Sarah Hadden, Senior Advisor, Training and Professional Development |
Sarah is an educator with 30 years of experience in the field. She has been a classroom teacher, a researcher, and a teacher educator. Prior to joining Teachstone, Sarah worked on the development and implementation of the first CLASS-based professional development programs (MyTeaching Partner and the National Center for Research on Early Childhood Education) at the Center for Advanced Studies on Teaching and Learning at the University of Virginia.
Sarah conducts Pre-K & K-3 Intro and Observation trainings, Pre-K & K-3 Train the Trainer Programs, and Feedback Strategies and Instructional Support Strategy trainings.
Sarah lives in Charlottesville, Virginia. She has conducted CLASS trainings in 28 states (including Alaska and Hawaii) and 4 continents! When she isn’t working, she often has her nose in a book.
We were really happy to receive an article examining the use of CLASS in American Indian and Alaska Native Head Start Programs. And we were equally happy when lead author, Jessica Barnes-Najor, a researcher at Michigan State University, agreed to speak with us. In conjunction with her work at MSU, Jessica is a co-investigator for The Tribal Early Childhood Research Center (TRC). Read below to learn more about this important research.
Data from the National Survey of Students’ Health (NSCH) indicates that almost half of the students in the United States have experienced one or more forms of serious trauma, such as poverty, homelessness, or abuse and neglect. This means that an estimated 35,000,00 students, from infancy through age 17 are at risk for not only school failure, but for a number of social-emotional and physical complications (e.g., PTSD, heart disease, etc.) that may have life-long consequences to their health and well-being. The effect of COVID-19 has surely increased the percentage of young people who are experiencing trauma. And while people of all races and socioeconomic statuses have been affected by COVID-19, poor communities of color have been disproportionately impacted, adding an additional level of trauma to a population already traumatized by systemic racism.
As a classroom teacher, I always viewed the start of a new school year with a lot of excitement and a bit of trepidation. Excitement because I loved meeting a new group of children and looked forward to getting to know them and supporting their learning. Trepidation because I was never quite certain what curveballs might be thrown my way.
Across the country and around the globe, schools/programs will soon reopen after extended closures due to COVID-19. Those that have remained open are instituting new health and safety practices.. Localities will determine whether to provide in-person, online, or hybrid teaching. Regardless of the model that schools/programs adopt, classrooms will look different now and for the foreseeable future.
In the wake of the widespread civil unrest after the killing of George Floyd, the national conversation about the inequities in the educational opportunities provided white students and students of color has been amplified. Due to racial and socioeconomic segregation, Black students, and other students of color, are more likely to attend poorly funded schools. EdBuild, a non-profit focused on fair and equitable school funding, reports that high poverty school districts that predominantly enroll children of color receive on average, $1,600 less per student than the national average. By their calculations, there is a $23,000,000,000 gap between funding for schools that primarily serve high poverty Black students and those that predominantly serve white students. Schools that predominantly serve high poverty white students, only receive $1440 less per student (EdBuild, 2019).
Most kids like arts and crafts. They’re a great outlet for creativity. Ever watch a child finger-paint and see their delight as they make huge swirls and marks with their paint covered hands? Because arts and crafts are fun, they are a go-to activity for teachers, baby-sitters, and parents alike.
We are into our 5th week of school closures in my state and our governor already announced that schools will not reopen this academic year. While it’s true that most districts are sending information home and/or offering online instruction, kids still have more time on their hands than usual. What does all of this mean? It means we have a lot of bored and antsy children on our hands and social distancing means that a lot of kids are not able to spend time with people who aren’t a part of their family, which only makes matters worse.
Children are born musicians. Babies turn their heads when they hear a parent or caregiver sing, toddlers sway to music, and preschoolers dance and twirl around the kitchen (generally when one of their parents is trying to prepare a meal). Elementary-aged children may sit with a tablet to listen to music on their headphones, while older kids may walk around with ear buds permanently inserted in their ears. And what child has not picked up a stick or a kitchen utensil and used it to tap out a beat?
When my first child was born, I was 30. I was also married, had a master’s degree, and taught in a district that paid pretty well. During my pregnancy, I learned what to look for in high-quality child care and I thought I knew how to find it. What I didn’t know was that even though my husband and I both worked, we couldn’t afford quality child care.