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!
We’re happy to introduce a new video blog series for coaches: What You Need to Know If You’re New to the CLASS. During this series, we’ll introduce some coaching strategies that can be used if you’re new to the CLASS, are just curious, or if you’re a veteran CLASS user and just want a refresher. Enjoy!
So far in our FCC Challenge series, we've looked at coding across multiple age levels, maintaining coding consistency and staying objective, and how to code when there are multiple adults present. As we wrap up our series, we'll explore resources designed to increase the effectiveness of the interactions that matter—those that increase children’s learning and development. Although more research is needed on CLASS-based professional development in family childcare homes, we do know that there are many opportunities to engage in interactions with children regardless of the setting's space, materials, or furnishings.
One of the most enjoyable parts of my work at Teachstone is providing observer support. I am lucky enough to be able to provide many levels of support to Certified CLASS Observers with the goal of maintaining the integrity of the measure as it is used to evaluate classroom interactions and support teachers and children.
In last month’s blog post in our family child care (FCC) series, we looked at the challenge of maintaining objectivity. This month’s we'll look at another challenge CLASS observers face while using the measure in a family child care setting: coding when there are multiple adults.
I’ve just spent four days in Roanoke at this year’s VAECE annual conference. As it always does, this organization—so dear to my heart—put on a high quality experience for more than 1100 attendees. I’m honored to have been the past president of this organization and an active member for over 20 years. The passion for children and families and dedication I have witnessed has not dissipated one bit!
In last month’s blog post in our family child care (FCC) series, we looked at the challenge of coding consistently in inconsistent settings. This month we’re going to take a look at yet another challenge for observers in family child care settings—maintaining objectivity.
In last month's blog post in our family child care (FCC) series, we looked at the first challenge of coding across multiple age levels in family child care homes. This month, we'll explore the second challenge observers often face in FCC settings: what to do when you arrive at a family child care home and there are only a couple of children there.
My last blog post kicked off a series of posts about how to use the CLASS™ measure in family child care (FCC) settings. Ginny Vitiello, Research and Evaluation Director at Teachstone, recently published a white paper on this very subject. From research, discussion with, and observations of FCC providers, we’ve identified four basic challenges to observers who are more familiar with center-based care.
As I read our latest white paper on family child care and the CLASS system, I found myself humming Sister Sledge’s hit song, "We are Family." Even though family child care (FCC) settings may differ from other child-care arrangements (and from one another), we truly are a family when it comes to the business of providing care and supporting children and families through early childhood. And the bond that ties our family together? Interactions!