Teacher Action Research InstituteSan Leandro Unified School District Year 1

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every child, every school, every day
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Whats the real product of Arts Learning?
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Equitable Access to Success in School
Culturally Responsive Teaching Strategies
Learning in and Through the Arts
A Well Rounded Education
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Assessment in and Through the ArtsAlameda
County Office of Educations Teacher Action
Research Institute
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Research Questions

• What and how are students learning in the arts?
  (Studio Habits of Mind)
• How can arts integrate with, develop and deepen
  student learning in other subjects? (Teaching for
  Understanding)
• How can we know what students are learning so
  that we can be more responsive and responsible
  for better student outcomes?
• (Making Learning Visible)

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4th Grade Classroom Teacher Comment

• I was given opportunities to observe, analyze
  and communicate what I do in art in the language
  of CRT, SDAIE, SHOM, and TfU so that my 4th grade
  teacher partner and I could analyze, plan and
  collaborate together to discuss curriculum,
  create activities and project, analyze and
  reflect on our own and our students work and
  plan for the future.

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Creating a fuller learning profile of every child

• Arts Teachers use the Studio Habits of Mind to
  see, name and assess how and what students are
  learning in arts classrooms
• Arts Teachers share profiles of students learning
  in the arts with classroom teachers to co-develop
  appropriate arts integrated curriculum building
  on students strengths, assets and learning needs
• Arts Teachers and 4th grade classroom teachers
  engage in ongoing shared accountability for
  students outcomes in the arts and across the
  curriculum

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• Teacher Action Research helps arts and
  non-arts teachers focus together on creative ways
  to engage students performing at below basic
  according to standard measures, and develop a
  reflective practice

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Looking at What Students Do, Say and MakeOngoing
and Authentic Assessment

• Students demonstrate and develop their
  understanding through creations and performances
  that make learning visible for just in time
  revisions in instruction

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On Line Tool Supports Reflection, Coaching, and
Public Accountability
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Changes in Teachers Practice
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Principals Observations of Changes in Teacher
Practice

• More art happening in 4th in a way that expands
  to ELA curriculum. More energized and interested
  in working with students.
• She is using more of the academic language that
  gets children to talk about their
  meta-cognition.
• It is great to see art and classroom teachers
  collaborate in a structured way around culturally
  responsive practices.
• I am very excited that equity as well as
  differentiation was embedded in the TARI
  training.
• Students are very excited and motivated to begin
  working. Adjustments to the level of expertise
  was always offered in creating tasks for all
  students. The training promoted equitable lesson
  presentations and global participation.

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Connecting California Through County Offices and
Regional Arts Learning Leadership

• CCSESA Arts Learning Initiative
• Professional Community of Learners

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Our Challenge

• To use only standardized achievement tests is
  like casting a net into the sea -- a net that is
  intentionally designed to let the most
  interesting fish get away. Then, to describe the
  ones that are caught strictly in terms of their
  weight and length is to radically reduce what we
  know about them. To further conclude that all the
  contents of the sea consist of fish like those in
  the net compounds the error further. We need more
  kinds of fish. We need to know more about those
  we catch. We need new nets.
• William T. Randall

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We Believe
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STUDIO HABITS OF MIND