Developing Arts-Minded District Leadership

• In Event: Room to Grow: Examining How Schools Can Cultivate Successful Culturally Relevant Arts Initiatives

Abstract

Objectives or Purposes
The primary goal of any initiative implementation is sustainability. How will this work continue after the initial champions are gone? Will it survive? What factors and characteristics of school leadership enable school initiatives to continue past the short term (Askell-Williams & Koh, 2020; Koh et al., 2023)? Within most all school districts, leaders will often fall into two categories: either spearheading the effort to embrace the initiative across classrooms and campuses, or those that wish to eliminate the initiative for the sake of budget cuts or standardized testing preparation. This is even more pronounced when it comes to arts initiatives and arts programs within urban schools (Shaw, 2018). This lack of middle ground often leaves a gap where leaders don’t grant the arts the dedication that it needs, and is only exaggerated by continuous change in district leadership. This paper examines how one school district supports a district-wide arts integration initiative and the challenges that they faced when doing so.

Perspectives or Theoretical Framework
This paper focuses on the conceptual framework of effective school leadership and the training and capacity-building needed to create effective school leaders (Danielson, 2007; Fairman & McClean, 2011). For any arts integration initiative to work, both in the short-term and into the future, there needs to be strong administrative support and vision. The district level leaders need to believe in the importance of the arts and in turn support that belief through district funding efforts. At the individual building level, there needs to be capacity-building and training of the school administrators to learn how to encourage and support their classroom teachers, so the initiative is successful.

Methods, Techniques, and Modes of Inquiry This paper employs quantitative research methods. One focus of this paper is autoethnography methods (Reed-Danahay, 2021), investigating how a newly hired Fine Arts Coordinator, working for the district partner in the CULTIVAR grant, navigates the often-challenging waters of implementing an intentional arts integrated district-wide initiative. The other research methods employed are document analysis from leadership meetings at the school and district level.

Data Sources, Evidence, Objectives, and Materials
Data for this paper demonstrate the growing and expanding role of a Fine Arts Coordinator. Typically, this role is isolated to “art for art's sake” and advocating and creating consistency within Fine Arts programs in the district. However, this author saw her role expanding to make a lasting impact on core content, teacher growth, retention, test scores, and classroom management with the addition of arts integration strategies, professional development, and skills. Additionally, the documents from leadership meetings demonstrate a need for more substantial and structured leadership mentoring as they embark on this journey.

Scholarly Significance
The paper provides an in-depth look into the steps that one district took to help create a fully supported arts integrated school and a larger district-wide arts initiative. This paper will provide recommendations and strategies for district leaders to establish structured plans to provide their building and district leaders the support they need to be successful.

Authors

• Madison D. O'Brien, South San Antonio ISD

• Elisabeth M. Krimbill, Texas A&M University - San Antonio