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Pennsylvania Voices Unite for a Diverse Pool of Teachers–and Principals 22484GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​The statistics were sobering. Fully half of the public schools in Pennsylvania and more than one-third of the state’s school districts had no teachers of color on staff. <br></p><p>For a team seeking to improve school leadership in the Keystone State, those 2020 figures from the<a href="https&#58;//www.researchforaction.org/research-resources/k-12/teacher-diversity-in-pennsylvania-from-2013-14-to-2019-20/" target="_blank"> Research for Action</a> education research group drove home the need for action.</p><p>After all, the team members reasoned, without a diverse pool of teachers how could school districts hope to have a diverse pool of principals, given that school leader ranks are filled with former teachers?</p><p>The team in question was the Pennsylvania cohort in Wallace’s&#160;<a href="/knowledge-center/pages/all-the-voices-statewide-collaborations-for-school-leadership-under-essa.aspx" target="_blank">ESSA Leadership Learning Community</a>, a six-year effort in which 11 states brought together state education officials, local school districts, community organizations and others to collaborate on promoting high-quality school leadership in their locales. (The ESSA part of the name comes from the Every Student Succeeds Act, a major source of federal funding for education.) These teams were unusual in that they forged partnerships among people and institutions that don’t normally sit at the same table, despite their common interest in improving public school education. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/pennsylvania-voices-unite-for-a-diverse-pool-of-teachers-and-principals/esther-bush-0004_1200xx-1795-1009-0-280.jpg" alt="esther-bush-0004_1200xx-1795-1009-0-280.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;309px;height&#58;174px;" />“For each partner, educator diversity had been a priority,” said Esther Bush, who was the president and CEO of the Pittsburgh Urban League and a member of the Pennsylvania team.&#160; “But we had been working in silos. By coming together, we could see that we wanted the same thing.”</p><p>The team was comprised of state, district and local partners&#58;<br></p><div class="wf-Element-BlueBullet">A+ Schools, which works to improve equity in Pittsburgh schools</div><div class="wf-Element-BlueBullet">Duquesne University</div><div class="wf-Element-BlueBullet">The Heinz Endowments</div><div class="wf-Element-BlueBullet">NEED (Negro Educational Emergency Drive), which helps students prepare for and access college</div><div class="wf-Element-BlueBullet">Pennsylvania Department of Education </div><div class="wf-Element-BlueBullet">Pennsylvania Educator​ Diversity Consortium, a nonprofit working to increase educator diversity in the state</div><div class="wf-Element-BlueBullet">Pittsburgh Public Schools</div><div class="wf-Element-BlueBullet">The School District of Philadelphia</div><div class="wf-Element-BlueBullet">Urban League of Greater Pittsburgh, the local affiliate of the national civil rights organization </div><p>Initially, the group hoped only to add a written chapter on equity to the superintendent’s academy, a two-year professional development program for school leaders across the state. Eventually, it set its sights on galvanizing the entire state around diversifying the teacher workforce, beginning with the western part of Pennsylvania, which had fewer teachers of color than the eastern part.</p><p>The result to date? A number of accomplishments. Using technical assistance grants, the team commissioned a study on how to recruit and retain teachers in western Pennsylvania. It then began working with Pennsylvania universities on an effort, now in its early stages, to help high schoolers develop an interest in teaching and provide a pathway into the universities’ education programs.</p><p>In addition, the state education agency co-sponsored a number of conferences and meetings focused on the need for a more diverse school leader workforce. The agency’s work incorporated evidence from the Urban League about the beneficial impacts on students of having a diverse educator workforce, as well as data on the disparity between percentages of Black students and percentages of principals of color. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/pennsylvania-voices-unite-for-a-diverse-pool-of-teachers-and-principals/Andy-Cole-150x188-1.jpg" alt="Andy-Cole-150x188-1.jpg" class="wf-Image-Left" style="margin&#58;5px;" />One key to the progress was that the team members worked together well. Andy Cole, an education consultant who facilitated the team’s work for Wallace, points to the simple fact that the Pennsylvanians were able to have dinner together the night before their day-long convenings and got to know each other one on one. “Breaking bread helps you see each other as people,” he said.</p><p>Although the ESSA Leadership Learning Community formally ends in December of 2022, the Pennsylvania team is hoping to sustain its endeavors through a coalition it formed with the Pennsylvania Educator Diversity Consortium, a nonprofit working to increase the number of teachers of color in the state. “This is an effort that worked,” Bush said. “The United States needs these new models.”</p><p>For states seeking to develop similar efforts, Bush urges state leaders to look to expanding work that is already under way.</p><p>“It might be a small community organization, it might be a PTA in a single school,” she said. “Try to reach out and pay attention to the baby steps that are being made and try to expand those steps into something that can positively impact all of our efforts.”</p><p>Here are three lessons the team learned along the way&#58;</p><h3 class="wf-Element-H3">Community-based organizations deserve a seat at the table – sometimes at the head of the table.</h3><p>The effort “encouraged all voices to be heard and respected,” said Bush, underscoring the importance of making sure the community perspective was represented. “This taught communities that their voices were powerful.”</p><p>Cole saw the community partners on the team shift into more of a leadership role as it became apparent that district and community engagement would be a significant part of the work. The community-based organizations had stronger relationships with the school districts than the state department of education, according to Cole. And in turn, by bringing those community voices up to the state level, the state agency helped elevate and amplify the community’s efforts and needs around teacher diversity.<br></p><h3 class="wf-Element-H3">Data are key to garnering support.</h3><p>A turning point in the Pennsylvania team’s work was the introduction of a map which depicted vivid data on the percentage of teachers of color in each school district in the state.<br><br><img src="/News-and-Media/Blog/PublishingImages/Pages/pennsylvania-voices-unite-for-a-diverse-pool-of-teachers-and-principals/ELN-Meeting-6_3_22---2022-06-03-10-map.jpg" alt="ELN-Meeting-6_3_22---2022-06-03-10-map.jpg" style="margin&#58;5px;" /><br><br></p><p>The map clearly illustrated that teachers of color compose less than 5 percent of the teacher workforce in the vast majority of districts, with many districts having no teachers of color at all. Seeing the data so starkly laid out shifted not only the focus of the group but its engagement in the effort. The team, particularly state agency leaders, realized lack of teacher diversity was a significant problem for districts, communities and students that needed to be urgently addressed, according to Cole. </p><h3 class="wf-Element-H3">Strong relationships and trust are critical to collaboration.</h3><p>“We were working with people, not organizations,”&#160; Cole said of the relationships built as part of the learning community. “Those relationships cannot be minimized.”</p><p>Cole pointed to “good-faith” conversations between team members as well as learning from other state teams as crucial to making progress. He noted that it was helpful to see other states grappling with their own challenges and to jointly acknowledge that the work is hard.</p><p>“States should know it’s okay to interact with other states and other organizations,” he said. “You can learn a lot from each other.”</p><p>Bush saw that trust build over time. She observed that while each organization or individual may have had a different approach, the team members respected those differences because they all had the same end goal – to improve educator diversity and, in turn, better support all students in Pennsylvania.<br></p>Andrea Ruggirello1142022-11-30T05:00:00ZHow data and cooperation helped make educator diversity a Keystone State priority12/1/2022 4:39:11 PMThe Wallace Foundation / News and Media / Wallace Blog / Pennsylvania Voices Unite for a Diverse Pool of Teachers–and Principals How data and cooperation helped make educator 66https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Focusing on Principal Wellness: 6 Questions for School Leaders19363GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61​ <p>​For many, this year has been the start of a return to normalcy. But the overwhelming challenges facing schools, students and principals continue to evolve. According to <a href="https&#58;//survey.nassp.org/2022/?__hstc=180157371.bac77909d6215da4a21e8c328eb24c35.1664827493701.1665580618882.1665602121992.5&amp;__hssc=180157371.4.1665602121992&amp;__hsfp=3339776304#leaders" target="_blank">NASSP’s 2022 Survey of America’s School Leaders and High School Students</a>, one out of two school leaders say their stress level is so high, they are considering a career change or retirement, and three-quarters of school leaders report they needed help with their mental or emotional health last year. </p><p>That’s why the focus of this year’s <a href="https&#58;//www.principalsmonth.org/celebrate-your-principal/" target="_blank">National Principals Month</a> is on principal wellness. Celebrated every October, National Principals Month is an opportunity to honor school principals for their leadership and tireless dedication to their students and schools.</p><p>We spoke with four principals—who, together, have more than 30 years of experience as school leaders—about what inspired them to become principals, how they deal with burnout and the impact of the pandemic, among other topics. Their responses have been edited for length and clarity.</p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/focusing-on-principal-wellness-6-questions-for-school-leaders/Kimberly_Greer_Photo.jpg" alt="Kimberly_Greer_Photo.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;189px;height&#58;252px;" />​<em>Kimberly Greer started her fifth year as principal at Langley High School in McLean, Virginia, this year.</em></p><p> <em> </em></p><p> <strong>What inspired you to become a principal?</strong></p><div> <em>​</em>I have been inspired by the need to ensure success for all students. While it is easy to focus on the majority, we must make sure all students are seen, respected and their needs properly addressed. I feel it is my calling to ensure each student is valued and feels a part of their school community.</div><div> <strong><br></strong></div><div> <strong>Reflecting on the past two years, what are some of the biggest impacts that the pandemic has had on your job?</strong><br></div><div> <strong><br></strong></div><p>Being a principal has never been easy. However, since the pandemic, school leaders have had to work on supporting the emotional needs of stakeholders. In addition to meeting the needs of students, we’ve had to address the emotional wellness of staff members. Mental health challenges faced by students are greater. The biggest impact of the pandemic is it has provided opportunities to have conversations regarding mental health. We’ve used the pandemic as a chance to normalize these conversations and to remove the stigma associated with the topic. </p><p> <strong>There have been many articles circulating about principal burnout. Have you experienced this and if so, how have you dealt with it? </strong></p><p>I haven’t experienced burnout, but weariness has been felt at varying times over the past two years. I approach each day as a new opportunity. This has helped me to avoid burnout. Educational leadership isn’t easy. What keeps me going is the recognition that I have thousands of students and their families depending on me, as well as hundreds of staff members. I must provide support to all stakeholders so we are able to remain focused on students and their success.