THE LADDER SPRING 2009 by Shiwonda Sanford

THE LADDER Arts in Education

In Memory of Julia Shin-Koreen Los Angeles Unified School District Human Resources Division Career Ladder Office

A Magazine for and about Future Teachers Spring 2009

Learning isn’t always planned. Noah’s teacher couldn’t understand why a boy with such potential was doing so poorly. Then she learned he wasn’t taking his schoolwork home because he didn’t have money for a backpack. Two weeks and $12 later, Noah is 10 points away from an A. That’s the priceless gift of personal attention an educator can give.

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Higher Education for Greater Works

THE LADDER A Publication of the Career Ladder Office Los Angeles Unified School District LAUSD Board of Education Mόnica Garcia, District 2, President Marguerite Poindexter LaMotte, District 1

Tamar Galatzan, District 3 Marlene Canter, District 4 Yolie Flores Aguilar, District 5 Julie Korenstein, District 6 Richard Vladovic, District 7 Ramon Cortines Superintendent of Schools James Morris Chief of Staff David R. Holmquist Chief Operating Officer

Vivian Ekchian Interim Chief Human Resources Officer Career Ladder Office 333 South Beaudry Avenue, 15th Floor (213) 241-4571 FAX (213) 241-8465 E-mail: steven.brandick@lausd.net www.teachinla.com/ladder THE LADDER Staff Steven Brandick, Director Shiwonda Sanford, Layout and Design Tiffany Thomas, Illustrator Gwenda Cuesta, Contributing Editor Steve Goin, Contributing Editor Randy Murphy, Contributing Editor Joseph Ryan, Contributing Editor

Cover photo designed by Shiwonda Sanford

The publication of this magazine is funded by advertising revenue. Reproduction of any images without written consent is prohibited.

FIRST RUNG A couple of years ago, Julia Shin-Koreen came to the Career Ladder Office to take over as editor-in-chief of THE LADDER, which had recently become a magazine. She was highly recommended by Anthony Silva, the outgoing editor. Julia was an LAUSD elementary mathematics coach and had done work for the Korea Times. An experienced writer and photographer, she understood publishing better than any of us in the office. She took up the reins of the magazine and did an amazing job. Under her leadership, the publication assumed a polished look and the content expanded. She featured a different instructional topic for each issue and collaborated with a variety of district offices on articles. This expanded participation and gave District staff an opportunity to highlight their wonderful work. As a result interest in the magazine greatly increased. Julia’s eye for design was impeccable, young and vibrant. She and I often had long discussions on style and content. She had a design point of view that was highly creative and innovative. As a result, she managed to leave a strong imprint on the magazine. Not long after she started at the Career Ladder Office, Julia became seriously ill. Nevertheless, she continued to work and continued to develop THE LADDER into a first-class publication. She also assisted the LAUSD Learning Communications and Web Services Branch with the development of websites and videos and was instrumental in the production of the LAUSD's Child Abuse Awareness video which was released in January of this year. I am very sorry to say that Julia’s illness progressed and on March 12, 2009 her young life was cut short. Although these have been particularly difficult times for everyone, Julia’s passing puts our own lives in perspective. All of us in the Human Resources Division, and everyone connected to THE LADDER magazine, wish to celebrate Julia by dedicating this issue to her memory. Appropriately, the focus this issue is arts in education, an interest near and dear to Julia’s heart.

Arts education in LAUSD encompasses all aspects of the fine arts: music to theater to painting to photography. The energy and creativity of the students of LAUSD is boundless as is the skill of their arts teachers. This has resulted in numerous outstanding programs throughout the district. We were only able to highlight a few, those at 186th Street School, Rockdale Elementary School, and Berendo Middle School. Sorry if we missed your program. Evidence of student art can be found all over the Beaudry Building from the cafeteria on the lower level to the Superintendent’s Offices on the 24th Floor. Shortly after the administrative offices moved to Beaudry, I was asked to help decorate the walls of the Human Resources Division with student art. If you visit the 14th floor you can see the work of Kittridge Street School students and their teacher. The work is rich and deep. Even so many years later I am often struck by new details of the photographs and awed by the quality of work produced by 4th and 5th graders. It reminds me of the important truth that our students are capable of surpassing even our highest expectations if we point them in the right direction and give them the information and the tools they need to succeed. Teaching remains one of the most rewarding professions there is. It may not be the best of times to be looking for a teaching job, but it is a great time to be in school and if you are, keep in mind that mathematics, science and special education will most likely be areas of high need going into the future.

Steven Brandick, Director

FRIEND OF THE LADDER

The Career Ladder wishes to recognize Cynthia McDermott, Ed.D. She has established a recurring Book Review and column in THE LADDER magazine. Recent article topics include "Innovation in the Classroom", "Classroom Management" and in the current issue, Arts in Education. Dr. McDermott is the chair of the Progressive Education Program at Antioch University, Los Angeles.

