What do you do when faced with a task that just seems daunting and overwhelming? What helps you feel ready to take on new challenges? Do you ask for help from others who have been there, done that? Seek advice from an expert? Well, when it comes to professional development, Teachstone is here to help. We have years of experience researching and finding solutions to the challenging task of providing teachers with meaningful and effective professional development.
At our recent 2016 InterAct CLASS Summit, we asked a group of educators to share their biggest difficulties in implementing professional development within their organizations. Despite the group’s diverse backgrounds, they reported similar challenges:
We agree that these are really challenging issues and we’ve been thinking a lot about ways to address them. We have many ideas to share with you, so many in fact, that we’re turning this blog into a four-part series discussing strategies such as strengths-based and practice-based coaching, individualized and data-driven PD, and online solutions. Our next post will discuss ways to overcome the #1 challenge: Teacher Buy-In, and offer suggestions on how to introduce effective interactions and the CLASS tool to teachers.
CLASS allows us to quantify the quality of teacher-child interactions—and that is a powerful thing. But improving child outcomes takes more than just data collection; it’s what you do with the data that really matters.
Here are 4 things you should know about using data to improve student outcomes.
There’s a powerful shift happening in early childhood classrooms across Louisiana. While education leaders across the country have visions of bringing high-quality, impactful interactions to all of their students, leaders in Louisiana have taken deliberate steps to turn their vision into a reality.
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.