitions = 11

Conte West, John C. Daniels are the 2nd highest = 4 each

All other PK8 schools are fewer than 4 exhibitions per year

Middle (5-8)

Betsy Ross = 5 exhibitions

Elementary (PK-6)

Lincoln Bassett = 1 exhibitions

PreK

Regionald Mayo = 2 exhibitions

**More Data Analysis**

PERFORMANCES (Schools that do NOT participate)

High Schools - Riverside Academy

PK-8 Troup

EXHIBITIONS (Schools that do NOT participate)

High Schools

ESUMS

Hill Regional Career

Metropolitan Business

New Haven Academy

PK8 - Jepson does NOT engage in exhibitions.

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Our PD Model: Individual + Collaborative Learning = Synergy

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Our PD Model: Individual + Collaborative Learning = Synergy

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Individual Collaborative Learning Synergy (ICS) is a research-based model that allows for individual learning for all educators. Through a culturally responsive lens, we will apply this model for the Performing and Visual Arts educators.

Individual Learning

*Self selected goal

*Online research

*Reading

*Other group learning experiences

*Classroom Implementation

*Reflection

*Evaluation of Goal

Collaborative Learning

*Accountability

*Working on goal with others

*Conversation precedes learning

*Connects teachers across grades

*Peers provide feedback

*Affords alternative perspectives

*Clarifies thinking

*Teachers share expertise

Synergy

*Offers peer support to take risks

*Builds capacity for learning

*Accelerates the speed of instructional knowledge

*Develop educator networks beyond goal groups

Together, we will aim to achieve this through a culturally responsive lens.

CRE is a culturally responsive education, which Geneva Gay describes as utilizing students different cultural characteristics, experiences, and perspectives as tools for for better classroom instruction (understanding cultural values and traditions with context and validating cultural identity).

Explainer: What is Culturally Responsive Teaching? - YouTube

Creating an environment

Teaching students how to resolve, and analyse real-world problems Students’ culture and lived experiences that influence how they understand and make sense of the world or themselves are an integral part of who they are as learners.

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The Performance and Visual Arts Department aligns with the mission of NHPS as we strive together for the next chapter of excellence.

This year, we will follow a research-based model for professional development, through a culturally responsive lens, as we strive to meet the National Core Standards for Arts Learning.

Presentation Agenda

*Vision of NHPS

*National Arts Standards adopted by Connecticut

*ICS - A researched based model for Professional Development & CRE (Culturally Responsive Education)

*Data Analysis

* Goal Groups - A yearlong strategy

*Partnerships and potential partnerships

*PD Plan

*Resources

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National Core Arts Standards (Artistic Process and Anchor Standards)

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National Core Arts Standards (Artistic Process and Anchor Standards)

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1. Meet teams and  Observe at least one Rehearsal,  performance, and exhibition for each school during school rounds

2. Review current NHPS Performing Arts and Visual Curriculum and performance and exhibition clips

3. Technology Meeting

Meet with Technology for data survey systems and analysis, accountability -attendance check for PD, PD platforms ie Google Class, etc, Current PD learning systems, tech needs for PD, gather student performance and exhibition clips for projection and audio, group emails for cluster grades etc,  and any other purposes that may come up for successful year.

4. Data Query  - What are educators and students  saying?  What are the needs?

Send notification about survey and request to meet with at least 2 reps for performing arts & visuals on a specific date in groups.   (Groups PK - 3), 4-6, 7&8, 9-12

Send out Performing Arts and Visual team and student surveys

Accomplishments (Most prized performances and exhibitions and why

Areas of Improvement

Other

Meet with at least  two representatives for performing and visual arts from each school to discuss analysis of data and volunteer leaders for PD segments.

5.   Meet with Equity Team in the event they’d like to present re CRE.  If unavailable, we will proceed with our plans for CRE segment.

6.  Invitations - Meet with Yale, Shubert, and other guests regarding invitation as a guest speaker for PD 1 and PD 2  August (30 min).

AGENDA

Full Day

Day 1  Accomplishments 2023/24 (share a few)

Yale or alternative guest speaker (30 min)

Qualitative Data on what went well and areas of growth - presentation

Roll out new New ICS Model with CRE approach

CRE discussion  (Equity Team)

Position statements -round table discussion on vision or theme for the year using CT position statement,  NHPS vision statement and ICS model (CRE).

Why Goal Groups

Create Goal Groups

Break Out Groups

-Unpacking Qualitative Data, Deeper Dive

Visual and Perorming Idea to unpack on PD Day 1/ Band PreK-3/    4-6    7-8    9-12   Home | National Art Standard (nationalartsstandards.org)

Scope and Sequence / What does the year look like/ Unpacking Together

Day 2/

Icebreaker

Recap of Day 1

Reintroducing theme for visual and performing arts

Student works

Planning

CHOICE

Teacher led groups

Performance, Exhibitions, Goal Group work,

Completed sheet check for choice/ Google Form

Goal Groups -   Review Model curriculum samples and rubric

Looking ahead with new theme  and year outline (Individual. Collaborative. Synergy)

Focus on exhibitions and performances

Goal Group reconvene.

Parking lot

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Yale’s partnership with Cooperative Arts and Humanities High School aims to enrich the artistic and educational experiences of students and teachers by developing meaningful collaborations between the Yale and Co-Op communities. The partnership is supported by stakeholders across the university, including the Beinecke Library, the Yale University Art Gallery, the Yale Center for British Art, and Dwight Hall at Yale.