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FEATURE ARTICLES SPRING 2009

12 M ed ia Med i a A r ts in L AUS AUSD

16 6

THE LADDER

What W hat A Art rrtt C Can an d do o for for Schools

Art & Artifact

Top of the Ladder

Book Review

TEAMS Experience

Career Ladder Policies

ON THE COVER: Arts in Education Julia Shin-Koreen was the editor-in-chief of THE LADDER from March 2007 to March 2009. She passed away in March 2009. This issue is dedicated to her memory and her commitment to arts education. Unique learning opportunities are being resurrected by bringing arts and artifacts directly to students in order to create teaching lessons by touching, thinking, performing, writing and elaborating on the significance of art to life.

CONTRIBUTORS Leslie Fischer is the contract district Curator and Collections Manager who has managed the LAUSD Art and Artifact Collection/Archives since 2001. She provides oversight of collection preservation, maintenance and movement and is the primary contact with school sites in possession of collection materials.

Janet Flaherty is a paraeducator at Portola Middle School and is pursuing a career in teaching. She obtained an Associate Arts degree in Child Development, a Liberal Arts degree from LAVC and a Bachelors Degree in Child Development from CSUN. She operated her own multicultural family day care business for almost ten years.

Carol Koepenick and Jean Lui made the big move from classroom teachers to itinerant theatre teachers just over one year ago. Theatre is a big part of their lives after school too. They are currently collaborating with other theatre teachers on an Arts Instructional Guide designed to assist classroom teachers in implementing theatre standards into their programs.

Robin Lithgow is the Elementary Arts Coordinator in the Arts Education Branch of the Los Angeles Unified School District. She oversees the implementation of dance, theatre, music and visual arts education into the core curriculum of all LAUSD elementary schools.

CONTRIBUTORS Jean Lui made the big move from classroom teacher to itinerant theatre teacher just over one year ago. Theatre is a big part of her life after school too. She is currently collaborating with other theatre teachers on an Arts Instructional Guide designed to assist classroom teachers in implementing theatre standards into their programs.

J. Cynthia McDermott, Ed.D., began her career as a high school English teacher. Currently she is the Chair for the Progressive Education Program at Antioch University Los Angeles.

Dain Olsen developed the Multimedia Communications Magnet at Verdugo Hills High School and has taught visual/media arts and other subjects for 22 years. He has professionally exhibited intermedia works and video intensive experiences for 30 years.

TOP

“I accessed the resources I needed, and was assured that my dream was possible as long as I was proactive”. by Sarah Feinstein

THE

LADDER

I started working for LAUSD in 1999 at a special education center. I was placed with a student who had a reputation for challenging aides quickly. Some staff members suggested that I would not last long. However, this only fueled my desire to show them how capable even the most “difficult” student could be, given the right kind of support and reinforcements. Melissa, (not her real name) had autism. She was prone to pulling hair, and self-injury. She sat slumped down, isolated from her classmates and the curriculum. How was I going to earn her trust so that we could get past her behaviors in order for her to engage in learning? At the time, I had been reading about the therapeutic effects of music on students with autism. So, I asked the teacher if there were any instruments in the class. She directed me to a dusty box in the back of a cabinet. I chose a paddle drum and stuck it once. She turned her head. I struck it again, now with simple rhythm. This time she giggled and rocked her body. I walked closer, repeating the rhythm as she looked me in the eye. She laughed heartily and stomped her feet. I introduced myself, “Hi, I’m Ms. Sarah!” Soon after, Melissa became one to be hopeful for. In my time with Melissa, I was told I had a gift for teaching; unfortunately it took a while

for me to trust that gift. So, my career path had taken many turns over the years. I started with Child Development then switched to Liberal Studies. Five years later, I transferred out of state to study Music Therapy. That was an expensive experiment, only to decide that the field was too obscure. So, I came back to L.A., taught preschool and went back to school to pursue teaching special education while working again as a paraprofessional with LAUSD. It took ten years and over $40,000 in out of state educational loans just to get back to my gift. I wish had known about the Career Ladder sooner! Without the Career Ladder’s Scholarship Program, I might have wasted more time. However, with staff support I accessed the resources I needed, and was assured that my dream was possible as long as I was proactive. I received the scholarship money just when I needed it the most. The Career Ladder staff has truly kept me on track. Now I am proud to say that with the help of the Career Ladder, I have completed my bachelor’s degree,passed CBEST and CSET and have accepted a job offer as a special education teacher at a local middle school.

The Los Angeles Apprentice Teacher Program â&#x20AC;&#x201C;

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An Innovative Model

by Randy Murphy

The Career Ladderâ&#x20AC;&#x2122;s Los Angeles Apprentice Teacher program is an innovative model to recruit quality future teachers in high need areas. The Career Ladder Office implemented the Los Angeles Apprentice Teacher Program (LA-ATP) to prepare LAUSD paraeducators to become future teachers in secondary special education, mathematics and science. Since itâ&#x20AC;&#x2122;s inception with CSULA in 2007, the program continues to expand to include other California State Universities (CSU) in the Los Angeles basin.

ÂŠ 2008 National University

The program offers an innovative opportunity for paraeducators to work in their current position through the lens of an apprentice teacher. The handson apprentice activities better prepare individuals to handle the challenges of teaching in an urban school setting.

