Arts Education in Newark:
A Strategic Plan
Developed by the Newark Arts Education Roundtable
October 2009–June 2010
Amy Duggins Pender, consultant
SmART Strategies
Solutions for Learning Communities
104 Park Avenue
Verona, NJ 07044
Ph: (973) 239-0070
C: (973) 476-4060
Background and Methodology
Background
The Newark Arts Council serves as sponsor for the Newark Arts Education Roundtable, a consortium of approximately 40
organizations in Newark who are involved in supporting or providing arts education services to children in Newark during inand out-of-school time. This group generated significant momentum around the desire to better understand the arts
education needs of the schools in Newark and to generate a strategic plan for working more collaboratively with the schools to
ensure that every student receives a comprehensive education in the arts. The Roundtable members also recognized their
need to develop governance and operational structures for their group, as well as a mission, goals, and programming
strategies that would help them realize their shared vision.
In the fall of 2009, the Steering Committee of the Roundtable engaged Amy Duggins Pender of SmART Strategies to facilitate a
strategic planning process, the results of which are outlined in this document.
Objectives
The objectives of the planning process were to:
 Determine the arts education needs of the schools and understand where there are gaps in services for students;
 Articulate a shared vision for the role the Roundtable should play in responding to the city’s arts education needs;
 Articulate programming strategies for the Roundtable;
 Develop a strategy for communicating the elements of the plan to the larger arts education community; and
 Determine operational and governance structures for the Roundtable.
Measures of Success
The Steering Committee agreed that a successful planning process would include the following:
 An environmental scan and modified SWOT analysis for arts education in Newark that results in a clear picture of what
is currently happening in the schools and where there are inequities in access;
 The articulation of a shared vision for arts education in Newark and for the role of the Roundtable in responding to the
city’s arts education needs, as well as an action plan that outlines potential programming strategies;
 A strategy for communicating the elements of the strategic plan to the broader arts education community; and
 A blueprint for operational and governance structures for the Roundtable.
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Methodology
The project consisted of two parts. The first involved conducting an environmental scan of the current status of arts education
in the schools in Newark. This was accomplished by:

Conducting a modified SWOT analysis of arts education in Newark with the Planning Team (the team considered
Strengths and Opportunities, Weaknesses, and Immoveable Barriers).

Creating an online survey, conducted through Survey Monkey, which was administered to all of the public, charter, and
private schools in Newark. The survey was sent out in late June 2010 with a July 1 deadline. By the end of July, the
Roundtable will have a clearer picture of what programs, opportunities, and resources exist in the schools – during inand out-of-school time – and where there are gaps in learning opportunities.

Conducting a focus group meeting with school leaders from the charter and private schools in order to better
understand their specific challenges in providing access to a comprehensive arts education for their students.
The second part of the project involved conducting a series of four strategic planning retreats with the Planning Team. These
retreats were held over a period of six months, from January through June 2010. In preparation for the retreats, the facilitator:

Worked with the Steering Committee to establish the Planning Team, which included representatives of the arts
education stakeholders in the City of Newark; and

Helped establish a Field Council of policy makers and other stakeholder leaders. The Field Council provided feedback
at various stages of the strategic planning process.
During the retreats, the facilitator:

Led the Planning Team through an analysis of strengths, opportunities, weaknesses, and immoveable barriers for arts
education in the City of Newark;
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
Helped the Planning Team articulate core beliefs and a vision for arts education in Newark, as well as the mission of the
Roundtable and its role in supporting arts education in Newark;

Provided input regarding best practices from arts partnerships and arts education models across the country; and