</p><p> <strong>What do principals need in order to feel supported?</strong></p><p>We need first and foremost for our humanity to be recognized. We are people who carry the weight of our schools, divisions and communities on our shoulders. We need people to check on us and make sure we're okay. Concern for our mental and physical wellness goes a long way. We are strong individuals, but we are human.<br></p><p> <strong>What advice do you have for aspiring principals?</strong></p><p>Build your network. Realize you can’t do it alone. Have fun. The job is tough, but find joy in the work. Young people are incredible, and we’re blessed to be a part of their journeys.</p><p> <strong>What is the best part about being a principal? What experience will stay with you long after you’ve retired?</strong></p><p>The best part is seeing your vision realized. It is incredible to consider that our decisions today will continue to impact our students long after they graduate. The experience that will stay with me is hearing seniors at last year’s graduation recite the sign-off I have used during the morning announcements since I became principal in 2018. This gesture meant they were listening and taking to heart the message I work daily to impart to students&#58; be kind-hearted human beings who take care of yourselves and one another.<br><br> </p><p> <em> <img src="/News-and-Media/Blog/PublishingImages/Pages/focusing-on-principal-wellness-6-questions-for-school-leaders/Twainna_Fortner_Calhoun_photo.jpg" alt="Twainna_Fortner_Calhoun_photo.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;195px;height&#58;195px;" />Twainna Calhoun, principal at Good Hope Middle School in Ouachita Parish, Louisiana, has been in school administration for 20 years and has been principal at her current school for 17 years. </em></p><p> <strong>What inspired you to become a principal?</strong></p><p>I think I've always had leadership in me. I have nine siblings, and I was led by awesome principals during my career. Every one of my principals saw something in me that they also thought would make a good leader. The legacy laid out in front of me inspired me to be a principal.</p><p> <strong>Reflecting on the past two years, what are some of the biggest impacts that the pandemic has had on your job? </strong></p><p>The isolation. The students, teachers and parents had been social distancing. And we’re finally getting back to where we were in March 2020. The isolation had a huge impact on my building and getting everyone motivated again. It seemed like the students post-pandemic lost motivation and had given up, but we just had to make it fun again. For instance, we started having pep rallies and spirit days again. The kids really enjoy that. That’s part of the school experience. The social aspect is important as well as the academics.</p><p> <strong>There have been many articles circulating about principal burnout. Have you experienced this and if so, how have you dealt with it? </strong></p><p>I have, definitely. As a matter of fact, this time last year I was job searching. I just thought I couldn’t do it anymore because one thing after another was compounding. But my principal colleagues—being a part of NASSP, being a part of the Louisiana Association of Principals—have helped me. Listening to their stories and knowing that I’m not alone helped me realize I can get through this. I’m not trying to be cliché, but the first day of school this year was probably the most excited I’ve been because I just put the spirit back into being a principal. I was born to do this. I came back and remembered my purpose. There are going to be roadblocks. My students, my staff and my own children are what inspired me to keep going. </p><p> <strong>What do principals need in order to feel supported?</strong></p><p>Districts can show support by attending our sporting events. It is helpful for district personnel to drop in and visit, not simply when there is a crisis. An &quot;atta girl&quot; goes a long way when you are a building leader. </p><p> <strong>What advice do you have for aspiring principals?</strong></p><p>Be confident. Because you are the building leader. You have to make decisions that are not popular, but you have to be confident in what you do. You have to be intentional, and be a good listener. Listening goes beyond paying attention when other people talk. It’s your response. You have to be a motivator. But I think the most important thing is being confident in what you do. You have to be prepared to be the decision maker. Take the bad and the good. You’re going to get the praise one day, and not so good feedback the next. Be organized. Be balanced, and be a visionary. You have to see beyond tomorrow.</p><p> <strong>What is the best part about being a principal? What experience will stay with you long after you’ve retired?</strong></p><p>The best part of being a principal is building relationships. I was born and raised here, and I’ve been in my building for 17 years. I’ve built relationships with teachers, and even after they’ve retired, I still communicate with them. One of my students is about to be my dentist now. Another student is now a teacher in our building, and he said I inspired him to become a teacher. I’ve actually had three students come back to teach. So just that experience of them coming back and wanting to be part of the process will stay with me long after I’ve retired.<br><br></p><p> <em><img src="/News-and-Media/Blog/PublishingImages/Pages/focusing-on-principal-wellness-6-questions-for-school-leaders/Aaron_Huff_Headshot.jpeg" alt="Aaron_Huff_Headshot.jpeg" class="wf-Image-Right" style="margin&#58;5px;width&#58;189px;height&#58;284px;" />Aaron Huff, principal at Benjamin Bosse High School in Evansville, Indiana, spent three years working as an assistant principal and has now been a principal for 11 years. </em></p><p> <strong>What inspired you to become a principal?</strong></p><p>I started working at the YMCA in youth outreach my senior year of high school and continued that work through college as an afterschool care supervisor while attending Ball State University. Upon graduation, I returned to my school district and started working as a site coordinator. During my time at BSU, my mother had become an assistant principal, and I watched her impact generations of children and families. She became a highly recognizable assistant principal and principal. One who garnered the respect of the whole community. People always spoke about the impact she had on their life. Little did I know that my becoming a principal would lead to me replacing my mother as the principal of Bosse High School. </p><p> <strong>Reflecting on the past two years, what are some of the biggest impacts that the pandemic has had on your job? </strong></p><p>I would say the biggest impacts the pandemic has had on the principalship relate to the mental health of students and staff. Also, I have seen an increase in student apathy. We are now experiencing the ripple effects of a prolonged pause in education. There are economic impacts and prolonged health impacts. The shortage of teachers and administration is a real challenge for the future of education.</p><p> <strong>There have been many articles circulating about principal burnout. Have you experienced this and if so, how have you dealt with it? </strong></p><p>I'd be lying if I said I hadn't. I am just fortunate to have a village around me that is extremely supportive and encouraging. I work with great individuals and students that keep me motivated. Burnout is experienced when I have to deal with the outside noise around education that prevents me from doing the things most important to our children and advancing our school. I also try to find the &quot;balance,&quot; literally and figuratively. I have taken up hot yoga, and that time on the mat is precious and is the opportunity for me to hit the reset button.</p><p> <strong>What do principals need in order to feel supported?</strong></p><p>I think principals need to be heard. Their voice then causes decision-makers to reevaluate, reconsider and adjust policy, practice and protocols that negatively impact the principalship. Acknowledge and support the work principals are doing to improve student educational outcomes.</p><p> <strong>What advice do you have for aspiring principals?</strong></p><p>Anyone can put time and energy into a position. As a principal, pour your heart into it, and keep students at the center. Organizations can't grow without great leaders willing to grow the people around them while they grow. Seek out various perspectives and schools of thought. Don't be consumed by maintaining day-to-day operations. Choose to think outside the box, and give permission to the people you lead to think outside the box. </p><p> <strong>What is the best part about being a principal? What experience will stay with you long after you’ve retired?</strong></p><p>The students, families, colleagues and friends you interact with daily. They become your family. I love the ability to alter a young person's life for the better.&#160; I value collaborative leadership and learning from others. Giving space for teachers to become leaders within the building. Creating an environment that students, families and community members love and want to be a part of. I cherish the connections with students and former students. Those are great memories. When you run into former students in the community, and they simply say thank you and share what they are doing now is what will stay with me.<br><br></p><p> <em><img src="/News-and-Media/Blog/PublishingImages/Pages/focusing-on-principal-wellness-6-questions-for-school-leaders/Lawson_Charles_Derrick__Headshot_2022.jpg" alt="Lawson_Charles_Derrick__Headshot_2022.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;159px;height&#58;239px;" />Derrick Lawson has been principal at Indio High School in Indio, California, for seven years and is in his 37th year of working in education. <strong></strong></em></p><p> <strong>What inspired you to become a principal?</strong></p><p>During my high school years, I was facing some significant personal life challenges. One of the assistant principals at my high school went the second, third and fourth mile to make a difference in my life and to ensure that the potential he saw in me would come to fruition. He and his wife both invested time and resources to help me stay connected to school and get through the circumstances that could have resulted in my going off in a direction that would have led me to become a very different person from who I am today. I want to do the same for others.</p><p> <strong>Reflecting on the past two years, what are some of the biggest impacts that the pandemic has had on your job? </strong></p><p>First, recalibrating the way I spend my time in order to address the needs of my staff. We’ve had to find a new balance to their own responses to trauma and new energy levels when they are taxed to the point of exhaustion trying to meet the needs of students in this new post-COVID paradigm. The second biggest impact is leading my school family in the reestablishment of our school culture. So many of our kids came back impacted by anxiety, fear and personal trauma, or they have returned with an exuberance and zeal for being back at school. There really is no middle ground and, in reality, only my seniors were truly a part of the school culture that existed prior to the pandemic. It is as if we are having to begin at “ground zero” once again. I am perpetually reminding everyone that we cannot take for granted that all of our staff and students fully remember, understand or embrace all of the traditions, expectations and experiences that make us who we are as a school.