Does this scenario sound familiar to you?
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.”
That’s a great start, but what would you do next? How can you make the text in the Dimensions Guide come alive? How do you get a teacher excited about Instructional Support when the concepts seem dry, or—dare I say—boring?
It’s not an uncommon challenge. That’s why Teachstone offers Instructional Support Strategies (ISS) at all of our regional trainings.
This training is geared for coaches, center directors, or professional growth providers looking for creative and engaging ways to get teachers to buy into the CLASS tool—specifically in the domain of Instructional Support.
In this all day training you will learn eight concrete strategies to not only increase teacher’s understanding of the Instructional support domain, but also how to identify effective interactions using the video library. Instructional Support Strategies will guide you to provide a learning environment that is engaging and will increase your teachers desire to learn.
Want an added bonus? You will leave this training with a deepened understanding of the Instructional support interactions as well.
This training is hands on. You will learn and practice the use role-play, Video Library resources, and reflective questioning. Trainees also work on lesson plans to enhance Language Modeling, Quality of Feedback, and Concept Development interactions between teachers and children.
I don’t want to ruin any surprises, but you can look forward to playing with a few Legos® and Play-Doh as you talk about Quality of Feedback.
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.
Imagine you’re a cook in a restaurant. It’s what you do every day, you are passionate about it, and consider yourself pretty darn good at it. One evening, the owner of the restaurant decides he is going to attend a meal “as a guest” and is served one of your featured dishes: chicken pot pie. You emerge from the kitchen, excited to find out what he thinks, and his response: “Taste this. What would you do differently next time?”
Imagine this scenario: As a coach, you walk into a classroom to conduct an informal CLASS observation followed by a coaching conversation. During this conversation you might ask the teacher to share some of the highlights of her week and challenges that she has been facing. You also plan to share what you observed during your time in the classroom, some areas of strength that you noted, and opportunities for growth. You have grand plans of how this visit will go.
In preparing summer professional development for teachers, my district knew we wanted CLASS to play a larger role in our trainings. But how were we going to do that?
Once we began writing our training on centers we decided to videotape some of our model teachers to highlight interactions in each specific center—in essence, we wanted to create our own internal version of the CLASS Video Library.