Assisted the Planning Team in articulating key programmatic strategies and tactics for the Roundtable, as well as an
operating and governance structure.
In addition, the facilitator created a PowerPoint document at the beginning of the project and added information to it as the
planning process unfolded. The PowerPoint was posted on the Newark Arts Council’s website throughout the planning period,
and regular meetings with the full Roundtable membership allowed the Planning Team to update the broader community on
the process and garner feedback along the way.
The information contained in this plan consolidates and summarizes the results of the four planning retreats, the focus group
meeting with charter and private schools, and feedback provided by the Field Council and the broader constituency
throughout the process. The plan opens with the Mission, Core Beliefs, and Vision statements that were developed by the
Planning Team. A second section includes decisions that were made regarding governance and the Roundtable’s potential
operating structure, and a third presents the Planning Team’s work around key programmatic strategies. Recommendations
for next steps are included in both of these sections. Minutes and detailed notes from all of the meetings, in chronological
order, as well as the PowerPoint document are contained in an appendix.
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Mission, Core Beliefs, and Vision Statements
The Newark Arts Education Roundtable is a strategic alliance of arts education stakeholders, including public, charter, and
private schools; arts and cultural organizations; youth and community development entities; businesses; funders; and state
and local government agencies.
Our mission is to collaborate to ensure that all children in grades PK through 12 in the city of Newark have equitable access to
high quality, sequential arts education opportunities, both in and out of school.
We believe:
 All children should have equitable access to high quality, sequential arts education opportunities that support
achievement of the New Jersey Core Curriculum Content Standards, both in and out of school;
 The unique processes of experiencing and creating in the arts are essential to:
o Our humanity and to developing our communities, as the arts stimulate expression and help us better
understand ourselves and others;
o A complete education, as the arts have the potential to engage all kinds of learners and to stimulate selfdiscipline and the rigorous pursuit of mastery;
 The arts and creativity are essential to the development of a thriving and sustainable 21st-century workforce.
We envision a Newark where all children receive high quality, sequential instruction in all art forms through both disciplinespecific and integrated opportunities, provided by certified school-based practitioners as well as arts organization partners,
both in and out of school. We also envision a city where the arts and creativity are valued for their essential roles in our lives
and in developing our community and our economy.
We achieve our mission by:
 Advocating for the arts with community leaders and policy makers;
 Convening the field and providing professional learning opportunities;
 Serving as an information hub that stimulates sharing and coordination of resources; and
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
Nurturing and promoting rich collaborative partnerships between the arts and cultural community and schools and
out-of-school time programs.
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Operational and Governance Structure
The Planning Team agreed that the Roundtable should operate as a non-profit entity using the 501(c) 3 status of a fiscal
sponsor until such time when one or more triggers occur, indicating that the Roundtable should obtain its own non-profit
status. Triggers might include the following:
o A change in leadership or direction of the sponsoring organization that leads to a lack of support for continuing the
relationship with the Roundtable;
o The Roundtable builds enough financial and organizational capacity that it can exist independently;
o The scope of the Roundtable becomes larger than the sponsoring organization’s – e.g. statewide or national.
It was recommended that the Newark Arts Council serve as the fiscal sponsor, and that the Roundtable develop a strong
collaborative relationship with the New Jersey Arts Education Partnership.
The Planning Team felt strongly that a Governing Board (6-8 people) should set Roundtable policy and direction, and that an
Advisory Council (a broader group of stakeholders) should provide programmatic advice and feedback. They also
recommended that the chair of the Governing Board sit on the sponsoring organization’s Board.
The Governing Board might consist of the following:
o NJAEP Executive Director
o NPS Director – OVPA
o Non-public School Leader
o NAC Executive Director
o NAC Board Member
o Arts Provider (Large)
o Arts Provider (Small)
o Funder
The Advisory Council might include all of the above plus the following:
o Youth Development Organization
o City Representative – Economic Development
o NJSCA
o NJDOE
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o Other Funders
o Student
o Parent
The Planning Team suggested that its current members might serve on the initial Advisory Council and Governing Board in
order to effect a smooth transition from the Roundtable’s current structure to its proposed future structure.
If the Newark Arts Council is unable to serve as the fiscal sponsor, the Planning Team recommended that the Roundtable
request ArtPride to serve as sponsor.
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Operational and Governance Structure
