I spent last week at the World Forum on Early Care and Education conference in San Juan, Puerto Rico. It was my first opportunity to connect with the international education community. The World Forum Foundation promotes the on-going exchange of ideas on the delivery of quality services for young children in diverse settings around the globe.
One of the most enjoyable parts of my work at Teachstone is providing observer support. I am lucky enough to be able to provide many levels of support to Certified CLASS Observers with the goal of maintaining the integrity of the measure as it is used to evaluate classroom interactions and support teachers and children.
Recently I overheard someone say they were going to “do CLASS.” This caught my attention, mostly because it's not the first time I've heard this phrase—or the first time I found it confusing. Hearing it again made me realize that a conversation on “doing CLASS" might be useful.
After trekking from various cities throughout the country, my colleagues and I finally made it to the 41st Annual Head Start Conference, held last week in Long Beach, CA. I’m happy to report that Teachstone truly made the most of its time throughout the week—delivering presentations (5 of them, whew!), attending presentations, and hosting two events.
There is an emerging consensus that dual language learners are best served by dual language classrooms. This ensures that their home language is accepted, preserved, and deepened, which has notable academic and social/emotional benefits for children. Dual language classrooms can range from settings in which the teachers work with children and do some translation in their home language, to two-way immersion classrooms that spend half the day in English and half in a second language.
Have you ever wondered how to share feedback on CLASS observations with teachers? If the answer is yes, then our new CLASS Feedback Strategies: Sharing Observations with Teachers training may be right for you. Consider the following points when deciding whether the CLASS Feedback Strategies training will meet your program’s needs:
Teachstone co-founder and CLASS tool co-author, Bridget Hamre, has dedicated her career to improving teacher-child interactions. Bridging research and practice, Bridget leads efforts to use the CLASS system for assessment, accountability, and professional development in early childhood and other educational settings. She continues to leverage implementation science to inform the successful delivery of improvement interventions at scale.
I spend a lot of time in our Video Library, looking at the many ways teachers interact with children effectively. I’m always struck by how present effective teachers are as they respond to children and promote their development! As we prepare the new Infant Video Library—40 strong examples of effective interactions—I teared up many times witnessing the tender nurturing of children’s development. I am so impressed with the teaching I see!