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AEMS Alliance is a member of the Kennedy Center Alliance for Arts Education Network

AEMS Alliance is a member of the Kennedy Center Alliance for Arts Education Network . AEMS Alliance Partners. Maryland State Department of Education Maryland State Arts Council

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AEMS Alliance is a member of the Kennedy Center Alliance for Arts Education Network

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  1. AEMS Alliance is a member of the Kennedy Center Alliance for Arts Education Network

  2. AEMS Alliance Partners Maryland State Department of Education Maryland State Arts Council Maryland Citizens for the Arts  Community Arts Alliance of Maryland  Maryland Art Education Association  Maryland Council for Dance  Maryland Music Educators Association  Baltimore Theatre Alliance  Maryland High School Theatre Maryland State Education Association  Maryland Association of Elementary School Principals Maryland Association of Secondary School Principals The Maryland PTA  Young Audiences of Maryland

  3. AEMS Alliance Mission: Build support for high-quality, systemic arts education – dance, music, theatre, and visual arts – for all Maryland schoolchildren. AEMS Alliance actively advocates local and statewide policy to ensure that every child in Maryland has high quality opportunities for learning in and through the arts.

  4. AEMS Alliance Goals: • To impact the formulation and implementation of policies at the state and local level that support enabling all students to meet the Maryland Fine Arts Standards • To stimulate the development of high-quality arts education programs that integrate the arts substantively into other subject areas and use community resources effectively . • To cultivate support for arts education among many constituencies, particularly decision makers.

  5. Crosscutting Strategies • Cultivate targets to be engaged partners. • Understand power relationships – select most credible spokesperson/s. • Use full range of arguments-from hard data to compelling stories (right/left brain). • Understand complexity of inter-relationships of decision makers. Leverage levels. • Position within the larger context.

  6. What to impact? • Policy—Regulations arts as core, required curriculum, accountability. • Resources-Budget staffing, curriculum, materials, facilities, time in the day, shared planning time with other teachers, arts integration, cultural resources, innovation. • Teacher Training—Professional Development certification, accreditation

  7. State (Maryland) • Governor – Budget, school board appointments (state and local), policy, leadership-hosted statewide event with Daniel Pink. • Legislature - Budget, policy, leadership. Maryland Legislators Go Back to School with the Arts. • State Board – Budget, policy, regulation, standards, curriculum, accountability, teacher certification, accreditation of teacher training programs, innovation and leadership. Individual briefings and presentations at State Board meetings

  8. State (Maryland) • State Superintendent of Schools and State Department of Education - Assistant Superintendents and other leadership with responsibility for curriculum and instruction, leadership, regulation, etc. Budget, policy, regulation, standards, curriculum, accountability, teacher certification, accreditation of teacher training programs, innovation and leadership. Close partnership—leadership role Fine Arts Education Advisory Panel. State Superintendent hosts AEMS events such as annual conference CAFÉ.

  9. Maryland State Board of EducationPolicy: Standards and Accountability AEMS Alliance works in partnership with the Maryland State Department of Education to support implementation of Maryland’s goal for arts education that: 100% of Maryland students shall have the opportunity to participate in fine arts programs that enable them to meet the Maryland content and achievement standards in the fine arts. Latest development is requiredState Curriculum for the Fine Arts.

  10. Local School Systems (24 in Maryland) • School Boards- policy, budget • Superintendents – policy, budget, staffing appointment of principals, central office oversight of arts programs. Superintendents Summits and partnerships with local school systems • Key Local System Staff- fine arts supervisors, curriculum and instruction leadership, and principal supervision. Partnerships with local school systems

  11. AEMS Partnerships with Schools and School Systems:Superintendents Summits AEMS has hosted Arts Education Summits for the 24 school system superintendents in partnership with MSDE: • 1998 at Johns Hopkins University • 2003 at the Walters Art Museum • May 2007 at Strathmore Research, policy, model programs and best instructional practice are presented.

  12. Principals • Instructional leadership • Selection, guidance and oversight of teachers, innovative program initiatives • Allocation of resources and time in the day for the arts. • Professional development for teachers. Showcase excellence, create partnerships at the school level!!

  13. Teachers - make it happen!! • Partner with local systems, MSDE, and institutions of higher education to create exceptional professional development (PD) opportunities for teachers- these are evaluated and upgraded continuously. • PD for arts specialists and general classroom teachers to enable them to support student learning in and through the arts. • Network Maryland’s nearly 80 AI schools across 13 districts

  14. Parents and students • Provide resources and advocacy information such as Parents Tool Kit. • Heighten visibility of student accomplishment in the arts • Student Keynote speaker at our June 3rd conference!! Fantastic!!

  15. Higher Education • Critical partners in pre-service and in-service teacher training in the arts and arts integration. • Deans’ Roundtables–most recent-March 2009 70 Deans of Education and Arts and Sciences addressed quality of teacher training – set agenda for the AEMS HEAT Force.

  16. AEMS Higher Education in the Arts Task (HEAT) Force • Professional development initiatives • Post-Baccalaureate Certificate in Arts Integration • Proposed masters in Arts integration • Research and evaluation of teacher training in the arts • Recommendations for teacher certification in the arts and accreditation of teacher training programs in the arts • Admission requirements

  17. HEAT ForceHigher Education in the Arts Task (HEAT) Force Post-Baccalaureate Certificate in Arts Integration • A multi-institutional professional credential for teachers with extensive training in arts integration to be granted by Towson University. Participating institutions include: • Towson University Arts Integration Institute • University of Maryland, College Park Crossing Borders/Breaking Boundaries • Maryland Artist/Teacher Institute (MATI) • University of Maryland, Baltimore County • Johns Hopkins University

  18. Resources • AEMS website www.aems-edu.org • Parents Tool Kit bit.ly/dz71EV • Making the Case… bit.ly/asSw3P • Superintendents Summit bit.ly/clmqU8 • Professional Development bit.ly/bmP8n0 • Deans’ Roundtable bit.ly/bLDyAh • HEAT Force/Post Bac. bit.ly/cedMWE • Maryland Policy bit.ly/bEA4U2

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