Recommendations and Next Steps
1. Finalize the identity of the fiscal sponsor;
a. While the team felt strongly that the NAC should serve as the Roundtable’s initial fiscal sponsor, it may be wise
for the Planning Team to interview several potential sponsors (NAC, ArtPride, NJAEP) before making a final
decision.
b. The Planning Team might develop a list of essential questions in advance of conducting these interviews.
2. Develop governance guidelines that detail length of service on the Governing Board and the Advisory Council, how
policy will be decided upon, the fiduciary and legal responsibilities of the Governing Board and the fiscal sponsor’s
Board, etc.;
a. These decisions should be made before seating the members of the Governing Board and Advisory Council so
that invitees can be made aware of their roles and responsibilities before accepting the invitation.
3. Seat members of the Governing Board and the Advisory Council;
a. If representatives that are not on the Planning Team should be invited to serve, the Team will need to make
decisions regarding the who, how, and when of extending the invitations.
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Key Programmatic Strategies and Tactics
The Planning Team brainstormed tactics for each of four key programmatic strategies. The team that explored Strategy #1
answered the following questions for each tactic: 1) How might this idea be accomplished? 2) By whom? (Executive,
Coordinator, Board) 3) What space or technology might be needed? 4) Might this activity generate earned or contributed
income?
Strategy #1: Develop strong relationships with school leaders and policy makers and represent the arts education
community at key meetings and gatherings. Also, arrange strategic meetings between school leaders/policy
makers and arts community stakeholders.
What
Understand state and
local legal and other
policies related to arts
education
Determine who leaders
are and how policy is
determined
Cultivate relationships
with school and arts
community leaders and
policy makers
Convene annual spring
meeting for information
exchange and bi-annual
policy meeting (Oct.)
Partner with NJ and US
arts educators to collect
“best practices”
How
Confer with Robin
Middleman/NJSCA and
NJDOE to learn more about
state requirements
regarding arts education
Travel to conferences and
meetings
By Whom
E/B
Space/Technology
Computer, email, phone,
fax
Income
Neither, would require
GOS
E/B
Computer, email, phone,
fax
Neither, would require
GOS
E/B
Computer, email, phone,
fax
Neither, would require
GOS
E/C/B
Conference space
Neither, would require
GOS
E
Computer, email, phone,
fax
Neither, would require
GOS
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Summary:
Who: Executive will handle most tasks in this area, with some support by a Coordinator and the Board
Space/Technology Required:
Office (computer, Internet, phone, fax)
Travel to meetings (Newark and beyond)
Large space for convenings
Income Sources: Contributed income in the form of GOS would be required, as most activities would not generate
other types of income. Membership dues and meeting registration fees could also cover a portion of these costs.
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The team that explored Strategy #2 answered the following questions for each tactic: 1) How might this idea be accomplished?
2) By whom? (Executive, Coordinator, Board) 3) What space or technology might be needed? 4) Might this activity generate
earned or contributed income?
Strategy #2: Convene the field to 1) develop greater understanding of the needs of key constituencies; and 2) enable
stakeholders to network and learn from and with one another (professional development).
What
How
Annual convening for all Plug into existing PD calendars
stakeholders, city-wide for schools
Annual conference for
Newark-wide service
providers
Convene principals and
educators
Convene
parents/families; CBO
heads; business leaders;
and elected officials
By Whom
E/C/B
Space/Technology
Computer, email, phone,
fax/Conference space
Income
Earned and
Contributed
Partner with key organizations E/C/B
on similar convenings
Eventually offer tracks or
E/C/B
stands for each type of school
To supplement or replace
E/C/B
current Roundtable meetings
Computer, email, phone,
fax/Conference space
Computer, email, phone,
fax/Conference space
Computer, email, phone,
fax/Conference space
Earned and
Contributed
Three times per year on: 1)
E/C/B
Arts integration and sequential
instruction; 2) Information
sessions from providers; and
3) Testimonials from, and
exchange with, arts-friendly
principals and teachers
E/C/B
Computer, email, phone,
fax/Conference space
Contributed
Computer, email, phone,
fax/Conference space
Contributed
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Summary:
Who: Executive and Coordinator will handle these tasks, with support from Board
Space/Technology Required:
Office (computer, internet, phone, fax)
Large space for convening
Income: Some convenings could generate earned income. Others might attract contributed income. GOS will most
likely be required to cover the cost of activities that would not generate earned or contributed income.
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The team that explored Strategy #3 answered the following questions for each tactic: 1) What is the current activity level for
this idea? 2) What is the proposed action for this idea? 3) What is the desired future for this idea? 3) Who will be responsible
for making this idea happen? (Executive, Coordinator, Board) 3) What space or technology might be needed? 4) Might this
activity generate earned or contributed income?