</p><p> <strong>There have been many articles circulating about principal burnout. Have you experienced this and if so, how have you dealt with it? </strong></p><p>While burnout has not been something I’ve experienced, I will say yes, I have experienced some exhausting times of stress and have had to take some specific actions to make sure that burnout does not become a potential on my horizon. I make it a point daily to take a break and find my point of joy. When I was an elementary school principal, that was visiting a kindergarten class full of kids hanging on my pant leg and wanting to hang all over me as I read a story to them. That was such a gratifying and fulfilling experience. In my high school, it may be shooting a few hoops at PE with some of my kids, going to the band room and having an impromptu performance on the piano during a practice piece or joining a science lab group as one of the students. My kids keep me level.<strong></strong></p><p> <strong>What do principals need in order to feel supported?</strong></p><p>From parents, principals need patience and grace. We care about their kids, too! But when we are juggling so many things at once, some days it is like drinking water from a firehose. I tell my parents, your issue or concern is not lost or ignored, we just may need time to be able to address it appropriately. From peers, we need one another’s empathy on those challenging days. Brilliance and expertise on days when we need to tap the skill set of others so that we can learn. Being the leader at the top can be a solitary place at times. From the district, we need flexibility in mandates and deadlines. Every day is different as we strive to uplift our staff and students and as we try to address the demands and pressures to provide a “return to normalcy” while also entertaining the changes of a whole new education paradigm. From students, we need their commitment to&#58; experience school—get involved in activities, clubs, sports and career tech pathways; Explore—new learning, stretch yourself, grow; and Exhibit—good character, acceptance of others, making good choices and being a member of our school family.</p><p> <strong>What advice do you have for aspiring principals?</strong></p><p>I feel strongly that as school site administrators, we have the potential to have the greatest impact on shaping the next generation. I recommend my own version of the ‘three R’s’&#58; relationships, reflection and renewal. It is important that we take the time to first build relationships with fellow site administrators and to provide mutual support and inspiration. Second, it is important to end each and every day with a moment of reflection. What would you do differently? Give yourself some kudos and reflect on something you did well or on how you made an impact, and let that be the last thing you think about when you go home for the evening. Make certain that it is not the challenges, but the successes that you bring home with you. Finally, take time for renewal. Refill your emotional bucket with some self-care. Refill your professional bucket by learning something new. And then include time for physical renewal with exercise, meditation, or something else that recharges your battery.</p><p> <strong>What is the best part about being a principal? What experience will stay with you long after you’ve retired?</strong></p><p>The best part about being a principal is the relationships that we build as we seek to guide and develop better talents for the futures of students and staff. I have a folder that I call my “blue folder”. Here I save every card, every story, every email—the smiles, the memories and the treasured moments where I was able to make a difference. While I may not be rich in dollars, I am one of the wealthiest people you will ever meet when it comes to memories and connections. I am blessed daily to cross paths with people who, over my years as a principal, stop to share a smile, a hug, a thank you or a treasured memory. That is pure gold.</p>Jenna Doleh912022-10-26T04:00:00ZFour principals reflect on their experiences and share how we can support them during National Principals Month—and throughout the year.10/26/2022 6:23:06 PMThe Wallace Foundation / News and Media / Wallace Blog / Focusing on Principal Wellness: 6 Questions for School Leaders Four principals reflect on their experiences and share how 2408https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Exploring History and Culture with Arts Organizations of Color10216GP0|#a2eb43fb-abab-4f1c-ae41-72fd1022ddb0;L0|#0a2eb43fb-abab-4f1c-ae41-72fd1022ddb0|The Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​​​​​​​​​​​Arts ​organizations founded by, with and for communities of color are relatively underrepresented in research, with limited&#160;information available about their founding histories and how these histories might shape an organization’s purpose, culture and work.&#160;That’s why, when we launched <a href="/News-and-Media/Blog/pages/arts-open-call-yields-250-submissions-from-organizations-of-color.aspx">o​ur latest arts initiative</a>&#160;beginning with&#160;18 organizations rooted in communities of color, we commissioned the <a href="https&#58;//www.ssrc.org/programs/arts-research-with-communities-of-color-program-arcc/" target="_blank">Social Science Research Council </a>(SSRC) to create a fellowship that could not only ​help document the organizations’ history and culture, but could also build research capacity in the field through the support of early career scholars​.</p><p>SSRC has now selected a group of research fellows, who will receive funding to conduct 12-month qualitative ethnographic studies in collaboration with the organizations in the initiative. The fellowship program seeks to support early career researchers who are deeply engaged with the arts organizations of color. The group will participate in conversations with one another and with the broader network of researchers and practitioners in the Wallace initiative. </p><p>Each research fellow will be paired with a specific organization to help explore its unique history, culture and context. The goal is to produce useful information for the organization itself and for other arts organizations of color. Collectively, through cross-cutting analyses, the fellows’ research could also contribute novel insights to the broader body of research and public policy. </p><p> <strong>Meet the first group of fellows&#58;</strong><br> </p><p style="text-align&#58;left;"> <strong> <img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Monica-Barra2.jpg" alt="Monica-Barra2.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;165px;height&#58;220px;" />Monica Patrice Barra</strong> (she/her/hers) is a cultural anthropologist, ceramicist, and assistant professor at the University of South Carolina. Broadly, her research examines the relationship between race, inequality, and geography in the United States. She has explored these topics over the past decade in collaboration with visual and performing artists, policymakers, scientists, community based organizations, and fishermen. Her experience and research has been supported by a variety of institutions across the arts, sciences, and humanities, including&#58; The Princeton University Art Museum, the National Academies of Sciences, the Wenner-Gren Foundation, and the Louisiana Endowment for the Humanities. Her writings on place-based arts, environmental change, and race have appeared in edited volumes and journals in the fields of anthropology, geography, and interdisciplinary humanities. Her first book, Good Sediment&#58; Race, Science, and the Politics of Restoration, is an ethnographic study of wetland loss, environmental restoration, and Black placemaking practices in south Louisiana. She is currently at work on a second ethnographic project on heirs’ property and Black land loss in the US South.</p><p> <em>Monica will be partnering with the <a href="https&#58;//www.ganttcenter.org/" target="_blank">Gantt Center for African American Arts + Culture</a>.<br><br></em></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Ying-Diao.jpeg" alt="Ying-Diao.jpeg" class="wf-Image-Right" style="margin&#58;5px;width&#58;159px;height&#58;253px;" />Ying Diao</strong> is an ethnomusicologist and cultural anthropologist with research expertise in relationships between cultural production, ethnicity, and politics, and in the anthropology of religion, voice, and mediation. Her work has focused on the musical dynamics of cross-border ethnoreligious development and resilience among upland communities in southwest China and mainland Southeast Asia. Supported by the SEM Deborah Wong Research &amp; Publication Award and AAS Publication Support Grant, her book project, Muted, Mediated, and Mobilized&#58; Faith by Aurality on the China-Myanmar Border, examines how transnational sound production, circulation, and consumption become integral to the Lisu perception and striving after Christian faith amidst constraints and uncertainties. She earned her Ph.D. in ethnomusicology from the University of Maryland, College Park (2016). She was a Research Fellow at the Max Planck Institute for the Study of Religious and Ethnic Diversity, Germany, from 2017-2019, and a lecturer at the University of Minnesota in Spring 2022.</p><p> <em>Ying will be partnering with <a href="https&#58;//www.ragamaladance.org/" target="_blank">Ragamala Dance Company</a>.<br><br></em></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Timnet-Gedar.jpeg" alt="Timnet-Gedar.jpeg" class="wf-Image-Left" style="margin&#58;5px;width&#58;159px;height&#58;212px;" />Timnet Gedar</strong> is a historian with commitments to community engaged research and social justice. She holds an MSc in Social Development Practice, and graduate certificates in African Studies and Museum Studies. Her work includes research, teaching, and practice in intellectual history, political and social movements, Black print cultures, museums, education, and community engagement. She is a daughter of Eritrea and a proud Chicagoan.</p><p> <em>Timnet will be partnering with </em> <a href="https&#58;//chicagosinfonietta.org/" target="_blank"> <em>Chicago Sinfonietta</em></a>.​<br><br></p><p> <strong><strong style="color&#58;#555555;font-size&#58;14px;"><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Nazanin-Ghaffari.jpg" alt="Nazanin-Ghaffari.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;159px;" /></strong>Nazanin Ghaffari</strong> holds a Ph.D. in urban planning and public policy from the University of Texas&#160;at Arlington. She is interested in navigating disciplinary terrain in urban planning, public administration, feminist geography, and social anthropology to highlight the racialized, classed, gendered, and sexualized blind spots and biases found within conceptualizations of public spaces. Her research concerns inclusionary and/or exclusionary strategies incorporated by signature public spaces governance regimes through design, programming, policing, and management processes. She also investigates how design and planning empower historically marginalized communities through artistic interventions and bottom-up innovations to advance social, racial, and climate justice. Trained as an architect, urban designer, and urban planner, Nazanin has over a decade of professional experience with the United Nations Development Programme, UN-Habitat Mitigation Office, Asia-Pacific Slum Upgrading Working Group, Tehran Municipality Research Center, private design firms, grassroots and community organizations in the Middle East and North Texas.</p><p><em>Ghaffari will be partnering with <a href="https&#58;//www.rebuild-foundation.org/" target="_blank">Rebuild​</a></em>.