Saint Elizabeth CHS, RAP Program, Part 7 - Curriculum

One of the important reminders for me:  What makes us different?  The curriculum had to be expanded; offer more challenges in thinking, in creativity, and scope.  We early arts team members were encouraged to meet, to discuss and to continue writing a more engaging / challenging curriculum that would be interesting and inspiring.  We had Vice-Principals complete some fine work in this area.  The Administration vision would change from year-to-year.  In some years, each Vice-Principal would be given one arts area to lead;  In some years, one Vice-Principal would be in charge of the entire RAP program.  You see, we did not know what would work best.  We learned quickly that the entire portfolio of RAP under one Vice Principal was too much work.  In the early years, our school was granted an additional Vice-Principal position.  These were the best years, in my opinion, because, the additional position offered flexibility, time, and more.  There were so many forms to develop:  a form for RAP expenses; a form for discipline of RAP students; a form for guest artists; aa package for auditions (including photos, written requirements, test pieces, and more), etc.  

It was challenging to stay on top of everything.  For example, in music, we offered private lessons (weekly) to those students interested.  Then, the festivals, excursions, partnerships, performances, open houses (two:  one for RAP, one for Comprehensive), fund raising events, musicals, liturgical celebrations (we even offered a religious / music credit that Michelle J. co-wrote the curriculum, with our school choir singing at St. Michaels Cathedral on many Sunday mornings!), preparing for auditions, and more.  Our curriculum would include all these special additions.  Each partnerships required attention, performance preparation responsibilities, project requirements!  Then, of course, we needed to articulate our needs for examination preparation, that there were written and performance features to our special programming.  In addition, we were required to make use of the Theatre.  We had to be different, and the curriculum had to be advanced, because we were auditioning the best - right?

What were the expectations for grade 9 RAP student?  By year end, what accomplishments?  What performances?  What were the expectations for marks, the average?  in order to stay in the program?  We would need to meet to discuss so many important details and of course this would take time to hear different ideas.  How much would it cost to deliver the type of curriculum we were developing?  How did we know it would work?  As a teacher, it was challenging to organize appropriate time to each project, while delivering a strong and unique curriculum.  We kept revising and growing, adding more and more to our individual programs.  We did get opportunities arranged to visit other programs offered in other school boards, offering similar programs, to witness best practices.  These visits were eye-opening, because these programs had been in existence for a long time;  established and popular.  For example, Unionville High School was running successful arts programs for years.  After these initial visits to visit other programs, the teachers were no longer invited, and the Administrative Vice-Principal in charge of the RAP portfolio would arrange a visit, accompanied usually by Anne Carey.  Then, upon return to our school, there would be some sharing.  It cost a lot to release all the arts teachers, so we had to be careful.  But, we did get support to visit other programs, if we would take the initiative to arrange.  Most team members were inconsistent with their effort to visit other programs to gain ideas, make connections and bring back interesting sharing of day-to-day operations.  I was always an advocate of getting our team members additional training in curriculum writing;  additional training in developing skills in their specialized area of the arts, etc.  I encouraged the team members to join organizations and attend conferences.  I valued the OMEA and attended conferences annually.  Some arts teachers would attend a conference here or there, but most team members resisted due to costs involved.  I believed that attending these conferences, visiting other programs, arranging partnerships, seeking professional advice and improving skills, would help us to develop a successful curriculum.  How much theory?  How much performance?  How many trips?  How were RAP students going to manage a heavy Arts curriculum with the other subject areas?  We needed to be sensitive to the students as well, to balance the pressure of all the extra projects and work placed on them to produce high quality work, that was professional, responsible and appropriate.  It was not easy.  Many other teachers would share concerns with us and the school Administration that students and parents were concerned about the added load.

I think that all partners were a bit unrealistic.  But, we kept at it, revising, trying to find the right balance for health and safety of our students and our specialized programming.

For me, it was a lot of work, but I did really, over-all, enjoy the challenges.  All this work with curriculum required time and thinking; trial and error; research and discovery.  I think we should be proud of our accomplishments.