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Apprentices are supported by a master teacher while working as a paraeducator and attending CSUs. They are provided support from both district and university personnel in the areas of academic advisement, scholarship opportunities, CBEST and CSET test preparation reimbursement. Why recruit paraeducators who are local future teacher candidates? Paraeducators are ALREADY aware of the challenges of urban teaching, experienced in a multi-ethnic classroom, interested in teaching, and are from the community. These factors contribute to a high teacher retention rate. Additionally, it is cost effective in terms of LAUSD recruitment efforts. The Apprentice Teacher Program is limited to current LAUSD paraeducators and may be appropriate for those individuals considering becoming an LAUSD paraeducator. Contact the Career Ladder Office at 213-241-4571. For special education inquiries, contact Randy Murphy email: randy.murphy@lausd.net; for mathematics and science inquiries, contact Gwenda Cuesta email: gwenda.cuesta@lausd.net.

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They community and o ry d to ll is a H l k l re c o e schoo n we we n the Bla ct that any scho rience o ject whe ortant part of th e je ro p x ro p e p e y l th M ura about an imp multicult r all, . they felt y felt they were w It was a o h ore. Afte rs, ts ted them e n m c h e e n T d p e s . tu v s e re m e e d king the about th ported them an urriculum ners, artists, bak d urvey as y cared rs and c p ll w e ha u a h o s c e l s re a s w o e te o rs I did a s w ool, busin ache e sch I kne h , te c th . s rs ts lt d e e n n fe ic e a th ff y d l o h stu schoo m. The nnect wit n, police ll of the nal syste e and co , nurses, fireme d devotion to a m. d ri p l educatio e dents fe tory Tea teachers r dedication an lack His ve the stu ctors, lawyers, e B a h h e r th fo to f s g o do wa ember ielle Kin My goal ts are our future Ms. Dan proud to be a m to n s e k d n a tu ery our s ecial th d I am v ive a sp ecial an p 9 s g et al. I g in someth achieved

laherty

by Janet F

Books for Shakespeare: His Work and His World by Michael Rosen

Jose! Born to Dance by Susanna Reich An autobiography of a small boy named Li Cunxin from a poor village in northern

The Bard’s enduring genius is both explained and explored for young readers—a perfect companion for both students and teachers of Shakespeare.

How Does the Show Go On: An Introduction to the Theater by Thomas Schumacher with Jeff Kurtti A biographical look at the theatre from the perspective of the author. He says, "Theatre is a pretty big word. It means a lot of things to a lot of people. To me, it has always meant a place where everything is possible.”

A is for Art: An Abstract Alphabet by Stephen T Johnson. A remarkable journey of discovery about art and language through painting, collage, and sculpture by Caldecott Honor artist Stephen T. Johnson. With literal renderings of each letter, complete with witty titles and playful, alliterative captions, Johnson’s abstract art forges connections between words, objects, and ideas.

The The phrase ‘the arts’ describes a very broad range of creative activity. • • • • •

visual arts (such as painting and print-making, sculpture) crafts (pottery, ceramics, jewellery-making) performing arts (dance, drama, music, opera) literature (creative writing, poetry, storytelling) media (film, video, photography, computer design)

It is widely acknowledged that the arts have the capacity to inspire, inform, challenge, raise self-esteem, provide pleasure and allow for self expression to individuals, and can assist in the

Piano Starts Here: The Young Art Tatum by Robert Andrew Parker Regardless of whether they’ve heard of jazz or Art Tatum, readers will appreciate how Parker uses simple, lyrical storytelling and colorful and energetic ink-and-wash illustrations to show the world as young Art Tatum might have seen it. Tatum came from modest beginnings and was nearly blind, but his passion for the piano and his acute memory for any sound that he heard drove him to become a virtuoso who was revered by both classical and jazz pianists alike. Included in the back matter is a biography and bibliography.

Yo u r R e v i e w China who was given the chance of a lifetime. Selected by Chairman Mao’s officials from among millions of children to become a dancer, Li’s new life began as he left his family behind and followed his dream eventually becoming a world renowned dancer.

Christo and Jeanne-Claude: Through the Gate and Beyond by Jan Greenberg and Sandra Jordan

In 1981 two artists proposed an installation in New York’s Central Park that would span twenty-three miles. This biography of contemporary artists Christo and JeanneClaude Claud is a story of the power of collaboration, vision, and of the cr creation of the spectacular Gates and other renowned artworks. artwo

Arts Wham! The Art and Life of Roy Lichtenstein

maintenance of sound mental-health. So for the classroom where might we begin in getting our students interested in any one of these art forms? Since our students are always fascinated to learn about others and because there are just SOO many wonderful books about the arts, for these reviews I chose a sample of biographies that might tempt your students to follow the path of any one of these amazing artists. And don’t forget that so much of the art in children’s books is a great place to start when you want to introduce fine art to your students.

by Susan Goldman Rubin In the newest of Abrams’ awardwinning line of picture book biographies of artists, Rubin evocat evocatively explores Roy Lichtenstein’s work and life and his gro groundbreaking influence on the art world. In Roy’s long career as a teacher, artist, and innovator, he changed the way that pe people thought about art and how artists thought about their ssubjects, challenging people to see familiar sights with eyes. new ey

by Cynthia McDermott

Frida by Carmen T. Bernier-Grand Frida Kahlo, a native of Mexico, is described here in biographical poems accompanied by her own artwork.

