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Teachstone's Affiliate Trainer Blog

Did you miss our Scaffolding the Coding Process webinar? Find it here!

18 Nov 2015

Thanks to everyone who attended our webinar on Scaffolding the Coding Process. We had some difficulties with the recording so we are posting the PowerPoint with an audio file. Start the audio file and enjoy clicking along while Staff Trainer Daniel LaCava, explains his strategies for helping trainees learn to code!

Topics: Updates, Training Tips Read More

Coding Exceptions Part Two: It Seems OK, but Is It Really?

12 Nov 2015

In last month’s post, An Exception to Scoring Productivity, we talked about exceptions to the general coding protocol of needing to see consistent evidence of all of the indicators across the observation cycle to assign a high range score. We noted that, if you do not see a transition during an observation, it’s OK to not take that indicator into account when scoring Productivity. Instead, score the three remaining indicators. This blog post is going to take a look at some other exceptions that can be a little sticky for trainees.

Topics: CLASS Content: K-3, CLASS Content: Toddler, CLASS Content: Pre-K Read More

Redirecting when Introducing Dimensions

29 Oct 2015

It happens every time. You introduce a new dimension and think you’ve done a great job of explaining the definition of the dimension, the indicators and the types of interactions an observer may see. You’ve had your participants identify key words in the dimension definition as a way to solidify their understanding. Now it’s the moment of truth. You play the first exemplar. Things are looking good. Participants are looking at the face page and sharing their observations. You validate and expand on their comments, “That’s right. The teacher was sitting on the floor playing with the children. That’s a nice example of close physical proximity, one of the things we look for as evidence of relationships in Positive Climate.”

You’re feeling pretty good and are silently congratulating yourself on doing a terrific job of explaining the material. Then it happens, that comment from left field. OK, it’s not really from left field, but it’s not accurate. What do you do? You can’t really tell someone that they are wrong, can you?  

Topics: Training Tips Read More

Announcing Teachstone’s Affiliate Trainer Webinar Series!

26 Oct 2015

Teachstone is delighted to announce the return of the Affiliate Trainer Webinar Series! These quarterly webinars are designed to help our Affiliate Trainers learn more about the CLASS and hone their training skills.

Topics: Updates Read More

An Exception to Scoring Productivity

14 Oct 2015

Yesterday, we spoke with a trainee who had attended two different Observation trainings and heard conflicting information related to scoring the indicator of transitions under Productivity. His first trainer stated that, if a transition does not take place during an observation cycle, then the indicator should be disregarded. The second trainer indicated that if a transition is not observed that the indicator should be scored in the low range. The trainee wanted to know which is correct.

Topics: CLASS Content: K-3, CLASS Content: Pre-K Read More

Conducting Live Observations to Enhance Your CLASS Trainings

02 Oct 2015

When I first certified as an Affiliate Trainer, I had little experience using the tool. Like many, I had completed the Observation Training, studied for my test, and breathed a huge sigh of relief when I became reliable. When my boss asked me to attend the Train-the-Trainer Program, I readily agreed. After all, I knew the CLASS tool and had experience training on a variety of topics related to early childhood. Of course I could be a CLASS trainer! With my first training scheduled, I spent many hours studying the materials, practicing the PowerPoint, and watching the videos. I thought I was good to go.

Topics: Training Tips Read More

What’s Contingent Responding All About, Anyway?

28 Sep 2015

One of our affiliate trainers requested us to provide a definition for contingent responding, one of the behavioral markers for the frequent conversation indicator in Language Modeling. Since we know this is a question that others may have, we thought that it would be a good question to address today.

Topics: CLASS Content: Pre-K Read More

Notetaking for Trainers: Don’t Allow Tally Marks to Limit Your Notetaking

14 Sep 2015

 

We're happy to share our third and final post in our series, Notetaking for Trainers. During this series, we'll discuss strategies to help you ensure that your trainees are equipped with the notetaking skills they need to score classrooms reliably. This series is intended for trainers across all age levels. Enjoy! 

Topics: CLASS Content: K-3, CLASS Content: Toddler, CLASS Content: Pre-K, CLASS Content: Infant, Training Tips Read More

Notetaking for Trainers: Why Help Trainees Take More Specific Notes?

11 Sep 2015

We're happy to share our second post in our series, Notetaking for Trainers. During this series, we'll discuss strategies to help you ensure that your trainees are equipped with the notetaking skills they need to score classrooms reliably. This series is intended for trainers across all age levels. Enjoy! 

Topics: CLASS Content: K-3, CLASS Content: Toddler, CLASS Content: Pre-K, CLASS Content: Infant Read More

Introducing our Notetaking for Trainers Series

03 Sep 2015

We're happy to introduce our new series, Notetaking for Trainers. During this series, we'll discuss strategies to help you ensure that your trainees are equipped with the notetaking skills they need to score classrooms reliably. This series is intended for trainers across all age levels. Enjoy!

Topics: CLASS Content: K-3, CLASS Content: Toddler, CLASS Content: Pre-K, CLASS Content: Infant, Training Tips Read More

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For training content-specific questions, as well as technical and affiliate trainer panel support, contact us at affiliatesupport@teachstone.com.