Empowering and equipping coaches with the information and resources they need to mentor also empowers the teachers they're coaching. Check out these coaching resources that discuss how to provide feedback based on CLASS data, how to prepare teachers for a CLASS observation, and much more.
In our e-book, Coaching Tips for Sticky Situations, you'll learn how to provide specific feedback, phrases you should avoid while mentoring others, and strategies for building relationships with resistant teachers.
Are you working with teachers who are being observed for the first time or who need a refresher on what happens in a CLASS observation? Share our video, A Teacher's Take on CLASS Observations, with them. They'll learn about the benefits of being observed and the benefits of CLASS.
This infographic provides 4 tips for empowering teachers to lead! Print it out and share it with your colleagues.
As I entered my 15th year of teaching young children and supporting adult learners, I found myself searching for answers. Answers to why CLASS implementation was so difficult, why teacher buy-in was such a challenge, and why long-term improvement seemed impossible. In my role as the Director of Curriculum and Instruction, I’m constantly checking the data. Data drives instruction, instruction drives learning, learning drives comprehension, and comprehension equals success!
It’s been a great year. You have just conducted some professional development trainings for the group of teachers you are coaching. You got the opportunity to visit their classrooms and see them in action, do formal and informal CLASS observations, and had countless coaching conversations. You see that it’s all beginning to click. You have the teachers’ buy-in, and the motivation is high.
I lived in rural Japan for three years. While there, I became very accustomed to ordering the same types of entrees at restaurants due to my limited ability to read menus and my unwillingness to eat foods outside my comfort zone. So imagine how overwhelmed I felt when I returned to the States and had to decide on one entree amid pages and pages and pages of delicious options. It took a few weeks to learn how to navigate my way through these endless options without wanting to close my eyes and blindly point while ordering my meals.
As a CLASS Group Coaching (MMCI) instructor, the sections of any given two-hour session may feel, at times, very goal driven. These sections titled "Know," "See," and "Do” are interconnected. In particular, it is possible to consider "Do" within "Know," and "See." When an instructor supports in-the-moment experiences that connect new knowledge to current practice, they make the CLASS dimensions more relevant to the educators' daily work. But how can we infuse more “Do” into “Know” and “See?” First, let's re-cap what happens in each section.