Mary-Margaret Gardiner works as a Special Projects team member. Her work with the Professional Service Team includes, master coding, training, Observer support content design. . Mary Margaret has been involved in the early childhood community for over 35 years, driven by her passion to support the teachers who work with our most valuable asset, our children. She joined Teachstone in 2010 and has been a CLASS convert since the early days before Teachstone was even started! Mary-Margaret loves to play in her rock band and spend time with her family and horse!
Ice breakers- ugh. That’s what goes through my mind when I hear that term. But, as a trainer I know the importance of setting the stage for the training, and beginning to build a group of learners into a community of learners. One of the most enjoyable part of training CLASS observers is to see the group contribute to discussions, ask questions and support each other’s learning.
Over the past eleven years, I’ve interacted with a lot of folks who are learning about the CLASS. As they make the leap from not being sure what they have gotten themselves into, to those wonderful “AHA!” moments when they begin using their manuals and are coding with growing confidence, I’ve learned a few ways to make this happen.
As we know, teachers often struggle with Instructional Support—and the focus of their professional development often lands here. While Instructional Support is worth improving, it's also important to remember that ALL interactions can affect child outcomes.
I recently had the pleasure of spending a Sunday at the NHSAFall Leadership Institute conference in Arlington, Virginia. During a full-day session on deepening understanding of the CLASS system, we took a close look at the Instructional Support domain, while considering strategies to help increase the effectiveness of teacher-child interactions.
Often, trainees are great with noticing observable behaviors in training videos, but they can be unsure where to write them in their notes. Watch this video to learn how to build your trainees’ notetaking skills so they can walk out of your training ready to code classrooms accurately and confidently.
Let's talk today about the CLASS tool being used for infants and toddlers. You may be familiar with the fact that the Infant measure (birth to 18 months) has one domain—Responsive Caregiving— with four dimensions, while the Toddler measure (15-36 months) has two domains—Emotional and Behavioral Support and Engaged Support for Learning—with eight dimensions.
We received an email recently that summed up something that we've been hearing in the field regarding the use of CLASS and classroom set up. This isn't the exact correspondence, but it went a little something like this: