Maryland Teaching Artist Collaborative Meeting by msdefineartsoffice

Fine Arts OfďŹ ce, Maryland State Department of Education

10:00 10:10 10:25 10:40 10:50 11:10 11:40 11:50

Meeting Goals

msdeďŹ nearts.org

Share the priorities and strategies of the Fine Arts OfďŹ ce concerning teaching artistry in Maryland public schools. Gather data to inform next steps for elevating the role and reach of Teaching Artists in Maryland public schools.

Opening [Goals, Agenda, Norms, Team], 10 mins Introductions, 15 mins Video & Reflect, 15 mins FAO Priorities, 20 mins Affinity Circles, 30 mins Updates from TAMA, 10 mins MSAC Updates, 10 mins Closing, (Appreciate, Headline and share, Reflection Sheet], 10 mins

msdeﬁnearts.org

Opening: Goals, Agenda, Norms & Introductions

Key topics

Agenda Success Analysis Updates from TAMA Priorities of Fine Arts Ofﬁce Discussion Circles, by discipline Updates from MSAC

Closing: Appreciations, Headlines and Next Steps

Creative Meeting Guidelines • • • • • • • • •

Shut down the electronics… be present. Celebrate being in the space with other creative people. Like you, everyone in the room has experience and history. State your idea and trust that it will be heard, to be used now or later, by the other creative people in the room. Only give examples or refer to history if requested. Keep your language efﬁcient and focused on the task at hand. Be an advocate and change agent. Apply “Yes, and!” – “I hear you, and I’ll build upon your idea.” Three before me.

msdeﬁnearts.org

Fine Arts Ofﬁce @msdefinearts

Opening [Goals, Agenda, Norms, Team], 10 mins Introductions, 15 mins Video & Reflect, 15 mins WATCH VIDEO:

https://youtu.be/2xReFXImeyg

Updates from TAMA, 10 mins FAO Priorities, 20 mins Affinity Circles, 30 mins MSAC Updates, 10 mins Closing, (Appreciate, Headline and share, Reflection Sheet], 10 mins

Think, Pair, Share 1. ReďŹ&#x201A;ect on what you heard and saw. 2. Share with a partner any insights on what made this a success.

Opening [Goals, Agenda, Norms, Team], 10 mins Introductions, 15 mins Video & Reflect, 15 mins Updates from TAMA, 10 mins FAO Priorities, 20 mins Affinity Circles, 30 mins MSAC Updates, 10 mins Closing, (Appreciate, Headline and share, Reflection Sheet], 10 mins NOTES FROM DISCUSSION Educator vs. Artist - opportunity to collaborate with other educators AS artists is invigorating The time to create something - a lot of identity is centered on creating or making Building community and breaking down barriers by offering art You can not separate the teaching artist from the community and you can't separate the educator from the artist Environment and tone that BH set - began with an inclusive tone Educators being empowered to be artists in their teaching - TA will have more opportunities in the classroom Am I able to connect with the world? The arts are a language. Openness and willingness to jump in to that environment is crucial for success

Priorities

The arts are part of a well-rounded education, providing maryland students with key skills, knowledge and habits of mind they NEED to be productive, college and career ready citizens. In Maryland, the arts are supported by a rigorous set of state standards and an updated teaching and learning framework for educators designed to improve and support arts learning. MSDE greatly values a quality arts education in our schools --and we join in supporting our 24 local systems to bolster the work of certified arts educators--where students gain the opportunity for a

sequential, standards‐based education in the arts. and we join in supporting our 24 local systems to bolster the work of Certified non‐arts educators investing in arts integration and arts enhanced teaching and learning strategies in schools as evidence demonstrates it expands students’ opportunities for arts learning by providing curricular connections among the arts and other subjects. and lastly and we join in supporting our 24 local systems to bolster the work of cultural organizations, community arts organizations, and teaching artists as they provide additional standards‐based arts learning experiences in and out of school time for students. It is the convergence of the contributions of all partners and opportunities that provides a quality arts education for our students.

