Arts Liaison Leadership Development Session #2 November 27, 2018 | Ogden HS
Agenda ● 4:40–4:55 Review and Reflect: The Role of An Arts Liaison Transition to breakout rooms ● 5:00–5:45 Breakout Sessions: Finding the Funding, Building Buy-In, ● Escape from Arts Island Transition to auditorium ● 5:50–6:00 Arts Essentials 2018–19 ● 6:00–6:30 Important News & Events, Evaluation, and Prize Drawing ●
The Arts Liaison Role Revisited Real-world examples of what you do (or want to do)
Arts Liaison Role An Arts Liaison: ● serves as the primary point of communication between their ○ school, the Department of Arts Education, Ingenuity, and arts partners. works to ensure that students, educators, and administrators in ○ their school have access to important arts-related information across all disciplines. seeks actionable ways to expand and improve arts education ○ and programming in their school and in the broader community.
Arts Liaison Role in Action Download a copy of the ● role with examples at cpsarts.org → Arts Liaisons → Arts Liaison Toolkit What have you done ● (and how)? What haven’t you done, ● but would like to try?
Breakout Sessions 1 2 3 Finding the Funding Building Buy-In Escape from Arts Island Auditorium Media Center Cafeteria (stay here) Room 1018 (to the right, “B” door)
Finding the Funding Find and create sources of funding and materials for the arts at your school
Test Your (F)understanding CPS gives every qualifying school $1,000 ● TRUE in Arts Essentials funding every school year. Arts Essentials funds can be applied to ● FALSE other sources at your administration’s discretion. CPS teachers get 20% off all purchases ● TRUE at Blick.
Test Your (F)understanding The Department of Arts Education can ● FALSE buy arts equipment and supplies for schools that need it. Your alderman can be a source of ● TRUE potential arts funding. The Department of Arts Education can ● provide you with lists of arts-related grants TRUE and local sources of free and cheap arts materials.
Starting a Booster Club Why start a Booster Club? ● Raise funds for your arts classroom (you cannot fundraise ○ as a single teacher, but can through an organization or non-profit) Parental support at Arts Events ○ No need to handle money as a teacher ○ Work around CPS vendor rules once you are a legal ○ Booster club
Starting a Booster Club Example: Gallistel Music Department Booster Club ● All fundraising ○ Logistics for fundraising for concerts, concessions, ticket ○ sales, decorating, apparel orders, pickup/distribution Parent contacts (reach out to parents individually, esp. ○ Spanish-speaking) Translations to the secretary ○ Five at beginning; now 30-40 parents attending meetings ○
Starting a Booster Club Bi-yearly positions (by vote): President: Runs monthly fundraisers, obtains field trip buses, helps cover ● everyone else’s positions, runs meetings, spearheads community engagement, maintains social media pages, helps at concert days, communicates with alderwoman (advertising), present at LSC meetings Vice President: Attends/runs committee meetings, coordinates volunteers, ● schedules parent help, supports President Treasurer: Counts money (along with President), balances checkbooks, ● holds all receipts and financial records for a yearly audit Secretary: Takes minutes at meetings, coordinates translations, handles ● monthly calendar, sends minutes to principal (to send to LSC for committee reports), coordinates handbook agreements and media/consent forms, works with treasurer on fees
Best Practices for Starting a Booster How Gallistel started theirs: 1. Used Internal Accounts Management System before boosters 2. Gallistel PTA sponsored Booster Club as a subcommittee 3. Legally applied for the name (Cyberdrive): Same day 4. Obtained EIN Number via IRS: Same day 5. Contacted IRS Treasury Dept to file as a non-profit: 3 months–1 year 6. Opened a bank account
Best Practices for Starting a Booster 7. Got a checkbook and a debit card through the bank (divorced from CPS Vendor process) 8. Designated a locked cabinet in the school main office where they put student forms with cash a. Made deposits bi-weekly b. Took pictures of the deposit slips and checks (uploaded to Google Drive) 9. “Two count, two sign” for all transactions
Best Practices for Booster Clubs Make general accounts for all officers. That way when officers ● change, the accounts stay active Create social media accounts and distribute passwords ● Recruitment: Scope out parents who are involved in the school ● Angle: Look at the awesome things students are doing ○ Pitch: We can buy better equipment, etc. ○ Collect parent emails and contact them ○ How can Central Office make things better/easier? ●