</p>​ <p> <b>​</b></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Davinia-Gregory-Kameka.JPG" alt="Davinia-Gregory-Kameka.JPG" class="wf-Image-Left" style="margin&#58;5px;width&#58;164px;height&#58;179px;" />Davinia ​Gregory-</strong><strong>Kameka</strong>’s most recent research focuses on sociology of the role of arts organizations and their cultural policy landscape in sustaining or disrupting racial capitalism (Robinson, 1983). Her doctoral work (2015-20) was the first piece of research to fully document the closure, aftermath and legacy creation of a Black-led arts organization; the first empirical analysis of what happens at this point of stress. Such closures often happen quickly and are complex. They are sometimes documented after the fact using document analysis and archival material. However, this empirical, data-rich analysis of what happens in real time when an organization implodes is important because it bridges the gap between what policy documents say about the role and function of what policy calls “cultural diversity in the arts” and what happens (and is needed) on the ground. Among other things, her work asks, what is the importance of Black space in the arts in multiple locations across the Black Atlantic, and how is that space created, contested and supported in the pandemic age?</p><p> <em>Davinia will be partnering with <a href="https&#58;//www.blackstarfest.org/" target="_blank">BlackStar</a>.<br><br></em></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Cameron-Herman.jpg" alt="Cameron-Herman.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;165px;height&#58;228px;" />Dr. Cameron Herman</strong> is an Assistant Professor in the Department of Sociology and an affiliate faculty member in Africana Studies at Buffalo State College. His teaching and research broadly focuses on understanding the ways marginalized groups experience and navigate social inequalities in urban environments. Cameron has published solo and collaborative journal articles, chapters in edited volumes and online publications on a range of topics including Black artists’ response to gentrification, housing activism and neoliberal governance, Black masculinity in hip hop. In the wake of COVID-19’s onset, Cameron’s research agenda has expanded through collaborations with community partners and equity-minded scholars in the UB Food Systems and Healthy Communities lab to support community-based responses to inequitable food systems in Buffalo, NY. In his free time, Cameron enjoys spending time with his wife and daughter, exploring neighborhoods on his bicycle and photographing everyday life.</p><p> <em>Cameron will be partnering with <a href="https&#58;//www.1hood.org/" target="_blank">1Hood Media</a>.<br><br></em></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Raquel-Jimenez.jpg" alt="Raquel-Jimenez.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;164px;height&#58;246px;" />Raquel Jimenez</strong>’s research explores socially-engaged creative practices and the distinct place-based logics that guide community arts organizations. This interest is reflected in her dissertation, “Taking Up Space&#58; Youth Culture and Creative Resistance in a Gentrifying City,” an ethnographic study that examines how youth engage with public artmaking strategies to resist gentrification, while investigating how community arts education structures this process. Raquel teaches courses on art and culture at the Harvard Graduate School of Education and designs participatory community arts programs at the intersection of art, education, and cultural organizing. Her work has been supported by the Ford Foundation and the National Academies of Sciences, Engineering, and Medicine. Apart from research and teaching, Raquel is a member of the Sirens Crew, an all-womxn public art collective working to feminize public space through a variety of visual intervention strategies.​</p><p> <em>Raquel will be partnering with <a href="https&#58;//pregonesprtt.org/" target="_blank">Pregones PRTT</a>.<br></em><br> </p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Asif-Majid.jpg" alt="Asif-Majid.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;249px;height&#58;166px;" />Asif Majid</strong> is a scholar-artist-educator working at the intersection of racialized sociopolitical identities, multimedia, marginality, and new performance, particularly through devising community-based participatory theatre, making improvisational music, and addressing the nexus of Islam and performance. He has published in a range of academic and popular media outlets, and his performance credits include work with the Kennedy Center in the US and the Royal Exchange Theatre in the UK, among others. Asif was a Mellon/ACLS Public Fellow with the San Francisco Arts Commission and a Lab Fellow with The Laboratory for Global Performance and Performance. He earned his PhD in Anthropology, Media, and Performance from The University of Manchester. Currently, Asif is Assistant Professor of Theatre and Human Rights at the University of Connecticut, where he is at work on a book project titled Making Muslimness&#58; Race, Religion, and Performance in Contemporary Britain. Asif can be found online at <a href="http&#58;//www.asifmajid.com/" target="_blank">www.asifmajid.com</a>.</p><p> <em>Asif will be partnering with the <a href="https&#58;//arabamericanmuseum.org/" target="_blank">Arab American National Museum</a>.<br><br></em><u></u></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Jason-J-Price.jpg" alt="Jason-J-Price.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;165px;height&#58;165px;" />Jason J. Price</strong> is an Arts Research with Communities of Color (ARCC) Fellow, working in collaboration with his matched organization to explore how social science research can contribute to a thriving and more equitable arts field. He earned a PhD in sociocultural anthropology from UC Berkeley and an Advanced Certificate in Culture &amp; Media from NYU. His dissertation research, funded by the Fulbright Program, focused on the cultivation of endurance in a Pentecostal ministry in Malawi. His documentary short, The Professor, a portrait of former Interim President of Liberia, David Kpormakpor, has screened at festivals worldwide. From 2018-2020, he was Postdoctoral Researcher at IUPUI’s Arts &amp; Humanities Institute, where he worked with equity-driven arts organizations to improve their reach and efficacy.</p><p> <em>Jason will be partnering with <a href="https&#58;//pillsburyhouseandtheatre.org/" target="_blank">Pillsbury House + Theater</a>.<br></em><br> </p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/Jason-C-White.jpg" alt="Jason-C-White.jpg" class="wf-Image-Right" style="margin&#58;5px;width&#58;214px;height&#58;171px;" />Dr. Jason C. White</strong> is an Assistant Professor of Arts Administration in the Department of Art at Xavier University, where he prepares students for diverse careers in arts administration. An accomplished researcher, educator, author and theorist, White has published in Artivate&#58; A Journal of Entrepreneurship in the Arts, Journal of Arts Management, Law and Society, Innovative Higher Education, and Arts Education Policy Review. White is also the author of Innovation in the Arts&#58; Concepts, Theories and Practices, a recent Routledge publication. White is one of the co-creators of the AAAE Undergraduate Standards for Arts Administration Education. Prior to receiving his PhD in Arts Administration, Education and Policy from The Ohio State University, White earned a BFA from California Institute of the Arts and attended The University of Akron; obtaining a Masters degree in Arts Administration and a Masters degree in Educational Assessment. Learn more about Dr. White at <a href="http&#58;//www.innovationinthearts.com/" target="_blank">www.innovationinthearts.com</a>.</p><p> <em>Jason will be partnering with <a href="https&#58;//www.u-ca.org/" target="_blank">The Union for Contemporary Art</a>.<br></em><a href="https&#58;//www.u-ca.org/"></a>​<br><br></p><p> <strong><img src="/News-and-Media/Blog/PublishingImages/Pages/exploring-history-and-culture-with-arts-organizations-of-color/DeRon-Williams.jpeg" alt="DeRon-Williams.jpeg" class="wf-Image-Left" style="margin&#58;5px;width&#58;164px;height&#58;291px;" />DeRon S. Williams</strong> is an Assistant Professor of Theatre in the Department of Fine and Performing Arts at Loyola University Chicago and a freelance director and dramaturg. He has published in The Journal of American Drama and Theatre, Continuum&#58; The Journal of African Diaspora Drama. His directing credits include Tarell Alvin McCraney’s The Brothers Size, Regina Taylor’s Crowns, Bruce Norris’s Clybourne Park, and Africa to America&#58; A Celebration of Who We Are, an interdisciplinary performance written by Wendy R. Coleman. DeRon is also co-editor of the forthcoming edited volume titled Contemporary Black Theatre &amp; Performance&#58; Acts of Rebellion, Activism, and Solidarity, as a part of the Methuen Drama Agitations&#58; Politics, Text, Performance series.</p><p> <em>DeRon will be partnering with <a href="https&#58;//philadanco.org/" target="_blank">PHILADANCO!</a></em><a href="https&#58;//philadanco.org/"></a></p> ​<br>​<br><br>Wallace editorial team792022-10-11T04:00:00ZEleven fellows tapped by Social Science Research Council will work with organizations in Wallace’s art initiative11/3/2022 8:07:35 PMThe Wallace Foundation / News and Media / Wallace Blog / Exploring History and Culture with Arts Organizations of Color Eleven fellows tapped by Social Science Research Council 1272https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Lessons from Six Communities Building Students’ SEL Skills2249GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61​<p>​​​​​What can be learned when six communities bring together schools and out-of-school time (OST) partners to support students’ social and emotional learning (SEL)? A lot, apparently.<br></p><p><a href="/knowledge-center/pages/strengthening-students-social-and-emotional-skills-vol2-pt1.aspx">A new report from RAND</a> presents lessons culled from the six school districts that participated in Wallace’s social and emotional learning initiative. The multiyear effort, which concluded in 2021, explored whether and how children can benefit from partnerships between schools and out-of-school-time (OST) programs that were focused on building social and emotional skills.</p><p>The report synthesizes nine cross-cutting factors that facilitated these efforts, such as committed school and OST program leaders, building adults’ social and emotional skills, and establishing trusting relationships.</p><p>Along with the overarching report, RAND produced&#160;<a href="/knowledge-center/pages/district-partner-problem-solving-in-social-emotional-learning-efforts-series-vol2.aspx">six case studies</a>, each focused on one of the districts that participated in the initiative. Highlights from the case studies include&#58;</p><p></p><div class="wf-Element-BlueBullet">In&#160;<a href="/knowledge-center/pages/expanding-social-and-emotional-learning-boston-vol2-pt2.aspx?_ga=2.236588289.1269491334.1664803907-363535270.1663784266">Boston</a>, the partnership worked to expand students’ access to enrichment and linked the enrichment activities to the school-day curriculum through a shared focus on SEL.<br> </div><p></p><p></p><div class="wf-Element-BlueBullet">The&#160;<a href="/knowledge-center/pages/building-an-effective-social-and-emotional-learning-committe-dallas-vol2-pt3.aspx">Dallas</a> team focused on sustainable SEL practices and formed a steering committee to drive the work forward.</div><p></p><p></p><div class="wf-Element-BlueBullet">Through joint planning, collaboration and professional development, the partnership in&#160;<a href="/knowledge-center/pages/jointly-prioritizing-time-for-social-and-emotional-learning-in-denver-vol2-pt4.aspx?_ga=2.236588289.1269491334.1664803907-363535270.1663784266">Denver</a> prioritized SEL across in school and after school by making it a part of the daily routine.</div><p></p><p></p><div class="wf-Element-BlueBullet">In&#160;<a href="/knowledge-center/pages/engaging-teachers-staff-parents-social-and-emotional-learning-palm-beach-county-vol2-pt5.aspx">Palm Beach County, Fla.</a>, the team provided SEL training to non instructional school staff and families to help students have positive interactions not only in the classroom but in the cafeteria, on the bus and at home.</div><p></p><p></p><div class="wf-Element-BlueBullet">In&#160;<a href="/knowledge-center/pages/learning-to-focus-on-adult-sel-first-tulsa-vol2-pt7.aspx?_ga=2.236588289.1269491334.1664803907-363535270.1663784266">Tulsa</a>, the team recognized the need to help the adults working with students to&#160;develop their own social-emotional skills so they could support social and emotional learning for their students and model SEL competencies.</div><p></p><p></p><div class="wf-Element-BlueBullet">And&#160;<a href="/knowledge-center/pages/prioritizing-racial-equity-within-social-and-emotional-learning-tacoma-vol2-pt6.aspx?_ga=2.236588289.1269491334.1664803907-363535270.1663784266">Tacoma</a> focused on integrating racial equity and restorative practices into its SEL approach.</div><p></p><p>You can read more about the Partnerships for Social and Emotional Learning Initiative&#160;<a href="/knowledge-center/pages/early-lessons-from-schools-and-out-of-school-time-programs-implementing-social-and-emotional-learning.aspx">here</a>. And listen to the stories of several practitioners from the initiative on our&#160;<a href="/knowledge-center/pages/podcast-the-partnerships-for-social-and-emotional-learning.aspx">Partnerships for Social and Emotional Learning Podcast</a>.</p>Andrea Ruggirello1142022-10-05T04:00:00ZStudies explore how schools and community partners collaborated to build children’s social-emotional skills10/5/2022 5:05:52 PMThe Wallace Foundation / News and Media / Wallace Blog / Lessons from Six Communities Building Students’ SEL Skills Studies explore how schools and community partners collaborated 619https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
University's Revamped Principal Training Yields Changes for District, Too45694GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>W​​​​​​hen Henrico County Public Schools and Virginia State University began their partnership six years ago, their goal was to improve the university’s principal preparation program. Here’s what wasn’t on the horizon&#58; redesigning the district’s leadership professional development.&#160;</p><p>But what began as a Wallace-sponsored initiative to ensure that university training of future principals reflected research-based practices, ended up sparking a big rethink of leader prep within Henrico itself. The result? Changes to and expansion of professional development across the spectrum from teacher-leaders all the way up to principal supervisors. </p><p>“This was an opportunity for us to develop a new partnership, to strengthen our principal pipeline and to be involved in the work of the principal preparation program,” says Tracie Weston, director of professional development at Henrico County Public Schools, which serves about 50,000 students in suburban Richmond. </p><p>The&#160; “opportunity” in question was the University Principal Preparation Initiative (UPPI), in which seven universities in seven states each worked with a handful of local school districts and others to reshape their school-leader training programming to incorporate what research has found about everything from curriculum and clinical experiences to candidate admissions. Virginia State was one of those universities, and Henrico County was one of its partner districts, working, like all the other initiative districts, to ensure that the university programs responded to the needs and circumstances of the locales that hired program graduates. </p><p>An unexpected outcome, however, was that working to boost the university programming inspired the district to boost its own development efforts, according to a <a href="/knowledge-center/pages/district-partnerships-with-university-principal-preparation-programs.aspx">study</a> by the RAND Corp. The initiative “raised the visibility of school leadership in the district and created a window of opportunity where district leadership supported PD,”&#160; RAND reported, using the initials for “professional development.” A number of changes resulted. For example, some of the topics addressed in the refashioned district PD, including leadership dispositions and equity, reflected priorities that Virginia State and its partner districts had discussed in redesigning the university program, according to RAND’s <a href="/knowledge-center/Documents/redesigning-university-principal-preparation-programs-full-report.pdf">in-depth examination</a> of the initiative. And Henrico’s PD for sitting principals began pairings of district leaders with sitting principals to emphasize policy and practice–an approach used in the university program. </p><p>Henrico County works successfully with a number of pre-service preparation programs, Weston says. As a district with a highly diverse student population, the school system welcomed collaborating as well with Virginia State, a historically Black university with a strong commitment to educational equity. “Much of our work in the college of education has been to bring about greater equity in the face of teacher education, counselor education and K-12 administration,” said Willis Walter, the university’s dean of education. “We have a fairly simple conceptual framework that is deeply rooted in culturally responsive pedagogy, and I think that is, for the most part, what attracted Henrico to some of the concepts we were teaching. We come at education from the standpoint of everyone has strengths.”</p><p>When it started working with the university, the district had several different programs that looked at pieces of leadership, but not leadership as a whole. </p><p>“To strengthen the things Henrico was already doing well, we wanted to make sure they had the right people at the table and the most vetted and best practices that were out there. And the best way of doing that was us working together,” Walter said. </p><p>The school system and university representatives bonded quickly,&#160; according to Walter. “I think that's because there was a common passion and a common focus,” ​he said. “We had some real knock-down, dragged-out conversations, but because everyone in the room trusted and appreciated the point of view that the other was coming from, it was never taken to an extreme.”</p><p>At the start of the initiative, Henrico had a small team responsible for providing professional learning for school leaders. Because these team members had all been principals, they recognized the need for ongoing, job-embedded professional learning for all leaders, including teachers. Throughout the UPPI partnership, Weston recalls, there were conversations about additional areas that needed to be included in a principal preparation program to ensure that leaders understood the responsibilities of the position, and that they were prepared for those responsibilities. These conversations led to taking a closer look at what professional learning the partner districts themselves were providing for school leaders. </p><p>The “moment of magic” as Weston calls it–the moment that led to the district wanting to revamp its entire professional development process–occurred when Henrico visited Gwinnett County, Ga., whose school district, known for its leader-development endeavors, worked with Virginia State in the UPPI.&#160; </p><p>Within the first six months of seeing the work in Gwinnett (a participant in an earlier Wallace venture), Henrico had developed its Aspiring Leader Academy, a district program designed to help prepare those aspiring to leadership jobs for their future administrative positions. Henrico’s goal was to create a program that was “meaningful, relevant&#160;and sustainable,” according to Weston. The interest in that academy was so high that Henrico expanded and introduced some new features to it.&#160; </p><p>“In year two, not only were we looking to identify our next school leaders, but we also wanted to provide professional learning for teachers who wanted to lead from the classroom–those who wanted to stay but grow,” said Weston. So, Henrico introduced a track for&#160;teacher-leaders. Both aspiring principal and teacher-leader tracks were aligned with national model standards for school leadership, the <a href="/knowledge-center/pages/professional-standards-for-educational-leaders-2015.aspx">Professional Standards for Educational Leaders</a>, and, while in training, the two groups came together for the morning sessions, which were led by the school system’s top administrative leaders–superintendents and directors–so that the candidates had the opportunity to “learn through the broader lens vision of how we work together to maximize student achievement.”</p><p>The afternoon sessions were tailored to the two different tracks, with the aspiring principals in one room and aspiring teacher-leaders in another.</p><p>District leaders also identified a gap in Henrico’s professional learning effort&#58; development for assistant principals. They created a third track based on the teacher-leader effort, called the Assistant Principal Learning Series. In this track, candidates participate in “action research,” where assistant principals look at a problem of practice at their school. In their second year of the program, they can tap into more personalized options–at present more than 17 to choose from.</p><p>“So in the year we kicked off the AP learning series, every leader in Henrico County was getting a minimum of one day of professional learning targeted to an area of leadership where they felt they needed growth,” Weston said.<strong> </strong></p><p>After adding APs, Henrico expanded the program yet again to include principal supervisors. That means that today the district has professional learning opportunities for aspiring leaders to assistant principals and principals all the way up to supervisors.</p><p>There may be more to come. “We're so excited about the work that we were exposed to and the connections we made, that we want to create a statewide cohort of principal supervisors so that principal supervisors across the state are receiving quality, relevant, practical professional learning for their positions,” Weston said.</p><p>Weston and Walter credit the partnership between the university and district for improving principal development on both sides. </p><p>“We were looking at best practice from a theory standpoint, and they were looking at best practice from an application standpoint,” Walter said. “I think the merging of those two benefited both of us. We were able to bring more relevant examples to our candidates that were about to graduate as well as to make sure that our faculty were on the right page when it came to the conversations they were having with prospective administrators in many of our surrounding communities.”</p><p>Although the grant from the University Principal Preparation Initiative has ended, Henrico and VSU have continued their strong partnership.</p><p>“It's an ongoing partnership where we lift one another, we share resources, we share experiences,” Weston said. “We're helping Virginia State see what the boots-on-the-ground challenges are, and how that can be reflected in the coursework that the students are being exposed to so that when they graduate, they are ready for the real-life challenges of K-12.”</p><p>Both Weston and Walter have advice for other districts and universities that wish to take on similar partnerships to revamp the way they develop and support school leaders. </p><p>“We always focused on the K-12 student, not on the personality, not on the administration,” Walter said. “It was all about what is best for the K-12 students in that community.”</p><p>Weston emphasized the importance of being willing&#160; to lean on partners for support. “Have conversations, reach out, make connections,” she said. “Because we learn from one another.”&#160;<br></p>Jenna Doleh912022-09-14T04:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.9/14/2022 2:10:49 PMThe Wallace Foundation / News and Media / Wallace Blog / University's Revamped Principal Training Yields Changes for District, Too How one school district looked to its university 1709https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