The Shared Endeavor

This convergence of our 3 greatest assets to the ecosyatem: 1. certified arts educations, 2. community arts providers/institutions/teaching artists, and 3. certified non arts educators is The Shared Endeavorâ&#x20AC;&#x201D;â&#x20AC;&#x201D; of 2014 The call and vision is to provide a systemic, rigorous arts education for all students in all public schools by leveraging the expertise and experience of the partners involved in arts education.

How do we start? • Advance policies and resources that ensure access to arts education for all students— delivered by certified arts educators—and that develop artistic literacy through a sequential, standards‐based arts education. • Ensure that all students have access to in‐school and community arts learning opportunities that add value to a standards‐based PK-12 education in America’s public schools. • Encourage certified arts educators, community arts providers and certified non‐ arts educators to provide quality arts education for their students by collaborating together in support of improved instructional and classroom practices. • Foster proactive, long‐term advocacy collaborations among certified arts educators, community arts providers, and certified non‐arts educators that engage parents, school leaders, and other key stakeholders to support student access to high‐quality arts education throughout the school and community.

Action #1 • Advance policies and resources that ensure access to arts education for all students— delivered by certified arts educators—and that develop artistic literacy through a sequential, standards‐based arts education.

13A.04.16 Programs in Fine Arts .01 Requirements for Fine Arts (Dance, Media Arts, Music, Theatre, Visual Art) Instructional Programs for Grades Prekindergarten—12. A. Each local school system shall: (1) Provide an instructional program in fine arts each year for all students in grades prekindergarten—8 as follows: (a) Within the prekindergarten—5 grade span, students shall have experiences in the fine art forms of dance, media arts, music, theatre, and visual art; and (b) Within grades 6—8, students may specialize in one or more of the fine art forms of dance, media arts, music, theatre, and visual art; and (2) Provide an instructional program that enables all students in grades 9-12 to meet graduation requirements, and to select from among fine arts elective courses of dance, media arts, music, theatre, and visual art that will prepare them for post-secondary education and careers.

COMAR 13A.04.16 is the state policy for Arts Education programming in Maryland public schools.

Action #2 • Foster proactive, long‐term advocacy collaborations among certified arts educators, community arts providers, and certified non‐arts educators that engage parents, school leaders, and other key stakeholders to support student access to high‐quality arts education throughout the school and community.

Twitter Updates Maryland Arts Leader Best of Maryland Arts Education Festival Maryland Arts Rich Schools Award

Twitter Takeover twitter

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Expanding online engagement through the website(67.8% visit

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increase, visitors from 47 states and 63 countries), social media accounts(38% increase across all platforms), and monthly newsletter (doubled readership). //Mention Voted Sticker and 28K public votes

Newsletter: 5th Floor View

Best of Maryland Arts Education Festival Student Registration Open! November 15-Feb 1 Volunteers NEEDED! Register Feb 15

Friday, April 17, 2020 Baltimore, MD bestofmdarts.org

Improvements made from last year--600 students— over half the state participates! This event will continue in 2020 Spring—We ask that each LSS wsend 3 small ensemble or soloist to represent the richness of arts programming--this year we are expanding the intentional advocacy of the event—-the plan is also announce plans for maryland arts rich schools ribbon award—-statewide exhibitions make evident the urgency for arts education in Maryland schools-

Maryland Arts-Rich School Award

Action #3 â&#x20AC;˘ Encourage certified arts educators, community arts providers and certified nonâ&#x20AC;? arts educators to provide quality arts education for their students by collaborating together in support of improved instructional and classroom practices.

Opening [Goals, Agenda, Norms, Team], 10 mins Introductions, 15 mins Video & Reflect, 15 mins FAO Priorities, 20 mins Affinity Circles, 30 mins Updates from TAMA, 10 mins MSAC Updates, 10 mins

Collaboration: Micro-Credentials for Creative Classrooms Maryland Masterclass Series Roster

mcreds.org

#mcreds Professional Learning for Arts Educators and Community Teaching Artists! ● Self-Guided ● Cultural Competency ● CPD Credits Available ● Written by Maryland teams of arts educators & teaching artists ● FREE!

Part of the Maryland Centers for Creative Classrooms professional development series of offerings, Maryland Micro-Credentials for Creative Classrooms is a suite of competency-based professional learning courses for facilitators of creative classrooms. Each course focuses on developing a specific skill and acquiring a specific knowledge bank for use in arts learning spaces, including music, dance, visual arts, literary arts, media arts, theatre and multidisciplinary arts spaces in schools and communities. Participants are able to personalize their professional learning by selecting topics based on their own professional needs, successfully completing the course, and submitting evidence of mastery to receive the Micro-credential endorsement. self guided CPD credits are available for completion written by teams of TAs and arts educators COST is FREE **We are available to bring our facilitators to you LSS to work with a cohort of

teachers and teaching artists.

mcreds.org Feedback

THANK YOU FOR A REALLY TERRIFIC WORKSHOP THAT HAS RENEWED MY ARTISTIC SOUL! -COHORT B PARTICIPANT

testimonial from a participant

100%

Feedback

mcreds.org

Strongly Agree or Agree

THE INFORMATION PRESENTED WILL BE HELPFUL IN MY ROLE

After 2 completed cohorts--we are proud to share this strong feedback from alumni!

Coming Next

mcreds.org AND MORE COURSES ARE COMING SOON! 9-12 High School Creative Aging P-2 Early CHildhood classrooms supporting LGBTQIA+ Students and Families 3-18 grades, elementary & middle school Veterans and MIlitary families People with disabilities...and more!

msdeﬁnearts.org

www.MDMasterclass.org

DANCE: BALLET HISPÁNICO AMERICA’S LEADING LATINO DANCE ORGANIZATION LED BY EDUARDO VILARO, ARTISTIC DIRECTOR & CEO

Dates/Location: October 25-26, 2019 at Community College of Baltimore County, Essex campus Cost: $25 Open to Maryland Dance Educators & Community Dance Instructors CPD Credit is Available The second annual Maryland Masterclass Series workshop offers a two-day professional development training for Maryland’s dance educators and community dance instructors. All sessions are led by Eduardo Vilaro, the Artistic Director and CEO of Ballet Hispànico.

The culminating community sharing will feature the workshop participants on stage with Mr. Vilaro. For schedule details, more info about the artists and to register visit, MDmasterclass.org

msdeďŹ nearts.org

Action #4 • Support access for all students to in‐school and community arts learning opportunities that add value to a standards‐based PK-12 education in Maryland’s public schools. What do YOU need from us?

Opening [Goals, Agenda, Norms, Team], 10 mins Introductions, 15 mins Video & Reflect, 15 mins FAO Priorities, 20 mins Affinity Circles, 30 mins Updates from TAMA, 10 mins MSAC Updates, 10 mins

Discussion Circles, By Discipline • Support access for all students to in‐school and community arts learning opportunities that add value to a standards‐based PK-12 education in Maryland’s public schools. What do YOU need from us?

Opening [Goals, Agenda, Norms, Team], 10 mins Introductions, 15 mins Video & Reflect, 15 mins FAO Priorities, 20 mins Affinity Circles, 30 mins ● Get into groups, 4 mins ● Independent, 4 minutes ● Silent, 4 mins ● Categories 4 mins ● Share—Updates from TAMA, 10 mins MSAC Updates, 10 mins Preparation Hang pieces of chart paper on a wall in the room so that small groups can gather around the paper. Hand out to every participant a “block” of post-it notes (perhaps 5-10 maximum). Step 1 Ask the question and request that participants write one idea in response per post-it note. Instruct them to work silently on their own. Step 2 Split into groups by discipline(of 4-8). In silence, put all post-it notes on the chart paper. Step 3 Reminding participants to remain silent, have them organize ideas by “natural”