Ansel Adams: America’s Photographer by Beverly Gherman Revered throughout the world for his majestic photographs of towering mountain ranges, sheer cliffs, and incredible vistas, Adams led a rich life inspired by the miracles of nature. This work describes his world for young readers, revealing the humorous, artistic, and thoughtful personality behind his legendary work. 11

Media Arts in LAUSD

by Dain Olsen

If you saw the 44th Presidential Inauguration, perhaps you noticed Obama’s daughter Malia, watching the whole historic event through the lens of her digital camera! We live in a media arts world. If not viewing historic and familial events through our recording devices, we’re naturally watching them through someone else’s. We are now constantly immersed in digitized images, sounds and experiences. And we already take for granted these relatively new forms of communication, which many of us now actively participate in.We easily view, upload and download, capture, edit, and produce media – movies, music, slideshows, personal web pages and graphic displays. We add new creativity software to our mobile devices for interactive exchanges with global collaborators. Our children and students now live as “digital natives” in this new world. They seem to be hardwired to outpace our abilities and intuitively adapt to new technologies towards their own unique expressions. There have been recent dramatic leaps in our artistic capacities, and in the new forms of integrated media they engender. The mediaarts-centered spectacle of the Olympic opening ceremonies fluidly combined music, dance, animation, calligraphy, history, and video environments. Innovative combinations of media and theatre, video projections and music (VJs), interactive animations and programmed art are becoming more commonplace. Media arts is truly coming into its own as a powerful integrator of imagination and understanding. LAUSD’s Arts Education Branch is at the forefront in investigating and determining Media Arts’ core educational descriptors and understandings. We are seeking to institute this new art form as a stand-alone content discipline, alongside the existing “traditional” art forms. The center of this work has been the collective drafting of proposed LAUSD K-12 Media Arts Standards, which provide an articulated framework for creating lessons and units, and crosscurricular integrations. A Demonstration Media Arts Classroom (DMAC) has been established in each local district with a Media Arts Lead Teacher who serves as a local instructional-support resource, and is contributing to the expansion of the current description of media arts and new sequential courses.

Media Arts in LAUSD: A new standards-based arts content discipline

These media arts teachers are conducting filmmaking, animation, and digital imaging classes, as well as testing new concepts and processes that will reflect the discipline’s full potentials for innovation and creativity. For example, Carlos Robles’ students are exploring collaborations with dance at South Gate High School. Beverly Goldin, at Verdugo Hills’ Multimedia Communications Magnet, is facilitating interdisciplinary media arts projects across all subject areas. Angele Santiago’s students use Google’s 3-D software, Sketch-Up, at Metropolitan High School. Jay Davis’ middle school students at Harte Prep are mastering visual and media literacy. Bruce Ezell’s Drew Middle School students are telling stories with motion graphics. And at Franklin High, Rajeev Talwani’s students create sound- and movement-centered media. In these media arts classrooms, as well as those already in most high schools, there is an observably significant transformation that these tools and artistic processes can bring to the learning process. Media arts students actively manipulate and connect with content. They face complex problem-solving situations with open-ended solutions that innately require rigorous cognitive and social skills. The classroom becomes an open studio for dynamic movement

standards-based arts content discipline and exchanges, team collaborations, and interdisciplinary projects that engage multiple modalities and intelligences. These students are mastering crucial twenty-first century skills sets. These skills are directly relevant to the $100 billion local creative industries, as detailed in OTIS College’s “Report on the Creative Economy”. Many media arts students graduate into professional careers from Roosevelt, Kennedy, Venice, Polytechnic, Grant, Van Nuys and many other quality programs throughout LAUSD. Of equal import, rigorous artistic literacy enhances all students’ capacity for communication and perception, as evidenced by their countless sophisticated and compelling productions. Renee Martinez, an 11th grade student, whose mature investigation into the historical exploitation of AfricanAmerican musical styles in white pop culture, was shown at the Los Angeles Film Festival. Billimarie Robinson, of Cleveland High School’s renowned film program, produced a graphically dynamic and introspective analysis of her bi-racial identity that won a VIC award in editing. Joan Dooley’s photography students at Bell High are routinely recognized for their forceful self-portraits. These students’ lives have been dramatically changed, and their learning obviously enhanced and deepened by a medium that has empowered their voices and imaginations. The formal establishment of Media Arts, as a new, standards-based arts content discipline, is timely and necessary because it reflects a momentous and ubiquitous cultural phenomenon that is rapidly becoming more accessible to classrooms. Its institution is crucial for assuring coherence and quality in comprehensive instruction, professional and program development, as well as focused research towards its expansion and best practices. And most importantly,it will promote artistic“meaning making” as a primary educational objective in technology-integrated classrooms. The ultimate potential of Media Arts to enhance and celebrate learning is yet to be fully realized, but if formally adopted by our district, promises innovative educational transformation for our children. For more information, visit http://www.lausd.net/ Media_Arts

Teacher Positions and Job-Market Realities by Joe Ryan

It’s no secret, the job market for teachers at times seems as volatile as the stock market and as complex as politics in Washington, D. C. The reality is somewhat different for Career Ladder graduates. School site administrators look favorably on and prefer Career Ladder graduates when recruiting and selecting staff. This is based on the fact that Career Ladder graduates hold an 85% retention rate in terms of remaining a teacher after five years vs. the national retention average of 46%. Additionally, graduates who currently hold multiple subject credentials for K-5th grades can augment their situation and be more marketable in multiple ways. One example is to be geographically flexible and apply in high need local districts - 4, 5, 6, 7. Also, Career Ladder graduates who have a multiple subject credential and 12 semester units or 6 upper division semester units in a specifically taught single subject, might consider the following options: •

Adult School: single subject teaching positions. Note, however, that adult school positions are limited to mostly part-time (morning, afternoon, evening) and substitute placements. OR

•

Pre-School: teaching and substitute teaching positions. These positions require a minimum of 12 child development semester units and 175 hours of classroom experience in a pre-school through 3rd grade setting. OR

•

Middle School: teaching positions in sixth grade core subjects or any single subject (depending on courses completed) position.

NOTE: Individuals with 12 semester units in a specific subject, are not NCLB compliant, but can possibly qualify for a position. Individuals with 20 semester units or 10 upper division units in a subject specific area may qualify for a “supplementary authorization” but are not NCLB compliant. Individuals with 32 semester units or a Bachelor’s Degree in a specific subject area may qualify for a “subject matter authorization,” would be NCLB compliant, and can teach some subjects in high school. OR Middle & High School: teaching positions. Individuals need to have passed all components of a single subject CSET exam, and completed one 3 semester secondary methods course. This would qualify an individual to apply for a single subject credential to teach middle or high school. For further information regarding your individual situation, contact the Career Ladder Office at 213-241-4571.

Theatre Teaches Us Theatre is an active process that engages students to think outside the box. It enables students to go beyond paper and pencil activities, and provides students opportunities to put their ideas into practice based on academic knowledge and life experience. Theatre offers a variety of optional tools for students to learn or reinforce new information and concepts. Pantomime, improvisation and dramatization are techniques that can connect students to new academic experiences. Here are a few simple ways to enhance students’ academic programs: •

Science: students work in teams to create pantomimes of natural land processes (acid rain, water erosion, freezing/cracking).

•

History: students improvise the Civil War conflict between the North and the South.

•

Language Arts: students collaborate to write a play based on two separate interpretations of Cinderella.

Reflection is another important instructional component of theatre arts.Through discussion, students are better able to assess their mastery of the standards in the core subject areas and theatre.

Theatre is active. It demands participation, cooperation and communication. These are valuable skills for the classroom and the “real” world. In theatre, students can access skills on many levels. Theatre provides a safe environment for various academic and age levels that allows and encourages students to take risks and assume leadership roles.Theatre provides many opportunities for students to learn more about themselves and each other.

An effective teacher entertains his/her audience, educates them in real world experiences, and works towards perfecting and creating inspiring performances. As educators, we continually prepare and encourage our students to pursue their dreams. We reach 40 classrooms each, district - wide. Combining best practices and theatre skills creates the stage for a well-balanced education. by Carol Koepenick and Jean Lui

ARTS IN SCHOOLS

could not find three more enthusiastic principals talking about their Arts programs than Marcia Reed at 186th Street Elementary, Desiree De Bond Vargas at Rockdale Elementary, and Bob Bilovsky at Berendo Middle School. These exemplary schools have demonstrated how Arts have improved student achievement, classroom instruction, school culture, and student/ faculty morale.

Three Schools Transformed by Robin Lithgow

186th Street School Last year, I visited this school at the tail end off a storm. As Marcia and I were walking the campus, a brilliant double rainbow appeared in the sky. Marcia got on the P.A. system and invited all of the students onto the playground to see “their” rainbow. This experience became a school-wide source of science lessons and Arts experiences. Partnerships with the Arts community dramatically enhanced 186th Street School’s curriculum. Below are highlights of some collaborative partnership programs: • The San Pedro Ballet’s “Leaping into Learning” engaged second graders working with the Lula Washington Dance Collaborative. • Students, inspired by “Shakespeare at Play”, formed an after school drama club to study more. One teacher traveled to Verona, Italy, and used photos from his trip to enhance the classroom instruction of Romeo and Juliet. • A project-based learning experience for fourth graders included “Dreams to Jobs”, J had students set upp

•

businesses, designed products and advertisements, acted roles, and sold products for money to donate to Children’s Hospital. Colors of Love and Peace, a book celebrating the school’s arts festival, was published. It included a foreward by the Dalai Lama, and letters from 186th Street students to children around the world. All proceeds for the book went to charity.

Overall, LAUSD’s District Arts Program at 186th Street resulted in school-wide dynamic changes: 1) Student attendance improved; 2) classroom curriculum became more alive, e.g. students sing their phonics, act out scenes from their reading, and illustrate their science projects; and 3) Students became more engaged in instruction. Principal Marcia Reed shared these thoughts: “Our theme is, ‘We soar academically and artistically at 186th Street!’ Our API scores have increased every year, from 745 in 2005 to 813 this year! We have soared right into the 800 Club!”

