Posted Monday October 17 2016 at 3:27 pm
I identify most strongly as an Art Educator. As an art teacher I use as many different visual techniques and mediums as possible to help students understand how things work, the process of making, and the world around them. I believe that by engaging children in problem solving through art they can become more confident about their ability to tackle any problem and break things down into steps. My experience includes doing this through a degree in teaching, full time work in the public school, time as the Executive Director of Extras for Creative Reuse, (formally ExCL, also known as the 'recycle center') listening to teacher's material needs, and three years with the Eliot School of fine and applied arts working as a teaching artist. My undergrad education was at UMass Amherst with a BFA in Art Education. I then pursued a master's degree from Framingham state in Education with a concentration in art.
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Posted Wednesday September 28 2016 at 2:55 pm
Tim Archibald was named VSA Massachusetts' Employee of the Quarter for April - June, 2016.
Teaching Artist Tim has been a vital member of the VSA MA family for over 25 years, when he first started teaching music at the Henderson Inclusion School, then called the O'Hearn School, in Dorchester, MA. He was instrumental in supporting the school's full-inclusion goals by making music learning accessible and engaging to students with a wide range of abilities, supporting family involvement efforts through performances, and creating an environment of joy and partnership in the school. Thanks to his efforts, the school has become the highest performing elementary Boston Public School. Tim has an uncanny ability to see each child and what he or she has to contribute and to create roles in which all can demonstrate their talents and abilities. He has contributed immensely to the COOL Schools family of teaching artists, sharing valuable resources, ideas, and creativity.
Posted Wednesday August 24 2016 at 3:49 pm
By Nicole Agois Hurel, Ed.M., VSA Mass. COOL Schools Director
Reprinted from VSA International's Blog
Teaching Artists (TAs) bring incredibly rich resources and opportunities to inclusive learning settings. However, they often receive less formal instruction and supports than other educators to meet the wide-ranging needs of their students. VSA Massachusetts' COOL Schools Program piloted an Inclusion Support Initiative this year, which involved the development of the MICC Check for Inclusion, a self-assessment and coaching support tool to improve inclusive practice. The tool provides a set of best practices under four categories: Materials and space, Instructional techniques, Collaboration and Classroom management. It allows TAs to assess their practice in each area and provides a framework for targeted coaching support. Based on the process we followed, here are five tips to support TAs to improve their inclusive practice:
1.) Create a system of training and support. Developing a system (group meetings, one-on-one meetings, feedback mechanisms) that is consistent and predictable allows for meaningful discussion and sustainable growth. Consider your staff and TA capacity when designing it. The system will allow for reliability and focus, and will help you get a clearer idea of common growth areas and how you can best support them.
2.) Describe and model best practices upfront. Setting expectations of what quality inclusive teaching and learning looks like upfront allows TAs to visualize those practices in their teaching and consider them in their planning. Getting input from TAs during the process of naming and defining these practices is essential to keep them relevant and useful in their teaching. Make sure these practices are articulated in a space TAs can access on a regular basis, such as a tool, website, or handout.
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