About GES

"Highlighting the Arts within an
Integrated Instructional Model"

Principal: Sandra McGonagle
Contact Person: Wendy Oellers
Gilford Elementary School
76 Belknap Mountain
Rd. Gilford, NH 03246
Phone: 603-524-1661
E-mail: Wendy Oellers - woellers@gilford.k12.nh.us: Web site address: http://ges.gilford.k12.nh.us
: In their ongoing effort to provide quality instruction, the Gilford Elementary School faculty asked "how can we create a model that will incorporate The New Hampshire Curriculum Frameworks and our own school district goals, while integrating the arts and ensuring success for all of our students?" The answer to that question is the Integrated Instructional Model. This model has three main elements:
: 1) Recognition of the classroom as a democratic community, supportive of diverse needs, capacities, and interests of all its learners. There is a celebration of diversity recognizing the respecting the unique abilities and needs of each student. The teacher's role is the facilitator with learning as a collaborative process. Motivation, independence, and self-esteem of students are increased and the creation of a compassionate community is achieved.
: 2) Presentation of the curriculum through problem-based, experiential, and collaborative teaching approaches, based on large part of the Education By Design model taught by faculty from Antioch New England Graduate School http://www.antiochne.edu. Life-long skills such as communication, higher order thinking, and creative and critical thinking are included as outcomes. Interdisciplinary units are concept based and are guided by curriculum frameworks. Learning cycles are constructed which connect prior, present, and future understandings. Both the process of problem solving and the quality of the resulting product or solution are emphasized. Assessment is multidimensional with a range of tools from standardized tests to portfolios.; 3) Integration of daily arts experiences to enhance meaning and to give students opportunities to communicate their understandings through a variety of activities or projects such as writing, drama, drawings, dance, music, etc. Creative processes and critical thinking are emphasized and projects are evaluated on students' individual expression and its contribution and value to the community.; The impetus for the development and implementation of the model was a research-to-practice partnership between Dr. Cynthia Vascak from Plymouth State College; Wendy Oellers, a second-grade teacher; and Gilford's principal Michael Tocci. Dr. Vascak's doctoral thesis focused on the development of a compassionate community through the visual arts. When combined with the school's existing work in Higher Order Thinking, a new instructional model emerged.

Preparation and Professional Development for Staff
: Master teachers at Gilford have taught the model to their colleagues in on-site workshops. Dr. Vascak coordinated a three phase training program on integrating the arts into the curriculum. Dr. William Wansart from the UNH Education Department has presented workshops on portfolio assessment, a critical element of the model's assessment approach. Teachers use available planning time during the school week to work on integrating existing curriculum with the Arts. And finally, the Integrated Model Team has monthly meetings to share resources, problem-solve concerns, and give support.

Impact on Student Learning and Other Valued Educational Outcomes
: Evidence of the positive impact of the model has been documented for four years (beginning with Dr. Vascak's research) and is ongoing. Students at Gilford Elementary have shown improvement in academic performance evidenced by higher scores on standardized tests and observation of work samples in writing and math; social growth; and greater engagement, motivation, independence, and self-esteem. Benefits have accrued to faculty and the community in the form of partnerships with higher education faculty, more opportunities for job-embedded professional development, and a positive response from the community. Parents report higher levels of student excitement towards school and learning as well as increased levels of self-esteem and motivation. The school highlights student work through bi-monthly "showcases" open to the community, which are broadcast on a local cable TV station and articles in the school newsletter.

Costs Associated with the Program
: Costs associated with implementation of the model include: physical materials needed for individual classroom art centers; resource materials including related literature, master art reproductions, compact discs, musical instruments, etc.; and training costs such as substitute teacher stipends and engagement of trainers from Antioch, UNH, or Plymouth State College.

In Summary
: Gilford's development and on-going refinement of the instructional skills of their teachers represents many "promising practice" components of quality professional development, including:

Using student learning results as a basis for identifying school improvement goals
Identifying teachers' professional learning needs to inform the development of professional learning opportunities
Forming a liaison with a college-based researcher or teacher educator engaged in action-research
Developing on-going support systems for teachers trying out new professional practices

This professional learning model could be adapted by other schools for any subject area or instructional problem and Gilford faculty are eager to share their experiences and sample lesson and unit plans with colleagues from other schools.

IIM Presentation - Powerpoint Presentation

Download IIM Powerpoint Presentation

Plymouth State College Press Release - (PDF -284k)

Timeline - (PDF - 160k)

For More information

Sharing with a Neighboring School

The Gilford IIM research team