As we introduced here, here, and here, we’re super excited about our two new face-to-face trainings: Feedback Strategies and Instructional Support Strategies. Since we released these trainings, many of our clients have asked, What is the optimal sequence for training implementation?
Check out the graphic below for a brief overview:
We recommend Observation Training as a pre-requisite to the Feedback Strategies and Instructional Support Strategies trainings. The next piece that’s important to notice in this graphic is that feedback precedes coaching, training, and other professional development experiences. Feedback based on observation is key to targeting professional learning in order to maximize impact.
At our recent Regional Training in Atlanta, I had the opportunity to facilitate our Feedback Strategies and Instructional Support Strategies trainings back-to-back. While we do offer these trainings separately, most of the participants chose to enroll in both trainings as a two-day experience.
We had SO much fun and participants were able to explicitly link coaching strategies for Instructional Support with feedback techniques. For example, in the Feedback Strategies training participants practiced skills in providing descriptive, objective observational feedback to teachers and collaborating to produce action plans aligned teachers’ levels of readiness; in the Instructional Support Strategies training, participants took that work to the next level and supported the action plan by modeling behaviors with the Video Library. This provided a concrete sequence for coaches to immediately implement with teachers in their programs.
At Teachstone, our driving vision is to ensure every child experiences life-changing teaching. This mission is why we’re making a commitment to restabilize and improve education for every child, and every educator. And, we know that bringing this commitment to life requires providing education leaders with the support they need to not only face the current challenges, but that will propel towards the future of quality and equity.
Nearly two years ago I joined Teachstone with a deep desire and commitment to support leaders and teachers with real-time, practical, and evidence-based strategies and solutions to address the current needs of children, families, and educators. For the 20 years prior, I led organizations working at the national, state, and local levels focused on addressing the needs of children and families, especially those living in marginalized communities. As a practitioner at heart, my passion has been translating research to practice to drive impact and positive outcomes for children. This passion brought me to Teachstone.
Many teachers and leaders associate CLASS® with preschool. And we get it! It’s used in early childhood classrooms across the country, including Head Start programs, and it’s been more important than ever for young children as they begin to return to in-person learning.
But the principles of CLASS - Emotional Support, Classroom Organization, Instructional Support - are important for children well beyond Pre-K. The ever-increasing research base shows that interactions matter for children’s social-emotional and academic development. That’s why CLASS is organized to support children from infancy to high school with the developmentally appropriate interactions that drive learning - and why K-12 leaders are embracing CLASS in their schools.
Perhaps your school is already fully in person or using hybrid instruction. Or maybe you, like nearly half of the participants in our recent webinar Three Keys to Building a Blueprint for Reopening, are still completely virtual and looking ahead to when staff and students can be together again.