Holding a Fundraiser Fundraising Tips: ● Charge for student and adult tickets at arts events ○ Hold a dinner before the event with donated food from ○ parents/guardians to attract more people Open big fundraisers to the entire school community (proceeds ○ go to arts) Give prizes to whoever sells the most during fundraisers (donated ○ or bought) Invite community stakeholders (alderman, local businesses, etc.) ○
Gallistel Fundraiser Examples McDonalds ● One night (advertise); they donate 20% of profits during the time ○ slot given Students play/sing at the event ○ Krispy Kreme ● $4 per every box sold (sold for $8.50) ○ Walk-a-thon ● Usually before district or state contest ○ Sponsorship per kid (set amount of laps) ○ La Braid Frozen Pastries ● $14 ($4.75 per bread) ○ School Food Fundraisers: Walking Tacos, Bake Sale, Tamale ● Dinner (raised $4-5K)
Fundraiser Best Practices Send every fundraising request form to your LSC. All ● concerts go on one form. There is a section on the form to say what type of booster program you are. Boosters present the form to the LSC for a vote. POTENTIAL ● OBSTACLES: too many school committees that want special events (some ○ schools limit the number of fundraisers per year; ask your administration) conflicting events on your fundraiser date ○
DAE Funding Resources Visit cpsarts.org → Teachers → Arts Funding Information ● Arts Essentials ○ Creative Schools Fund ○ Other Arts Funding Resources ○ New! Grant funding opportunities (with deadlines) ■ Crowdsourced funding links and how-to’s ■ Resources for free and cheap arts materials ■
Looking Ahead January 16: Writing Successful Grant Proposals ● JC Aevaliotis of the Polk Brothers Foundation and other representatives from grant organizations give strategies and suggestions for effective grant-writing March 5: Grant Proposal Feedback Session ● Representatives from grant organizations offer one-on-one, tailored proposal feedback
Looking Ahead Can I switch tracks? Yes, but be aware that you will ● have missed information from previous sessions. What if I can’t attend all sessions? ● Send a representative in your place. ○ Visit the Arts Liaison Toolkit on our website. ○
Building Buy-In Identify an arts-related goal and set a plan in motion to achieve it
Your Destination What is the ideal state you are trying to achieve? ● Think about something specific - it does not have ○ to be time-bound. What is the current state relative to your ideal state? ● Quantify this as much as you can. ○
How Did We Arrive Here? What are all the possible contributing factors that led ● to your current state? Of all the factors, which do you think is the most likely ● root cause of your current state?
What Will We Do? Create a theory of action. ● If we … ○ … then ... ○ Set an implementation goal by the end of the year. ● What will be the impact of those activities, if ● successful?
How Will We Get There? What are the milestones you will need to meet along ● the way? Take all your milestones and list each of them on a ● separate post-it note of the same color.
How Will We Get There? Now, looking at each milestone: what are the ● components that need to be in place to meet the milestone? Put each of those on a separate post-it. For example, if we’re throwing a party, milestones ● might be … Components would be ... ○
How Will We Get There? Put all your post-its in chronological order on your ● table. Does anything need to happen at the same time? ●
How Will We Get There? Now, looking at this plan: where are the critical ● moments? In our next session, we’ll plan for the most critical ● conversation in your plan.
Looking Ahead January 16: Honing Your Negotiation and ● Presentation Skills Gain skills and strategies for engaging in critical conversations and presentations March 5: Presentation “Shark Tank” ● Practice making presentations and pitches to administrators, funders, and community representatives
Looking Ahead Can I switch tracks? Yes, but be aware that you will ● have missed information from previous sessions. What if I can’t attend all sessions? ● Send a representative in your place. ○ Visit the Arts Liaison Toolkit on our website. ○
Escape from Arts Island Finding the time and the best channels for networking with peers
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