Exciting news, you can now purchase Individual CLASS Calibrations directly from the Teachstone Store! They're available for Certified CLASS observers at all 6 CLASS levels. When you purchase an individual calibration, you’ll receive a video to watch and code on your myTeachstone dashboard. After submitting your codes, you’ll get an automated score report and a prerecorded webinar discussing the master codes.
So what are some of the benefits of calibrating reguarly?
Individual CLASS calibrations are a great way to deepen your CLASS knowledge and hone your coding skills. Calibration videos are chosen to challenge experienced CLASS Observers. They feature a range of common challenges, such as balancing multiple teachers’ interactions and observing unusual classroom activities. Once you submit your codes and receive a score report, you can review the video as many times as you want during your access window. When you watch the prerecorded webinar, you’ll receive a detailed justification of each master code and discussion of some key coding challenges in the video.
You can use individual calibration to refocus your CLASS lens. Many CLASS observers conduct a few batches of observations each year rather than observing consistently throughout the year. If you aren’t observing regularly, Teachstone recommends calibrating before each set of observations you conduct in order to get back in the CLASS mindset. If you code multiple CLASS levels, calibration can be especially helpful. Calibrating regularly on each CLASS level you code will help you keep each of your CLASS lenses distinct and keep you attuned to the nuances of each tool.
Observers who conduct large numbers of observations need to calibrate regularly to prevent coder drift. Drift happens when your experiences in the field and personal biases cause your codes to gradually become less reliable over time. If you calibrate regularly, it will be easier to stay objective and ensure you stay reliable in between recertification tests.
If you're a CLASS observer, you've probably found yourself in a situation where you have to make inferences or rely on contextual evidence when assigning scores. However, it should always be your goal to minimize subjectivity and assumptions. You have to prevent your emotions, opinions, and ideas that are not a part of the CLASS tool from influencing scoring. Achieving an emotionless state of objectivity while observing can be incredibly challenging. It takes practice to recognize when objectivity is threatened and respond accordingly.
Imagine you are steering a boat filled with precious cargo across the foggy surface of a lake. You need to deliver it safely to the other side so that it can be used to help the town. You can see some lights faintly through the fog, so you know the town is there, but you are really uncertain about finding the dock. You paddle forward tentatively, even a little fearfully.
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?