Arts for All
| Jan 17, 2013
The Arts for All coaches are the backbone of our work. They are on the front lines, guiding a school district who is committed to arts education. There is currently a team of seven dedicated education pros working with new Arts for All districts and those engaged in ongoing efforts towards a district-wide arts education plan.
Senior Coach Celena Turney has been coaching since 2005, consulting with school districts to facilitate their arts education strategic planning. She is also designing leadership and mentoring programs to move this work forward.
For the 2012-13 academic year, Turney is paired with Duarte Unified School District and Sulphur Springs Union School District. She is also working with the LAUSD charter school network ICEF Public Schools on implementing the arts education plan they created last year with her guidance.
Part of the coaching role includes regular interaction with a Community Arts Team (CAT) comprised of committed and engaged district and community members. Turney’s goal is to create and nurture a vibrant professional learning community, and to design forums that provide coaches and administrators with relevant planning tools that are responsive to today’s ever-changing political, fiscal, and educational climates.
In her years with Arts for All, Turney has coached a diverse group of school districts including Alhambra Unified School District, Beverly Hills Unified School District, Las Virgenes Unified School District, Lynwood Unified School District, Pomona Unified School District, San Marino Unified School District, and Saugus Union School District. With some districts, she spent two to three years coaching and guiding school leaders to adopt the right plan for their community.
Turney discovered that each district has their own history around the arts and community involvement. In the early years, she recalls, many teams had no explicit definition of arts education and so it was difficult to build a plan until the team was able to fully understand the basic components of high-quality arts education. Now, most districts need help in identifying and raising funds for arts programming, establishing curriculum goals, and creating suitable arts learning spaces.
“It is important to honor the starting place of each district and to begin the work from there,” she says. “Ultimately, this work is about change - transforming the way people think about arts in a public school setting – its promise and its challenges,” Turney concludes.
Coaching is full of challenges, and Arts for All applauds the efforts of Turney and our entire coaching team.