Berendo Middle School Last year, Local District 4 Superintendent Richard Alonzo saw a need to strengthen the Arts offerings in the three middle schools that fed into the new Arts-focused Central High School # 9 - Berendo,Virgil and Liechty. He encouraged them to hire arts teachers in all disciplines and suggested giving up some of the double-blocked remediation classes and replacing them with arts classes. The result: Over the past year, as student participation in the Arts increased, and API scores in all three schools went up, while the scores in similar middle schools that kept their double-block remediation schedules remained flat or even fallen. Bob Bilovsky, Principal of Berendo Middle School, stated: “Successful, top students came out of schools with arts programs. They were all involved in the Arts during their education. If we want our students to compete with the best, we have to offer them the same access to the Arts that those (top) students had.” The majority of students at Berendo have an arts elective. There are six full-time Arts teachers: dance, theatre, choral music, band, visual arts and graphic arts, and advanced classes in all six areas. Zero period p and after school programs p g

such as Ballet Folklorico and Tae Kwan Do increased the opportunities for English Language Learners who are still in double-blocked classes. Students who were off – track, including ELL students, took an enormously popularr session in theatre and playwriting offered by the East L.A.. Classic Theatre. The Grand Avenue Partners – the Music Center and the Museum of Contemporary Art (MOCA) – brought performances to the school and made it possible for students and their families to participate in the cultural wealth of downtown Los Angeles. When asked if he thinks the arts have made a difference in school culture, Principal Bilovsky said, “Certainly! The students look forward to the electives. At Halloween the dance group performed Thriller. The Ballet Folklorico is performing for the opening of the new Police Station this weekend. Our Korean Cultural Club has drumming groups and the Fan Dance. Our Rhythm and Motion class has a dance festival. Arts programs open up so many opportunities.”

Rockdale Elementary School Rockdale Elementary School established in 1999 was one of the original Arts Program Schools. Rockdale teachers made a commitment to teaching one of the four arts disciplines to all the students at their grade level. Their “ArtsWheel” took the school far beyond the foundational arts program at most LAUSD schools. For example:

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Kindergarten and first grade students learned to read music playing the flutophone and study famous artists;

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The Huntington Library partnered with Rockdale School and opened their art galleries to them. It offered science study programs and incorporated the arts through their botanical gardens. Students were provided an opportunity to journal these experiences.

Second and third grade classroom curriculum was built on the foundational skills in all four disciplines;

•

During the year, Rockdale’s fourth graders studied California History and performed in the L. A. Opera’s production of The Marriage of Figaro. Fourth and fifth graders attended a performance of Figaro’s American Adventure at UCLA, which was connected to their American History studies.

Fourth through sixth grade students learned about Blues music, opera, yoga, ballroom dancing and art history.

Principal Desiree De Bond Vargas raved about the school’s Arts partners. This year the fifth and sixth grade students received ten weeks of dancing instruction from L.A. Ballroom and got to compete at the Downtown Marriott. An anecdote from one teacher’s observation: “We really saw glaringly the connection between math and dance,” said Desiree. “It appeared that many of the students who had difficulty in math were the ones who had the hardest time with the dance. And the more dance they got, the better they got in math.” Fifth grade teacher Caitlin Wong, told me, “I can’t imagine teaching math now without using dance!”

Rockdale’s theatre teacher, Carol Tanzman, emphasized that over time, with a stable instructional core in Arts education core and a sustained commitment, she saw a profound growth in students’ literacy and analytical skills in the Arts. For example, students were inspired after reading newspaper articles about the earthquake in China. They put together a performance based on the articles. Tanzman observed that the greatest thing was to watch the audience of parents, many of whom do not speak English, be so deeply moved by the theatre piece itself and by the realization of the impact of Arts on their children’s lives. What is the secret of Rockdale School’s successes? Faculty will say that it is their principal, Desiree De Bond Vargas; Ms.Vargas will say that it is the faculty.

aRT & aRTIFACT by Leslie Fischer

LAUSD Art and Artifact Collection/Archive Did you know about the Los Angeles Unified School District’s Art and Artifact Collection/Archives? The Mission of the Art and Artifact Collection/Archives is to: • • • •

Engage and educate the Los Angeles community, including students, families, faculty, staff and alumni as well as independent historians, curators, librarians, archivists and interested parties, about the history of the LAUSD and its role within the greater community; Preserve and protect the cultural heritage of LAUSD in ways that reflect current environments and cultures; Provide a primary source and hands-on educational opportunity for all; and Encourage the school community to become involved in the dynamic process of contributing to the Collection in ways that reflect current environments and cultures.

