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

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.

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

"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).

(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.

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.

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