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OER Rider A

Professional Development
Visual and Performing Arts
Integration
No Child Left Behind Act (NCLBA)
Title IID Enhancing Education Through Technology
American Recovery and Reinvestment Act (ARRA) Competitive Grants
Request for Proposals (RFP) # 200911555

Statewide Professional Development in


Open Education Resources

An Integrated Curricular Approach Using


Visual & Performing Arts
Submitted to the

Maine Department of Education

By

Fayette School Department


On Behalf of the

Maine Support Network


Partnership of Partnerships and
The Maine Alliance for Arts Education

Contact:

Fiscal Agent: Brian Coulthard, Superintendent


Fayette School Department
2023 Main Street
Fayette, ME 04349
207 685 4770
bcoulthard@maranacook.org

Programmatic: Kathryn Markovchick, Executive Director


Maine Support Network
PO Box 390 8 Church Rd
Readfield, ME 04355
207 685 3171
kathrynm@maine.edu

December 22, 2009


 
Proposal Narrative
Introduction

This proposal, submitted by Fayette School Department on behalf of the Maine


Support Network (MSN), the Partnership of Partnerships (POP) and the Maine Alliance
for Arts Education (MAAE) is designed to integrate best practice teaching and learning
strategies using MSN’s Celebratory Learning model, innovative distance technology and
face-to-face local and regional events to provide statewide PD (PD) to support cross
content curricular integration of technology in teaching and learning of Maine’s Learning
Results (MLR) Parameters for Essential Instruction. While we submit in the content
area of Visual and Performing Arts, we propose to use an integrated approach using
multiple content areas to “focus on the essential knowledge and skills that will prepare
all Maine students for success in college, career and citizenship” (Cross Content
Connections, MDOE, September, 2007). Bringing the arts into the classroom can
enhance learning and academic achievement. Working closely with the MAAE we will
support the infusion of VPA into the daily instructional practices of educators.
Researchers have found that the incorporation of visual and performing arts into
the education experiences of students enhances learning, improves performance on the
SAT, reduces boredom, and promotes positive thinking and social skills (www.nasaa-
arts.org/publications/critical-evidence.pdf). We believe this to be an innovative approach
to the RFP because of our deep belief in teaching and learning in integrated curricular
approaches.
Consistent with the MDOE’s Cross Content Connections (Sept, 2007) this
proposal seeks to provide Maine educators with PD synchronously and
asynchronously and in person statewide. It will provide “learning experiences that
require integration of ideas across content areas” to “replicate the application of
knowledge and skills that students will encounter in the workplace and life.
Recognizing significant connections between and among content areas is a first
step in providing instructional experiences that will prepare students for success.
Literature on student learning suggests that curriculum designed to focus on
content connections leads to greater student engagement (Brazee and Capelluti,
1995). Additionally data from schools that use integrative approaches to instruction
show marked improvements in student achievement (Klentschy, 1999). As a first
step, it is essential that teachers understand the student expectations outlined
across content areas in the standards of the Maine Learning Results, especially
those parts of the standards that mutually support student learning across content
areas, and that teachers share information about instruction with educators from
other content areas” (p.1).

Present a strategy with an action plan and timeline for identifying the MLR and
develop and provide PD statewide

Strategy Action Plan Timeline


Establish electronic social Establish a formal presence on January, 2010 or
network on Learncentral.org for this initiative upon receipt of


