Bob Cooper

Bob Cooper has been involved in public and private education from kindergarten to post-baccalaureate education systems throughout his 37 years as an artist and educator.  He currently serves as a district-wide arts administrator overseeing a department with a staff of 47 certificated personnel and 11 classified personnel managing staffing, evaluations, and budgeting.  The Department of Visual and Performing Arts has an annual operating budget of over 3.95 million dollars, which touches all children in the school district.  This position also has him sitting on senior cabinet, which manages all the operations of the 16 schools and serves as an advisory group to the superintendent and board of directors.

Mr. Cooper has been instrumental in maintaining a strong public education arts program in the South Kitsap School District in spite of the recent downturn in the economy.  He has been a consummate advocate for providing standards-based arts instruction for all children nationwide.  His work as one of the primary writers of the 2014 NCAS Music Standards has influenced arts instruction across all 50 states. He is again working as a member of the OSPI Arts Leadership Cadre in aligning the state arts standards and national standards.

Bob currently holds a Bachelor of Arts degree in Music (with minors in Theatre and Visual Arts), two Master’s degrees, a K-12 principal certification, and a Washington State superintendent certification.  He has personally taught kindergarten through college and, in addition to his administrator duties, is the director of the South Kitsap High School String Symphony.

In addition to his teaching and administrative work, Cooper still finds time to compose and arrange musical pieces in a wide range of musical genres.  In the musical theatre realm his original works Bethlehem, Robin Hood: The Musical, The Hunchback of Notre Dame, and Star Songs have been produced in numerous venues up and down the West Coast.  His works for student performing groups range from small choir to large band and orchestral pieces.

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    • ArtsEd Washington Presents PAL Success at National Title I Conference

      Title I panel

      2014: At the National Title I Conference in San Diego in early February, ArtsEd Washington presented on using the arts to improve student and school success with a panel of principals who used ArtsEd Washington’s Principals Arts Leadership (PAL) program to transform their own Title I schools. The Title I program aims to bridge the achievement gap between low-income students and other students by providing supplemental federal funding to underachieving schools to meet the needs of at-risk students.

      Three principals shared their experiences working with the PAL program in Title I schools including Tracye Ferguson (formerly of Franklin Elementary and now Director of Title I/Early Learning for Tacoma Public Schools), Alan Matsumoto (Garfield Elementary in Yakima), and Farah Thaxton (formerly of Madrona K-8 in Seattle). ArtsEd Washington Executive Director Una McAlinden moderated the panel as they offered their leadership perspective and insights on how arts learning and specifically the PAL program has helped them improve their schools and can impact students and schools statewide. The session was introduced with pride by Gayle Pauley, Title I Director of Washington’s Office of the Superintendent of Public Instruction.

      “Integrating arts education strategies in reading, mathematics, and the sciences is having a positive impact on the achievement of students who are struggling academically. Title I, Part A programs are demonstrating how this integration has a positive impact on student achievement,” said Pauley. “I am a musician myself and know first-hand the impact arts education has on student success.”

      Like many other schools across Washington State, Garfield, Madrona, and Franklin have used the PAL program to grow their arts capacities, impacting overall academic success, school culture, and student/family engagement. The panel shared their experiences in building effective arts plans, visions, and real world tactics to turn their schools into vibrant, successful places for their students to engage and learn. The session also covered tangible strategies to advance this instructional change and demonstrated a simple infrastructure for team-building, vision development, and planning for student success.

      “Including the arts in the school day improves student engagement, academic achievement, attendance, graduation rates, and overall success,” commented McAlinden. “The fact that our session was chosen for this national conference demonstrates the growing understanding among education leaders that the arts are a path to both student and school success.”

      The goal of the PAL program is to empower schools to create the fundamental systemic change that will ensure that the arts play a vital role in a complete education for all students, now and for years to come. PAL trains principals, as instructional leaders in all areas of curriculum, to expand their own capacities in arts leadership, to develop arts teams, visions, and plans, and to implement concrete strategies to integrate and sustain arts instruction for every student in every school.

      Thaxton’s experience at Madrona K-8, where more than three quarters of the students fall below the poverty line, demonstrated the remarkable impact of arts learning.  Citing more confident, engaged, and perseverant students at Madrona (which had limited arts offerings before she began work with the PAL program), Thaxton observes that the climate and culture of the school were transformed by the arts. She also sings the praises of the professional development she received through the program.

      Notes Thaxton, “It was one of the most focused professional development experiences I’ve had as a principal. PAL brought everybody’s voice together and was a key strategy in our success.”

      ArtsEd Washington is currently in the process of revamping the PAL program to be implemented at a district-wide level instead of the slower school-by-school approach. As part of the Creative Advantage, Seattle Public Schools has just begun implementation of PAL in its Central Pathway and will continue rollout to the whole district over the next few years.

      For more information, call 206-441-4501 or email