Saint Elizabeth Catholic High School, RAP Program, part 6

Partnerships was (and I believe, still today) an important feature to the RAP program.  During my work as Department Head, I enjoyed many opportunities to meet with potential partners.  Selling the opportunities to the Arts Department Team members was very challenging for me.  Each partnership was unique and included a "give-and-take".  I remember attending many off campus meetings to discuss possibilities and arrange valuable experiences for our students in all arts disciplines.  Some experiences with our partners would require arranging field trips, and investment of time, and of course prior preparation.  I was convinced of the enormous value of all the partnerships we worked very hard at, to establish in each school year.  Of course it was challenging to balance everything we were trying to do.  I mean, we in the arts were responsible for all the in-house events, delivering daily challenging curriculum, and now, the added stress of sustaining the partnerships, I can understand that it was a bit too much to ask my colleagues to add to their full plate of work.  I thought of the partnerships as very rewarding.  In fact, the partnerships served as professional development for me in so many ways.  We had partnerships with York University, Esprit Orchestra, McMichaels Art Gallery, TIFF, Stratford, Canada's Wonderland, and more.  Some of these partnerships created opportunities for summer school work for our students as student leaders at Harbourfront!  School bus transportation would be involved and the summer experience would later evolve to employment opportunities for some of our students, who would be invited to return.  Partnerships included attending artistic events and working in workshop style with many artists.  While the RAP certificate was not recognized by Universities or Colleges, the High Skills Major Certificate was recognized and our school was able to offer RAP students an opportunity to gain special seal at Graduation, since most of the credits were covered by the Arts specialization at our school.  It was a simple matter of making sure each interested student would complete all the necessary credits as identified by the Ministry of Education.  The Guidance Department would help with this.
While Partnerships did challenge and our students, (and school) in so many ways, they were rewarding and offered our RAP program something that made us different, and probably appealing.  Certainly provided our open houses with material to present and be proud of.  These extra additional experiences offered our students opportunities to network, visit other sites off campus, meet others, and expanded / stretched our thinking and problem-solving.  The expectations and responsibilities were high, but the rewards were equally high as well.
Bye for now.

A character trait

As an educator, I would genuinely look forward to attending meetings.  I felt that I would learn something, gain a new understanding about something; I felt it was an opportunity to discuss and share my opinion; also keep up-to-date with activities and future projects.  Throughout my career, many of my colleagues did not enjoy meetings, and resisted them completely.  Often, they simply would not show up; or show up late.
In my department meetings, I tried to arrange meetings with the obvious snacks and tried to keep them brief.  I was always convinced of the importance of gatherings to develop team work and more.
I recall PA - days, where the opportunity to travel off campus;  up north, or to downtown Toronto.  I welcomed these special locations;  it was something different and valued the opportunity to see something different; hear some different sounds; be outdoors, etc.
To add to this, many of my colleagues would actually offer negative comments about meetings:  they are boring; not worth the time; irrelevant, seeing no connection to the work that they specifically did in the classroom.  For those times that colleagues would attend meetings, they certainly avoided doing any work that was expected after the meeting as follow-up.  These meetings challenged us to think differently and complete some written documents, planning, and goal-setting.  Often, I would complete the documents on my own, and submit to the administration, as required and requested.
Maybe it's because I felt a sense of duty and responsibility?
I remember attending strike duty in the late 1990's;  I was the first to showup that first morning.  It was dark and cold.  I have a thing about showing-up early to events and activities, never late, always early.  It's a part of my character, a feature that I take very seriously.
Today, there is some talk about soft skills as being very important as we work to prepare for the future.  Team-work has always been important, but appears to be more important today.  We lost many of our PA-days, especially those off campus.  Many of my colleagues would complain that they would not attend;  in fact, it became a union issue.  You see, we are not expected to be required to drive to alternate locations, just our assigned school.  This is my understanding.
I think gatherings of people who can work together, discuss items, express feelings, is important for many reasons that will certainly contribute to the success of any programming.  Rehearsing is vital to performing!  I guess this comes from my music background, knowing and believing in preparation, practicing, rehearsing.
In the old days, we would all gather for lunch in the staff room - it was a nice break.  As my career moved forward, I noticed that we all just wanted to stay in our own workroom.  In the old days, we would gather on Friday nights after school to socialize.  As the years moved on, I noticed that everyone was too busy with their own personal lives.
I appreciate this character trait I have about effort, valuing meetings, and attending everything on time; actually, well in advance of the start time.
bye for now