 
Learncentral.org to be grant award
home to all project
activities
Convene Advisory This will be comprised of content Feb, 2010
Committee (AC) of content experts from the OER development
experts with expertise in projects and POP representatives
using technology
Identify topics for teachingDesign and disseminate a call for Feb, 2010
in and across contents for papers to the MAAE network
pilot development interested in developing PD activity.
Priority will be given to educators
using an integrated curricular
approach.
Conduct pilot PD in the Select VPA educators to conduct pilot March, 2010
integrated content areas of PD activity MSN will mentor the
the MLR chosen educators to ensure robust
and effective use of Celebratory
Learning attributes including in
synchronous, asynchronous and in
person PD
Evaluate pilot Using the MEPRI logic model, VPA Feb-April, 2010
educators, AC, and MSN will design,
deliver and evaluate the effectiveness
of the pilot measuring use of
innovative technology, consistency
with MLR cross content connections,
and impact on student learning
Revise PD and materials AC, MAAE, POP will revise PD based April-May, 2010
on pilot
Develop PD across Prepare and widely disseminate a May-August,
integrated content areas revised call for papers to OER content 2010
experts to prepare PD sessions to be
delivered both synchronously and
asynchronously and in person
Coordinate with POP to We will establish multiple learning September 2010-
deliver at least 30 PD opportunities for each topic chosen- June, 2011
activities statewide using the following will be core to our PD
multiple strategies that plan: Using learncentral.org we will
have been researched to establish and foster a collaborative
engage learners including community for discussing and sharing
learning opportunities curricular integration techniques;
synchronously, Using video conferencing technology,
asynchronously, and in broadcast OER teacher training on
person regionally and content integration to schools
locally. statewide; Create an interactive
webcast that guides teachers through


 
the creation of an integrated lesson
plan consistent with the MLR cross
content connections; With visual and
performing arts techniques embedded,
MSN and MAAE members will conduct
exploratory PD where content and
VPA teachers will be paired and
challenged to create integrated
lessons.
Evaluate student learning The AC and MSN will collaborate with June, 2011
based upon pilot MEPRI to evaluate student learning
based on a documentation of the
lesson created as a result of the pilot
PD session. Student reflection and
feedback surveys will be collected and
evaluated. An assessment will be
given at the culmination of the lesson
to gauge student learning.

Proven skills and experience in the design, development, presentation of PD for


Maine teachers

MSN has served the state the state regionally and statewide since 1986
coordinating PD using the attributes of Celebratory Learning. MSN’s mission has
always been to support learning and high aspirations for all students, including students
with disabilities and special health care needs. MSN uses Celebratory Learning in all of
their work bringing new ideas based on research, creativity, innovation, and fun to MSN
activities.
The partners in this proposal have extensive skills, knowledge and expertise in
designing, delivering, and evaluating PD in a wide variety of areas and across the
content. For many years, MSN has facilitated the Partnership of Partnerships bringing
together the vast PD resources and expertise of the members supporting a viable model
of coordination and collaboration driven from the grassroots but taking advantage of the
wealth, breadth, and scope of the partners. The Maine Alliance for Arts Education is a
statewide nonprofit that works to strengthen education in all of the arts, through direct-
service programs, advocacy, resource-sharing, and network facilitation. MAAE is a
member of the national Kennedy Center Alliance for Arts Education Network.
MSN has been a leader in Maine on the use of distance strategies and the use of
technology to conduct PD; in recent years we have greatly expanded our outreach and
capacity; for example, we have conducted a number of successful Teleclass sessions
during early morning and evening hours; used video conferencing to link schools and
project partners for planning, assessment, and PD activities; utilized Moodle to provide
learning sessions, book studies, and courses on cyber-bullying and other topics are
being field-tested; and, we have used teleconferencing systems, blogs and nings, and
podcasts for PD, technical assistance, and research across Maine and the country.
MSN worked collaboratively with ACTEM last year to secure distance technology for


 
many Maine school districts using RUS funds that provide Tanberg equipment in rural,
high needs districts. We were thrilled to learn that the Maine Department of Education
has subscribed to Adobe ConnectNow!, Study Wiz and ePals. These strategies provide
just some of the innovative ways to provide real time planning, PD, and technical
assistance, and we anticipate that through the activities proposed under this proposal
these platforms and others, including social networking sites will be used.
Like all MSN websites, the project website will meet the state’s website
accessibility policy and all application and content delivered through web browsers as
well as all instructional and distance technology and applications will comply. Assistive
technology and accessible instructional materials will be integrated into PD activities
demonstrating its capacity across the curriculum assuring all Maine students benefit
from technology innovations.
This proposal is designed to integrate best practice teaching and learning
strategies using Celebratory Learning model, innovative distance technology, and face-
to-face local and regional events with exciting and creative open education resources
across the content areas to support the integration of technology in teaching and
learning of Maine’s Learning Results (MLR) Parameters for Essential Instruction.

