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National Expectations for Learning in the Arts

National Expectations for Learning in the Arts. Brandon Doubek, Ed.D. Tentative Schedule – May 10, 2010 Start Time 9:15 Morning Break 11:00 - 11:20 Lunch 12:30 - 1:30 Afternoon Break 3:15 - 3:35 End Time 5:00.

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National Expectations for Learning in the Arts

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  1. National Expectations for Learning in the Arts Brandon Doubek, Ed.D.

  2. Tentative Schedule – May 10, 2010 Start Time 9:15 Morning Break 11:00 - 11:20 Lunch 12:30 - 1:30 Afternoon Break 3:15 - 3:35 End Time 5:00

  3. Determine next leverage point for the project known as National Expectations for Learning in Arts Education (NELAE) • Determine a governance structure for this work • Develop an action plan for the work

  4. Introductions

  5. Your Name Organization One Reason You’re Here

  6. Meeting Norms Focus

  7. Balance and Equity

  8. Make Your Appointments!

  9. Post its • Your anticipated outcome of this meeting

  10. National Expectations for Learning in Arts Education • A brief look at what has come before and how educational context shapes the work ahead

  11. In the beginning …Goals, standards, and assessment 1988: Governors National Goals for Education (excluded the arts) 1993: The arts were added to Goals 2000 legislation

  12. March 1994: Framework and Specifications for the NAEP Arts Education Assessment (1997) established National Standards for Arts Education presented Goals 2000 adopted into law (ESEA) including the arts Summer 1994: State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium, a project of the Council of Chief State School Officers (CCSSO), began its NAEP work

  13. Accountability 2001 No Child Left Behind (ESEA) The arts are included as a core academic subject in No Child Left Behind maintaining Goals 2000 precedence The definition of core subjects is located in Title IX, Part A, Section 9101(1)(D)(11), Definitions. (11) CORE ACADEMIC SUBJECTS- The term ‘core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.

  14. Collective Good, Works of Many • Advocacy • Research • Standards-based instruction & assessment • After-school/community-based programs • Organizational development • Grant programs: US ED, NEA, states, & private • Conferences & Forums

  15. Catalyst for Change 2009 American Recovery and Reinvestment Act (ARRA) • State Fiscal Stabilization Fund ($48.6 billion) • Race to the Top ($4.35 billion) 2010 Race to the Top Assessment Competetive Grant ($350 million) Common Core State Standards Initiative English Language Arts and Mathematics (National Governor’s Association & CCSSO)

  16. INTEGRATION OF FOUR ARRA REFORM PRIORITIES STANDARDS & ASSESSMENTS EFFECTIVE TEACHERS & LEADERS Struggling Schools DataSystems 19

  17. *Includes regular FY 09 appropriations

  18. Back Mapping Before we go to our current context, we need to do a little back mapping

  19. Preparing for Change February 2008, Annapolis: The SCASS Arts Education Consortium met to begin a conversation about a Common Vision for Arts Education. (“Here’s what, so what, now what?”) December 2008, Louisville: CCSSO’s Bob Olson calls the “orphan” SCASS’s together . National Expectations for Learning in Arts Education is an outgrowth of those two days.

  20. National Expectations for Learning in Arts Education: A Systems Approach • Student Learning • Standards, curriculum, & assessment • Teacher Practice • Teacher preparation & professional development • Educational Leadership • Policy Development (national, state, local) • Community Partnership • Data Collection

  21. Preparing for Change April 2009: US ED releases first draft of Race to the Top May 2009: SCASS Arts brings the larger group back together to consider the possibilities in National Expectations for Learning in Arts Education and prioritize next steps (“action or no action.”)

  22. Four Assurances • Adopting standards and assessmentsthat prepare students to succeed in college and the workplace and to compete in the global economy; • Building data systemsthat measure student growth and success, and inform teachers and principals about how they can improve instruction; • Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and • Turning around our lowest-achieving schools.

