Okay, it’s a little late for a new year’s resolution. But, let’s face it, we’re all just finally back to full speed after the holiday break. Let’s make a resolution to actually use the data we are spending all this time and energy collecting!
You’ve trained observers who collect reliable CLASS data. You can run reports on your CLASS data. You’ve learned how to use data to tailor professional development in myTeachstone (see: Data Courses). But how do you show you are improving teaching practices?
The truth is, planned and purposeful program monitoring lets you show the impact of PD. To achieve this, you need a strong data collection plan. See the graph below, which shows an example of program-level CLASS data collected over time. This observation data was collected during a specific "window" (every year in October), so that it could be prepared to show progress over time. Can you do this with your data?
So how does your program compare? Answer these three questions, then use the chart below to see if you’re maximizing your data.
1. My program conducts CLASS Observations ...
a. For all classrooms in our program
b. Outside observers conduct CLASS observations and send me the data
c. For some classrooms in our program
d. Outside observers conduct CLASS observations but we don't have access to the data
e. We don't conduct CLASS observations
2. Do you use CLASS data to choose and assign PD in myTeachstone?
3. Do you have specific times (i.e., "windows") during which you collect formal CLASS observations? For example: once a year during a specific month, or at the beginning and end of the school year.
a. Yes, I use formal observation windows.
b. No, I don't use formal observation windows.
Remember, Teachstone is a just a quick email or call away and we're here to help you achieve CLASS impact!
For additional resources on this topic, I'd recommend:
The dysfunctional design flaw that separates systems of caregiving (childcare) from systems of education (public schools), has been laid bare during the pandemic. For instance, rather than experiencing even hybrid moments of normalcy, most children started the school year virtually, because teachers with young children took permissible and understandable leaves to care for their families. Let’s be clear, the lack of teaching staff has contributed to a deficit of meaningful interactions for this country’s children.
In today’s world, there isn’t much technology can’t do. It can help you stay connected to family and friends, keep you on track to achieving your fitness goals, and can even adjust your thermostat while you’re away from home.
And now, with myTeachstone, it can promote positive child-outcomes through facilitating on-going, meaningful, and continuous improvement efforts.
As a CDA with CLASS facilitator, I now recognize that CLASS also helps us think about how we can be present and responsive in supporting the curiosity, engagement, and persistence of adult learners.
I am blessed to be able to support CDA learners, many of whom are returning to formal education for the first time in many years. Some of these learners come from previous educational experiences that were not supportive, that left them feeling that they weren’t good at school or weren’t competent students. But with the right support, these learners can grow their persistence as well as their sense of competence and confidence.
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.