4: Strategic Planning for Arts Education Programs in the District

Introduction

All of the preceding steps have led to the point where the team can begin the strategic planning process. Understanding your community, understanding what is offered in the district, taking a look at current funding and developing a shared philosophy and policy are all critical stepping stones.

The strategic planning process takes courage, determination, and vision to turn around a large institution like a school district. It also requires letting go of the “lack of” mentality. We’ve all been in situations where we accomplished great things in spite of dire situations. It takes stepping out onto the skinny limb and hanging on even if there is a stiff breeze. Using the process we are suggesting allows a group to be empowered and move forward even in tough times.

There has been a history of slow and steady erosion of arts education in the California public schools. An entire generation of teachers has worked in an arts-poor environment. We know the time is right for restoring the arts in our schools, but there is still resistance and fear. Resistance may show up in scheduling issues or a perception that teachers are not ready or in administrators who want to spend time only on the subjects that are tested and therefore considered the “most important”. Careful planning and creative thinking can meet most of the obstacles head-on.

The Strategic Planning Process is very much a spiral. You will find that you need to circle back to re-visit priorities, strategies and opportunities. As you begin to build out the components of the plan, new ideas will emerge and become clear

The accompanying workshops and conversation scripts have been developed utilizing the methods of “Group Facilitation” by the Institute of Cultural Affairs.. Please see www.ica-usa.org for more information.

Imagining the Future: A Shared Vision (Step 1)

The first step in strategic planning is to create a shared, practical vision. By asking the question, “In 3-5 years, what do we want to see in place in our district’s arts education program?” we are placing ourselves in a position of power. We have determined the elements of a quality arts education program, and we have familiarized ourselves with the current status of arts education in our own district. Now we need to get practical and specific about what we can implement in the next few years.

Shared Vision Workshop SCRIPT (PDF: 87K)

Shared Vision Workshop Documentation SAMPLE (PDF:76K)

Identifying Strengths and Challenges: The Wave (Step 2)

The next step in strategic planning is to identify challenges or blocks that may stand in the way of reaching our shared vision.

Identifying Strengths and Challenges Focused Conversation SCRIPT (PDF:86K)

Developing Strategic Directions (Step 3)

The next step in strategic planning is identifying the overall strategic directions that will guide our plan. Instead of looking at our practical vision alone, we develop creative, innovation actions that will deal with the challenges directly and move us toward our vision.

Strategic Directions Workshop SCRIPT (PDF:74K)

Strategic Directions Documentation SAMPLE (PDF:52K)

Strategic Directions Chart TEMPLATE (Word doc:37K)

Creating a First Year Implementation Plan (Step 4)

The next step in your process is to develop prioritized actions that need to be taken in the coming year creating an implementation timeline. In doing this you will need to consider:

• What can realistically be accomplished in one year?
• What needs to happen first in order for other things to be accomplished?
• What resources of people and money will be necessary?
• What shifts need to occur in the ways we work and what we communicate?
• What do we need to continue to do that is already on our agenda?

Your Planning group can be divided into smaller committees, one for each strategic direction. Let people choose which one they will work on. Then that group takes their boxes of ideas and decides what 3-5 major items they can accomplish in one year and calendars the necessary steps or benchmarks on a timeline created on the wall in the front of the room. Each committee reports out putting important action steps on the calendar of the whole. They will need to consider who will be responsible for making sure the action happens and what the budgetary implications may be. (See sample Implementation calendar at end of this chapter)

Year One Implementation Plan SAMPLE (PDF:54K)

Creating Priorities: Optional Exercises

There will be a time in the planning process where team members realize that in all likelihood there will never be enough money to provide “everything.” There will be hard choices to make in establishing priorities. Compromises need to be made – additional funding partners may need to be cultivated. Ultimately, the team needs to decide – first things first. But what are those first things? For one district, it may be restoring music to the elementary schools, for another it may be providing professional development so that classroom teaches can teach visual arts. For another, it may be offering more artist-in-residence programs.

The Dream House
The Dream House exercise was developed as one way to define priorities. It is a metaphor that everyone can relate to and refer to when the tough decisions have to be made.

Dream House SCRIPT (PDF:58K)

Price Tags
Another fun exercise to reflect on priorities is “Price Tags”. Using real (or approximated costs), the exercise encourages the group to reflect on the initial implementation steps in an arts plan.

Price Tags SCRIPT (PDF:68K)