Strategy #3: Develop clear messages and effective advocacy strategies.
What
Lobby/engage
politicians
Current
State level
Proposed
Begin action at
the local level
Write letters to policy
makers
State level
Begin action at
the local level
Propose legislation
State level
Begin action at
the local level
Align with ArtPride
and NJAEP
Communication Create strong
alliances with
these
organizations
Spotlight/Testimonial Star Ledger and
of successful arts
NJN
education initiatives
Develop a
holistic PR
strategy
Future
Strong
political
support for
arts
education
Strong
political
support for
arts
education
Policies that
support arts
education
Will depend
on the
structure of
the
Roundtable
Increased,
consistent
coverage and
message
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By Whom
E/B
Space/Technology
Income
Computer, email,
Neither,
phone, fax
would require
GOS
E/C/B
Advocacy software,
Computer, email,
phone, fax
Contributed
E/B
Computer, email,
phone, fax
E/B
Computer, email,
phone, fax
Neither,
would require
GOS
Neither,
would require
GOS
E/C/B
Video, Computer,
email, phone, fax
Possibly
Contributed
Editorial/Opinion
feature
None
Create a column
for the Star
Ledger, NJN,
WBGO, Wall
Press,
Community
Access
Create a
dedicated space
for arts
education
Connect with
Newark Schools
RC
Newsletter/Email
Newark Arts
Newsletter
Highlight research:
academic, economic,
community
Information on
the NAC and
NJAEP websites
Create prize/awards:
teachers, students,
arts organizations
Star Ledger arts Create a set of
scholarship,
awards that
State awards
come from the
Roundtable
Host meet and greets
and engage in social
media
Roundtable
meetings
Ad campaign: local
and national, use
famous personalities
National and
state arts
education
campaigns
Convene
regular
meetings that
allow people to
network; create
a Facebook fan
page
Begin a
campaign on
the local level
Increased
community
awareness of
importance
of arts
education
E/B
Computer, email,
phone, fax
Possibly
Contributed
Roundtable
sends out its
own
newsletter
Roundtable
conducts own
Newarkbased
research
Well
publicized
and attended
awards
ceremony
Roundtable
holds one or
more
conferences
(see Strategy
#2)
E/C/B
E-newsletter
platform,
Computer, email,
phone, fax
Survey, statistical
technology,
Computer, email,
phone, fax
Contributed
E/C/B
Sounds, lights, film
performance
Earned and
Contributed
E/C
Conference space,
social networking
technology,
Computer, email,
phone, fax
Earned and
Contributed
Regular ad
presence*
E/C
Web campaign,
Computer, email,
phone, fax
Earned and
Contributed
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E/C
Contributed
Events that
encourage youth
involvement
None
Talent
Student
show/showcase demand for
the arts
E/C
Performance space
and technology
Contributed,
possibly
earned
*See the Center for Arts Education’s “Art: the 4th R” in New York City
Summary:
Who: Executive will handle the majority of these tasks, with support from the Coordinator and Board
Space/Technology Required:
Office (computer, internet, phone, fax), capability to do web-based advocacy, enews, surveys and statistics, as well as social networking
Large space for convening
Performance space with appropriate technology (lights, sound, projection, etc.)
Income: Convenings could generate earned income. Contributed income could also be generated by some of the
proposed activities. GOS will be required to cover things that would not generate earned or contributed income (e.g.
proposing legislation).
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The team that explored Strategy #4 answered the following questions for each tactic: 1) What is the current activity level for
this idea? 2) What is the proposed action for this idea? 3) What is the desired future for this idea? 3) Who will be responsible
for making this idea happen? (Executive, Coordinator, Board) 3) What space or technology might be needed? 4) Might this
activity generate earned or contributed income?
Strategy #4: Map what is happening in the field and where there are gaps – and disseminate that information to the field in an
effective and timely manner. Also, assist the field with resource sharing and steering resources toward needs.
What
Survey the
schools for
resources and
needs
Current
State survey,
Roundtable surveys
of NPS and
Charter/Independent
schools
Align with
NJAEP for
model school
process
None
Map out-ofschool time
programs,
including
CBOs and
general
services
None
Proposed
*Connect with
City of
Newark
mapping
program,
analyze,
survey data
*Connect with
City of
Newark
mapping
program,
analyze,
survey data
*Connect with
City of
Newark
mapping
program,
analyze,
survey data
Future
Update
surveys
annually,
include wardspecific
questions
By Whom
E/B
Space/Technology
Income
Computer, email,
Contributed
phone, fax,
mapping
technology
Update
surveys
annually,
include wardspecific
questions
E/C
In-kind donation of
program/service?
Contributed
Update
surveys
annually,
include wardspecific
questions
E/C
Computer, email,
phone, fax,
mapping
technology
Contributed
* Consideration of Big Thought’s mapping and delivery system may also be informative for Newark’s efforts.
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Summary:
Who: Executive will direct most of these tasks, Coordinator will implement many of these tasks, Board will provide
limited support
Space/Technology Required:
Office (computer, internet, phone, fax), survey and mapping technology
Income: These activities could garner contributed income support. If not, they will need to be covered by GOS or by
membership dues.
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Key Programmatic Strategies and Tactics
Overview of Required Resources and Potential Income
Resources Required:

