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Creating a simple system to report site visits with key information (visit from coach, PDP, or USBE, how long, etc) would allow us all to see gaps in visits and would increase our accountability.

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Classroom visits - Sharing observation/coaching forms to create consistency

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Classroom visits - Sharing observation/coaching forms to create consistency

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How can we build a standard not obedience in authentic integration?

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How can we build a standard not obedience in authentic integration?

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I currently have been using Outlook calendar invites to divide art nights and informances between our team and ensure that at least one member is able to attend most of not all of the event dates we are provided by specialists or districts

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regional and local system that evolve from statewide suggestiong

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regional and local system that evolve from statewide suggestiong

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Having a statewide vision that is clear, with a unified priority/focus may help us working in a more aligned manner - may help systems alignment more clear...

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Gathering BTS data similar to what POPS orgs gather and report

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what information would we like to get from everyone- why are we collecting this?

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what information would we like to get from everyone- why are we collecting this?

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WSU uses educators' professional goals (that they submit to USBE) as a focus/touchstone for our classroom visits. We provide positive/supportive feedback that we share with the educator and their principal to help create a relationship/connection. We also identify any educators that might benefit from extra help and set up an mentorship with a veteran educator in their discipline. Currently we see each educator 2x/year.

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WSU uses educators' professional goals (that they submit to USBE) as a focus/touchstone for our classroom visits. We provide positive/supportive feedback that we share with the educator and their principal to help create a relationship/connection. We also identify any educators that might benefit from extra help and set up an mentorship with a veteran educator in their discipline. Currently we see each educator 2x/year.

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I would like to shift my PD focus from having teachers come to my university toward having more PD in rural schools and districts. I'd love to hear more about how others do this.

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How can we create district type connectivity within our charters 

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How can we create district type connectivity within our charters 

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Do we do this amongst charters within close proximity, or help them connect with public schools in the area? Solo flyers are more likely to for isolated or disconnected

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I feel that it's important to have the "levels" of visits all in one place, so if a teacher from a school attended a state thing, a university thing, was visited in their classroom and had a visit at their art night, we could see all of that information in one place.

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I like what Liz Brown is doing as an art coach in some of the rural school districts. Can we have more rural specific art coaches like Liz?

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Statewide BTS Meeting for BTS Arts Teachers

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Statewide BTS Meeting for BTS Arts Teachers

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When I started, they had annual (or semi-annual) state-wide meetings. I got SO MUCH from those meeting - camaraderie, tons of art-form specific resources, and met so many people

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I like the idea of building social capital with the charter and rural principals so that we can bring them together, in person or via Zoom, to help get them connected and on the same page.

However, since they are getting funds from the state, USBE does have that authority to gather them without the social capital. Could they be the ones to gather them and invite the Universities to build those relationships?

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Consider revisiting the statewide BTS Arts Invitational or Workshop where all BTS Arts Educators have a gathering place to celebrate their work, network, and build best practices.

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It's so exciting to know the website will get an update. The hope is that this will increase efficacy for BTS Arts Educators given their accessibility to these resources. Here are a few dreams for this update: 1) One central calendar that includes ALL workshops, continuing ed. courses, grad programs, etc... to help train and develop both classroom and BTS Arts Educators. We could explore a coding system so people visiting the calendar can discern quickly whether an event is a workshop or a course, etc.. We could also include arts nights and informances there as well (or have a separate calendar for those), 2) Each University could have a link to their programs that support BTS, such as the MAT at the U or the MATArts at Westminster, helping to train and develop, license, and endorse our BTS Arts educators so they can keep their jobs and raise retention, 3) Create a central lesson plan sharing portal that continues to be searchable by art form , academic subject, and/or grade level, 4) have a one-stop place to list and source current research that has been published through the different institutions, 5) offer a sharing page or log for completed work that could have photos of art work or videos of performing arts integration.

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I don't think we should discount the community that is built by keeping charter schools within their geographical areas rather than isolating them into their own "region". I feel like districts and charters can learn from each other especially when their demographic of students is similar.

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there are various levels- the relationships of shared resources-is the most transformative. The vetting happens as the best stuff rises up by recommendation before it gets on a published website. keep the levels-

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Something that we have done within my district that has been helpful is that we have a lesson sharing space "chat" on teams where we can share plans/ideas/slides. It's been super helpful to have collaboration all in one contained space, and its been lovely for building community and problem solving. It's very organic and people have been super respectful about adding credit to lessons, when adjusting and making them their own, etc.

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BYU ARTS Partnership searchable lesson plans on a template

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BYU ARTS Partnership searchable lesson plans on a template

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https://education.byu.edu/arts/lessons

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This is a fabulous underused resource to help principals hire the best candidates. Where could this be put so that people will use it?

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Created to make administrators' lives easier, this binder can help administrators optimize educational arts programs to support their school goals and deepen student learning.

What's inside?

Interview questions and things to consider when hiring arts educators

Strategies for maintaining arts educators through mentoring, PLCs, and professional development

Indicators of what strong educational arts programs look like and what they need from administrators to benefit the school culture, student learning, and their community

These materials were created and published by the BYU ARTS Partnership. However, each art form's specific section was developed by Utah's professional arts education organizations: Utah Dance Education Organization, Utah Music Educators Association, Utah Advisory Council of Theatre Teachers, Utah Arts Education Association, and the Utah Film Center.

These organizations have provided detailed considerations for each art form so arts teachers and professional development providers can have meaningful conversations with administrators about how arts teachers can support school goals and how administrators can better support the arts teachers and programs at their school to benefit their students and community.

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Created to make administrators' lives easier, this binder can help administrators optimize educational arts programs to support their school goals and deepen student learning. What's inside?

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Arts Integration and Universal Design for Learning

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Explore the powerful alignment between arts integration and three principles that guide Universal Design for Learning (UDL)

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If we approach principals and teachers with the UDL lens we might be able to persuade them to support and make time for collaborative planning. We can let them know that we are providing multiple forms of engagement, representation and action and expression, but it only works if THEY help us co-plan so we know what standards to integrate with, vocabulary, etc.

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Getting principals in the room with the educator, more than just the occasional observation could help build principal support. I think there are supportive principals out there who don't always really understand what we do.

I also believe that a strong basis for UDL and PCBL comes from knowing, building, and understanding your school community. Educators don't know what accommodations, what tiers, and what differentiation they need until they know their community and who they are teaching. That comes from time with the community and the ability to build the relationships there.