Visioning+Year+2

September 4, 2009

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May 29, 2009

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 Goals for AE 2.0 Year 2 planning, September 3-4, 2009 By the end of these chunks of time, we will:


 * September 3, AM**

//Focus: Project management// Know the project and project members · Introduce members (All) · Introduce the project (Jamie) · Review of year 1 (David, Leslie) Complete project paperwork · Contracts (Mara) · 1099 form (Mara) · Discussion about withholding (All) Be acquainted with the new tracking system for funds · Timesheets (Mara, Camille) · Travel sheets (Mara, Camille) Define each faculty member’s role in year 2 · Share Google doc (Jamie) – print 10 Know how to track evaluation pieces for Rosemary · Participant tracking sheet (Camille) · Documentation (Mara, Jamie, Mary Elizabeth, Camille) Receive new materials and sign off  //Focus: Budget and partner activities// Review and discuss years 1 and 2 budget · Copies of budget page (Mara, Jamie) · CIG group funds – How much does each group have and how will it be spent? (All) · Reconciling federal funds with Benedum (Mara, Jamie) Define each partner’s role in year 2 (Mara, Jamie) · Kellee (representing Gateway) – performances, residencies · Gateway – costs of residencies · Little Lake – residencies, performances · AEC Know how the new funds will be used to support partner activities (Mara, Jamie) Play with new materials  //Focus: Collaborative inquiry//  We believe that teachers have valuable knowledge that, when shared, benefits others; therefore, ArtsEducator2.0 commits to honoring teachers' knowledge and providing teachers significant amounts of time to collaborate.
 * September 3, PM**
 * September 4**
 *  Know some of the research that supports collaborative inquiry
 *  Define a facilitator’s possible roles within the CIG
 *  Experience some of the possible pitfalls and difficulties of collaborative inquiry
 *  Know each facilitator’s role and responsibilities on day 1

We believe that professional development should be differentiated to best meet teachers' individual needs; therefore, ArtsEducator2.0 commits to honoring many modes of learning and encourages diversity in the methods teachers employ to demonstrate their knowledge.

We believe that professional development that happens outside the classroom context must seek to provide or partner with necessary in-context supports; therefore, ArtsEducator2.0 commits to and supports faculty work within partnering school districts to help teachers translate new learning into their own classroom and district contexts.

We believe that technology can significantly enhance student learning, teacher learning, and collaboration; therefore, ArtsEducator2.0 commits to providing teachers with necessary technology equipment and training.

We believe that teacher learning increases student learning; therefore, ArtsEducator2.0 seeks to support teacher learning with resources that include: a space in which to meet, financial resources to purchase necessary materials (books, etc.), and experiences with other participants and faculty members.

We believe that arts-based inquiry is an important way for arts educators to work in collaboration and to critically reflect on group inquiry processes.

We believe that collaborative inquiry is a framework for professional development that yields meaningful teacher learning that might be presented in multiple ways (e.g. pedagogical documentation, shared learning experiences, reflection, and communicating experiences/learning, new/original artwork).