BCCLA Three-Year Goals

Curriculum:
o Schools are engaged in an inquiry based approach, whether the curriculum is art instruction or arts integration
o Schools document their work throughout the process in more than one media, and the documentation is accessible to students, other classrooms, other schools and visitors
o Schools have a demonstrated capacity to create thematic curriculum
o Schools look at and incorporate contemporary practice in art forms, whether music, visual, dance, or theatre
o Schools engage new technologies in their curriculum
o Curriculum emerges from student interest

Community:
o “Big Idea” curriculum is explored by several teachers in different subjects working together as a team
o Students engage in a stimulating mix of group and individual learning across all classes
o Parents are part of arts learning
o Students and teachers regularly engage their neighborhood (sites, people who live there, relatives, shops, businesses) as subject matter for learning or as support resources for their learning
o Schools have their walls covered with vibrant documentation and works of art
o Schools develop at least one partnership with a community organization
o Teachers regularly mentor other teachers (including in other schools), lead professional development for their school and other FPAMCP schools, and collaborate with other teachers in other FPAMCP schools
o Principals do the same
o There is a FPAMCP website that teachers regularly contribute to and use to share information

Leadership:
o Principals clearly are engaged in all concepts of curriculum, community, and leadership, support the MCLTs in these goals, and develop long-term strategies in the arts to support these goals
o MCLTs and principal have agreed on vision and 5-year plan
o MCLTs are heading up leadership team with art as the main focus
o MCLTs are planning professional development each year with their team at their schools
o MCLTs have full support of school faculty
o Professional development consistently includes teachers as leaders
o MCLTs also lead professional development at other schools
o MCLTs are clearly recognized as the school's curriculum leader, but leadership is also apparent in other teachers and staff as well
o Principals set inquiry-based curriculum and documentation as a standard for their arts learning (whether “pure” art or arts integration)
o Student leadership is also understood; students are seen as artists, researchers, and documenters