I recently had the pleasure of spending a Sunday at the NHSA Fall Leadership Institute conference in Arlington, Virginia. During a full-day session on deepening understanding of the CLASS system, we took a close look at the Instructional Support domain, while considering strategies to help increase the effectiveness of teacher-child interactions.
Toward the end of the day, one participant had an important take-away moment about the CLASS domains:
Although we were reflecting specifically about the inter-relationship between the dimensions as they applied to classrooms, it occurred to me that as we build teacher effectiveness, the construct of the CLASS framework applies to teacher-coach interactions as well.
It's can be challenging to look at our classroom interactions in a new way or make feedback based on CLASS data "real" in our day-to-day professional lives. It can feel like a “gotcha” when what we really intend is “I’ve got you!”—in other words, I'm here to help!
Before a teacher will trust us enough to really hear feedback on what is occurring during those moment-to-moment exchanges that happen throughout the day, that teacher needs to trust us. We do that by establishing relationships, being sensitive to needs, and listening to find out where they are coming from. With this information we can provide feedback that builds on teachers’ strengths, thereby providing emotional support.
Once we build trust, we need to help improve the effectiveness of classroom interactions. Do we provide clear objectives? Do we give examples and activities to engage the teacher in meaningful interchanges that focus on the key elements of each dimension and its impact on a child’s experience? Do we have everything ready, such as the Video Library and discussion questions? If so, we are demonstrating classroom organization.
Finally, do we build knowledge through back-and-forth exchanges and by asking "how" and "why" questions? Do we support and facilitate understanding by developing conceptual knowledge of the CLASS measure? Do we enhance this by providing feedback, information, and specific affirmation of what is being promoted through these conversations? Do we use the common language of the tool to discuss the markers and indicators that build more effective classrooms? If so, we are providing meaningful instructional support.
All of this takes planning, relationships, and intentionality. If you’d like to know more, consider watching our webinar, Using CLASS Data to Provide Effective Feedback.
Editor's note: this post was originally posted in October, 2013.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
Even top athletes rely on the support of a coach to improve their game. Players need coaches to help identify their unique strengths and grow their talents while increasing their skills in areas of challenge. To do all this, coaches spend lots of time observing athletes while they practice—giving real-time feedback based on current efforts, breaking skills down as needed to cultivate mastery, and encouraging players to keep trying in pursuit of their goals.
CLASS allows us to quantify the quality of teacher-child interactions—and that is a powerful thing. But improving child outcomes takes more than just data collection; it’s what you do with the data that really matters.
Here are 4 things you should know about using data to improve student outcomes.
As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior. While this can be frustrating, you shouldn’t assume the teacher is to blame.