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Teachstone Blog

Highlights and Updates from QRIS

20 Feb 2017

Incremental growth matters!

As anyone who has been to a CLASS training can attest, we are all about incremental growth, resisting the urge to promise a “quick-fix.” But, it can be hard to resist the urge to promise overnight changes, even though many indications point to slow, steady improvement being more likely to lead to lasting change.

Topics: Research, Leadership and Policy, Data Read More

A Glimpse Into Video Diversity at Teachstone

15 Feb 2017

As the Content Asset Manager at Teachstone, I spent most of my time managing our classroom videos. So when I talk to CLASS users in the field, I am frequently asked about the amount of racial, ethnic, and regional diversity in our video collections. When I respond, I usually begin by explaining that creating products that reflect the diversity of classrooms and communities across the country is a core value for Teachstone. 

Topics: Research, Data, Products and Trainings Read More

The 5 Questions that Feedback Strategies Training Will Help You Answer

13 Feb 2017

 

 

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?

Topics: Coach Tips, Products and Trainings Read More

Is the Instructional Support Domain boring?

09 Feb 2017

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.” 

Topics: Coach Tips, Products and Trainings Read More

How Does Roughhousing Impact Behavior Management Scores?

01 Feb 2017

Dear Master Coders,

I recently heard about risk competency and big body play at a local teaching conference. I have spent time considering this in relation to our Head Start program. One of the questions I have been asking myself is how some play that might be considered "roughhousing" will impact CLASS scores in Behavior Management. Behaviors that typically appear aggressive (pushing, hitting, building a "sword" out of markers and then using it to inadvertently hit another child) lower the score in this dimension. Do I change the way I view this interaction in terms of CLASS? Does this put me at risk for no longer being reliable? What advice do you have regarding this? 

Thanks!

Topics: Reliability & Certification, Pre-K Read More

Want Fewer Incident Reports? How Teacher Behavior and Classroom Characteristics Influence Aggressive Behaviors in Young Children

30 Jan 2017

 

 

Research shows many early childhood educators feel ill-equipped to meet the needs of children who display problem behaviors (Fox & Smith, 2007; Kaufmann & Wischmann, 1999; Perry et al., 2011). They describe aggressive behaviors as one of the greatest barriers they encounter in providing quality instruction and emphasize the need for training on how to deal with aggressive behaviors as one of their highest priorities.

While teachers grapple with this challenge, principals, supervisors, and the public focus tend to focus on the ability to prevent and manage aggressive behaviors when assessing effective teachers (Zuckerman, 2007).

Tags: Test, Test Read More

Teacher-Student Interactions Are the Best Measure of Early Education Quality

24 Jan 2017

What is quality in early education classrooms, and how can we make sure that more children—especially those from low-income families—experience it? Our own and others’ research shows that classroom interactions between teachers and their students provide the strongest indicators of quality.

Topics: Research, Pre-K, Leadership and Policy Read More

One School. Two Classrooms. Two Vastly Different Experiences.

18 Jan 2017

 

What does quality teaching look like in an early childhood classroom? Twenty-five years ago, it was providing a safe place for children to play, with stimulating materials and books to read. Today, we have provided those basics in most early childhood classrooms, and our focus has shifted to the hows of quality—how teachers interact with children, how they use time and materials to get the most out of every moment, and how they ensure that children are engaged and stimulated.

Topics: Research, CLASS FAQs Read More

3 Rules for Nurturing Creative Children

13 Jan 2017

 A couple weeks ago, a friend shared this short video below from The Atlantic with me. Turns out, this video was everything I love about good media: it was concise, included simple takeaways, and gave me something to think about (long after the video ended).

Topics: Pre-K Read More

Self- and Parallel Talk: Not Just for the Non-verbal

12 Jan 2017

I was quite taken aback recently when an intern completing her first semester with a group of young toddlers told me, “My goal when I started the semester was to use more self-talk and parallel talk, but the toddlers are now talking, so that’s no longer needed.” 

How to respond? Clearly she assumed that the self- and parallel talk supported language for very young children, and the effectiveness ended there. But that's not really true.

Topics: Teacher Tips, Coach Tips, CLASS FAQs Read More

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