Social and Emotional Learning (SEL) is having its moment in education. SEL and CLASS program developers and practitioners would be well-served to better understand how SEL and CLASS initiatives are intricately intertwined, and how they can help drive positive outcomes in each area.
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.
It’s hard to deny that the CLASS Observation Training is effective in its primary goal: developing reliable CLASS Observers. Our impressive pass rates are proof of this. However, there is a lot more to conducting CLASS observations than just “being reliable” (AKA choosing valid scores). Field assessors must also learn the observation protocol that is outlined in Chapter 2 of the CLASS Manual. The manual provides guidance on field protocol; however, it is often up to organizations to develop their own standards for data collection.
If you’re reading this blog post, then there’s now a 100% chance that you’ve engaged with Teachstone’s free resources. After all—our blog is just one type of our free resources. You might have also attended a webinar, downloaded an e-book, or even scanned through our research papers.
May was a busy—and very confusing—month for federal budgets. First, on May 7th Congress finally passed, and the President signed, a federal budget for Fiscal Year 2017--the budget year that we are more than half way through! In addition, on May 23, the President came out with his Fiscal Year 2018 budget, which would start October 1. We wanted to take a minute to break these budget events down and discuss what it might mean for schools and programs using the CLASS, such as Head Start, and what it might mean for child well-being more generally.
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?
This spring we released a new research paper, "Effective Teacher-Child Interactions and Child Outcomes." It summarizes what 150 peer review studies have to say about CLASS. In conjuction, we designed a handy infographic with a few key points and stats from the paper. You'll also find a few facts about Teachstone. Enjoy!
Ellen Cairns presents on the parallel process with Curry Ander at InterAct 2017 in Austin, TX.
Recently, at the InterAct conference in Austin, we presented the parallel process of CLASS in 50 incredibly fast minutes. We had fun putting together a presentation that was interactive and that modeled as many of the dimensions, indicators, and behavioral markers as we could. In fact, we gave the participants a score sheet so they could rate us—a take off on the CLASS score sheet.
Part of my responsibility as a CLASS specialist is to open up the world to my participants and expand their CLASS lens within the four walls of their classroom/organization. Of course, sometimes that’s easier said than done.