Teachstone's guest bloggers come from many backgrounds including teaching, education policy, and research. If you are interested in writing a post please fill out the form on our guest blog application page.
Often, when I am engaged in professional development focusing on vocabulary lessons with teachers in bilingual classrooms, I am asked “Should I speak to the child in English or Spanish?” My answer is never simply one or the other.
In support of the National Association for the Education of Young Children’s (NAEYC) Week of the Young Child, Teachstone welcomes guest blogger, Marica Cox Mitchell, Deputy Executive Director for Early Learning Systems. Teachstone and NAEYC share a commitment to improving the interactions between early childhood educators and children with the goal of ensuring the highest standards of learning for our nation’s youngest learners.
I remember when the word “CLASS” struck fear within Head Start teaching staff. When the Office of Head Start announced that CLASS scores would be used as one measure of program quality during program monitoring reviews, it left many teachers anxious and concerned. Imagine being a teacher in a small rural program knowing that your CLASS scores alone could result in the loss of critical services for children, a valuable resource for the community, and jobs.
How to help teachers improve their interactions within the Instructional Support domain is one of the most common inquiries we receive. It is very important to know, and to communicate to early childhood education administrators, that there is no magic bullet when it comes to increasing CLASS scores. Change happens through a process of engagement, investment, and commitment to the process—and expecting teachers to go from low to high in the space of one school year is not realistic.
We are thrilled to have Marla Muntner guest blog for us today. Marla has spent most of her professional life supporting teaching and learning—inside and outside of the classroom. She’s worked for newspapers, nonprofits, public schools, and education companies. As the former Marketing and Communications Manager for Teachstone, she thrived on creative work through designing instructional programs, managing complex projects, leading creative teams, and designing engaging communications materials.
In my last post, I shared some of my personal struggles to master the CLASS measure and promised to take you on a “deeper dive” into some of the trickier CLASS concepts I encountered in my CLASS journey.
We’ll start with conversations—what we might consider the vehicle for all of the other Instructional Support dimensions.