How Can Music Organizations Be More Inclusive?384GP0|#a2eb43fb-abab-4f1c-ae41-72fd1022ddb0;L0|#0a2eb43fb-abab-4f1c-ae41-72fd1022ddb0|The Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 ​ ​<p>​I​​​​​n a ​<a href="/knowledge-center/pages/a-place-to-be-heard-a-space-to-feel-held-black-perspectives.aspx">recent study </a>exploring 50 B​lack Americans’ perceptions of the arts, some participants at the beginning of their interview shared that they did not consider themselves creative. But as their conversation with the researchers continued, the participants discovered the many ways that creativity and art exist&#160;within their lives.<br></p><p>“That’s kind of the beauty of using different types of methods. With the quantitative research, you are able to look at the frequency of different experiences or different types of things people are thinking,” said Melody Buyukozer Dawkins, one of the researchers who authored the study. “But with qualitative research you’re able to bring out those stories and you can have that kind of one-to-one interaction with people.”</p><p>Buyukozer Dawkins was speaking on an episode of “CMA Talks,” a podcast hosted by Nichole L. Knight at Chamber Music America. </p><p>In the conversation, Buyukozer Dawkins highlights several insights that came out of the project’s free-flowing interviews with people whose perspectives have often been underrepresented in research and the arts. She also tackles how arts organizations might develop stronger relationships with their Black constituents and the importance of helping to lift up voices that have been historically sidelined. </p><p>Listen to the full episode on <a href="https&#58;//podcasts.apple.com/us/podcast/cma-talks-season-3-episode-2-close-listening/id1373815844?i=1000570620285" target="_blank">Apple Podcasts</a> and read CMA’s article, “<a href="https&#58;//www.chambermusicamerica.org/close-listening" target="_blank">Close Listening</a>,” about the report from the spring issue of <em>Chamber Music America</em> Magazine. You can find the report <a href="/knowledge-center/pages/a-place-to-be-heard-a-space-to-feel-held-black-perspectives.aspx"> <em>A Place to Be Heard, A Space to Feel Held&#58; Perspectives on Creativity, Trustworthiness, Welcome, and Well-Being</em></a>&#160;​on Wallace’s website. </p><p><em>Top&#160;photo by&#160;Deb Fong</em><br><br></p>Wallace editorial team792022-08-18T04:00:00ZPopular podcast for chamber musicians explores equity, access and research in the arts10/7/2022 2:24:25 PMThe Wallace Foundation / News and Media / Wallace Blog / How Can Music Organizations Be More Inclusive Popular podcast for chamber musicians explores equity, access and research in 1282https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Resources to Help Guide Your Summer Learning Program2852GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​​​The school bell may have stopped ringing, but summer is a great time for all kinds of learning opportunities for kids. In honor of this year’s National Summer Learning Week, here are some helpful reports, tools and articles to guide your summer program. And don’t forget to check out the <a href="https&#58;//www.summerlearning.org/summer-learning-week/" target="_blank">National Summer Learning Association</a> to discover summer programs, additional resources and more during this week-long celebration.<br><br> </p><p> <a href="/knowledge-center/pages/supporting-quality-in-summer-learning-how-districts-plan-develop-and-implement-programs.aspx?_ga=2.130479439.1378018415.1657643438-504352793.1654185536"> <strong> <img src="/News-and-Media/Blog/PublishingImages/Pages/resources-to-help-guide-your-summer-learning-program/supporting-quality-in-summer-learning-full-report-a.jpg" alt="supporting-quality-in-summer-learning-full-report-a.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;146px;height&#58;188px;" />Supporting Quality in Summer Learning&#58; How Districts Plan, Develop, and Implement Programs</strong></a><strong>&#160;</strong>School district-led summer programs play a critical role in supporting students academically and providing them with enriching experiences. Drawing on existing research and the perspectives of policymakers and field professionals, this recently released report looks at the policies, practices and resources that go into the planning, development and operation of these programs.​<br><br></p><p> <a href="/knowledge-center/pages/summer-for-all-building-coordinated-networks-promote-access-to-quality-summer-learning-enrichment.aspx?_ga=2.130479439.1378018415.1657643438-504352793.1654185536"><strong><img src="/News-and-Media/Blog/PublishingImages/Pages/resources-to-help-guide-your-summer-learning-program/summer-for-all-building-coordinated-networks-promote-summer-learning-a.jpg" alt="summer-for-all-building-coordinated-networks-promote-summer-learning-a.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;145px;height&#58;207px;" />Summer for All&#58; Building Coordinated Networks to Promote Access to Quality Summer Learning and Enrichment Opportunities Across a Community</strong></a><strong>&#160;</strong>This report looks at how schools, community-based organizations and other civic organizations in four cities formed coordinated networks to increase access to high-quality summer programming for young people.<br><br></p><p> <br> </p><p> <a href="/News-and-Media/Blog/pages/two-summer-programs-inch-towards-normal-as-covid-subsides.aspx"><strong><img src="/News-and-Media/Blog/PublishingImages/blog-pandemic-summer-post-lg-feature.jpg" alt="blog-pandemic-summer-post-lg-feature.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;274px;height&#58;117px;" />Two Summer Programs Inch Towards Normal as Covid Subsides</strong></a>&#160;​Summer programs could be a key to addressing lost instructional and extracurricular time from COVID-19, and summer program leaders can learn a lot from the past two summers. Read about how two programs in New York and New Jersey have adapted to help young people through the pandemic, and how they’ve been preparing for this unpredictable summer.<br><br></p><p> <a href="/knowledge-center/pages/getting-to-work-on-summer-learning-2nd-ed.aspx"><strong><img src="/News-and-Media/Blog/PublishingImages/Pages/resources-to-help-guide-your-summer-learning-program/Getting-to-Work-on-Summer-Learning-2nd-ed-a.jpg" alt="Getting-to-Work-on-Summer-Learning-2nd-ed-a.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;144px;height&#58;206px;" />Getting to Work on Summer Learning&#58; Recommended Practices for Success, 2nd ed.</strong></a>&#160;This report addresses questions about how to implement a high-quality summer learning program and offers evidence-based recommendations on such topics as timing, hiring and training, and how to recruit students. It also discusses the costs associated with offering a voluntary summer program and provides suggestions for lowering them, such as working with community-based organizations and consolidating program sites into as few buildings as possible.​<br><br></p><p> <a href="/knowledge-center/summer-learning/toolkit/pages/default.aspx"><strong><img src="/News-and-Media/Blog/PublishingImages/Pages/resources-to-help-guide-your-summer-learning-program/blog-summer-learning-toolkit.jpg" alt="blog-summer-learning-toolkit.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;180px;height&#58;110px;" />Summer Learning Toolkit</strong></a><strong>&#160;</strong>One of our most popular resources, the Summer Learning Toolkit consists of more than 50, evidence-based tools and resources drawn from the work of five urban school districts and their partners, and aligned with research from RAND. It might be a bit late to start planning this year, but it’s never too early to start the pre-planning for next summer!</p>​<br>Jenna Doleh912022-07-13T04:00:00ZFrom research reports and our popular hands-on toolkit to interviews with program staff and parents, these materials can help you plan a high-quality summer program.7/13/2022 1:00:21 PMThe Wallace Foundation / News and Media / Wallace Blog / Resources to Help Guide Your Summer Learning Program From research reports and case studies to our popular hands-on toolkit 693https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Five Takeaways for Developing High-Quality Principals39093GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​Effective principals are important—but they don’t grow on trees. Their preparation, development and support can make a major difference, not just for principals themselves but for teachers, staff and students as well. </p><p>Two new reports show how states, districts and universities all have a role to play in improving the quality of principal preparation across the board&#58; <a href="/knowledge-center/pages/developing-effective-principals-what-kind-of-learning-matters.aspx"><em>Developing Effective Principals&#58; What Kind of Learning Matters?</em></a> from the Learning Policy Institute (LPI), and&#160;<a href="/knowledge-center/pages/redesigning-university-principal-preparation-programs-a-systemic-approach-for-change-and-sustainability.aspx"><em>Redesigning University Principal Preparation Programs&#58; A Systemic Approach for Change and Sustainability</em></a> from the RAND Corporation. </p><p>Authors from the two research teams recently <a href="https&#58;//www.youtube.com/watch?v=ZsHGy7lCZLA&amp;feature=youtu.be" target="_blank">presented highlights from their work​</a>, along with a panel of experts to help dig into the findings. Here are five key takeaways from that conversation&#58;</p><h3 class="wf-Element-H3">Leveraging federal funding can help improve principal preparation</h3><p>Federal COVID relief funds can play an important role in supporting principal development, according to Peter Zamora, director of federal relations at the Council of Chief State School Officers. He cited examples from Florida, Illinois, Kansas and Nevada, all of which have created some sort of program to help train, mentor and develop principals. </p><p>Zamora pointed out how the new research from LPI and RAND can help states seeking to use federal funds for similar types of work. He referred to an earlier example shared by the RAND researchers, which notes how states can use Federal funds from ESSA Titles I and II, as well as the <a href="/News-and-Media/Blog/pages/american-rescue-plan-five-things-state-and-district-leaders-need-to-know-now.aspx">American Rescue Plan Act</a>, along with state funds, to create leadership academies and paid internships for school leaders.<br></p><p class="wf-Element-Callout">“We do a thousand things in a day, make a thousand decisions in a day,” Tyson said. “So I appreciate those informal times, be it just a text message or a quick phone call.”​<br></p><h3 class="wf-Element-H3">Mentorship matters</h3><p>Developing a cadre of mentors to support principals is important, Marjorie Wechsler, principal research manager at LPI, emphasized. These mentors are often retired, successful principals who, importantly, receive training, ongoing support and networks of other mentor principals to learn from. Strong mentorship programs take significant time to build a culture of trust, Weschler said. And she pointed to the importance of good matches between mentors and administrators. </p><p>Rashaunda Tyson, assistant principal at University High School of Science and Engineering in Hartford, Conn. shared her experience with a clinical supervisor who became her mentor, noting that the best part for her was the informal, in-the-moment support she received.<br> <br>“We do a thousand things in a day, make a thousand decisions in a day,” Tyson said. “So I appreciate those informal times, be it just a text message or a quick phone call.”</p><h3 class="wf-Element-H3">Truly collaborative partnerships are critical</h3><p>Daniel Reyes-Guerra, associate professor at Florida Atlantic University and a project director for the University Principal Preparation Initiative’s work at FAU spoke about the importance of collaboration in the success of his program’s redesign. FAU’s principal preparation program partnered with the university’s local school district for co-construction. The program also collaborated with state policymakers so they could see firsthand what the needs were on the ground and incorporate them into state-level policies.</p><p>In Florida, policymakers created a new set of educational leadership standards and program approval standards for universities and districts. They also passed new legislation that governs how the state supports educational leadership professional development.</p><p>This kind of deep partnership takes time to cultivate, noted Reyes-Guerra, and requires a culture shift at the university.