The Piaf / Dietrich - Ed Mirvish Production

The current project I am involved with is certainly enjoyable and challenging.  It reminds me of my teaching days where I was able to bring into the classroom my experiences as a professional musician.  I am convinced that my students appreciated my sharing of experiences, describing stories about recording, theatre, studios, etc.  If I were teaching today, I would certainly talk about this particular experience, sharing my expertise, and all the details involved:  preparation, practicing, professionalism, approaches, etc.
Today, in the reading I am doing, there is talk about how the classroom is out of touch with the new global economies and global education / work preparation.  Learners today are taking advantage and leadership in arranging their own learning paths.  The learner of today is a learner for life, changing careers, and even retirement is taking-on a new role.
I am pleased and equally grateful that many opportunities have come my way in my career as a professional musician and educator.  I do know that my teaching was influenced by many features, especially the professional musician opportunities I experienced.  I do truly feel that these experiences were not only valuable and joyous for me personally, but that they contributed to my effectiveness / interest / engagement as an efficient and attentive music educator in school.
Bye for now,

Printing (photocopying)

Yesterday I was reminded of photocopying because I did visit Staples to complete photocopying for two projects:  Music Alive and the Piaf / Dietrich show.  This activity brought back memories of my teaching career.  Photocopying was very important to me - it was a daily routine for me.  I would see and meet many of colleagues at the print-room.  The copiers would not work on many occasions.  I would sometimes witness total frustration, as teams of teachers would battle with copiers, as they struggled to get them up and working again.
There were copiers in other locations of the school, but the print room provided the biggest and fastest-working machines, in my opinion.  Every new year, we would notice new copiers in the print room, probably because these machines would be exhausted by June, and needed replacement.
At school Department Head meetings, budgets would of course be an agenda item for discussion, and the school Principal would inform us that printing costs are increasing and costing the school a great deal.  Also, please expect a paper shortage!  Often, I would witness some teachers arriving at the print room with their own supply of paper.
I wonder sometimes about the health risks involved with photocopying.  I would sometimes visit the print room 5-6 times daily.  Near the end of my teaching career, I would often print much of my handouts late in the afternoon, to avoid the morning rush and the daily traffic jams in the print room.
As organized as I was, there would often be those days that required a rush printing, needed as quickly as possible.  I suppose my body feels better since I am not exposed to photocopy machines as much as I did in my teaching career.  I did a lot of photocopying.  I would use “goose” paper as well to save paper.  Many of my colleagues did a better job of using the available technology, and therefore, would use less paper.  I’m old school.  I like the hard copy paper.  In the early years of teaching, a PIN number did not exist, so keeping track was not an issue.  I cannot remember how long a PIN number was used.  I do recall some teachers using other teacher’s PIN numbers!  Some teachers freely shared their PIN numbers, and some teachers managed to figure-out another PIN number that worked.  Some teachers would forget to log-off after completing a print job, and the teacher next in line, because they were in a rush would simple continue to print.
Supposedly, we should be using less paper today, but I think many people still believe in the importance of having a hard copy of material, probably for legal reasons; or perhaps, in case the computer does crash and you lose all your files of information.  Back-up hard copies can be useful, in case of an emergency need - right?  However, organizing paper does take longer than keeping files on a computer storage USB or hard drive.
Even with all this technology, and more new future ways to keep information, I guess printing will continue for a few more years - right?