Learning Plan for Program Managers

(e.g.: clear outline of capabilities TAs and staff should embody to fulfill work, clear expectations on teaching practices and capacities of TA, opportunities for TA and staff to engage in artistic discussion reflective practices, teaching artist observations, formal and informal pre-and-post observations meetings)

(e.g.: having clear and transparent pay, hours, job description, and roles for teaching artists, connecting teaching artists to appropriate PD, an organizational-wide definition of "cultural inclusion," using data to drive partnership decisions, transparent organization-wide diversity goals, clear expectations and process between teaching artists, teachers, and organization, staff, articulated organization expectations of classroom management, organization; definitions of "emotional safety" and "cultural inclusion" as it relates to students, families, and program content)

(e.g.: conducting a needs assessment for the school, creating materials in the school's language of choice, conducting a needs assessment with students)

(e.g.: organization-wide strategic planning for quality education programs, organization values and vision for education program quality, shared educational programming content, goals and learning objectives, and desired student outcomes with all members of the organization)

(e.g.: the organization regularly reviews student assessments and evaluates alignment to the organization’s vision and values of quality)

(e.g.: clearly articulated program partnership and communication expectations, realistic budget, planning curriculum with teaching artists and schools, operational understanding of materials, supplies needed to run the program, articulated program space requirements, accessibility plans for students)

(e.g.: post-program protocols, strategic plan for education program quality, program data analysis)

(e.g.: with funders, with schools, with the broader arts education community)