Staffing:
o Part-time Executive/Director (initially approximately three days per week)
o Part-time Coordinator who has excellent computer skills and is savvy with surveys, social media, and
other web-based programs, as well as desktop publishing (a consultant might be hired to do this work on
a project-by-project basis)

Space:
o Access to large conference spaces (could be donated by member schools or organizations)
o Access to large performance spaces (could be donated by member schools or organizations)
o Smaller space for meetings with constituents (could be donated by member schools or organizations)
o Physical office/work space (may not be necessary if staff/consultants are willing and able to
telecommute except when physical presence is required)

Technology:
o Computer, phone, email, fax, printer, etc. (could be owned by consultants, initially)
o Access to the internet and accounts with survey and social media websites
o Desktop publishing and other software, for activities such as mapping and advocacy
Potential Sources of Income:

General Operating Support
o This type of support will be essential, especially as the Roundtable begins to put its governing structure
and programmatic strategies in place.
o Coverage of staff (consultant) fees and expenses, such as supplies, technology, and travel, will likely come
from GOS funding.
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
Contributed Support for Specific Activities
o Activities like mapping, surveying, research, awards, newsletters, performances, etc. could garner
contributed support.
o Certain funders might support the provision of professional learning opportunities, including some of the
gatherings that were proposed.

Other Types of Development Opportunities
o Once the Roundtable establishes itself and has gained credibility, an annual fund campaign for individual
donors could be implemented.
o The Roundtable might create an “adopt a Newark child” program where donors fund arts education
opportunities for individual children and receive letters, updates, and pictures from the child in return.
o A silent auction of student artwork, where the artists receive a portion of the proceeds, might also
generate income.

Membership Dues
o The Roundtable might consider establishing a tiered dues structure for member organizations, schools
and individuals, similar to the one created by the New York City Arts in Education Roundtable. Naturally,
the Roundtable will have to create a menu of benefits that members receive, making membership
attractive to the constituency. (see below for possible member benefits)

Other Earned Income
o Some of the proposed conferences could garner earned income through registration fees, with members
possibly receiving a discount on admission prices.
o Some of the proposed communications could require subscriptions – or serve as a benefit for members.
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Key Programmatic Strategies and Tactics
Recommendations and Next Steps
1. Flesh out some of the proposed “tactics” more fully, providing details where needed, and consider a few additional
ideas;
a. Additional tactics that address the feedback from the Charter and Independent schools might be considered.
b. A deeper exploration of professional development and best practices from outside of Newark might also be
considered.
c. Involving public libraries was recommended by the full Roundtable. This notion could be more fully
investigated and incorporated into the plan.
d. Partnerships with the NJ Arts Education Collaborative, the NJ Charter School Association, the Newark Charter
School Fund, and the Newark Local Education Foundation might be more fully explored.
2. Prioritize the tactics and create a timeline for implementation that spans the next several years;
a. Criteria for prioritization should be developed and agreed to by the full Planning Team.
3. Complete the survey of the public, charter and private schools before the end of summer 2010;
a. Analyze the data for trends and gaps.
b. Create documents that help the public understand the results of the surveys.
4. Identify and solidify initial sources of income, especially sources for start-up funds;
5. Create proposed budgets for the next several years;
6. Create job descriptions for the staff positions, conduct searches, and fill those positions;
7. Publicize the plan in order to garner feedback and buy-in from stakeholders;
a. A series of public meetings that invite commentary and feedback from several groups of stakeholders (schools,
parents, cultural organizations, etc.) would help publicize the plan and engender buy-in and support.
b. A meeting with high-level policy makers might also help to garner political support.
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