Principal - Crayola Supplement - September/October 2016 - 10

C OM M U NIT I E S C OMMIT TO C OLLAB OR ATION

art teachers (music, theater, dance, and visual art) and an arts-integration
specialist, who use a collaborative decision-making process to craft the school's
curriculum and help colleagues implement it. "Art integration is deeply
embedded in our school's 30-year history," said principal Sheila Nelson. "We are
very intentional about how teachers work together, helping them move up the
continuum of collaboration." Nelson outlined the scaffold of collaboration:
1. Observation. The most basic level is "You teach-I watch" or "I teach-you
watch." It is passive collaboration. Teachers can learn by watching a role
model, but minimal growth results when they have limited interaction or
partnership.
2. Parallel teaching. Teachers divide students into two groups; each teaches
half then they switch. Multiple disciplines are covered, but not as powerfully
as when teachers truly collaborate in planning and implementing, which
increases their cross-disciplinary knowledge.
3. Partner teaching. This is the highest level of collaboration. Optimal team
teaching involves time to co-plan, co-teach, and co-evaluate. There is so
much alignment that the classroom teacher and art teacher can finish
each other's sentences, speaking comfortably about the standards in the
other's disciplines.
Articulating the levels of collaboration helps faculty aspire to use arts
integration with rigor and authentically meet all disciplines' standards.
"My job, as principal, is to give them time together," Nelson explained.
"We bring in substitutes so the art and classroom teachers can have deep,
meaningful collaborations." She said teachers use Google Docs to keep
communication going outside of their face-to-face time together. "Tech
collaboration can't stand alone as the collaboration tool, but it enhances and
extends conversations that are rooted in personal meetings."
Lusher Charter School students embark on robust, cross-disciplinary projects
such as the "Study of Change" and "Diary of a Journey." Students' collaborative
work is inspired by the faculty role models they see constantly communicating,
co-planning, and refining.

At the "Blair Fair"community celebration, scout leaders and Blair Dual Language School
students design a sailboat challenge.

10

Principal Special Supplement n September/October 2016

Art Integration Inspires
Creative Connections
With Families
When the creative leadership team
at Coronita Elementary School in
Corona, California, decided to use
art integration to bring project-based
learning to life in the Title I school,
it involved parents. "We wanted to
be relevant and systematic in using
art integration. We offered artsinfused professional development for
teachers and wanted to share these
best teaching practices with parents,"
explained principal Kevin Kazala. The
creative leadership team developed a
rotating art box that goes home with a
child for several days, giving the family
time to have guided artful discussions
and work on a collaborative art project.

Coronita
Elementary School,
Corona, California

The results far exceeded the
school's expectations. "When
children returned with the art box
they were beaming with pride and
excitement. They shared the family's
art and provided oral presentations
rich in art-based vocabulary," said
Lysa Ashley, a member of the creative
leadership team. "We've been
surprised how seriously families took
this and how engaged the parents
have been-contributing to the
planning sketchbook and the final
art project."
When children take the art box
home, they guide their family through
the exploration, using the step-bystep photos. Family members use the
sketchbook to plan their collaborative
art project and write responses to the
prompts that ask which artist inspired
them and why, and what they learned
about an artist and themselves during
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Table of Contents for the Digital Edition of Principal - Crayola Supplement - September/October 2016

Contents
Principal - Crayola Supplement - September/October 2016 - Cover1
Principal - Crayola Supplement - September/October 2016 - Cover2
Principal - Crayola Supplement - September/October 2016 - Contents
Principal - Crayola Supplement - September/October 2016 - 2
Principal - Crayola Supplement - September/October 2016 - 3
Principal - Crayola Supplement - September/October 2016 - 4
Principal - Crayola Supplement - September/October 2016 - 5
Principal - Crayola Supplement - September/October 2016 - 6
Principal - Crayola Supplement - September/October 2016 - 7
Principal - Crayola Supplement - September/October 2016 - 8
Principal - Crayola Supplement - September/October 2016 - 9
Principal - Crayola Supplement - September/October 2016 - 10
Principal - Crayola Supplement - September/October 2016 - 11
Principal - Crayola Supplement - September/October 2016 - 12
Principal - Crayola Supplement - September/October 2016 - 13
Principal - Crayola Supplement - September/October 2016 - 14
Principal - Crayola Supplement - September/October 2016 - 15
Principal - Crayola Supplement - September/October 2016 - 16
Principal - Crayola Supplement - September/October 2016 - 17
Principal - Crayola Supplement - September/October 2016 - 18
Principal - Crayola Supplement - September/October 2016 - 19
Principal - Crayola Supplement - September/October 2016 - 20
Principal - Crayola Supplement - September/October 2016 - 21
Principal - Crayola Supplement - September/October 2016 - 22
Principal - Crayola Supplement - September/October 2016 - 23
Principal - Crayola Supplement - September/October 2016 - 24
Principal - Crayola Supplement - September/October 2016 - Cover3
Principal - Crayola Supplement - September/October 2016 - Cover4
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