Arts Integration Teacher Professional Development: Teacher and Student Agency

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Abstract

This paper presents early evaluation findings from an arts integration professional development program implemented in twelve high-poverty middle schools in a large urban district. Designed to increase student and teacher agency, the program includes asynchronous coursework, in-person coaching, and school-based peer facilitation. The evaluation uses a mixed-methods approach and documents high implementation fidelity over two years. Interviews, focus groups, and observations suggest that the program fosters student engagement, confidence, vocabulary development, and creative expression. Teachers reported greater enthusiasm, stronger collaboration with colleagues, and more flexible instructional strategies. These findings offer early evidence that arts integration can improve learning conditions and teacher practice in high-need settings. A final evaluation phase will examine the program’s impact on student academic and attendance outcomes.

Authors

• Kendall LaParo, Research for Action

• Julia Camille Ransom, Research for Action

• Sean Vannata, Research for Action