The MAP program is a long-term partnership model that will strengthen whole school understanding of partnership and dance education through the development existing and new long-term partnerships. Committing to an initial term of three-years with each school, HSDC intends to invest in long-term sustainability, continuing our emphasis on “the evolution of the artist residency from a diversion to a truly integrated learning experience for students, artists and teachers (Ken Fischer, Dana Foundation Acts of Achievement 2003, p. 6).”  To this end, an essential component of MAP is the concept of mutual responsibility to achieve collaborative goals, the idea that “a partnership is a relationship between individuals or groups characterized by mutual cooperation and responsibility for the achievement of a specified goal (Jane Remer, Beyond Enrichment).”

•	What makes an effective partnership?
•	What is the role of building leadership?
•	What is the value that teachers place on professional development?
•	What value do the partners place on the partnership?
•	What is the role of the teaching artist in professional development?
•	What makes an effective creative dance curriculum?
•	How can inquiry-based practice inform teaching?
•	What practices help create reflective practitioners?

Recognizing that schools need significant and varied resources to implement a dance-based arts partnership, HSDC has found that the following sequence of activities provides the best base for creating a lasting and meaningful partnership. Focusing on creating sustainable programs and partnerships, these steps allow for effective communication, collaboration and coherance, three elements identified by primary research consultant Gail Burnaford, Ph.D. as challenges for partnerships in today’s busy urban school environments.  To assist schools in meeting federal and state standards, HSDC provides arts instruction that is standards-based, sequential, and sustainable as part of the core curriculum and is directly connected to state and national fine arts standards.  This program is unique in its combination of inquiry-based sequential and integrated dance instruction.

Professional development workshops are a required component of the program, as well as being available to all interested Chicago area educators.  Teacher participate in an annual summer institute, as well as several all school meetings throughout the year to continue sharing, as well as discuss principals of partnership, inquiry-based lesson planning, documentation and assessment/evaluation. Each school also participates in an informal curriculum fair for all school partnerships. HSDC views professional development and partnership learning as collaborative, all teaching artists and staff attend the professional development workshops so that we can create a culture of partnership in all aspects of programming. In addition HSDC’s staff and teaching artists will continue working with Anne Green Gilbert and Deb Brzoska as we refine our work on reflective practice in lesson planning and research, collaboration as professional development and effective dance curriculum.