If you missed our webinar, “What is Data-Driven Professional Development and Why Does It Work”, you can watch the full recording here. Rebecca Berlin, Scott Siegfried, and Padma Rajan covered how they use data to improve child outcomes.
It’s (relatively) easy to collect observation and assessment data. But data isn’t enough. You have to learn what data is fundamental for improvement, and how to create meaningful reports around that data.
Take the work Scott Siegfried is doing with Miami Valley Child Development Centers (MVCDC), for example. He's collected data on child assessment, mentoring programs, and even an end-of-the-year opportunity for staff to reflect on the PD process. By knowing what data is most important for reaching their goals, MVCDC has kept an eye on trends and targets, as well as created new outlets for professional development.
We all know that when coaches can leverage data, professional development works better.
In Duval County, Florida, Padma Rajan knows that what gets measured gets improved. CLASS-reliable coaches used observation data as a part of their mentoring process, and in turn, Instructional Support scores went from an average of 2.00 to 2.38.
With data in hand, coaches can create individualized PD plans; teachers can more easily reflect on their strengths and weaknesses to make informed changes; and administrators can have visibility across what is taking place in their organizations and lead more effectively.
It’s been a great year. You have just conducted some professional development trainings for the group of teachers you are coaching. You got the opportunity to visit their classrooms and see them in action, do formal and informal CLASS observations, and had countless coaching conversations. You see that it’s all beginning to click. You have the teachers’ buy-in, and the motivation is high.
I recently heard a great analogy about the CLASS tool and I had to share it. I can’t take credit for the idea. Affiliate Trainer, Teresa Bockes, originated the concept, and I loved it the minute I heard it: CLASS is like a house. Let’s build a house step-by-step to learn more about this metaphor.
Empowering and equipping coaches with the information and resources they need to mentor also empowers the teachers they're coaching. Check out these coaching resources that discuss how to provide feedback based on CLASS data, how to prepare teachers for a CLASS observation, and much more.
All across the world, researchers and educators are working on ways to help students learn. Some are small tweaks or classroom “lifehacks.” Some are big, expensive programs with huge ambitions. Some (like CLASS!) are paradigms about learning. When something works, you want it to be accessible to other practitioners. The problem is, many of the programs that are most effective also take a lot of time, money, or resources.