<br></p><p class="wf-Element-Callout">“Just sitting in a room and lecturing doesn’t do it,” Domenech said.​<br></p><h3 class="wf-Element-H3">Clinical experiences can make a big difference</h3><p>Dan Domenech, executive director of AASA, the superintendents association, underscored the importance of strong clinical experiences for pre-service principals.</p><p>“Just sitting in a room and lecturing doesn’t do it,” Domenech said. </p><p>He said that pre-service principals learn best by having the opportunity to practice the skills they’re learning and work closely alongside a principal. This hands-on experience also applies to developing current principals who can visit other schools and work with more experienced principals. And when it comes to these clinical experiences, strong partnerships between universities and districts continue to remain important. In one survey conducted by AASA, principals reported having less-effective clinical experiences when that strong partnership was not in place.</p><h3 class="wf-Element-H3">Equitable access to high-quality support continues to be an issue</h3><p>The role of the principal is continuing to evolve, Domenech said. Districts should support and encourage leaders to participate in high-quality development programs because it has such an impact on performance and staff. But as the research from LPI points out, not all principals have equal access to those programs. With principals from higher-poverty schools reporting fewer quality professional development opportunities than those from lower-poverty schools, equity must continue to be at the forefront of improvement conversations.</p><p>“It’s a whole new ballgame today,” said Domenech. “What are the needs, what are the skills and how do we provide opportunity to our administrators so they have the leadership that can ensure all of our students have the quality education they’re entitled to.”</p><p>See the full webinar recording <a href="https&#58;//www.youtube.com/watch?v=ZsHGy7lCZLA&amp;feature=youtu.be" target="_blank">here</a>.<br></p>Andrea Ruggirello1142022-06-28T04:00:00ZBacked by new research, expert panel discusses how universities, districts and states can better prepare and support school leaders6/28/2022 12:00:48 PMThe Wallace Foundation / News and Media / Wallace Blog / Five Takeaways for Developing High-Quality Principals Backed by new research, expert panel discusses how universities 1724https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Afterschool Arts Provide Digital Lifeline in Covid Times2961GP0|#d2020f9f-c87c-4828-b93b-572786ae94a8;L0|#0d2020f9f-c87c-4828-b93b-572786ae94a8|Arts Education;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​​​​​​​​​​​​​​​Recent studies have shown that <a href="/News-and-Media/Blog/pages/why-young-people-need-access-to-high-quality-arts-education.aspx">creating art can help young people</a> make sense of the world around them, process their feelings and deepen empathy. After the pandemic hit and programs scrambled to go online, making art also became a source of<a href="https&#58;//www.aep-arts.org/power-of-the-arts-a-covid-19-silver-lining/" target="_blank"> healing</a>, connection and, ultimately, resilience, as well as increasing broader access to arts programs for more youth across the country. </p><p>The Wallace blog caught up with researchers involved with two arts learning programs to get a sense of the specific lessons they learned in the pivot to virtual learning and what we all might carry forward. <a href="https&#58;//www.researchforaction.org/about-rfa/meet-the-team/tracey-a-hartmann/" target="_blank">Tracey Hartmann</a>, Ph.D., is the director of qualitative research at Research for Action in Philadelphia and has been working with Wallace for a decade on our Youth Arts Initiative with the Boys &amp; Girls Club of America (BGCA). All five BGCA clubs from different parts of the country stayed open during the pandemic, offering some form of virtual,&#160; in-person and hybrid programming.&#160;<a href="https&#58;//protect-us.mimecast.com/s/ckbuCv2DQvHR4DGhzLOmI?domain=linkedin.com/" target="_blank">Monica Clark</a>, Ph.D, is the Teach YR project director at YR Media–a national media, technology and music training center and platform for emerging BIPOC content creators headquartered in Oakland, California. She leads the organization’s research team and conducted this research project collaboratively with colleagues Lissa Soep, Ph.D., and Nimah Gobir, ME.d. The pandemic gave birth to YR’s&#160;<a href="https&#58;//protect-us.mimecast.com/s/nEiACrkX2oTW65pFzkfBw?domain=yr.media/" target="_blank">Type Beat Challenge</a>, managed by Oliver &quot;Kuya&quot; Rodriguez and Maya Drexler, which allowed young people to create and submit music from anywhere, collaborating with one another and with professional music producers around different themes.</p><p></p><p>Hartmann and Clark were meeting each other personally (on Zoom!) for the first time and had a lot to say about young people and the arts. The conversation has been edited for space and clarity. </p><p> <strong>Wallace Foundation&#58; In your work with the BGCA clubs, Tracey, you found that in moving to virtual there needed to be a higher level of what you called “intentionality” in programming. Can you give an example of what you mean? And then, Monica, does this resonate with your findings too? </strong></p><p> <strong>Tracey Hartmann&#58; </strong>Our data comes from focus groups we did with 31 youth participants across the five clubs, and what we heard from youth was that what engaged them in the virtual programming was very similar to what engaged them in person. But from the teaching artists’ perspectives, they found that they had to be more intentional about the things they did, and there were three elements that came up. The first was for young people to have input into programming. The program was designed for middle school youth–and sometimes older–an age group that is really hard in any setting. So the artists had to make an effort to learn what the young people were interested in, sometimes on an individual level, and be more intentional about following these interests, even outside of the Zoom class. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/afterschool-arts-provide-digital-lifeline-in-covid-times/blog-photo-rfa-1.JPEG" alt="blog-photo-rfa-1.JPEG" style="margin&#58;5px;" /> <br> <br> </p><p>Artists also had to be more intentional about connecting with youth, checking in at the beginning of class. For example, one artist said he had to make an extra effort to know who was shy and didn’t want to be on camera or what was going on for them that day. We also heard from youth that they wanted more verbal guidance, especially if they were learning new skills, to help them feel like they were getting the kind of hands-on support they might get in person. </p><p>Finally, the artists had to be intentional in thinking through how to do the hands-on art, making sure young people had the supplies or equipment they needed. Sometimes they delivered art supplies or sent home packets to young people. They also found that youth really appreciated watching them do the art. </p><p> <strong>Monica Clark&#58; </strong>So much of what Tracey just shared mirrors findings from our focus groups with about 40 people. We also held a convening where we brought together leaders from five different arts organizations to talk about the pivot to virtual. One of our instructors from that convening said something to the effect of “I’m shouting out into the void,” talking about the black screens, and the vulnerability involved in trying to engage&#160; students virtually and get them to turn their cameras on. How do you build community around that? </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/afterschool-arts-provide-digital-lifeline-in-covid-times/blog-photo-ryl-studios-2.jpg" alt="blog-photo-ryl-studios-2.jpg" style="margin&#58;5px;" /> <br> </p><p>One of the things that made our Type Beat project so successful for virtual was that it was co-designed with and by youth. We took advantage of remote platforms by opening up the program to young people outside of the Bay Area or to those who might not have been able to access the program in person. Doing this also highlighted the glaring inequalities that young people could face going online&#58; access to computer hardware and software, because with music production it’s not just your laptop but the software that’s going to help you bring the beats together; unreliable broadband and wifi access; equal resources and training for teachers; and a lack of basic social and economic support for our most marginalized students in their communities. </p><p>We knew we needed to meet people virtually where they were already hanging out online, and we did this by using eight different platforms. We also collaboratively created community norms for how we were going to operate as a community in the virtual space. These were specifically outlined and always pinned up in the chat. We were always thinking about how to create a positive community space focused on mental well-being. One of the Type Beat challenges was something like “chill beats for wellness,” so the young people could build that into the art they were making.&#160; </p><p> <strong>WF&#58; How did the teaching artists specifically need to change their practice in the virtual world? And what kind of support or tools did they need to be able to teach their art in this way? </strong></p><p> <strong>MC&#58; </strong>In some ways they were doing the things that were already done but learning how to do them in the virtual space. Of course, we always want to support our young people when they're showcasing their art. We want them to feel confident in what they're producing. But how do you do that when they're in their bedroom and you're in your apartment or wherever you are? For the Type Beat challenge, we asked our instructors to support young people in developing the design aesthetic of the background space of their room, knowing that we were asking them to be very vulnerable in showing their space. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/afterschool-arts-provide-digital-lifeline-in-covid-times/blog-photo-ryl-studios-1.jpg" alt="blog-photo-ryl-studios-1.jpg" style="margin&#58;5px;" /> <br> </p><p>Then there are the kinds of interpersonal and community building activities that are needed in any space, but you need to be even more innovative in the ways that you do it in the virtual space. For instance, you could support students on screen by doing a hype up dance that each person would perform in their own space, so the whole group would be together dancing and getting each other excited. It helps break the discomfort and model that it’s safe to be vulnerable in this space.&#160; </p><div> <strong>TH&#58; </strong>Monica was referencing physical and emotional well being before, which is one of the <a href="/knowledge-center/pages/something-to-say-success-principles-for-afterschool-arts-programs.aspx">10 principles</a> [for developing high-quality afterschool arts], and which was definitely coming up around people feeling shy about having their camera on. The artists worked to help young people create virtual backgrounds. They were aware that family members were also in the room, and some artists used that as an opportunity to invite them into the conversation or the activity. In fact some of the young people in focus groups suggested that it would have been okay for the artists to ask them to turn on the camera more often to show their work.