“Which ideas go together? As long as you do not talk, feel free to move any post-it note to any place. Move yours, and those of others, and feel free to do this. Do not be offended if someone moves yours to a place that you think it does not belong, just move it to where you think it does belong — but do this all in silence.” Step 4 Once groups have settled on categories, have them place post-it notes on chart paper in neat columns. At this point, ask them to converse about the categories and come up with a name for each one. Step 5 Have the groups pick a “spokesperson” to report their ideas to the larger group. Gather that data, and have an open discussion using questions such as the following to help participants make connections between each groups’s responses and categories: 1. What themes emerged? Were there any surprises? 2. What dimensions are missing from our “maps”? Again, any surprises? 3. How did this expand your knowledge or your notion of what the question at the beginning asked you to consi der?

Teaching Artist Meeting, Arts Education Partners meeting January 27, 2019 WHAT DO YOU NEED FROM US?

Funding for programming expansion and development ● Stipends to support arts organizations to travel to underserved regions in MD ● Access to money ● Resources Administration support and buy in ● Enforced equity of school resources for arts educators and other subjects ● Reinforcement by MSDE for school administrative compliance ● Help with school administration buy in ● Education for principals on necessity for fine arts in all grades ● Arts education for administrators Promotion ● Training classroom teacher and teaching artists ● Training classroom teacher in arts-based education ● Networking ● Advertising of programs ● Visibility of schools ● Community-based marketing support Community partnerships and resources ● University arts programs and school partnerships ● Database for props, costumes, sets, etc. ● Viable, affordable spaces ● Performance opportunities, i.e. festival, special events ● Information about upcoming events ● Volunteers PD/How To… ● More online PD opportunities for arts educators ● Training for extracurricular sponsors ● PD leave – sub days ● Directions ● Guidelines ● Clear requirements to become a state teaching artist ● Information on how to be an MSDE approved artist/facility ● Workshops on State Fine Arts Standards ● Policies on extracurricular programs ● Curriculum designed around global competency

● Streamlined information Database of resources (people + opportunities) ● List of performance opportunities at state, district, and community levels that music should participate in (STANDARD) ● Map of schools with a full-time music teacher ● List of artists ● Database of content-specific opportunities ● Data/map of distribution of arts organizations ● Roster of teaching artists, searchable by location and specialty ● Opportunities for emerging artists ● More gatherings such as todays to support networking opportunities aligned with TAMA ● Communication “pipelines” to share services, availability, etc. ● Portals to information and resources available to arts educations, re: standards ● Sharing ideas with other teachers Improved communication for TAs on behalf of TAs with schools and state ● Training on how to present MSDE agenda to the communities inside the schools ● Budget guidance for principals desiring to add or increase opportunities for music disciplines in their schools ● Message to administrators that we are teaching (not extra) ● Message that arts deserve school budget as much as sports ● Value-added ● Follow through on the communication for all students to have access to all art forms ● Establish spaces for the arts to occur ● Developmentally appropriate Benefits for TAs (out of our pockets) ● Health insurance ● Fingerprinting ● Background checks ● Easier access to security clearances ● Training on trauma informed ● Creativity Engagement: creating a direct pipeline from creation to implementation backed by evidence and incentives ● Problem: students enjoying an experience, but a gatekeeper inserting an obstacle ● Brokering relationships and connections with schools and school systems ● Direct marketing information to school decision-makers ● Case-making support and resources – particularly with school administrators who do not currently bring artists to schools Engaging parents, community members and stakeholders equally ● State and county-wide resident artist program

