Education Week - February 24, 2016 - S8
LESSONS FROM
A LEADER
>> Build Broad
Support
Commitment to
arts education is
essential, from the
superintendent,
from principals, and
from parents and
communities.
>> Draw
on Private
Partners
Get local
philanthropies
to support arts
education, along
with the district, to
ensure sustainability
and partnerships
with arts teachers.
>> Support
Teachers and
Principals
Be visible and
accessible. Sit down
with principals and
teachers to identify
"bright spots" and
challenges, and
plan how to solve
problems.
school district, was trying to ramp up the city's arts
programs and persuaded Parker-Brass to make the
move. Throughout her years at the orchestra, ParkerBrass had worked closely with the Boston schools, organizing teacher trainings, arranging for musicians to
visit schools, and bringing students and their families
to the theater for orchestral performances.
"We really wanted someone who not only shared
our vision for access and equitable opportunities, but
someone who could strengthen our connections to the
arts community," says Johnson, who retired from the
Boston schools in 2013. "She had a willingness to step
out of a role that certainly was much more comfortable ... and decide that, while the job I have is great, the
need for the work I could do in Boston public schools is
even greater."
Parker-Brass has a rare mix of experiences and
aptitudes that could have led her life's work in several
directions. She spent her early career teaching in the
public schools in her hometown of Chicago-and she
still claims to be "a teacher at heart." She's an accomplished performer who has sung everything from
opera to jazz to Negro spirituals throughout the United
States, Europe, and South America.
For her, the teaching and performing go hand in
hand. "As a performer, you engage the audience," she
says. "Teaching is engaging over the long haul-you're
using the same skills."
Many of Parker-Brass' colleagues say her varied
background has shaped her into a trusted leader.
"She's not just a figurehead or a banner carrier, she
really does know what good teaching looks like," says
Allyssa Jones, who works under Parker-Brass as the
Boston district's program director for the performing arts. "It's highly unusual for someone to be a good
politician and a great instructional leader."
"I respect Myran and her choices because I know
she's been there and done that," says Anthony TrecekKing, the artistic director for the Boston Children's
Chorus, who has worked with Parker-Brass for nearly
a decade. "When we're singing-she's done some of
the repertoire we're doing. It really carries weight and
contributes to her reputation."
The current gig, rife with budget and scheduling
issues across 130 schools, is tough compared with
her previous work outside the system, Parker-Brass
admits. But it's also incredibly gratifying.
"Is this the harder side of the aisle? Yes, much," she
says. "We're growing our own, we're making artistically literate citizens. But this is the better side of the
aisle."
Broadening Access
Arts education has not always been a bright spot in
Boston.
In 2009, only about 67 percent of K-8 students here
were getting weekly in-school arts instruction, and just
23 percent of high school students were getting any
arts instruction. The school system had about 156 fulltime arts specialists.
8
|
Education Week Leaders To Learn From
Under Johnson's leadership, the district teamed up
with EdVestors, a nonprofit that raises private donations for urban school improvement, to help expand
arts instruction during the school day and build up the
system's school programs and partnerships.
Now, 93 percent of K-8 students get arts instruction at least once a week, and 67 percent of high school
students are getting some arts instruction, according to
EdVestors. The number of full-time arts specialists has
more than doubled.
While some of those changes started to take root
before Parker-Brass took the helm, her colleagues say
she's propelled the expansion efforts in a number of
ways.
The district has upped its investment in arts education from $17 million annually to $26 million since
Parker-Brass came in-and much of that money has
gone to teacher salaries.
"That reflects directly on Myran," says Marinell
Rousmaniere, the vice president for strategic initiatives
at EdVestors.
She's also played a pivotal role in increasing and
deepening partnerships with nonprofits and higher
education organizations across the city, such as the
Berklee College of Music.
"I don't think you [should] underestimate how difficult it is working with partners who are very busy
doing lots of other things and to convince them to
come into schools," says Johnson.
High-Quality Instruction
Along with bringing in more partners, Parker-Brass
has maintained a focus on high-quality instruction.
"Partners can be frustrated with being asked to
provide more data on what they're doing, to align
better with our core curriculum, to function as part
of our teams in buildings," says Jones, the district's
performing-arts director. "But she's concerned about
the quality of what partners bring to the building."
