LEARNING INNOVATION LAB PROJECT

Initial Analysis of Challenges and Opportunities

Arts Integration through 21st Century Skills Instruction

Prepared by Lori Welty July 16, 2013

Initial Analysis
Arts Integration & 21st Century Skills Instruction
Introduction [to the Problem or Driving Question]
In an effort to maintain the implementation of Arts Integration through the instruction of 21st century skills, a comprehensive school website will provide the resources needed to support teachers and administration. Salvador Elementary School was awarded a Federal Magnet Grant in fall 2010. The goal of the grant is to reduce minority isolation through the development of a unique, specialized program that would appeal to higher income Caucasian students. The theme selected for the school is Visual and Performing Arts School with an emphasis on arts integration. Tenured teachers with expertise and leadership experience were hired with the goal of supporting increased student achievement. As stated by Darling-Hammond in The Flat World and Education, funding makes a difference when it is closest to the instruction of the students. Teacher expertise, knowledge, experience and degrees earned have the greatest impact on student achievement. Salvador teachers participated in an average of 100 hours per year of professional development needed to support arts integration and 21st century instruction. Napa Valley Unified School District recognized the high cost of the training and increased level of expertise required to teach at Salvador Elementary and therefore, provided support in sustaining teacher longevity. Many temporary teachers were awarded probationary contracts. With a stable group of teachers and a growing school population, new teachers will need access to program documentation and training to maintain the focus of Arts Integration. With support from grade level partners and a website providing ease of access to school resource documents and training videos, the program will more likely be sustained.
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Analysis of Problems and Opportunities

Description of the Educational Context (aka what is the background and need)

As Daniel Pink states in A Whole New Mind, the future belongs to those with a more creative mind. As creativity and the arts are becoming an important element in supporting our students in 21st century careers, maintaining an Arts Integration Program is essential for our students future. Salvador Elementary supports learning through the artistic process while incorporating creativity, communication, collaboration and critical thinking as a model for learning across disciplines while inspiring diversity with a passion for curiosity. Students engage in weekly specials classes which include music, dance, and electronic keyboard. Additionally, students may participate in a variety of after school classes. Examples of after school classes include paper making, hip hop dance, clay creations, visual arts, yoga and film documentary. Salvador is helping to close the achievement gap by providing students with state of the art curriculum that supports inquiry based learning, opportunities to explore great works of art, visual and performing arts experiences, technology integration, 21st century skills and engagement in creative experiences. Each trimester all students perform in front of an audience of approximately 200 attendees. Given time invested and reforms implemented, teachers need support in maintaining this comprehensive implementation. For the past two years, support has been provided by the magnet lead teacher. As this position is phased out at the end of the grant funding cycle, it is imperative that teachers have easy access to all of the program resources. Through the creation of a school website, teachers will access to these needed resources and will continuing implementing the vision we created as a team. This website would serve as a prototype for other schools in organizing resources and implementing site programs. School leadership teams collaborate to create innovative research based initiatives that often are not sustained due to organizational challenges. A website is an effective manner in which to support and maintain the vision of each school.

Learners
1. Sociocultural In Ruth Clarks discussion of sociocultural needs, the user must perceive the benefits as relevant to their goals and motives. The teachers at Salvador Elementary have engaged in an average of 200 hours of professional development throughout the past two years. With the amount of personal and professional time invested, they would definitely view website support as relevant to their goals and motives. Tenured teachers are expected to support the training of new grade level partners. To ease the burden of this support and provide efficiencies within the school, a website will provide new teachers with the needed resources so they are not repeatedly seeking assistance. Based on the SITE Model of Instruction, the website would serve the needs of the learner by providing materials, instruction, and experiences that are closely related to the learners needs. The focus must be on the learning methodology and the role of technology. 2. Technical To streamline the time required to prepare units and access resources, teachers must have materials and information available in a timely manner. Many of these teachers have limited technological skills. With technological limitations, user interface is a critical element in the design of the site. Minimal text with photos and videos provide the user with visuals for immediate identification. If increased details are needed the photo can be selected and the topic explored in-depth. 3. Informational Based on Clarks, Developing Technical Training, the user must have the ability to access the information and have control over this process. The resources that support school, district, state and federal reforms would be accessible. These include: arts integration documents, art based skills and strategies, California Common Core Standards, Ed Leader 21 documents and rubrics, Technology Web 2.0 Tools, art websites, and other resources.

Evidence that Instruction is Appropriate as a Potential Strategy

Teachers engaged in approximately 200 hours of professional development and 200 hours of curriculum design. To sustain the investment made in providing 21st century instruction which promotes lifelong learning and helps close the achievement gap, supports must be in place to maintain this high level of implementation. As Ruth Clark describes, a delivery system should be developed which meets the needs of the user from a technological level to an instructional level. Teachers have the technological expertise to access information from a website. Given the decision to deliver information through a website, evidence supports decreasing the amount of text and increasing visuals for ease of use. A welldesigned website will sustain the goal of delivering creative 21st century experiences for students.
Justification for Instructional Product Chosen to Meet Learner Need

As described by Ruth Clark in Developing Technical Training, content must be delivered in a systematic process that is meaningful and accessible in a manner that benefits the user. Last year, resources were available to teachers on Google Docs. For many teachers this approach was not easily accessible due to a range of abilities in technical skills. Since ease of access is an important element in the design of this resource, a website was selected because every teacher on site knows how to access and navigate websites. Having the option to open documents and templates in the Microsoft Word format is another factor of consideration. The next step in the development phase was locating a well-designed website format for this systematic delivery of information. Identifying world renowned design firms and viewing website from these firms would support the process. IDEO has created some of the most unique, creative and successful products in the world. They have designed a website that provides a streamlined and effective user interface. The website is designed with minimal text and quick easy to touch photos with brief descriptors. In Wagners Book, Creating Innovators, he refers to creative based firms, such as, IDEO. With years of experience in designing products that have a unique sense of appeal, it is evident that the website designed for this firm would follow the same protocol and would be an excellent resource.