● Concrete, visible calls for support and assistance, advocacy and volunteering ● Parents being more involved, their culture and values reflected ● Broadcast/marketing to PARENTS and parent organizations to highlight value of supporting more art and better access to all students ● Initiate creative arts career day Connecting logistical and technical support and effect to current providers ● Gatekeepers being educated. Who gives out arts grades? ● Transportation to connect with local grassroots vibrant efforts around city Streamlining the administrative processes ● Require minimum assignments with fair weighting in arts classes ● Teachers getting more opportunities to understand TAs/artists ● Better pay for teaching artists – enabling a livable wage. Placing a higher value on this work. ● Less paperwork ● Help navigating fingerprinting and background checks Money/Resources ● More funding to pay teachers ● Steady living wages for teaching artists ● Supplies and resources ● Access to things like instruments, costumes, set designers, props ● Access to the classrooms as an artist ● Materials for classrooms ● Music instruments ● Community spaces with resources for the arts and room to move PDs, Education, Training ● More in-school support for teaching artists (and teachers) ● Training for teaching artists and opportunities to partner and learn in-school (and practice) – like TAI ● Arts-integrated curriculum Support ● Culturally competent teachers ● Bilingual support Strategy ● Strategy for ensuring that all school districts understand the many ways they can elevate arts and bring arts + artists into schools ● Clown to be considered an art form. Discussion around clowning. ● Support schools/districts understand what the arts (HIGH QUALITY experience) can look like in schools/classrooms – and all the different ways that can happen

Increase access ● Multi-cultural curriculum ● Programs for all arts. Ex. Behind the scenes artists such as set designers, costume designers, props, etc. ● Ensure that there are multiple pathways for learning and growing – that experience, prior training, and other programs are also valued and encouraged ● Social media.. ● Art alternatives ● City-wide initiatives and marketing that make families supportive of these arts opportunities ● The validation of play and humor as an important arts education piece ● Define, share, and celebrate examples of high-quality arts education in different settings – so that there is consistency only in definition, not how it is delivered. ● To be in your registry of artists to be chosen from Standards, objectives, and community arts ● Clear objectives which can be implemented and respected as experiential mastery of arts discipline ● Support to ensure that my program/residency properly align to PK-12 Standards to be successful ● Standards for community arts Access to resources ● How do I connect to do this work in schools or after school? ● A variety of locations which can be accessible for the teaching artist to work ● Shared tools on accessibility Funding and compensation ● Funding for schools and artists to make the arts accessible to all students ● Funding for community-based art projects for individual artists ● Compensation which is processed within a two-week time frame instead of 30-60 day Opportunities and networking ● More access to information on TA interaction ● Platform to showcase projects/residencies ● Opportunities to share practices, missions between public schools and community organizations ● Opportunities to network in all the counties throughout the state Opportunity/funding ● Funding pathway with ease ● Funding for nonprofits Inclusivity and healing though the arts ● Advocate for social justice

● Art programming around healing ● ● ● ● ●

Interracial interaction Programs for parent/child relationship building A recognition of CRAFTS ( fine arts > arts and crafts) Change it up – more into fields not as comfortable with Understanding that with human capital challenges and budget challenges, community-based organizations are in schools

Constructive growth ● Art of delivery, professional development, public speaking skills, boosting confidence and creativity in instructors ● A list of places teachers can access free resources ● Resource swaps and information exchange ● MSDE hosts the place for a swap ● Media coverage ● List of facilities set up for “messy arts” ● PD – invite students to perform/teach, offer arts experience ● More art based/led PDs in schools Community engagement ● Cultural exposure ● Creative engagement ● Support community based Breaking barriers ● Different kinds of requirements ● Do NOT expect all TAs to have same credentials

Accessibility ● In-school time ● Physical access ● Classroom teacher training ● Better access to transportation ● Accessibility to community spaces ● All students and educators have physical and practical access Training ● Content guidance ● Mentor program ● Collaborating with others to build curriculum ● Pay scale ● Support navigating standards and curriculum

