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.
This month’s spotlight is turned to Gilles Cantin, a professor in the Didactique Department at the University of Quebec in Montreal. Gilles is one of our growing numbers of international Affiliate Trainers. He has been embedding the CLASS into his work as a teacher educator and a researcher for over six years and is an Affiliate Trainer on both Pre-K and K-3 CLASS. When I contacted Gilles to see if he would allow us to profile him he said that he did not like to put himself on stage, but was happy to share information about how he is using the CLASS.
We recently received an email from an observer who had just completed his K-3 recertification and had some difficulty with Teacher Sensitivity. He stated that he was uncertain how to code the indicator of Addresses Problems if the students do not appear to have difficulties. He wondered if he needed to be more attentive to minor signs of awareness and responsiveness. If you've ever wondered that yourself or have had a trainee ask you that question, read on to see our response.
When two colleagues whom I greatly respect for the depth and breadth of their CLASS knowledge contacted me within 24 hours of each other to ask about how the CLASS defined the indicator of transitions under Productivity, I thought it was probably a good topic for a blog post.
At our recent 2016 InterAct CLASS Summit, we asked a group of educators to share their biggest difficulties in implementing professional development within their organizations. Despite the group’s diverse backgrounds, they reported similar challenges:
Uneven teacher skill sets
Planning and logistics
We're excited to introduce the next post in our four-post series discussing strategies to help with these common challenges.
When I tried to contact Lydia Carlis, September’s featured Affiliate Trainer, I found her in Durban, South Africa on her annual education trip to learn more about how other countries educate disadvantaged children.
It happens to every trainer, right? Your participants have finished coding a video and during your discussion you say, “The master code for [insert dimension here] is [insert # here]. How many of you were within 1?” You see a lot of heads nodding, but you also see someone who looks incredulous. You know that the best practice is to have participants who are reliable share their evidence first. And generally, the evidence that they share helps the participant who is not reliable understand why they were off.
This month’s spotlight shines on Lisa St. Clair, a founding Partner and Senior Evaluator at the Omaha Program Evaluation Services (OPES) in Omaha, Nebraska. Their clients range from a completely free private school in North Omaha called Nelson Mandela Elementary School to a school for students with identified special education needs in Nebraska. In her previous work at the University of Nebraska, Lisa led a team that used the CLASS to evaluate after-school programs for elementary through high school students.
This month we are going to shine our spotlight on Jill Christensen, the Preschool Specialist for the Office of Public Instruction in the state of Montana. Jill is not one of many preschool specialists in her state; she is THE specialist. If that sounds like a big job, that’s because it is! Montana is one of the 18 states selected to receive one of the federal Preschool Development Grants designed to improve preschool programs in the state. Jill’s main responsibility is to work on a team to oversee the implementation of this 4-year, $40,000,000 grant.
This month’s spotlight is on Michelle Crawford from Austin, TX.
To say that June’s Affiliate Trainer, Michelle Crawford, is a busy woman would be an understatement. Michelle is the Quality Initiatives Program Manager at Workforce Solutions Capital Area Child Care Services in Austin, Texas. Her organization is a part of a network of 28 Workforce Solution boards across the state that among other things, oversee the Texas Rising Star Program, which is similar to a QRIS, as it focuses on the quality of early care across the state.