The Collection includes over 30,000 items and dates back to 1855. The following is a list of various items: • • • • • • • • •

Paintings (including California Plein Air paintings), murals, sculptures, prints and decorative arts Photographs, negatives, slides including Audio Visual Section photos -- documentation of LAUSD people, places and things from the late 1800s to 1980s Instructional films Rare book collections such as the Carnegie, Dawson and Californiana Collections Ancient Greek, Roman and Etruscan antiquities formerly at Venice High School’s Latin Museum Antique schoolhouse furniture, instructional technologies, memorabilia and equipment LAUSD administrative and instructional publications and unpublished records New Deal art and publications -- federal sponsorship (Works Progress Administration and Federal Art Project) of art in public places and literature from the Great Depression Antique textbooks -- teach science, social studies, language arts, math, values, P.E., history of education

The Collection is housed in a storage space at the School Police building on Pico Blvd. as the Art and Artifact Collection/Archives Resource Center. Additional objects and artworks are located at both schools and administrative sites. It is a functional, accessible community asset. Outreach, reference support and craft curricula, exhibits and hands-on instructional opportunities and programs utilizing the Collection as a teaching tool are available. In January two educational exhibitions titled “Connecting to our Community” and “Teaching Angelenos” utilizing photographs, artifacts and documents gleaned entirely from the Collection will be on display on the 15th and 24th floors of the Beaudry building. In February-March 2009 a teacher-training program will be launced to assist 3-8 grade teachers in utilizing a mobile exhibit called the “LAUSD: Legacy of Learning” teacher trunk. The portable “Legacy” exhibit is being designed to function as a “field trip without leaving your classroom.” The exhibit will provide a rare opportunity for students in Bunker Hill, surrounding neighborhoods and all of Los Angeles in grades 3-8 to enjoy a multi-sensory, hands-on, interdisciplinary learning experience and was designed to support California State Curriculum Standards in the Social Sciences,Visual Arts, Language Arts and Sciences. Currently there is no web presence but one is being designed and will include pdfs of current exhibitions, PowerPoints about the Collection and its history with images, self-service forms for researchers, FAQs and general information. It is scheduled to launch in Spring 2009. Eventually, the website will include the database and will allow community members, teachers and students to have on-line, interactive access to the Collection. It will include links to Arts Education Branch programs, such as the E-gallery, studentgenerated exhibits, research, student and teacher forums, and various publications. Now catalogued and accessible, the Collection is available year round and is open to the public by appointment with reservations required. The archivist can be reached at Leslie.fischer@lausd.net or 213-742-8351

Application deadline is July 15th Priority deadline is April 30th

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Call 877-GO-TO-ULV or email: degreeinfo@ulv.edu www.ulv.edu/welcome

Scholarship TALK

Joe Ryan is the Career Ladder Specialist who oversees the Career Ladder Scholarship (formerly known as the CSPTTP Scholarship). He also advises participants about teacher credentialing options and informs individuals about additional financial aid options.

Joe Ryan

Joseph.Ryan@lausd.net

Question: How many scholarship participants received credentials in the 2007-2008 academic year? Answer: The Career Ladder is proud to announce that 47 scholarship participants completed their teaching credentials this year. Additionally, 90% were hired for the 2008-2009 academic year. Question: How does this graduate success rate reflect on Career Ladder services and programs? Answer: First, the high percentage of newly hired teachers reflects the Human Resource Departmentâ&#x20AC;&#x2122;s investment and commitment to sponsor the scholarship program and support its graduates. Statistically, over 85% of Career Ladder participants remain teachers after 5 years vs. the national average of 46% who remain teachers after 5 years. Second, the high number of Career Ladder participants, hired as teachers, reflects how school site administrators prize hiring former paraeducators with extensive classroom experience. Question: Whatâ&#x20AC;&#x2122;s new that Career Ladder Scholarship recipients need to know? Answer: For anyone who has recently checked out the Career Ladder website home page, readers will note that new scholarship participants are expected to attempt the CBEST test within six months of becoming a participant. This expectation is based on Career Ladder statistics showing that scholarship participants who have attempted the CBEST test are 55% more likely to succeed and complete a credential than those who wait until they are accepted into a credential program or need to student teach. Question: When is the next scholarship reimbursement? Answer: Scholarship reimbursement information is posted on the Career Ladder website as well as mailed to current participants in early May for the July 2009 disbursement.

Caution: payments will be delayed to individuals who do not complete the appropriate Career Ladder Performance Assessment(s) (PA) prior to June. Keep in mind that most PAs require access to a classroom in order to complete an activity; therefore, plan to do PAs early!

CAREER LADDER BULLETIN BOARD

JOIN NOW

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ement?

L ADVISEM Career Ladd ENT er on-campu s advisors participants. are available You do not to Career need to be advisement. Ladder enrolled at These adviso the school to rs can help gu on-campus ad ide you on th seek visor and sche e right path. du copy of all co Call an llege transcrip le an appointment. Be su re to bring a ts. recent On-Campu

Please ec check h your LAUSD email account regularly

s Advisors

CSUDH Cal State Univer sity, Domin Undergradua guez Hills te/Graduate/Li beral Studies Nancy Maruy and TED ama (310) 24 3-3832 CSUN Cal S tate Univer sity, Northri Undergradua dge te students ca ll (818) 677-33 Graduate stud 00 ents call (818 ) 677-3002 CSULA Cal State Univ Nicole Lecker ersity, Los Angeles (323) 343-43 42 King Hall, Roo m D-2078 mwiggin@cals tatela.edu CSULB Cal State Univer sity, Long B Jan Condou (5 each 62) 985-1765 Education 1, Room 64 condouj@csul b.edu

ALREADY A CAREER LADDER A MEMBER? Now that you’ve submitted your Career Ladder Membership Application, what’s next?

A Career Ladder staff member will call to

welcome you within one week. If youhave not heard from us, and have questions, please call us.

