Embedded Files
Check your email -
and respond! ("Received!")
This is our main communication of information!
We are using Microsoft Calendar embedded within Microsoft Outlook. You will be shared on all relevant dates and are expected to know what is happening once dates are shared! Please RSVP.
Going to be absent?
Going to be absent?
If you know you are going to be absent, you MUST NOTIFY YOUR DEPARTMENT CHAIR in addition to Aesop/Ms. Battles. Please have official sub plans ready to go for planned and emergency absences. "Students know what to do" is not considered a sub plan. If you are regularly posting on Schoology, students will already be trained to look there for instructions. The per diem in charge of your classroom needs written instructions so that learning can continue. If you post on Schoology, the students and your Department Chair can inform the per diem and they can hold students accountable. Students must remain in your classroom, even if a per diem is there, unless they have special permission from you (their scheduled teacher) or the Department Chair to leave class. Failure to leave sub plans will result in a notification email and possible follow-up from your Department Chair.
Class syllabi
Class syllabi
All syllabi must be approved by direct supervisors and must include:
Arts High School – 1. AI Policy & Guidance, 2. Student Digital Citizenship Guidance, and 3. Student NPS Outlook Email Instructions (Teachers and all staff: Read thoroughly, explain to students and families, and include on every syllabus.)
Grading Policy update with regard to ‘Cutting’ / Questionable Attendance as introduced by Principal Sharpe (Teachers and all staff: Explain to students and families, and include on every syllabus. For support from VP Bento on verifying a cut, email Lbento@nps.k12.nj.us AND PKates@nps.k12.nj.us with Re: StudentInitials, Grade, Attendance Verification Request)
Information prescribed by the district: Course Description, Course Proficiencies, Objectives/Learning Intentions, Textbooks Title and Publisher, Class Meeting Times, Grading System, Course Schedule and Outline by cycle, Welcome, contact information, attendance procedures, email address, links to other useful platforms and resources, Remind app join information, Schoology group join codes for grade levels, school counselor contact information, contacts for technology support (Ms. Taylor-Loyas, Dr. Cabrera), routines and expectations.
Here is a sample syllabus you are free to copy and edit!
It is important for Arts High School teachers to communicate regularly and clearly through up-to-date Schoology posts, grades, Remind messages, and parent communication because consistent communication keeps students and families informed about assignments, deadlines, and progress. This transparency helps students stay organized and motivated, supports timely intervention when challenges arise, and fosters a strong partnership between teachers, students, and parents—all of which contribute to student success and a positive learning environment.
Newark Public Schools utilizes the Framework for Effective Teaching. Evaluations in our department serve to provide meaningful feedback that helps educators reflect on their strengths and identify areas for development.
Collecting data provides evidence of student growth in our department across their 4 years in the program, informs our instruction, and supports program advocacy. It helps us to tailor our teaching to meet student needs while also providing accountability and communication among our team members. Additionally, data can uncover inequities, guiding our department toward more inclusive and effective practices.
Professional learning communities and department meetings are essential for visual and performing arts teams to collaborate, share best practices, and align instruction with standards. These gatherings foster a sense of unity, allowing educators to reflect on student work, plan interdisciplinary projects, and address common challenges. They also support continuous improvement and strengthen the overall impact of arts education within the school community.
Student-produced portfolios are vital for our students and team as they showcase individual growth, creativity, and skill development over time. They encourage students to reflect on their artistic process, set goals, and take ownership of their learning. Portfolios also provide authentic evidence of achievement that can be used for assessments, exhibitions, and college or career opportunities. Teachers can use their portfolios to showcase student work to be utilized across the district and outside opportunities.
Arts High School currently offers Advanced Placement Music Theory, 2D Art, 3D Art, and Drawing. These courses align with college prep standards by offering college-level rigor, critical thinking, and technical skill development. Students create professional portfolios or complete exams that mirror college assessments, preparing them for advanced placement or credit in post-secondary programs. These courses follow national standards and equip students with the tools needed for success in college arts disciplines.
College preparation is a vital part of Arts High School’s Visual and Performing Arts department. Through the creation of student portfolios and focused college audition preparation, students develop a strong, professional body of work that showcases their talents and growth. This process not only helps students present themselves confidently to college admissions but also equips them with the skills and experience needed to succeed in competitive arts programs and future careers.
Click above link to see exam guidelines and schedules for our department.
Arts High School is a magnet high school, drawing from students around the city of Newark. Interested students use the district portal Newark Enrolls to select their choice rankings of high schools. Our recruitment strategies include school site visits, open houses, district school fairs, teacher recommendations, etc. Current Arts High School students are regulary involved in our recruitment strategy by providing student performances and contributing art work for display.
Students in visual and performing arts who have Individualized Education Programs (IEPs) or 504 plans receive tailored accommodations and modifications to ensure equitable access to the curriculum. These supports may include adapted materials, extended time, assistive technology, and personalized instruction to address specific learning needs. For multilingual learners, supports often involve language scaffolding, visual aids, and culturally responsive teaching strategies to help them engage fully with artistic content and expression. Collaboration among special educators, language specialists, and arts teachers is essential to create an inclusive environment that fosters creativity and skill development for all students.
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