Studio to School

Rubric Work Really Helps with Partnership Check-Up!

The entire grant team of David Douglas School District and Oregon Symphony participated in the rubric evaluation process by meeting together and rating each portion of the two selected focus areas of the rubric. We first selected the two wide-focus areas of these two principles, which we determined to be most closely related to our project :

1) Provide varied, relevant and high-quality opportunities for students to engage in   arts learning

2) Building appreciation and support for arts education in the community and schools.

We then completed the rubric for each component of that area.

There was strong agreement among the team members on rating each component of the rubrics. We had some mild differences in our understanding of what some of the components really meant, but we were able to discuss each component until we had a common understanding. This was a helpful exercise in defining progress and in communication as a team.

Filling out the rubric definitely helped us reflect on our project and identify areas where we needed to grow and areas where we have been doing quite well as a projection toward our implementation and overarching goal. One new insight we had was that we were not putting explicit emphasis on engaging diverse stakeholders, but that we actually had done so inadvertently by combining our Multicultural Night with our first/second concert at Gilbert Heights.

We wondered what could be done district-wide to engage diverse stakeholders in the goals of the music project. The part of the project that needs the most improvement is deepening our work around community engagement. The project is still really school-based; we need to reach out to other areas of the community in order to truly engage the wider community. The rubric helped us realize this. The rubric process was a great way for us to check-in on our project and to refocus mid-year on the outcomes and action steps that would need to be taken between now and the end of the school year.

We learned the need for more clearly defined roles such as facilitator, timekeeper, process observer, and recorder on our team. Most of us naturally fell into these roles, but calling those out at the beginning in the actual directions and in a monthly meeting would streamline the meeting process.

Blog post #11 submitted by: Shane Bassett(Gilbert Hts. principal), Monica Hayes (OSA, EDCE director), Cherie-Anne May (past music coord. and community member in DDSD), Sarah Moore-Gonsalves (DDSD community member), Phill Hurley (GHE music specialist)

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