Goals
User Goals
With limited time for implementation and refinement of this comprehensive arts integration program, the teachers desire a resource that is easy to use so they can continue refining the curriculum and instruction. Visuals with basic text descriptors will help them quickly located needed information. Review of art techniques and instructional strategies is often needed. The most effective and clearly communicated strategy is through instructional videos. Based on researched evidence, teachers prefer to view videos to support professional development and learning opportunities. This website will be a prototype for Napa schools to use in organizing curriculum and instructional resources; i.e., school-wide PBL units, 21st century integration, technology integration and other reforms. It may be presented for submission on the Magnet Schools of America website as an example of magnet sustainability. This website has the potential for national exposure. Additionally, sections of the website that provide instructional support in creativity and technology integration would benefit all schools and students as the transition is made to 21st century instruction.

Instructional Goals
Currently, the magnet lead teacher provides organizational and curriculum support for Salvador teachers. As funding decreases, this position will dissolve. The primary instructional goal is to sustain the comprehensive arts integration implementation at Salvador. The students at this school are thriving through an instructional approach that supports motivation and engagement. In an effort to close the achievement gap, all elements of the program must remain intact. Given the workload necessary to integrate numerous reforms, teachers time must be protected. With a website that allows access to documents, support materials, and training materials; teachers will have the time to continue planning creative, inquiry based lessons. ensure consistency school-wide. 6 As new teachers join the staff each year, supports must be in place to

Instructional materials that will sustain the implementation include: Inquiry based learning templates and resource documents, 21st century standards and rubrics, inquiry assessments, arts based skills and strategies, common core resources, technology resources, visual art resources, GLAD training modules, and leadership documentation.

Research
Sources and Methods of Data Collection
Sources of Data Methods of Data Collection

The data analysis plan will include the collection of qualitative and quantitative data. Quantitative data will be collected in the form of a pre- and post-survey. The pre-survey will provide data that will be used in designing the website. A subsequent survey will be given and used in the refinement process. The website will be on-going with continued feedback from teachers to ensure that it meets the needs and expectations of the user as based on structures identified by Ruth Clark. During the development phase, periodic observations and interviews will be conducted with teachers. I will observe as teachers work to navigate the site. The goal is for the user to locate information with ease and speed. Additionally, as I observe I will be ensuring that all links are active and connect to the correct resource. Teachers will be asked for feedback during this observation period. By providing a period of observation and support, teachers will become more familiar with the site and be more likely to access it in the future. Data will be analyzed and interpreted throughout the process in making adjustments to the site.

Findings
To be reported later

Conclusions and Recommendations

Summary of Findings To be collected and reported later

References
References
Clark, Ruth C (1999). Developing Technical Training. A Structured Approach for the Development of Classroom and Computer-Based Instruction Materials. International Society for Performance Improvement. Maryland. The Site Model of Instructional Design. Touro Blackboard Website. California. Pink, Daniel (2006). A Whole New Mind. Riverhead Books. New York. Pink, Daniel. The Surprising Science of Motivation. Retrieved from http://www.ted.com/talks/dan_pink_on_motivation.html. Seung, Sebastian. I am my Connectome. Retrieved from http://youtu.be/HA7GwKXfJB0. Wagner, Tony (2012). Creating Innovators. Scribner. New York.

Appendices
Capstone Prototype
http://salvadorschool.weebly.com/

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Interview/Survey Questions
Initial Survey on Identifying Best Technology Tool
How often do you need help locating arts integration forms or documentation?

Daily Weekly Monthly Never How would you locate the arts integration form or document?

Are you confident in using Google Docs? 1 Not confident 2 3 4 5 Very confident

Are you confident in using Edmodo? 1 Not confident 2 3 4 5 Very confident

Are you confident in searching a website? 1 Not confident 2 3 4 5 Very confident

What is the easiest method in which to access arts integration documentation?

Google Docs Edmodo Website Do you prefer a website with menu items listed horizontally along the top or vertically along the left side of the home page?

Horizontally along the top Vertically to the left How would you like Salvador arts integration documents organized so they are easily accessible?

What resources would you like easily accessible and included in the Salvador arts integration documentation?

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Survey of Salvador Website Design

The website is easy to use. 1 Strongly Agree The website is well organized. 1 Strong Agree 2 3 4 5 Strongly Disagree 2 3 4 5 Strongly Disagree

The website is the main resource used to locate Salvador documentation. 1 Strongly Agree 2 3 4 5 Strongly Disagree

Documentation can be located quickly on the website. 1 Strongly Agree The website is a valuable resource. 1 Strongly Agree How often do you access the website? 2 3 4 5 Strongly Disagree 2 3 4 5 Strongly Disagree

Daily 2-3 times a week Weekly 2-3 times a month Monthly Never Challenges experienced in using the website?

Suggested changes to the website?

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Subject Matter Resources

(manuals, articles, etc.)

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