The new federal Every Student Succeeds Act In the first blog of this series, drawn from the EdTA ESSA Guide to Theatre Education Opportunities, I reviewed the Title I funding and advocacy opportunities for theatre educators. This time, we’re going to take a look at how funding detailed in ESSA can be used for teacher and administrator professional development opportunities in Title I, II, III and IV.
- Sections 2102, Local Education Agency—plans and applications, and Section 8002, Professional Development for Titles I, II, III, and IV: These two section focuses on professional development opportunities under ESSA—teachers and administrators alike—including theatre educators. Professional development is key to maintaining and expanding your knowledge and skills within your subject area and for creating new career growth opportunities. ESSA asserts that all educators should have professional development that is targeted to their needs. In order to ensure that theatre and other arts educators are included in professional development, you need to find out who is responsible in your district or school for determining such plans. If no one seems to be addressing arts educator needs, ask your district supervisor if you can serve on the committee that is responsible for Title II plans. Don’t be afraid to ask where theatre educators might specifically fit into different professional development strategies the district is considering. Of particular note is the emphasis on content knowledge development under Title IIA (every district will receive a Title IIA allocation). The other professional development areas that Title IA, Title IIA or Title IVA money can be applied include:
- Addressing the learning needs of all students, including gifted and talented and children with disabilities;
- Improving classroom instruction and student learning and achievement;
- Integrating technology including education about the harms of copyright piracy;
- Effectively engaging parents, families and community partners;
- Creating opportunities for experiential learning through observation;
- Building capacity to design and utilize formative assessments;
- Identifying students who are gifted and talented.
- Providing high-quality professional development for teachers on how to integrate rigorous academic content and possibly work-force learning/preparation.
Next time: Title IV 21st Century Schools funding