  23. Preparing for Change Access, Equity, & Excellence in Arts Education for All Students August 2009, Annapolis: SCASS Arts invites SEADAE and many here to a group meeting. National Expectations for Learning in Arts Education (NELAE) is seen as a project of all states, not just SCASS Arts member states. • Race to the Top is released and is limited to states as applicants; four assurances and grant guidelines are carefully analyzed • Group identifies first leverage point for NELAE as data • Identified access, equity, & excellence for all students as the overarching mission of this project

  24. Data: Accomplishments • Partners: SEADAE, professional associations, & Quadrant Arts Education Research • Education Information Management Advisory Consortium (EIMAC): Represent and advise SEA chiefs and staff on national data issues, both current and future • “In order to link students to teachers, Chiefs should encourage data collections of school courses, teachers, and numbers of students enrolled. Collections should include the core academic subjects as defined by ESEA as well as physical education, health, and career technology education. (ESEA defines core academic subjects as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.)”

  25. Data: Accomplishments • National Center on Education Statistics (NCES) • Common course descriptions for use by states in their statewide longitudinal data systems • SEADAE and Quadrant, working together, have submitted common high school level course descriptions to NCES in dance, music, theatre, and visual art; elementary and middle school to follow.

  26. SEADAE stewards the work October, 2009, Cambridge: SEADAE members agree to accept National Expectations for Learning in Arts Education as an official project of the organization February, 2010, New Orleans: CCSSO brings SEADAE leadership and previous SCASS Arts members together (think snow).

  27. SEADAE stewards the work • April 13, 2010, Washington, D.C.: SEADAE meets to consider options regarding National Expectations • SEADAE agrees that next leverage point is a “re-conceptualization of national standards” • May 11-12, 2010, Washington, D.C.: CCSSO hosts SEADAE- generated meeting of key stakeholders to weigh in on the same issue.

  28. Big Issues/ BigQuestions

  29. What are some of the biggest differences in arts education between • now (2010)? • and • then (1994)

  30. 21st Century Skills Accountability Assessment Brain Research Communication Curricula Data Educational Climate Ethnic Diversity Funding Globalization Instruction/Pedagogy Leadership Research Technology World Events

  31. What are the “Essential” Skills for The 21st Century ?

  32. What are the “Essential” Skills for the 21st Century? Information and media literacy Communication skills Critical thinking and systems thinking Problem identification, formulation and solution Creativity and intellectual curiosity Interpersonal and collaborative skills Self-direction Accountability and adaptability Partnership for 21st Century Skills

  33. What do our children need?

  34. http://www.youtube.com/watch?v=0fu4vmiXxwc

  35. What do adults need to help children?

  36. http://www.youtube.com/watch?v=W2j9qw-A0NM

  37. National Expectation Components

  38. What else needs to be included? What are the other components we may not have yet identified?

  39. LEADERSHIP LEADERSHIP LEADERSHIP LEADERSHIP Impacting Student Achievement Instruction Assessment Curriculum

  40. Comparative Concensus-grams: Individual and Organization Strongly Agree Agree Disagree Strongly Disagree

  41. Data Growing out of National Expectations Challenges For Us As Educators • What is literacy in the 21st Century? “The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn” Alvin Toffler in Rethinking the Future (Author: Future Shock) 45

  42. Seeds of Success

  43. Big Issues/Big Questions: • Based on today’s educational context and the work that’s come before, what is the next leverage point in the project known as National Expectations for Learning in Arts Education? • If it is national standards, to what degree: • Revise? • Refresh? • Re-conceptualize? • Common Core Arts Standards? What do we call them? • If not standards, what action should be taken?

  44. Big Issues/Big Questions: • How will this decision affect the field, the work I do, and the work of the organization I represent? • How can I, and how can my organization, support this work?

  45. What’s been done before? • How was it done? • How do we honor that work while making it better?

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