If you've ever been through a CLASS Observation training, you are probably familiar with the graphic below. Research tells us that improving teacher-child interactions is a process that includes many pieces.
The first step is to identify a teacher’s strengths and opportunities for growth, which can be done through a CLASS observation. Once you have this data, you can share it with teachers through a formal report, a face-to-face conference, or a feedback session. You’re off to a great start, but now what?
You, as coaches or mentors, need to design and provide professional development for teachers based on what your data is telling you. That is where MMCI, MTP, and CmyTs come into play. But what are these letters and what do they even mean?
MMCI is a group coaching model. In this action packed, 10 session training, teachers will get the opportunity to dissect each dimension of the CLASS tool to recognize the impact of their interactions with children on children’s learning and development. Activities are designed to help them define and identify teacher-child interactions as described by the CLASS observation tool. They will use the CLASS lens as a framework for observing the key interactions in classroom videos that make a difference for children’s learning. The goal is getting teachers to see that interactions matter, and to understand how the way they interact with their children directly impacts a child’s development.
To become an MMCI Instructor, coaches attend a 3-day training where they are given all of the tools necessary to deliver MMCI, along with continued support from a CLASS Specialist. As a coach is going through the certification process, he or she will submit video footage of themselves delivering the training, and will be provided with feedback and conferences to further their own practice as a facilitator. So not only is this PD for the teacher, but it’s PD for the coach as well.
Recently, I had a coach share this with me:
“I’ve been using CLASS for years as an observer, but it wasn’t until I had to turn around and train someone else on the CLASS tool that I really gained that deep knowledge of the tool. I have found that now when I conduct CLASS observations, I am much more confident in my scores as I really understand what I am observing.”
MTP is a research-based, intensive, individual coaching program. MTP begins with a teacher, a coach, and training in the CLASS tool. It moves through a planned sequence and explores each domain of the CLASS framework, and the coach and teacher work together in a collaborative relationship. Coaches observe teachers and partner with them to systematically improve classroom processes. With the coach’s expertise and support, the teacher reflects on classroom interactions and enhances skills in each of the dimensions of the CLASS tool. Because it addresses the individual needs of teachers, continues throughout the program year, and uses a valid framework, MTP leads to improved outcomes for children.
Much like in the MMCI Instructor training, MTP coaches will be provided with all of the necessary tools to deliver this training to their teachers. They will also be provided with support from a CLASS Specialist, which includes video review, feedback, and 1:1 and group calls. One of the foundational concepts of the MTP system of support is that effective interactions between teachers and children make the greatest contribution to children’s social and academic gains.
CmyTs is an interactive, on-line coaching program. It extends a coaches access to professional development resources and increases opportunities for communication between the coach and their teachers, and among groups of teachers. It will also help them keep track of how their teachers are doing in order to help them individualize learning opportunities to best support their growth and development.
As a coach, the most impactful way to make professional development is to use individual teacher data to drive the PD plan. During this 2-day training, coaches will be trained on navigating and using data and resources available on myTeachstone. They will also learn how to coach effectively online by engaging in both individualized and group learning conversations. myTeachstone is not just about recommending content to teachers, but about facilitating their learning through discussion.
So now that you know a little bit more about the coaching programs that are available through Teachstone, one question may remain: which model is right for my organization? If you would like more information on any of these programs, or to speak to a representative you can call 866-998-8352 or email us at email@example.com. Please do not hesitate to reach out to us.
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?
The CLASS measure allows us to quantify the quality of teacher-child interactions—and that is a powerful thing. But collecting observation data, alone, does nothing to impact students. Improving child outcomes takes more than just data collection; it’s what you do with the data that really matters.
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.