Imagine sitting down beside a music student as he practices a new song. As a mentor, your role is to provide feedback to the student on how well he’s interpreted the piece, translated the notations into an audible melody, and literally used his fingers to create music as dictated by the sheet music.
Now consider this: How successful would you be as a mentor if you did not know how to read music?
It seems like an absurd proposition, but we hear about it everyday: coaches mentoring teachers on the CLASS that do not have formal training on using the observation tool. How often is this happening? Our State of CLASS report has good news and bad news on that front:
The Good News: 74% of coach respondents reported receiving CLASS Observation Training. This is more than we thought, and it shows the investment the field is willing to make in developing competent coaches.
The Bad News: 84% of teachers receive feedback after their classroom is observed with CLASS. To be fair, this isn’t really bad news—CLASS was developed as a professional development tool, and in an ideal world, 100% of teachers would receive feedback. The concern here is related to the unknown quality of feedback teachers receive—especially when we know that many teachers are given CLASS-based feedback on their scores by people who aren't trained to understand what those scores really mean.
Feedback, especially on something as personal as the way you interact with children, is usually challenging to receive; but without proper context, it can be detrimental.
If you’ve ever wondered whether sending coaches to CLASS Observation Training (even if they are not responsible for conducting formal observations) is “worth it,” you can stop wondering. Here are just a few competencies coaches develop when they become Certified CLASS Observers:
I don’t know about you, but if I were receiving mentorship, I’d expect my coach to deeply understand the complexities of my craft and be able to recognize and objectively assess my progress.
What’s your stance on coaches becoming CLASS reliable observers? Tell us in the comments below!
Did you know that over 12 million children in the United States (and more every year!) speak a language other than English at home? While the education workforce does not exactly parallel its students’ demographics, we know that many educators are also multilingual. That’s why Teachstone has resources available in both English and Spanish. All children deserve the individualized support and care that best fosters learning - and so do their caregivers and educators.
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.
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.