</div><p> <br>​The instructors also needed basic tools. In addition to having the wifi capacity, maybe good cameras, microphones, lighting. There was a certain software that dance artists needed that helped them sync music with their video. Some of the TAs were digital artists, so they already had a lot of tech skills, and they ended up being kind of advisors to other staff in the club. But others did not have those skills, and it was a steeper learning curve for them. They needed more training and professional development to develop the skills to be able to offer programming virtually. <br></p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/afterschool-arts-provide-digital-lifeline-in-covid-times/blog-photo-rfa-2.JPEG" alt="blog-photo-rfa-2.JPEG" style="margin&#58;5px;" /> <br> </p><p> <strong>WF&#58; What did you learn about how young people used art during the pandemic to support their mental health, process their feelings, support civic engagement or anything else? </strong></p><p> <strong>MC&#58; </strong>We found that young people turned to art as an escape from what is happening in the world and also in trying to make sense of and reshape what they're experiencing under these extreme and uncertain conditions. They are using art as a social intervention to formulate and share their points of view, connect with others and mobilize for equity and justice. One of our young people said, “I think my view on art has definitely changed, and now I see it, less of something, just like doodling or whatever, and more as a tool that I can use in my life moving forward.” Another one of our national correspondents from Minneapolis was talking about a <a href="https&#58;//yr.media/news/a-minnesotan-weighs-in-is-there-hope-after-the-hashtags/" target="_blank">journalism piece she published ​</a>​with YR&#160; during the George Floyd protests, after his killing, and how it was one of the most difficult things that she ever wrote, but it was also the most powerful and it made her feel so good afterwards–particularly due to the fact that she was able to work with a Black editor that she looked up to in making final edits to her piece.<br></p><p>The&#160; prevailing assumption was that the pandemic lockdown meant that young people could not go anywhere, that everyone was stuck in their house and trapped. But from a number of our focus group participants we found that the same conditions also enabled young people to explore more widely than before, forming new communities through digital access to faraway places and professional artists.​<br></p><p> <strong>TH&#58; </strong>We saw that youth created artwork about Covid, about racial injustice, about grief and loss. It was a coping mechanism and a way to calm their nerves. Some young people needed opportunities to process some of the things that were going on in the world. But the program also served youth as young as nine, and maybe even younger, and for them it just took their mind off of what was going on, helped them feel “normal” or represent their private experiences. An instructor at one club described a song that his class created called quarantine crazy where youth were rapping and singing about their experiences during Covid. </p><p>The teaching artists were always responsive to where young people were at any given day and created the space, if needed, for them to talk about what was on their minds. Again this was particularly so for the older youth, who often wanted that space to talk about things. One artist said, “I feel as if I'm a counselor and an art teacher when they're sharing with me, and if I affirm how they feel, hopefully that makes some type of positive impact.”</p><p> <strong>WF&#58; What unique role do you see art making continuing to offer young people, and how can we best support both the practitioners and the organizations that are dealing with them as they do this?</strong></p><p> <strong>MC&#58; </strong>We are focusing now on the idea that STEAM [science, technology, engineering, arts, mathematics] implementation can be built on solid foundations and serve genuine opportunities for deep learning at the intersection of creative and technical disciplines. Our young people are creating art but they're also learning the technical side of packaging, developing and creating music, which is a tech skill.</p><p>It’s also important to remember that we are freed from many of the constraints of schools, including short class periods, mandated use of grades, academic tracking limits on admissible subject matter.&#160; Out-of-school-time afterschool arts educators, who are often working artists themselves, can help support young people in the creation of creatively and socially challenging products that are guided by the young people and the issues that they want to be addressing.</p><p> <strong>TH&#58; </strong>The artists described how they themselves needed support in these roles. They needed to know who to go to for referrals if issues came up that were beyond their ability to respond to. They needed more training in areas related to social and emotional well-being. For example, they received training in how to manage their own emotions to support young people. They received some training around supporting youth experiencing trauma, but they would have liked even more of that training. They received training around setting appropriate boundaries, because in the virtual space, the boundaries are a little different. How to de-escalate intense situations–this was for artists that were back in person–and then again just responding to grief and loss, because that was coming up a lot. </p><p> <img src="/News-and-Media/Blog/PublishingImages/Pages/afterschool-arts-provide-digital-lifeline-in-covid-times/blog-photo-rfa-4.jpg" alt="blog-photo-rfa-4.jpg" class="wf-Image-Left" style="margin&#58;5px;width&#58;380px;height&#58;507px;" /> </p><p> <strong>WF&#58; Any final words of advice for other organizations who are thinking about expanding their virtual arts learning or other models that include some people being online while others are in person? </strong></p><p> <strong>TH&#58; </strong>One of our takeaways was that the synchronous model, which is live programming on Zoom or a similar platform, works best for youth who are really passionate about the art form. We heard from the artists as well that you have to be really motivated to do virtual synchronous programming. The hybrid model that the clubs used with the artist Zooming into the in-person classroom seemed to work well, especially if the artist was able to be in the club occasionally. It works better for exposure programming, meaning programming that allows youth to try out an unfamiliar art form to see if they like it. The hybrid model also has promise for bringing in artists from all over the country, which can expand youth access to all kinds of resources.</p><p> <strong>MC&#58; </strong>The design of hybrid programs must be carefully considered in order for programs to, as one of our participants said, “bring the activity, energy and vibe that instructors bring to class to the virtual format.” As Tracey says, you have to carefully consider the work that's being done and determine which activities could be suited for the virtual space. Also remember that you can’t just be in one social space or one app. You have to meet students where they are and that’s always going to be shifting. <strong></strong></p><p>Most importantly, anytime you're doing programming that supports young people, young artists, they need to be brought into the design. I am really hyped about how our Type Beat challenge did that. It meant a lot to our young people, particularly in the moment in time that we were in, for them to have that agency, to feel that power and feel like they would produce not only the music but they would produce this program that is now living on.​<br></p><p> <em>All photos courtesy of the Boys &amp; Girls Club of America and YR Media.​</em></p><p><em>Lead photo courtesy of YR Media, featuring </em><em>Oliver &quot;Kuya&quot;&#160; Rodriguez,&#160;music and audio production program manager, who ran the <a href="https&#58;//protect-us.mimecast.com/s/nEiACrkX2oTW65pFzkfBw?domain=yr.media/" target="_blank">Type Beat Challenge</a>.</em></p>Wallace editorial team792022-06-21T04:00:00ZTwo arts education researchers share what they learned when programs went online–and the strategies that might endure7/12/2022 7:15:11 PMThe Wallace Foundation / News and Media / Wallace Blog / Afterschool Arts Provide Digital Lifeline in Covid Times Two arts education researchers share what they learned when 1574https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Pandemic Recovery Cannot Happen Without Great Principals2799GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#b68a91d0-1c13-4d82-b12d-2b08588c04d7;L0|#0b68a91d0-1c13-4d82-b12d-2b08588c04d7|News​<p>​​​J​​​ames Lane, assistant secretary of the Office of Elementary and Secondary Education in the U.S. Department of Education, began his address on a recent webinar for education leaders with gratitude for principals. “You’ve stepped up in ways that none of us could have ever imagined,” he said, going on to thank principals for their dedication, perseverance and tenacity in keeping communities together during the pandemic.&#160;<br></p><p>Citing the report,&#160;<a href="/knowledge-center/pages/how-principals-affect-students-and-schools-a-systematic-synthesis-of-two-decades-of-research.aspx">How Principals Affect Students and Schools</a>, Lane emphasized the importance of school leaders, quoting the report authors&#58; Principals really matter.</p><p>Indeed it is difficult to envision an investment with a higher ceiling on its potential return than a successful effort to improve school leadership. He underscored this point by reviewing the Department of Education’s priorities and its supplemental priorities.</p><p>The supplemental priorities include&#58;<br> </p><div class="wf-Element-BlueBullet"> Diversifying the education workforce to reflect the diversity of students.</div><div class="wf-Element-BlueBullet">Addressing staffing shortages through measures such as encouraging states to increase compensation; improving teacher working conditions; supporting teacher-wellbeing; and building a cadre of substitute teachers.</div><div class="wf-Element-BlueBullet">​Investing in an educator pipeline by establishing loan forgiveness, teacher development residencies and teaching as a registered apprenticeship.</div><div class="wf-Element-BlueBullet">Providing technical assistance to states and studying teacher shortages in order to provide researched guidance as to how to increase the number of teachers in the pipeline and improve retention.</div><div class="wf-Element-BlueBullet">Preparing and developing principals by expanding the definition of “educator” in certain grants to include not only classroom teachers but all those involved in education, including principals. These grants include the&#160;​<a href="https&#58;//oese.ed.gov/offices/office-of-discretionary-grants-support-services/innovation-early-learning/education-innovation-and-research-eir/" target="_blank">Education Innovation and Research (EIR) grant program</a>, and&#160;<a href="https&#58;//oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/supporting-effective-educator-development-grant-program/#&#58;~&#58;text=The%20purpose%20of%20the%20SEED%2cenhance%20the%20skills%20of%20educators." target="_blank">Supporting Effective Educator Development (SEED) grants</a>.</div><p>Lane also addressed the administration’s commitment of federal funds to meet the needs of students and educators trying to recover and reimagine schools.</p><p>“We have got to invest those dollars <em>now,</em>” Lane said, addressing education leaders across the country. Lane and his colleagues are meeting with district leaders nationally who are using their federal funding to support activities such as partnering with community organizations to provide holistic services to students, putting a health clinic on campus that is open to the entire community and others. </p><p>Lane ended his remarks urging district leaders to be bold about the actions they take to make sure every student has the support they need to be successful.</p><p>You can view the recording of the webinar <a href="https&#58;//vimeo.com/705801954/334fd7c94b" target="_blank">here</a>. </p>Andrea Ruggirello1142022-05-31T04:00:00ZU.S. Assistant Secretary of Education explains how the department is prioritizing educators now and in the future5/31/2022 5:30:34 PMThe Wallace Foundation / News and Media / Wallace Blog / Pandemic Recovery Cannot Happen Without Great Principals U.S. Assistant Secretary of Education explains how the department 846https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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