The significant role in career and technical education of partnerships and collaborative relationships with industry, organized labor, parents, community agencies, and post-secondary institutions in delivering the curriculum, and how to form advisory committees that include these parties
Evidence 1: Notes, advisory committee meeting and letter from advisory to the AoE.
Description: Included are notes from a meeting of ART's advisory committee, as well as letter formed and approved by the committee as I sought to include a new course at PAHCC.
Analysis: I greatly appreciate and respect the advisory committee I have at this moment, and continue to add members who can benefit the mission of this program. Included at this time are working professionals in both acting and technical theatre, including a SAG/AFTRA actor, an AEA Stage Manager, the assistant ensemble director of a youth theatre company in New York, and a lighting designer in the Atlanta area. I have chosen them due to their knowledge of the profession and their interest in education. They provide valuable counsel for programming.
Recently, the board has been helpful in examining ways to increase enrollment in the program. With their help, a new program has been proposed to offer more students a better accessible program for the technical theatre track, and it is my hope that this new pre-tech offering will spark further interest in the tech program.
Longey A.R.T. Tech Program Support 5-6-21.pdfEvidence 2: Letter from Mary Longey, Stage Manager at Town Hall Theatre, Middlebury
Description: This letter details the relationship between my program, the Addison Repertory Theatre (ART), and one local arts venue, Town Hall Theatre (THT). Students regularly appear in and/or help with the technical elements of shows produced at the theatre.
Analysis: The location of our school provides students the opportunities to work with several arts organizations; THT is a prime example of one of these relationships. In the year and a half I've worked with students at ART without the interruption of COVID, students assisted with lighting, sound, hair and makeup in numerous productions, and have also appeared onstage in many others. Not only has this provided students the opportunity to give evidence of surpassing proficiencies in the new PBG system (a 4 on the scale), it provides students practical experience in a workplace setting. Many students regularly appear in productions on their home schools' stages; I find work at local theatres more relevant, even for actors, as it provides an experience closer to the workplace demands of professionals than their school productions would allow.
