Tuacahn High School for the Performing Arts faculty and staff will collaborate to design instruction, projects, and performances, while continually seeking student input and voice. As a design partner, teachers will provide/receive candid feedback throughout the design and assessment process, constantly striving to grow and learn alongside colleagues and students. We recognize that our “first ideas are often the most conventional - the closest to the default that already exists;” (Originals, pg. 38) therefore, we will seek feedback in order to rule out the obvious. All aspects of learning should use collaborative design with multiple colleagues and stakeholders from lesson and test creation to performances and direction to event planning and trips.
Tuacahn High School for the Performing Arts faculty and staff will consistently seek candid feedback from colleagues and students, ensuring fidelity to the vision and core values. “All, no matter how talented, organized, or clear of vision, become lost somewhere along the way;” (Creativity Inc. pg. 91) therefore, we will rely on systematic feedback, from all stakeholders, to keep us centered and grounded. Students and staff will ask questions to learn, and expect others to probe the quality of the reasoning. Students will engage in candid feedback throughout the learning process each day, holding each of us to a higher standard. No one has the right to harbor a critical opinion without sharing their concern. We will identify obstacles, provide feedback, and implement change.
Tuacahn High School for the Performing Arts faculty and staff will celebrate the diverse work and ideas of the students – collaboratively designing inquiry-based opportunities that drive meaningful and beautiful work, both from students and faculty. Students will engage, (as co-learners), in work that matters to them and to their instructors, impacting our school community in a positive way. We strive to create collaborative workplaces where student ideas, prototypes, and completed projects/performances are celebrated. Creating original work involves risk, both for the student and the teacher. We understand that “…quantity is the most predictable path to quality,” (Originals, pg. 37) and that perfection is not the end goal, but rather original and innovative thought and output from students and faculty.