In September 1996, the Utah State Office of Education provided a portion of funding for a three-year cycle of the Side-by-Side Teacher Training Residency. Over the period beginning September 1996 and concluding June 30, 1999, CDT provided expanded residency programs in Washington, Jackson, Oakridge and Parkview elementary schools that included intensive, collaborative, hands-on, side-by-side, classroom teacher training. In the fall of 1999, Beacon Heights Elementary began participating in the program; in the fall of 2000; we will add another school. Designed for classroom teachers who have not received any training in dance, CDT’s residency is intended to increase classroom teacher confidence in the use of creative movement techniques and methodology. Additionally, this residency program builds on Virginia Tanner summer teacher workshops, the State Office of Education summer teacher workshop and other in-service experiences. Demonstrating the integrated use of dance core curriculum for teaching traditional academic concepts and ideas such as language arts, math and science, CDT’s on-site training provides for a laboratory-like environment and increases the relevancy of the services. Services are custom designed to be grade-specific and class-specific.

Providing approximately 35 weeks of dance in three to five classrooms per school, the residency is divided into three components. A copy of Move! Learn! Dance! A K-6 Dance Teaching Resource Guide will be provided for all classroom teachers who have not received a copy. This will serve as a springboard for the classroom teacher. From the beginning of the school year until December, CDT faculty provide up to an hour of creative modern dance instruction for students and teachers each week. This first phase of the program is designed to model the use of the Utah State Dance Core Curriculum and its integration into other subject areas. Dance specialists will take the lead in teaching the class, while the classroom teacher observes and participates in teaching methodology and technique. Classroom teachers are expected to fully participate in the class with their students; moving, stretching, making shapes, and processing. During this first phase, teachers and dance specialists will also share a planning time where they will create lesson plans together. They also begin the process of assessment. They assess student skills, attitudes, and carry over from the dance class to other learning environments.

During the second phase of the residency, January to March, CDT faculty continue to meet with classroom teachers to collaborate on the development of integrated lesson plans. CDT faculty will demonstrate the use of this integrated curriculum in meeting educational goals in weekly movement classes. The dance specialist and the classroom teacher co-teach during these months, with the classroom teacher assuming as much lead in teaching as he or she is comfortable with. The dance specialist works with the teacher to support his/her skill level, and encourages them to take on greater teaching roles.

In the third and final phase of the residency, classroom teachers take a leadership role in developing the integrated lesson plans and teaching the class. The dance specialist continues to be present at each class, participating, and stepping in as needed to ensure a positive learning outcome. By the end of the third phase, the classroom instructor will have developed the skills and abilities needed to design an integrated curriculum. Through this experience, it is hoped that the teacher will continue to implement an integrated lesson plan with future classes. Culminating the CDT experience in each school, students will enjoy at least one performing experience in which they demonstrate for their parents and/or peers their dance and choreographic skills.

Teachers and administrators report seeing the impact of this program in - and out - of the classroom. Requests for services exceed our ability to provide. Because the program is so successful, we can interview teachers, and try to make a match which will most benefit the teacher, the students and the school. Teachers are selected based on their enthusiasm and commitment to the program. Teachers working with the dance specialist agree to:

• Actively participate in the model of teaching and learning described above
• Set aside 15 — 20 minutes of planning time with the dance specialist each week
• Pilot an assessment tool that uses a rubric to measure progress in dance
• Keep a journal of progress
• Videotaping periodically to document progress
• Have parent volunteers and other teachers participate in the classes

Using the Utah State Core Curriculum as an assessment tool, the dance specialists and classroom teachers objectively measure student progress. Weekly evaluations take place with individual teachers or grade level teams during the implementation stage (second trimester). In the final trimester, all grade level teachers or teams meet to share their individual successes and provide suggestions for improved planning and implementation for the coming year. Dance specialists maintain a journal throughout the year, taking note of student and teacher progress. Teachers are asked to keep a journal of the impact on student behavior, attitudes and carry over into other curriculum as well as their own progress. They are asked to answer some of the following questions:

• Describe your own background in dance and movement.
• Do you currently use dance/movement in your classroom? Please elaborate.
• What motivated you begin to use dance and movement in the classroom?
• What changes have you seen in your teaching during the course of the residency?
• What changes have you observed in your students?
• Would you be willing to share the movement strategies with your teaching colleagues?

By collecting significant objective and subjective data, we have a foundation for assessment. As the program continues to grow, we are continually working to refine this service to best meet the needs of our constituency. Children's Dance Theatre is committed to sharing dance throughout our community. Anecdotal evidence and assessment indicates this program is a solid investment in the children of Utah.