Teachstone's guest bloggers come from many backgrounds including teaching, education policy, and research. If you are interested in writing a post please fill out the form on our guest blog application page.
Editor's Note: In November 2013, Teachstone attended NAEYC's annual conference. One presentation stood out more than others—a research project investigating the use of CLASS and The Project Approach. A veteran Head Start teacher told true classroom stories about how his class changed while implementing CLASS Instructional Support within the Project Approach framework. Teachstone recently reconnected with the researchers leading the study to check in on its progress. This blog series, written by guest blogger Carol Bolz and her colleagues, tells the story of this project and recounts key classroom anecdotes that highlight the powerful pairing of the Project Approach implementation bolstered by effective CLASS interactions.
We love hearing how organizations are using CLASS data to improve their teaching practices and interactions— and there isn't a one-size-fits-all model. In this post Teresa Oster, one of our ambassadors, explains how her colleagues from Head Start of Northeastern Nevada (HSNN) used CLASS data and their own coaching techniques to make some great improvements in their teacher-child interactions and CLASS scores.
By Rachel Demma, Policy Director, Early Care and Education Consortium
Teachstone is thrilled to be a member of the Early Care and Education Consortium (ECEC). As an ECEC member, Teachstone joins with leading national, regional, and independent providers of high-quality child care and early learning programs and services to shape federal and state policy in support of improving care and education for children and families.
Editor’s Note: There are several ways to approach coding in a mixed-age setting. Teachstone’s official recommendation when observing in multi-age settings is to alternate between two age levels in order to capture the experiences of most children and produce independent scores between the age levels. That being said, we are interested in hearing how other organizations approach observations. Which approach you choose depends on lots of factors, like the purpose of the observation, and time or money constraints.
Back in March, I was given an extraordinary opportunity to connect with Teachstone via its Ambassador initiative. What’s particularly exciting is the notion of engaging with an organization and others that share my passion and dedication to improving the professionalism of early care and education teachers. The results of the dialogue among the Teachstone team, other Ambassadors and I will be far-reaching, touching our respective audiences across the profession in a meaningful and positive way.
One of the things I keep in mind when developing PD for teachers is to start at the beginning. This isn’t the beginning of the year, the Training Period Evaluation, and it’s definitely not the Annual Evaluation. It’s the first touch a teacher has with my organization.
Often, when I am engaged in professional development focusing on vocabulary lessons with teachers in bilingual classrooms, I am asked “Should I speak to the child in English or Spanish?” My answer is never simply one or the other.
In support of the National Association for the Education of Young Children’s (NAEYC) Week of the Young Child, Teachstone welcomes guest blogger, Marica Cox Mitchell, Deputy Executive Director for Early Learning Systems. Teachstone and NAEYC share a commitment to improving the interactions between early childhood educators and children with the goal of ensuring the highest standards of learning for our nation’s youngest learners.