K-12 Arts Educators of Color: Implementing Logic Models as a Collaborative Instrument

Using counterstories as a lens to center the experiences of K-12 arts educators of color, this study argues that professional learning communities are unique and useful sites for collaboration. Counterstories amplify storis that are commonly overlooked and challenge harmful stereotypes. Solórzano and Yosso use counterstories to “identify, analyze and transform those structural and cultural aspects of education that maintain subordinate and dominant racial positions in and out of the classroom.” This research combines survey data from the Strategic National Arts Alumni Project (SNAAP) and vignettes to foreground the experiences of arts educators of color. The outcome of this inquiry emphasizes communication, democracy and collective participation as the foundation for collaboration and outlines the identification of resources, activities, and outputs as a strategy to engage with these concepts. This research extends the understanding of collaboration efforts and centers on the experiences of arts educators of color.