Creation of and/or further developing of an on-going statewide content area


learning network

Using the POP and Regional Facilitator networks as well as those represented
by the members of the Advisory Committee, regular and ongoing sharing will be
encouraged and communities established using LearnCentral.org forums, discussion
groups, communities and networks. Additionally, content area conferences,
newsletters, blogs, listservs, etc. will be utilized to widely disseminate information and
resources regarding OER PD activities.

Strategy Action Plan Timeline


Create forum(s) on Establish forums Feb, 2010-June
LearnCentral.org Advertise the forums widely 2011
Provide regular (i.e. weekly updates
in MSN updates, POP websites, etc.)
on forum activity

How participation in the project will support the SAU

We believe that by providing educators with quality PD using technology to


conduct learning sessions across the content areas we will encourage, motivate, and
engage educators to integrate the best of what we know about technology to enhance
student learning. We are cognizant that students’ learning and technology literacy will
be greatly enhanced when their teachers can integrate technology into their day to day
teaching. Additionally, given that our students are “digital natives” we believe that
increasing the use of technology in the classroom will improve student engagement,
motivation and, ultimately, achievement. Building the capacity of educators to integrate


 
technology has a secondary outcome as well: teachers will be more likely to engage in
the emerging world of distance and web based PD using a myriad of technology
strategies saving travel time, and valuable, but increasingly limited, fiscal resources.

Parent Involvement

Communicating the importance of the OER PD initiative(s) to parents

Information about the OER PD will be shared on the parent side of the MLTI
platform accessible through MLTI computers and parents will be invited and
encouraged to participate in all events. Utilizing the POP networks and their close
alliances with the SAUs in their regions, information and calendar of events and brief
articles and links will be shared in school newsletters, on school websites and through
the newsletter and website of the Maine Parent Federation, Maine PTA, other relevant
groups such as the Maine Chapter of the American Academy of Pediatrics.

Strategy Action Plan Timeline


Research and post Project staff will create a clearinghouse March, 2010-
information on websites of information on OER PD for parents June, 2011
and create a website with links to POPs
and parent groups disseminate it
through its networks
Post info on MLTI parent In collaboration with MDOE staff, April, 2010
platform assure that info is accessible through
MLTI

Informing parents of the role of technology in the education of their children and
activities funded by the grant

Information about the valued role of technology, the project and findings will also be
shared on the parent side of the MLTI platform accessible through MLTI computers and
parents will be invited and encouraged to attend events. Utilizing the POP networks and
their close alliances with the SAUs in their regions, information in the form of PSAs and
brief articles, calendars of events and links will be shared in school newsletters, on
school websites, and through the newsletter and website of the Maine Parent
Federation, Maine PTA, other relevant groups such as the Maine Chapter of the
American Academy of Pediatrics.

Strategy Action Plan Timeline


Research and post Project staff will create a clearinghouse Feb-March, 2010
information on websites of information on role of technology for
parents and project activities including
PD calendars, create a website with
links to POPs and above named parent
organizations and disseminate it
through its networks


 
Post info on MLTI parent In collaboration with MDOE staff, March-April, 2010
platform assure that info is accessible through
MLTI

Training and Development Quality Standards

The proposal submitted herein is consistent with the constructs outlined in Maine
Training and Development Quality Standards. Ultimately, this is a continuous
improvement project: in addition to being designed to engage educators (content
experts and advisory committee members) in reflection and research, it also engages
educators in the design, delivery, and evaluation of PD. It focuses on results (and
enhancing student achievement) using a myriad of strategies: participatory action
research, communities of practice, hands on learning. It is aligned organizationally in a
number of ways: it utilizes existing PD structures (the MSN, POP partners, etc.) and
should align and enhance SAU implementation of technology plans.