What Leadership Accomplishes
—Based on an interview with John Eby, Cleveland Municipal Schools
Last year, 174 third- and fifth-grade teachers in the Cleveland Municipal Schools taught integrated literacy lessons that included, as an integral component, attending a theater production at Playhouse Square.
Students were engaged and met the standards-based lesson objectives. Educators felt challenged, enjoyed teaching, and experienced the satisfaction of seeing the light go on for many students who had been struggling. When asked if they viewed their students more positively after teaching the lessons, 100% of the teachers answered "yes."
Four leadership strengths contributed to this success.
Community partners
The Partners in Performance (PIP) program made the performance portion of the lessons powerful. PIP makes performances at Playhouse Square more meaningful and educational by providing teachers with a two-hour workshop and materials for integrating the production into their lessons.
Good use of experts
Teaching artists, who helped develop and demonstrate the lessons, made it possible for educators to envision the power of drama in teaching literacy skills.
Organization
Although teachers should have a great deal of freedom in how they implement integrated lessons, Cleveland teachers appreciated well-organized professional development and detailed lesson plans.
Commitment
The district communicated a strong commitment to the project, making sure that all third- and fifth-grade teachers participated and that the theater production was viewed as not just a field trip but as a vital part of the lessons.
This article was published in October 2005.
Also indexed under Perspectives: Reflections by Advocates and Experts
