Curry was born and raised primarily in Maine and still lives on the Maine coast in a cabin in the woods. Her career in early childhood began in her early 20’s as a teacher in a subsidized child-care program. Since that time, she has had a wide variety of experiences, including working with Head Start, Navy Child and Family programs in England and Sicily, the University of Maine Center for Community Inclusion, and as an independent trainer and consultant with national accreditation and mentor projects.
Curry considers her work with Teachstone as the pinnacle of her career. In her 5+ years with Teachstone she has delivered the Pre-K CLASS Observation and the Pre-K Train the Trainer Program. In addition, she was worked with the MMCI (Making the Most of Classroom Interactions) and the MTP (My Teaching Partner) professional development programs.
Curry spends a lot of her time on the road (and in the skies). When she’s at home, she enjoys cooking and pairing wine with her wine group.
Curry believes that sharing the CLASS is the best way to achieve her personal mission of enhancing learning for children through the support of teachers.
Favorite Teacher: Mrs. Butler, high school (English)
I hate tests. They make me anxious, they make me sweat, and I think they’re just plain mean. It's funny, then, that my job is about preparing people to take a test. As a CLASS trainer, I’m constantly helping participants overcome test anxiety, think through preparation strategies, and deal with failure (usually followed by success).
Ok my Affiliate Trainer friends, remember when I closed out the trainer panel on the final day of training and sent you off into the wild to begin conducting observation trainings? You were totally comfortable and prepared, right?
I recently received this question from a CLASS observer:
Where would an observer enter evidence for an interaction between a teacher and children who are fighting? In the interaction, the teacher was using conflict resolution skill-building techniques, but it seems like it could go in more places than Behavior Management.
Supporting teachers with the CLASS tool means walking the talk. As we support teachers to help children develop cognitive thinking skills, we can take it up a notch ourselves. Instead of giving advice, question teachers and really listen to their answers. Scaffold with hints and assistance, have in-depth back-and-forth exchanges, prompt teachers to think, provide good information, encourage, and affirm. Provide good Quality of Feedback—don't give the solutions; let the solutions come from the teachers.