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.
As CLASS trainers, we want our participants to successfully certify. However, we also know that no matter how good our training skills, there’s a reasonable chance that some of our participants will not certify on the first round of testing. That’s typical and not a reflection on the trainer.
Most of us make New Year’s resolutions, right? Some of us resolve to exercise more, lose weight, or eat a more healthy diet. Some of us may even decide that we need to work less and play more. But, I’ll bet that many of you may have made a resolution to be more organized in the new year.
Our video bloggers are back to continue their discussion about Instructional Support (did you catch the first video?). This time, Sarah and Mary-Margaret drill down into a common classroom activity—children playing at a water table—to discuss some of the many learning moments that can take place with a teacher's facilitation.
In last month’s post, An Exception to Scoring Productivity, we talked about exceptions to the general coding protocol of needing to see consistent evidence of all of the indicators across the observation cycle to assign a high range score. We noted that, if you do not see a transition during an observation, it’s OK to not take that indicator into account when scoring Productivity. Instead, score the three remaining indicators. This blog post is going to take a look at some other exceptions that can be a little sticky for trainees.
It happens every time. You introduce a new dimension and think you’ve done a great job of explaining the definition of the dimension, the indicators and the types of interactions an observer may see. You’ve had your participants identify key words in the dimension definition as a way to solidify their understanding. Now it’s the moment of truth. You play the first exemplar. Things are looking good. Participants are looking at the face page and sharing their observations. You validate and expand on their comments, “That’s right. The teacher was sitting on the floor playing with the children. That’s a nice example of close physical proximity, one of the things we look for as evidence of relationships in Positive Climate.”
You’re feeling pretty good and are silently congratulating yourself on doing a terrific job of explaining the material. Then it happens, that comment from left field. OK, it’s not really from left field, but it’s not accurate. What do you do? You can’t really tell someone that they are wrong, can you?
Yesterday, we spoke with a trainee who had attended two different CLASS Observation Trainings and heard conflicting information related to scoring the indicator of transitions under Productivity. His first trainer stated that, if a transition does not take place during an observation cycle, then the indicator should be disregarded. The second trainer indicated that if a transition is not observed that the indicator should be scored in the low range. The trainee wanted to know which is correct.
"What is contingent responding?" one of our affiliate trainers asked me recently. In case you didn't know, contingent responding is one of the behavioral markers for the frequent conversation indicator in the Language Modeling CLASS dimension. We know this is a question that many have asked, so we thought that it would be a good question to address today.
We're happy to share our third and final post in our series, Notetaking for Trainers. During this series, we'll discuss strategies to help you ensure that your trainees are equipped with the notetaking skills they need to score classrooms reliably. This series is intended for trainers across all age levels. Enjoy!