As Manager of Coursework, Hilary ensures quality delivery of our trainings for professional development. From design and development to support of effective facilitation, Hilary works across the company to be sure our trainings aimed at improving teacher-child interactions are outstanding. Hilary comes to Teachstone from the University of Virginia teacher-training program where she earned her PhD in Instructional Technology and guided pre-service math and science teachers in the integration of technology into instruction.
When away from the office, Hilary enjoys cycling through beautiful central Virginia, sampling new ice cream flavors, and having fun with her son.
Favorite Teacher: Mr. Walsch, 11th grade (Physics)
Joe is fascinated by insects, and Liam is really into baseball. When teaching the concept of patterns, we may consider how patterns are demonstrated in baseball and the insect world to hook both Joe and Liam into learning. We frequently differentiate instruction based on students’ interests, and, as educators, we recognize the need to individualize learning opportunities for children in our classrooms. We may also differentiate based on learning styles.
At conferences and in trainings across the country, I hear from coaches who are nervous; they need to support teachers in developing Instructional Support skills, but doubt the depth of their own Instructional Support knowledge. This is a common situation and Teachstone has online learning experiences to help!
As we introduced here, here, and here, we’re super excited about our two new face-to-face trainings: Feedback Strategies and Instructional Support Strategies. Since we released these trainings, many of our clients have asked, What is the optimal sequence for training implementation?
Preschool directors wear many hats in the programs they work in—overseeing operations, licensing, and budgets, just to name a few such hats. One critical function of school directors is leading staff, which can include both supervisory functions and fostering professional growth. Often the management aspects of the job take precedence, but teachers need support in order to build on effective teaching practices.
Through your coaching relationships, you coaches bring the CLASS tool to life for the teachers with whom you work. Stories set in real classroom experiences help teachers to make the connection between the CLASS measure and their own classrooms.
Have you ever wondered how to share feedback on CLASS observations with teachers? If the answer is yes, then our new CLASS Feedback Strategies: Sharing Observations with Teachers training may be right for you. Consider the following points when deciding whether the CLASS Feedback Strategies training will meet your program’s needs: