“This is my favorite training, out of all of them. We get ideas from the training and each other.”
- ECE Teacher who participated in A CLASS Primer for Teachers
“I need to take this back to all the teachers—I mean every teacher should go through this. I thought this was going to be boring, but no … this is so good. Thank you for this.”
- Program Leader who participated in A CLASS Primer for Teachers
If you only had one day to get teachers excited about CLASS, what would you do? We know how important it is to quickly introduce teachers to CLASS. And we know CLASS implementation goes nowhere without teacher buy-in.
The basic idea that began with our work on A CLASS Primer for Teachers is that for educators to really get excited about CLASS, we need to help them:
While we were pretty confident in our idea, it was, after all, just an idea. We needed a training. And it needed to be different from previous efforts that didn’t do enough to get teacher’s excited about CLASS. Since we were approaching a new goal and using increasingly interactive instructional methods, we wanted to test our training and see how it worked for real teachers.
As with any good test, we made sure it wasn’t too easy to pass. We set high standards for learner engagement, satisfaction, demonstration of understanding, likelihood to integrate what they learned, and more.
While showing some promise, the first version of our training failed our test. We had always expected our rough and early version of the training to need improvements. And as we returned to Charlottesville, looking closely at the data we collected from the test, we started to notice patterns, such as sections of the training where engagement lagged and activities during which teachers asked high rates of follow-up questions.
The patterns suggested that the core of the training was solid, but we needed to significantly update some language, facilitation methods, pacing, and materials. We had a lot of work to do. But we were confident we were working on the right things.
As we watched the updated version of A CLASS Primer run through a second test, we were delighted with what we saw. The improvements were paying off, and the teachers and leaders were happy with their experiences.
Teachers found the training “useful in giving language to discuss classroom interactions” and an opportunity to feel “connected with others who are involved in the care of children.” They were engaged, thoughtful, and left with intentions to both continue learning and to apply what they’d already learned.
A CLASS Primer for Teachers is a simple, fun, and effective way to get teachers genuinely excited about CLASS. It makes CLASS language accessible and CLASS strategies approachable.
Teachstone has worked hard to provide you with case studies about various organizations who have transformed their classrooms through the use of the CLASS tool. We hope they help readers like you make informed decisions about some of the products we offer and introduce you to different ways you can impact teacher-student interactions.
You have been coaching Teacher A for 6 months. You’ve gotten to know each other well, you understand her classroom and some of the frustrations she has with the working environment. After your coaching sessions you’ve identified some issues and discussed solutions, but each time you return you discover the issues are the same and the solutions were never tried. As you leave you wonder, “what have I accomplished, why am I not seeing positive change, what am I missing?”
Teachstone is pleased to announce that starting June 3rd, we will be launching our public offering of the Child Development Associate with CLASS®. Enrollment will open on May 6. It is a comprehensive online program that supports learners seeking to fulfill the continued education requirements for maintaining their Child Development Associate (CDA) accreditation.
Group coaching has been proven to be effective at improving the quality of teaching. In group settings, teachers can motivate each other and learn from one another’s experiences. Coaches have a unique opportunity of building rapport within their cohort of teachers and supporting their growth.