Recorder: Janis Norman, Associate Professor and Chair, Art Education Department, University of the Arts, Philadelphia, PA

Before reporting the conclusions of the Supervision and Administration Affinity Group meetings, the participants called for a clarification of the unique role they play in the balancing of theory and practice in education. In the course of their discussions, the group identified two types of issues, which they called "Smaller Issues" and "Larger Issues."

The smaller issues included the following:

1. The need for translators who can help teachers interpret the meanings of diverse art with authenticity and passion. Related to this is the need for quality in the level of instruction and in the choice of culturally diverse materials. Who should be responsible for choosing such materials?
2. The fact that there is a reluctance to change within education and that most teachers will choose to "stay where they are."
3. While the need for serious attention in cultural diversity was unanimously supported, there remain questions about how to teach a multicultural curriculum with integrity and depth.
4. In-service, and the time to implement it, is in short supply.
5. Teachers, who feel they are "doing the best they can," feel frustration when they realize there is so much more to do.

The larger issues, which were many and daunting, included the following:

1. Cultural diversity must not only be taught, but must also be practiced in our schools through curriculum design, hiring practices, and sensitivity to the cultural backgrounds and learning styles of students. To make this happen we must know what is right, embrace it, and act on it.
2. The two best prospects for change are preservice and in-service. First, higher education must become a significant partner in the push for cultural diversity, through recruitment, curriculum, and tenure and hiring practices. Second, professional development, to reach teachers already in the field, must be redirected toward multicultural education.
3. Because the arts are often a magnet for students who are outside the mainstream—i.e., ESL students and the mentally and physically challenged—art educators face enormous pressures.
4. Because children must enter school ready to learn, the Getty Center should make an official endorsement of art education in early childhood learning.
5. To implement multicultural education at the level recommended by Banks and others will require a major restructuring of the educational system.

In conclusion, the group unanimously agreed that there must be a widespread commitment to change: "This conference deals with the 'what,' the next step is to deal with the 'how.'"

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