Being an instructional coach or mentor is difficult. Sometimes it may feel like you don't have any support—especially when it comes to providing effective feedback to the teachers you work with. Have you, as a coach, ever asked yourself any of the following questions?
"I’ve heard that some teachers get to know what their scores are, while other organizations only share the range in which their teachers scored. Is one way right?"
There are so many dimensions I want to work on, and just so little time! And what happens when I think we should focus more on one dimension, and my teacher really wants to spend time looking at another?
I know that CLASS isn’t a punitive measure, but it seems like she doesn’t believe that.
It would be awesome to get all 7s, but I don’t want to set the bar too high. Incremental change is good, right?
We’re already doing a lot of talking in our conferences, but I’m not sure that I’m making an impact on the way she interacts with the children in her classroom.
If you are asking yourself any of those questions, you are not alone. In fact, hundreds of coaches, mentors, and administrators have asked those very same questions to us. That’s why we created Feedback Strategies Training to help you pair your professional development plans with the data collected during CLASS observations.
In this all-day training, CLASS specialists address these questions (and more!) and provide you with tips and strategies to help lead meaningful and impactful conferences with teachers.
So, what can you expect during the training? Well, Feedback Strategies is not a sit back and relax type of training! Be prepared to put all your new information into practice, and engage in a mock conference. And, what is a CLASS training without videos? You won’t see the videos featured in this training in any of Teachstone’s other products and services. These clips feature three unique feedback sessions between a coach and teacher. Watching the coaching conversations will help everyone in Feedback Strategies take a deep dive into the feedback process.
Trainings are happening all across the United States as our regional events, be sure to sign up for a training near you. See you there!
When I first learned about CLASS Group Coaching—a training for early childhood professionals about building relationships with children—I was more than a little interested. This, I thought. This is what teaching is all about. It seems to be an obvious concept, but once we dig deeper, we are able to identify the whys and hows of our interactions. CLASS Group Coaching allows us to identify the benefits of our classroom relationships with our students and helps us be intentional in our daily practices. It allows us to utilize each moment we have with our students to deepen our understanding of their perspectives and genuinely connect with them as people. It helps us see the world from their view and guide their learning in a way that is relevant to them.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
Even top athletes rely on the support of a coach to improve their game. Players need coaches to help identify their unique strengths and grow their talents while increasing their skills in areas of challenge. To do all this, coaches spend lots of time observing athletes while they practice—giving real-time feedback based on current efforts, breaking skills down as needed to cultivate mastery, and encouraging players to keep trying in pursuit of their goals.
As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior. While this can be frustrating, you shouldn’t assume the teacher is to blame.