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Each residency included an interactive review of the previous stories, allowing the students to demonstrate their recall of each story. The teacher could then assess the impact that the interactive nature of the storytelling, as modeled by CAT’s actor teachers, had on their students’ vocabulary, emotional and physical literacy, as well as their ability to manage beginning-middle-end sequencing.

Seeing the work modeled in the classroom gave teachers an opportunity to observe the reactions of their students, a rare luxury for most teachers. In particular, they could see how the actor/teachers adjusted and adapted their sessions to meet the unique needs of the individual classrooms and their students.

In the final sessions of the residencies, classroom teachers met with CAT facilitators to discuss the impact of interactive storytelling on their students’ learning and held a special meeting to rehearse the teachers’ storytelling. The residencies closed with the classroom teachers leading interactive storytellings for their own classes based on the story they had learned in the fall professional development, with side-coaching from CAT actor teachers.

Further curricular information and an example of our Teacher Resource Guide are included in the Appendix.

Cross-Site Professional Development Day May 4th, 2012

Following the completion of the residencies, a culminating cross–site professional development day brought all the participating teachers together again to share their successes, strategies, and challenges. The educators:

 Shared observations with their fellow teachers about the impact of the work on their students and on their own teaching practice;

 Shared discoveries they had made during the process of rehearsing and leading their own interactive storytelling lesson;

 Demonstrated moments from their in-class implementation;  Reflected on the successes and challenges of the work; and

2011-12 Final Report CAT - NYC DOE OECE – Interactive Storytelling Professional Development Page 11

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