If you’re anything like me, the first time you explored myTeachstone you were intrigued, excited... and, admittedly, overwhelmed. With all the ins and outs of the system, including a massive professional development library with over 500 resources, it’s easy to feel this way.
We’ve designed step-by-step recommendation pathways for coaches offering specific units of study, including carefully selected resources to recommend to teachers, written prompts for beginning online conversations, and follow-up suggestions for keeping the conversations flowing between coaches and teachers, or coaches and groups of teachers.
We hope these pathways will help coaches better acquaint themselves with myTeachstone and all the many resources and features it has to offer. As coaches continue to use these pathways, we hope they will become more confident in making the most of the system, and feel comfortable modifying the pathways as needed to better individualize support for the teachers they serve.
The following recommendation pathways are available for download below; each unit includes content recommendations for approximately 12 weeks and aligns to a unique CLASS age level and specific area of focus:
For coaches looking for technical assistance (for example: learning how to recommend a resource or search for a teacher), the following supports are available:
We are excited to support coaches in fully utilizing myTeachstone. Our goal is to help streamline your online coaching efforts so you can focus on your teachers and what you do best. If you have suggestions or ideas for how we can better meet your needs, please let us know in the comments or talk to anyone at Teachstone! We’re all ears!
When I first learned about CLASS Group Coaching—a training for early childhood professionals about building relationships with children—I was more than a little interested. This, I thought. This is what teaching is all about. It seems to be an obvious concept, but once we dig deeper, we are able to identify the whys and hows of our interactions. CLASS Group Coaching allows us to identify the benefits of our classroom relationships with our students and helps us be intentional in our daily practices. It allows us to utilize each moment we have with our students to deepen our understanding of their perspectives and genuinely connect with them as people. It helps us see the world from their view and guide their learning in a way that is relevant to them.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
Even top athletes rely on the support of a coach to improve their game. Players need coaches to help identify their unique strengths and grow their talents while increasing their skills in areas of challenge. To do all this, coaches spend lots of time observing athletes while they practice—giving real-time feedback based on current efforts, breaking skills down as needed to cultivate mastery, and encouraging players to keep trying in pursuit of their goals.
As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior. While this can be frustrating, you shouldn’t assume the teacher is to blame.