I'm currently the Director of Community and Credentialing, but I've been with Teachstone since 2010! It's been amazing to work with such a growing and mission-driven organization. Being at an education company has taught me so much about the importance of interactions (in and out of the classroom). I've been lucky enough to serve in a wide variety of teams and roles across Teachstone. Some of my previous experiences include providing customer and affiliate support, writing for the content team, delivering trainings, conducting CLASS observations, managing our products ... and now leading our community work! I can't wait to see the amazing things that will happen when we bring together groups of like-minded individuals who are passionate about impacting child outcomes--and I'm honored to be part of the journey in cultivating a community around this.
When I'm not at Teachstone, you might find me singing Motown hits around campfires, spending time with my nieces and nephews, tasting wine at local vineyards, cooking up something yummy in the kitchen, hiking with my pup, or kayaking a Virginia river with my husband.
Coaches come from a wide variety of backgrounds, jobs, and educational experiences. You may have “coach” in your job title, use a specific coaching model, and have received formal coach-training; on the other hand, “coaching” may be a less official part of your role but you may often find yourself supporting teachers and colleagues.
Wherever you fall on the continuum of experiences, if you support teachers, then you could probably use a little support yourself as you strive to be the best mentor you can be.
Technology is pretty cool. Just think, we have the ability to instantly share photos with friends all over the world, order groceries with a single tap, and in the case of myTeachstone, engage in relevant, individualized professional development from the comfort of your classroom or home. But there are certainly some challenges that technology can’t solve.
Let’s face it—we spend a lot of time in this blog discussing the CLASS Observation Training—and with good reason. It’s a complex and often high-stakes training. But today I want to take a minute to focus on the Introduction to the CLASS Training (Intro for short), why it’s more critical than you may realize, and how to make the Dimensions Guide your new BFF.
Imagine sitting down beside a music student as he practices a new song. As a mentor, your role is to provide feedback to the student on how well he’s interpreted the piece, translated the notations into an audible melody, and literally used his fingers to create music as dictated by the sheet music.
Now consider this: How successful would you be as a mentor if you did not know how to read music?
We have some exciting news! If you made it to the last Affiliate Trainer Webinar then you may already know that Teachstone has been accredited by The International Association for Continuing Education and Training (IACET) and this has some good implications for your future Pre-K Observation Training participants.
Delivering CLASS Training is no easy feat. As a trainer, you are a debate moderator, CLASS manual guru, and test anxiety counselor all rolled into one! Even the most experienced staff trainer at Teachstone will tell you that preparation is essential—whether it’s your first time training or your fifty-first!
Brace yourself. I’m about to bring up a topic that strikes fear in the hearts of thousands of early childhood professionals—the CLASS reliability test! But as the list below demonstrates, it doesn’t have to be so scary.
Test your knowledge by answering fact or fiction to each statement below!
Carmen is facilitating a CLASS Observation Training and has made sure to explain, in detail, the definition of each CLASS dimension, along with some examples of what these behaviors might look like in a classroom. Her trainees mostly get it. Behaviors like “setting clear expectations” are familiar. Maybe they didn’t always call it “CLASS,” but they all have seen firsthand how important it is to provide clear behavioral expectations in the classroom.
From phone calls to meetings to conferences to trainings to social media—I spent A LOT of time discussing the CLASS. And one thing people constantly ask me is, “How can I take the next step in boosting my CLASS knowledge?”