Jacquelynn has been in the profession of early Childhood Education for the past 16 years both as a lead preschool teacher as well as in a coaching capacity. She earned her Bachelor’s and Master’s degree from National University, and have worked with children and families in California, Virginia, Florida, and Hawaii. Most of her recent experience as a My Teaching Partner coach allowed her the opportunity to help teachers learn more about the CLASS tool and help them enrich their conversations and interactions with children.
When Jacquelynn is not working she enjoys spending time in sunny San Diego outdoors with her husband and French Bulldog. Jacquelynn enjoys paddle boarding, tennis, and practicing her golf swing.
Favorite Teacher: Mrs. Wilson, High school English
Being an instructional coach or mentor is difficult. Sometimes it may feel like you don't have any support—especially when it comes to providing effective feedback to the teachers you work with. Have you, as a coach, ever asked yourself any of the following questions?
When teachers hear CLASS tool, often the first thought that comes to their mind is asking children open-ended questions. And while asking “how” and “why” questions is extremely important in helping to foster and support language and concept development, we cannot have effective interactions with these questions alone. There is so much more to the CLASS tool!
It’s time for Back-to-School which means it’s time to begin another Making the Most of Classroom Interactions (MMCI) cohort! There is so much planning and preparation to do, so where do you start? Let’s check off our things to do on our MMCI back to school supply list.
Facilitating a brand new training can come with a mix of emotions like anxiety, nerves, and excitement. I recently experienced every one of those emotions and then some as I prepared to deliver a new training. I wanted to ensure that I learned the new content to fidelity, so I spent hours reviewing and studying. I viewed the training videos. I prepared some awesome reflective questions to ask my participants. I brainstormed activities to engage the group, and I rehearsed my PowerPoint slides. My facilitator binder and manuals have never seen so many highlighter marks!
With preparation complete, it was go-time! I put on my “CLASSes” and knew that if I focused on the importance of interactions, it would all come together. And it did.
In our previous “Real World Examples” post, we focused on Regard for Student Perspectives. As we continue our journey through the CLASS manual, today we will move into our next domain, Classroom Organization. Let’s dive right into the dimension of Behavior Management. And speaking of diving, summer is here and temperatures are at an all time high, so I’m sure we are headed to our local community pool to cool off!
This month, I had a chance to interview MMCI Instructor, Shawn Kaplan. In her time as an MMCI Instructor so far, she has facilitated an impressive number of teacher cohorts, impacted CLASS scores, and has some insightful reflections for new instructors.
Making the Most of Classroom Interactions (MMCI) has 10 sessions, but there is a secret "11th session" that you won't find in the materials: Instructor Reflection. Read one instructor's thoughts below.
Recently, we spoke with Jane Franco, a Provider Specialist with the Sunshine Stars, a QRIS in Florida. Jane is a certified MMCI Instructor, with both toddler and Pre-K CLASS observer certifications under her belt. She currently coaches about 15 teachers through the Early Learning Coalition of Pasco and Hernando Counties; she is also facilitating two unique MMCI cohorts. Our interview is below!
You're in a coaching session trying to help your teacher understand how to be more intentional in her interactions with children in the dimension of Concept Development. When you start to explain what analysis and reasoning look like, she looks at you with that quizzical look in her eye. You suggest, “Let’s look at the Dimension Guide on page 19 and let’s read these informational paragraphs.
Understanding how to effectively employ Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples: