We’re heading down an unfamiliar sidewalk with a multitude of other pedestrians. Never having been in this part of the city, we reach the four-way intersection with some trepidation. The tangle of roadway, traffic lights, and swift-moving vehicles is intimidating. Should we even cross? It doesn’t seem to be the best idea to put our heads down and blindly dodge and dart across the roadway as we see others attempting. And then, voilà, a crosswalk! A place of authority for those on foot. Now with a clear sense of direction and purpose, we look left, right, left and then step out onto the street. Like magic, cars stop and wait while we make our way across, able to now move rapidly toward our destination.
In this age of the QRIS, I cannot help but liken its many attendant parts, often necessarily overlaid onto existing systems, much like the knot of roadway described above. Without a way to disentangle one assessment from another, or one teacher qualification requirement from another, we might be left with feelings of frustration and possibly disenfranchisement. What does it mean to add more requirements? How does what I have already learned, adopted, and maximized play into this new system? A crosswalk of seemingly competing frameworks, assessments, and requirements can lay the path toward understanding where existing systems intersect with, as well as deviate from, the new. A crosswalk can serve as map to increase efficiency, understanding, and buy-in.
We at Teachstone® have long seen the value in, and requests for, crosswalks of all kinds. One in particular involves the overlap between the CLASS™ and the Danielson framework. Given the wide adoption of Danielson with its foundational value and application in coaching, professional development, and teacher evaluation processes, it makes sense to understand this framework in relation to the CLASS tool, often built into a QRIS as both observation assessment and professional development. Both frameworks have at their core the development of encouraging and developing self-reflective practice. Download our crosswalk (PDF): Classroom Assessment Scoring System (CLASS) and Danielson's Framework for Teaching Crosswalk. This latest iteration was completed by my colleague Joe Pierce, Client Implementation Manager.
As you consider your QRIS, how might a crosswalk benefit progression and efficiency in:
Stop back again for more details on a CLASS crosswalk with California’s Early Childhood Educator (ECE) Competencies and the California Preschool Learning Foundations. Tell us, too, which crosswalks you have completed and/or which would be of most value.
Together we will map the QRIS roadway for greater understanding, application, and success!
At Teachstone, we talk to a lot of educators. From coast to coast and around the globe, there’s a common thread that unites them: wanting to be better for their students.
Even when things are tough in education, even in years made even more challenging by the pandemic and its effects on teaching and learning, educators are striving to be their best. That dedication to equitable, ongoing development is what inspires Teachstone’s work. To reach the day when all children are afforded excellent education and care, it’s going to take a systematic, data-driven approach, and we are enthusiastic partners in getting there.
How do you make a peanut butter and jelly sandwich? I posed that question to a random selection of contacts via text message. What did I discover? Everyone in my sample group spreads on the PB first, then the J. There are a variety of ways though to apply the jelly, but in my random group, the jelly always comes second.
Peanut butter and jelly sandwiches make me think about Behavior Guidance, a dimension in the CLASS® toddler observation tool. Especially the first two indicators of behavior guidance: proactive and supporting positive behavior. Proactive is the peanut butter! It goes first. That layer of peanut butter is the base for the jelly, which promotes positive behavior.
“What I think I’m most proud of as a professional in the field is our ability to show up, our ability to still do it, to still roll with the changes… We have to adjust. That is what educators did the entire year. We show up. We have a strong why. We love what we do.” This is a quote from Colleen Schmit from our recent webinar, Celebrating Great Teaching. She’s talking about how hard the last couple of school years have been for teachers. Teachers faced a similar difficulty 20 years ago when the United States faced a national tragedy.
When COVID-19 hit and schools shut down, many of us were certain that it would not impact the 2020-21 school year. But after more than 18 months, it’s clear that the pandemic is still with us. The length of the pandemic has only heightened concern about COVID related learning loss - especially among underserved populations.