What's more, she's brought an emphasis on cultural
sensitivity and diversity as well-instructional elements she's held dear throughout her career. When
Parker-Brass was still at the BSO, she helped Mary
Driscoll, then a principal in the district, bring a variety
of performers to her school-Spanish flamenco dancers, South African artists, a Haitian-American hip-hop
violinist. "We had the whole world on our stage,"
says Driscoll, who is now a principal leader for Boston
schools. Diversity is "definitely a value of hers."
Parker-Brass has also strengthened relationships
within the district, many agree. A major part of her job
is sitting down with principals and teachers to solve
problems related to resources, facilities, scheduling,
and curricula.
"She's visible, she's not in an office sending emails,"
says Jones. "Both teachers and principals feel they can
go to her directly."
There are now about 320 arts teachers in the district,
and Parker-Brass takes pride in knowing each one of
them.
Education Week - February 24, 2016
Table of Contents for the Digital Edition of Education Week - February 24, 2016
Education Week - February 24, 2016
ESSA Spotlights Strategy to Reach Diverse Learners
Will the Common Core Step Up Schools’ Focus on Grammar?
Disparities in Test Accommodations Eyed
Contents
News in Brief
Report Roundup
S.D. May Restrict Restroom Use For Transgender Students
Conn. Seminars Tackle ‘Religious Illiteracy’ In Classrooms
Seven Studies Comparing Paper and Computer Test Scores
To Offset Poverty, Ed. Groups Urge ‘Whole-Child’ Approach
Research on Deafness Yields Broader Insights
Analysis: Ill. Pension Woes Destabilizing Teaching
Blogs of the Week
Military Eyes Wider Access for Career-Aptitude Test Under ESSA
Scalia’s Death Muddies Fate of Key Cases
Courts Push Lawmakers to the Wall Over K-12 Funding
Blogs of the Week
5 Key Takeaways on Education From White House Candidates
State of the States
Preschool Suspensions Do More Harm Than Good
Personalization Isn’t About Isolation
Letters
TopSchoolJobs Recruitment Marketplace
Why Preschool Matters for Student Success
Education Week - February 24, 2016 - Disparities in Test Accommodations Eyed
Education Week - February 24, 2016 - 2
Education Week - February 24, 2016 - Contents
Education Week - February 24, 2016 - News in Brief
Education Week - February 24, 2016 - Report Roundup
Education Week - February 24, 2016 - S.D. May Restrict Restroom Use For Transgender Students
Education Week - February 24, 2016 - Conn. Seminars Tackle ‘Religious Illiteracy’ In Classrooms
Education Week - February 24, 2016 - Seven Studies Comparing Paper and Computer Test Scores
Education Week - February 24, 2016 - To Offset Poverty, Ed. Groups Urge ‘Whole-Child’ Approach
Education Week - February 24, 2016 - Analysis: Ill. Pension Woes Destabilizing Teaching
Education Week - February 24, 2016 - 11
Education Week - February 24, 2016 - Blogs of the Week
Education Week - February 24, 2016 - 13
Education Week - February 24, 2016 - 14
Education Week - February 24, 2016 - 15
Education Week - February 24, 2016 - 16
Education Week - February 24, 2016 - Scalia’s Death Muddies Fate of Key Cases
Education Week - February 24, 2016 - Blogs of the Week
Education Week - February 24, 2016 - 19
Education Week - February 24, 2016 - 5 Key Takeaways on Education From White House Candidates
Education Week - February 24, 2016 - 21
Education Week - February 24, 2016 - State of the States
Education Week - February 24, 2016 - 23
Education Week - February 24, 2016 - 24
Education Week - February 24, 2016 - Personalization Isn’t About Isolation
Education Week - February 24, 2016 - Letters
Education Week - February 24, 2016 - 27
Education Week - February 24, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - February 24, 2016 - 29
Education Week - February 24, 2016 - 30
Education Week - February 24, 2016 - 31
Education Week - February 24, 2016 - Why Preschool Matters for Student Success
Education Week - February 24, 2016 - CT1
Education Week - February 24, 2016 - CT2
Education Week - February 24, 2016 - CT3
Education Week - February 24, 2016 - CT4
Education Week - February 24, 2016 - SCover1
Education Week - February 24, 2016 - SCover2
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