Value of arts ed ● Value of our experience and work ● Help with administrators accepting the value of arts education ● A parent liaison ● Clear communication to educators and administrators about the value of arts education ● Hard to get funding without respect Open forum ● Networking with other TAs ● Networking with administrators ● Community between artists ● A platform to share new teaching ideas Community engagement ● Connections to new schools ● Collaborative opportunities across counties ● Advertising ● Opportunity to reach out to prospective students ● Asset mapping ● School committees Money ● Access to funding ● Funding for more education spaces ● None of us can afford to lose money, need to create sustainability Access to resources for TAs and organizations to reach decision-makers ● Special education resources ● Accessibility to public school special educators ● Funding assistance ● Compensation to include planning, reflection materials, etc…. ● Planning meetings with teachers of classrooms entering ● Access to decision-makers for programs for specials needs and people with disabilities ● Access to decision-makers How to tie into curriculum. What is curriculum? Tools and resources available in schools, what we need to bring. ● Access to technology ● For theatre: sound, lighting, accessible stage ● Access to reading, booklists in classrooms ● Specialized curriculum help ● Assistance linking programs to students ● Data instruction and training Value of the arts. How to promote to schools?

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Support becoming an independent contractor in some counties (PG) Promotion of residencies Required/pre-set time during the school day for arts integration Timing – how long is the program? How many students per program? Reliable partnerships Stronger partnerships with community arts programs Opportunities for TAs to showcase to schools within their contract Opportunity to showcase our program

How do we showcase programs to show value of arts? ● Connect, support and empower ● The theatre teacher wants to hire me but the principal won’t allow guests – issue for value ● Videos of residencies in action to share with school leaders ● How do we help admin and parents understand what we are providing? Connecting, not just entertaining Legal requirements ● Make the fingerprinting process easier ● What are the requirements to be a “certified” teaching artist?

MSAC Updates

Arts in Education Equitable Funding Formula Each county will be allotted: 20% of the council’s approved budget, distributed evenly across 24 Maryland counties + 80% of remaining budget by the county’s percentage of students receiving Free and Reduced Meals + 20% of remaining budget by the county’s student population percentage, comparative to the state *This formula was co-created by a body of 17 editors in our Phase 1 of Program Revisions.*

Current Arts in Education Program Revisions Phase 2: Teaching Artist Roster Policies Goal: Revise and update Teaching Artist Roster guidelines and application. Audience: Teaching Artists and organizations that represent them currently on MSACâ&#x20AC;&#x2122;s roster or seeking to apply. Progress: Editor Meetings in January 2020 complete. MSAC Staff currently updating documents. MSAC will seek approvals from the Council, Secretary of Commerce, and Attorney General before public dissemination.

Current Arts in Education Program Revisions Phase 3: Arts in Education Grant Policies Goal: Revise and update Arts in Education Grant guidelines and application, including grant match requirement. Audience: Schools, non-proďŹ ts, and government entities who seek to request funding for educational engagements led by Teaching Artists on the MSAC roster. Progress: Editor Meetings in February 2020 underway.

Precious Blake Arts in Education Program Director Precious.Blake@maryland.gov 410-767-6476 calendly.com/precious-blake

#Headlines 1. Think of the big ideas and important themes from our time together. 2. Write a headline that captures the essence of what feels signiﬁcant to you. *Headlines are normally a phrase or sentence at most.

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msdeďŹ nearts.org

Alysia Lee Coordinator of Fine Arts alysia.lee@maryland.gov

@msdefinearts Opening [Goals, Agenda, Norms, Team], 10 mins Introductions, 15 mins Video & Reflect, 15 mins FAO Priorities, 20 mins Affinity Circles, 30 mins Updates from TAMA, 10 mins MSAC Updates, 10 mins Closing, (Appreciate, Headline and share, Reflection Sheet], 10 mins

Maryland Teaching Artist Collaborative Meeting

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Maryland Teaching Artist Collaborative Meeting