DREAM Institute

Project Model

Project Model Picture 1The DREAM project provides professional development for participating teachers through a combination of yearly summer institutes and ongoing in-classroom coaching. In order to study the professional development model, some teachers only attend the institute and implement their learning throughout the year on their own, while other teachers receive ongoing support from an arts coach throughout the year following the institute.

Summer Institutes

DREAM provides third and fourth grade classroom teachers with a week-long summer institute to explore integrating theatre and visual art into the reading curriculum. Teachers attend sessions on arts standards, integration strategies, and arts assessment. They meet professional artists and writers, including author Sara Pennypacker, cartoonist Greg Evans and actor Kim Rhodes. Teachers also collaborate together to create and present an integrated project based on their reading curriculum.

Sample Institute Outcomes (PDF)

Project Model Picture 2 Classroom Arts Coaching

The coaching intervention pairs classroom teachers with instructional arts coaches provided by the DREAM project. Over the course of the school year coached teachers either work with one coach for the entire intervention or have two coaches, each taking half the year. Coaches and teachers meet weekly to plan, co-teach, and debrief. Each teacher receives approximately 25 hours of coaching during the school year. Coaches meet biweekly throughout the school year with DREAM project staff including Merryl Goldberg of CSUSM and Brenda Hall of NCPDF, project co-directors. Laurie Stowell, education professor from CSUSM, spends time with the art coaches over the year, providing professional development in reading comprehension.

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