Complete Performance Assessment #1 and submit it to the Career Ladder Office. Please note: PAs are cumulative and must be completed one by one, in order from #1 to #4. You must wait until one is approved to send another one in, to assure the correct format.

Explore your financial assistance options

(Career Ladder Scholarship OR Tuition Reimbursement). You may choose to apply for either one, but not both.

Submit paperwork for either Career Ladder Scholarship OR Tuition Reimbursement.

Give us a call if you have any further questions (213) 241-4571. 27

BECOME A MEMBER GPA REQUIREMENTS Career Ladder participants need to be aware that there is a grade point average (GPA) requirement for entrance into teacher education programs at all universities. Anyone with a GPA below 2.75 requesting tuition reimbursement will be required to see a Career Ladder On-Campus Advisor about their options before tuition reimbursement is approved. APPLICATION To become a member, please visit JOIN NOW on our website at: www.teachinla.com/ladder. Career Ladder participants are LAUSD employees in Bargaining Units B or F with one of the following educational goals: • completion of 60 units; • an Associate of Arts degree; • a degree that will lead to a job in teaching, counseling, or school psychology, or • a teaching credential.

CAREER LADDER POLICIES

FOREIGN EVALUATIONS OF TRANSCRIPTS Career Ladder participants who have completed the equivalent of a bachelor’s degree or higher are charged $25 to have their foreign transcript evaluated. For an application or for more information, call the Career Ladder Office.

PERFORMANCE ASSESSMENTS Performance Assessments (PAs) are used to verify proficiency in performance areas related to teaching. Completion of PAs is a requirement for movement from one Ladder Level to the next. Completed PAs, along with the number of units completed at a college or university, determine Ladder Level and the amount of Tuition Reimbursement awarded. Please remember the following: * PAs are only accepted one at a time and in order; * PAs are required to receive Career Ladder support for test-preparation reimbursement, scholarship awards, and hiring assistance; * PAs must be submitted and approved 2 weeks prior to the tuition reimbursement deadline to apply for the ladder level; * Performance Assessments can be obtained online at: www.teachinla.com/ladder/FinancialAid/ DownloadForms/tabid/86/Default.aspx.

Santa Monica College CBEST Prep (310) 434-3400

WHAT LADDER LEVEL AM I ON?

REIMBURSEMENT

The amount of tuition reimbursement is determined by both the Ladder Level of the participants and the number of units successfully completed in a particular semester or quarter. NOTE: Any Level 3, 4, or 5 participant who takes a community college course will be reimbursed at Level 2 amounts. In order to receive a prompt tuition reimbursement, the following must be submitted and approved prior to the deadlines: * Tuition Reimbursement Request Form (complete); * Current unofficial transcripts signed by a campus advisor OR official transcripts; * Completed Advisement Form (if necessary); The reimbursement rates and deadlines for tuition reimbursement are listed. CBEST REIMBURSEMENT The Career Ladder offers reimbursement for current CBEST registration fee, up to two times, to participants at Ladder Level 2 or above. CBEST Test Reimbursement forms are available online: www.teachinla.com/ladder/FinancialAid/ TuitionReimbursement/tabid/68/Default.aspx.

REIMBURSEMENT DEADLINE TERM

ALL PAPERWORK DUE

WINTER 2009

May 31, 2009

SPRING 2009

September 30, 2009

SUMMER 2009

December 31, 2009

LEVEL

EDUCATIONAL BENCHMARKS

PERFORMANCE AREA

- Completed B.A. or B.S. Completed Performance Assessment #4 - Delivery of a lesson plan prepared by teacher - Enrollment in a Teacher Education Program and participant

Completed Performance Assessment #3 - Introduction to Lesson Planning - Instructional Assistance

- 90 semester or 135 quarter units completed

- 60 semester or 90 quarter units completed Completed Performance Assessment #2 - University enrollment - Behavior Management - Declaration of credential to be pursued - Student Supervision

Completed Performance Assessment #1 - Knowledge of Programs and Policies - 12 semester or 18 quarter units completed - Communication Skills - Basic Classroom Organization

- High School Diploma

All forms are available for download from the Career Ladder website:

www.teachinla.com/ladder

TUITION REIMBURSEMENT RATES SEMESTER UNITS

QUARTER UNITS

1-6

7 or more

1-8

9 or more

LEVEL 5

$30.00 per unit

$60.00 per unit

$20.00 per unit

$40.00 per unit

LEVEL 4

$25.00 per unit

$50.00 per unit

$17.00 per unit

$33.00 per unit

LEVEL 3

$20.00 per unit

$40.00 per unit

$13.50 per unit

$26.50 per unit

LEVEL 2

$8.00 per unit

$10.00 per unit

$5.50 per unit

$7.00 per unit

LEVEL 1

$5.00 per unit

$7.00 per unit

$3.50 per unit

$4.75 per unit

CAREER LADDER POLICIES

TUITION REIMBURSEMENT Tuition reimbursement is given to Career Ladder participants for courses leading to a degree or credential for which a grade of C or better is received.

333 South Beaudry Ave., 15th Floor Los Angeles, CA 90017 www.teachinla.com/ladder

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