This year, with support from the Stuart Foundation, Turnaround Arts: California hosted its second annual convening of principals from our statewide network of partner schools to share best practices and bright ideas in leading school change efforts through the arts.
Mary Chapa Academy partnered with Turnaround Arts: California in 2014, and their journey of school change through the arts is truly remarkable. Thank you to Nabil Abdulkadir for capturing their story!
This summer, Turnaround Arts teams from across the nation gathered at Airlie in Warrenton, Virginia to explore the question: How can we leverage the arts to increase equity for our students and community?
In their final retreat hour, new and veteran members of our #TAcalifornia team shared a reflective performance piece. Watch their performance below:
I used to think Turnaround Arts was a grant…
But, now I think it’s instructional strategies that will help our school.
I used to think Turnaround Arts was a prescribed curriculum…
But, now I think it’s a lot of freedom.
I used to think Turnaround Arts sent specialists to our school to teach our kids…
But, now I think we are the specialists.
I used to think Turnaround Arts was one more thing on my plate…
But, now I think it will enhance my plate.
I used to think Turnaround Arts was more work…
But, now I think it will make work more fun.
We used to think Turnaround Arts was far off…
But, now we think it’s family.
Have you heard? Turnaround Arts: California is expanding to include 10 more elementary and middle schools this August!
This means that, in total, we will be serving:
In preparation for Turnaround Arts: California’s expansion, this past spring we held three principal-focused meetings across the state.
Current principals shared sage advice with our incoming principals about what it takes to be a #TAcalifornia elementary and middle school. Scroll down to see our favorite words of wisdom:
& even more…
- Be patient, be flexible, and always do what’s best for the kids.
- Advocate for the arts by sharing your school’s #TAcalifornia story through press and social media platforms (i.e. instagram, facebook, and twitter).
- Create arts-based traditions throughout your school calendar (E.g. Latin Dance Festival, Spring arts showcase, etc).
- Ask the Turnaround Arts: California Principal Leadership Coach, Dr. Akida Long, questions! There’s no need to reinvent the wheel. You can learn from others and then tweak it to fit for your school, staff, and students.
- Say YES! Participate in everything you can.
- Relationships matter! Build strong relationships with your teachers, aides, custodians, everyone on campus.
- Catalyze teachers to grow beyond their comfort zone and give the students opportunities to explore and experience things they haven’t.
- Create shared leadership by delegating tasks!
- Always identify and celebrate your school’s successes, ALWAYS.
By leveraging resources, building school capacity, and raising visibility about why and how the arts have helped their schools, principals are a key pillar in leading arts-fueled school change efforts.
Here at Turnaround Arts: California, we host regular professional development (PD) for teachers across our 17 schools. This is because we know that increasing the use of the arts as a learning and engagement tool increases the confidence and academic success of our students.
During our latest PD adventure, we partnered with P.S. ARTS to host an interactive training with the teachers of Avenal Elementary School. P.S. ARTS’ Darryl King, who serves seven Turnaround Arts: California schools as a Regional Coach, shared:
“At the heart of the arts, is love. P.S. ARTS believes that differentiating learning opportunities for teachers is how we communicate that love and hold space for educators to develop as committed practitioners of the arts. It is our unique ability to customize our coaching strategies, from teacher training, to one-on-one mentoring, to match the culture and needs of each individual school.”
We customized our latest teacher workshop by starting with dance. We like to boogie and we love to amp up our energy for the learning ahead.
At various dancing intervals – we paused the music and asked teachers to pair up for some introductory dialogue.
We asked them a few questions:
- What was your school like before Turnaround Arts?
- What did it feel like or look like?
- How is your school improving through Turnaround Arts?
- What does that feel like or look like?
Our final prompt:
- What one word would you use to describe where you see your arts-rich school of the future? Create a tableau — a frozen group picture — demonstrating it.
One of our favorite tableaus represented strength.
Our teachers see their future arts-rich school as strong and powerful.
Principal Blanca Rodriguez knows why.
“Teachers at Avenal Elementary School benefit greatly from these Turnaround Arts: California workshops. They get hands-on experience by trying techniques with their peers. They have the opportunity to ask questions for clarity and gain feedback on what they have already begun to implement in their classrooms.”
In their fourth year as a Turnaround Arts school, Avenal Elementary boasts some of the highest annual growth rate in student test scores of any school in their district, with particular growth for English Language Learners. Workshops like this encourage teachers to sustain and deepen the integration of the arts into their classrooms.
As our teachers and principals use the arts as a learning and engagement tool, the reading, language, math, critical thinking, and social skills of our students begin to improve. We’re taking the steps to catalyze a positive and strong school environment where students are motivated to learn and teachers are eager to teach.
Midway through our Avenal workshop, Darryl King shared a refresher of Visual Thinking Strategies (VTS), an arts-based strategy that many of our partner schools have implemented school-wide.
The VTS method encourages educators to ask three open-ended questions about visual art:
- What’s going on in this picture?
- What do you see that makes you say that?
- What more can we find?
Unlike some standardized tests and processes of rote memorization, these open-ended questions encourage students to closely look at an artwork, vocalize details they observe, and back up their comments using visual evidence. VTS fosters their ability to think critically while increasing their speaking and listening skills.
Teachers left the PD excited to return to their classroom and use tableau and VTS to support student learning.
It’s absolutely clear. We’re building student and teacher skills now to guide Avenal Elementary into a strong, and certainly arts-rich, future.
By Jacob Campbell, Program Manager for Turnaround Arts: California
I recently made a trip out to Santa Ana, CA, to see how Sierra Preparatory Academy’s first year as a Turnaround Arts: California partner school has been going, and I was blown away by the infusion of arts projects and instructional strategies that have begun to permeate all areas of this special school.
An interview with Principal Sonia Arámburo
What is the Smarter Balanced Assessment Consortium (SBAC)? What kinds of things does it measure
In the transition to the Common Core State Standards, California selected the SBAC as its statewide assessment tool. Unlike the former California Standards Tests (CSTs), which were made up of multiple choice questions and answers, the SBAC is a computer-based test that measures students’ knowledge of English Language Arts (ELA) and Mathematics standards. The SBAC uses multiple sources of information to assess a range of skills, including listening, reading, speaking, writing, research, inquiry, problem-solving, modeling, and data analysis. By answering in paragraph form vs. selecting multiple choice options, students are tasked with analyzing a given problem and demonstrating their understanding of it by citing evidence.
Last month, approximately 70 representatives from our 16 California partner schools attended the annual Turnaround Arts Summer Leadership Retreat at Airlie, a historic conference destination in Virginia, about an hour away from Washington, D.C.
This weeklong retreat was a chance to orient our new school teams to the pillars of our program, create space for collaboration among new/veteran participants and presenters, and connect deeply with the dedicated team of “Turnarounders” from across the nation championing our collective mission to transform priority schools through the strategic use of the arts.