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1 | Document Description: This document includes recommendations from Arts Education in Maryland Schools (AEMS) to Local Blueprint Implementation Coordinators on ways to elevate and support the arts in local implementation plans due March 2023. Please reach out to Rachel McGrain at rmcgrain@aems-edu.org with questions. | |||||||||||||||||||||||
2 | References: | AIB Final Plan | Local Implementation Template | Local Fine Arts Coordinators | ||||||||||||||||||||
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4 | Template section # | Recommendation for LEAs | Reason for recommendation | |||||||||||||||||||||
5 | PILLAR 1 | Ensure that creative play is an integral part of PK and ECE curriculum and instruction | Creative play is an integral component of our youngest learners' growth and development | |||||||||||||||||||||
6 | 1.1.1-2.4: Operationalizing the Expansion of PK | Consider the impact of PK expansion on arts classes related to schedules, physical space and facilities, resource allocation, and curriculum | The arts are especially affected by schedule and space changes; ensure that PK arts experiences have sufficient time/space and that expanded PK space/time doesn't take away from arts education in higher grades | |||||||||||||||||||||
7 | 1.27: Stakeholder engagement | Include Fine Arts Education Advisory Panel & MSDE Director of Comprehensive Arts Education, district Fine Arts Coordinator | To ensure that structures are in place that support childrens' creative development | |||||||||||||||||||||
8 | PILLAR 2 | Close collaboration with IHEs and MSDE to fill existing credential gaps. | There are gaps in certification opportunities and education degree programs for dance, theater, and media arts education in Maryland. In order to attract and retain more high-quality teachers in all required disciplines, there must be in-state degree programs and appropriate certification areas available. | |||||||||||||||||||||
9 | 2.2.2.33: Partnerships with IHE and Ed Prep Programs | Encourage MSDE to create an elementary school theatre certification area so teachers of that subject are able to obtain the appropriate certification; work with IHEs to ensure that there are education degree programs in all core subjects, including the arts | To ensure prospective teachers are able to participate in teaching programs and obtain certifications, those programs and certifications must exist for all subject areas inlcuding dance and theater. | |||||||||||||||||||||
10 | 2.2.2.34: Diverse Learning Environments for Observations and Practica | Include arts-rich as a quality of supportive school environments (aka multiple arts disciplines and teachers, dedicated time and resources during the school day for all grades to participate in arts courses) | To ensure a high quality experience for future arts teachers, and for non-arts teachers to understand the value of the arts for their students | |||||||||||||||||||||
11 | 2.4.1.38: National Board Certification Program | Include in description how the NBC coordinator will support educators whose subject areas are not represented in NBC certification areas | Dance, theatre, and media arts are not specified areas of certification- ensure there is a clear pathway for those teachers to participate | |||||||||||||||||||||
12 | 2.4.1.42: Supporting National Board Certified Teacher Candidates | Include in barriers to National Board Certification that not all subjects are represented, therefore the process and requirements are unclear for those subjects which include dance and theater. | In recommendation | |||||||||||||||||||||
13 | 2.4.6.48: Promotion of Advanced Degrees | Provide resources and leverage partnerships to reduce costs for program participants; especially for disciplines without specific National Board Certification, ensure that pursuing a degree does not cost more than certification. | Equity | |||||||||||||||||||||
14 | 2.4.6.49: Collaboration with Institutions of Higher Education | Include in plans for collaboration with IHEs a process to ensure that education degrees are offered in all COMAR-defined core subject areas, which includes all arts disciplines (dance, media arts, music, theater, and visual art). | There are currently no theatre education programs in Maryland and only one dance education program | |||||||||||||||||||||
15 | PILLAR 3 | Protect the arts as an integral part of CCR and as a collection of subject areas that require special attention to scheduling and mixed-grade groupings. | The arts are a core subject as defined by national and state regulations. Heightened emphasis on CCR in math and English language arts by 10th grade has the potential to derail arts programs that are critical to student development especially with regards to scheduling. | |||||||||||||||||||||
16 | 3.1.3.57: Comprehensive Literacy Plan | Include disciplinary literacy in the arts as part of high-quality curriculum frameworks. | Authentic literacy practices in the arts strengthen both arts education and literacy goals. | |||||||||||||||||||||
17 | 3.1.3.62: Types of Training Provided | Include disciplinary literacy and arts integration professional development. | Professional development in this area will contribute to high-quality, aligned instruction. | |||||||||||||||||||||
18 | 3.1.3.58: Comprehensive Plan for Mathematics | Include disciplinary numeracy as part of high-quality curriculum frameworks. | Broadening the scope of math will support math and other subjects including the arts. | |||||||||||||||||||||
19 | 3.1.3.86: Types of Training Provided | Include disciplinary numeracy and arts integration professional development. | Professional development in this area will contribute to high-quality, aligned instruction. | |||||||||||||||||||||
20 | 3.2.1.ELA-72.Math-96: Systems and Structures for Progress Monitoring | Put protections in place for arts and other non-ELA core subjects to ensure that testing does not detract from these other important subjects. | Historically, when testing requirements increase, arts and other non-tested subjects are de-invested in. Including specific protections for non-tested subjects can help prevent this from happening. | |||||||||||||||||||||
21 | 3.3.1.109: Services & Support | Leverage arts courses to reinforce CCR skills. | Participating in arts classes may be effective for students to develop skills, motivation, and sense of belonging that may help them achieve their CCR goals. | |||||||||||||||||||||
22 | 3.3.2.116: Post-CCR Exploration Activities | When introducing post-CCR opportunities to students, include cost benefit analysis of pursuing these opportunities with scheduling group classes and activities like the arts and sports: make sure students are aware of the full scope of participating in additional opportunities and any unintended consequences. | Students who pursue off-campus post-CCR opportunities could end up leaving arts programs early due to scheduling conflicts and thereby stymie their own development in that area and decrease the overall quality of the programs for younger students to participate in. | |||||||||||||||||||||
23 | 3.3.2.117: Career counseling | Ensure the arts are represented in career pathways presented by career counseling programs. | The arts industry is one of the largest in Maryland- there are a lot of opportunities that are often overlooked by career counselors. | |||||||||||||||||||||
24 | 3.3.2.123: Dual enrollment program | Consider if there are challenges to maintaining arts programs with students participating in dual enrollment (especially group-based performing arts). | Unintended consequences | |||||||||||||||||||||
25 | PILLARS 4&5 | |||||||||||||||||||||||
26 | AEMS has not identified specific recommendations for Pillars 4 & 5, but we implore you to keep the arts in mind, including the specific inclusion of arts programming as a wraparound service for community schools, and consider any unintended consequences while working through those sections. | |||||||||||||||||||||||
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