Sherilyn (Sheri) joined the Teachstone team the summer of 2013. During her years serving as a Head Start Education Coordinator, Sheri became a CLASS observer and then an affiliate CLASS trainer. She holds a bachelor’s degree in Child Development/Family Studies from Western Michigan University and a master’s degree in Early Childhood Education. Her professional experience also includes child-care directing, preschool teaching, parent education, and training adults in the field.
Sheri resides in Elkhart, Indiana—though she is a Michigander through and through! She enjoys writing and reading poetry, visiting historic sites and landmarks, watching really good movies, and spending time with family!
Favorite Teacher: Mr. Harrison, 11th–12th grade (US History)
As you know, CLASS is a tool that captures teacher-student interactions. When it comes to the dimension “Concept Development” the focus is on the method the teacher uses to provide instruction in the classroom. While the interactions are what get measured with CLASS, as a teacher you can plan for Concept Development to be present throughout your lessons.
A great transition is one that is efficient, quick, has clear teacher follow through, and all the while, students know what to do and what is expected. Oh! And it must have learning opportunities embedded within.
With all of that, is it possible to complete a smooth transition and still incorporate Instructional Support (IS)? Let’s explore the possibilities!
Supporting participants in shifting their lenses from structure to process is an on-going task throughout the 2-day observation training; it is a challenge I really enjoy as a staff trainer. Structure, mainly represented in environmental rating scales, but also in curriculum implementation checklists, health and safety checklists, and supplemental approaches (such as social-emotional curriculums) maintains a large presence in early childhood programs. The CLASS focus on process, and specifically on teacher-child and child-child interactions, is often a challenging switch for participants. As trainers, it is essential to guide participants in making this lens change, as it is a component that can hold many of them back from becoming reliable observers.
The great news: there is a structure (!) in place to guide your efforts—the observation training PowerPoint. Well, that and a few tips from your staff trainers, so read on!
Recently, I conducted a CLASS Train-the-Trainer. During the training, as we discussed going over the certification and re-certification process with their trainees, a question arose that often comes up during Observation training. Or rather in this case, it was a statement. “I wish we could know the master codes for all of our reliability test videos. I feel like I would learn more about my mistakes. The feedback just isn’t helpful to me, I want to know how I really did.”
Since this is a recurring comment in Observation trainings as well or really, an FAQ, let’s explore this question. And while we are at it, one more question that often happens during the same discussion is, “Why can’t I know how I did directly after I code each video?”
At a recent Train-the-Trainer training, while prepping the participants to facilitate the exemplar and training videos, I urged them not to guide the discussions indicator-by-indicator within dimensions. Rather, I shared; use an open-ended question to encourage a wider discussion about observations their future participants will observe in videos. This surprised a couple of participants, and worried others. How will people learn to sort their observations? How will I keep the conversation organized? How will participants know if they have missed something? And finally, “...why not go indicator-by-indicator?”
Are you an Affiliate Trainer for the Toddler CLASS? The Toddler Observation PowerPoint was recently updated with a few minor changes; most of these include minor updates to the look and feel of the PPT and will not affect your training delivery.
I was well steeped in the Pre-K tool when I attended my first Toddler CLASS training and I remember feeling pretty confident. The Dimensions were fairly similar to pre-K, and I know toddlers and toddler classrooms. What could possibly go wrong?