NEXT STEPS

Below are some of the scenarios suggested by facilitators and participants:

Support for networks of already trained arts education practitioners

Building upon AEN’s commitment to Newark, there is strong support for finding ways to offer engaging “brushup” sessions mixed with social activities. To encourage engagement, the meetups should provide opportunities for informal exchange and sharing focused presentations of new information and resources. A Facebook group or “chat and chews” are two low-commitment formats that would allow facilitators and participants to stay in touch, particularly as the continued uncertainty leaves everyone feeling vulnerable and isolated. It would be a way for the collective group to continue to keep abreast of the most pressing needs of the community in Newark.

Periodic deep-dive explorations of other organizations, new research, and/or new programs that teach strategies for leadership and change-making might appeal to participants as they consider the next steps in their careers. With the support of AEN, one of its partners, or a partner organization in Newark, smaller focus groups might self-establish to study a particular topic.

And as AEN continues its work, contact with previously trained participants will provide invaluable information about the long-term outcomes predicted by the logic model, including policy changes in city agencies, new required professional development in arts education, and new ways to observe and measure the impact of arts-based trauma-informed healing-centered engagement on the effects of trauma in Newark students and communities.

Support for NEW school arts teachers and teaching artists, and other educators in Newark

AEN now has a strong curriculum and a model for effectively training arts educators about arts-based traumainformed healing-centered practices. Reiterating that this work is not an addon to current work and that there are elements of the work that can be applied in any classroom, AEN will continue to work with Curriculum Supervisors, School Administrators, and unions to embed this work in other in-service education training programs. Some teachers and school personnel will seek professional development credits to advance their salary status, while others will be interested in a stipend to justify their sustained participation. Both of these will require partnerships with Education Department officials and/or degreegranting institutions, as well as additional funders.