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.
Having used the CLASS® in my programs, I saw firsthand the incredible impact the tool had on children and educators. I often refer to the CLASS as an equalizer, as the CLASS tool provided our site leaders with the ability to measure and improve the quality of teacher-child interactions with a proven and research-based classroom assessment - one that is effective regardless of the credentials, education level, or socio-economic status of the educator. Not only do I believe in CLASS, but I also believe in educators and their fundamental ability to bring the best out of our children.
"Not only do I believe in CLASS, but I also believe in educators and their fundamental ability to bring the best out of our children."
We are depending on our educators now more than ever before as we all continue to grapple with the tremendous impacts of COVID-19 on the early childhood education system. As colleagues across the country are facing unprecedented challenges, we recognize that at the core are critical needs for children, educators, and families. The call has been for the educational system to restabilize, reopen, and recover. But, what if we see these challenges we are facing as an opportunity? The opportunity to make the future of education now.
Now is the time to not only restabilize and recover, but to improve, innovate, and make the needed changes to create and sustain quality education within all programs, across all classrooms, and for all children. I am humbled by the incredible efforts already taken by leaders and teachers to work toward change. There is more work to be done together.
The need for systemic change has long been established, with each year bringing forward more research findings on inequities in early childhood education. And yet, these problems still fester.
The recent challenges brought on by the pandemic brought to light an even greater need and opportunity to come together to build back better. As a community, we know too much to let these problems continue. With the historic funding amounts being put into the education landscape, it’s time to look beyond reopening and allocate these resources to reimagining education, and to rebuilding a future of quality for every child and every educator.
Together, we have the opportunity to think and plan more strategically through a systemic lens to make the equitable future of education a reality, now.
With this context, we’re making a commitment to support not only reopening, but restabilization, and innovation to drive continuous - and needed - improvements.
Let us be your partner and support you in your goals, needs, and wishes with our expertise and services that have been proven to drive success. And, be sure to join us for our upcoming webinar, The Future is Now: Using Stimulus Funding to Drive Equity and Quality.
The Future is Now: Using Stimulus Funding to
Overcoming Learning Loss with
Teachstone, developer of the Classroom Assessment Scoring System (CLASS®) included in 23 states' Quality Rating and Improvement Systems and used by Head Start programs nationwide, today unveiled "Banking Time: Investing in Relationships," a new suite of tools to improve the quality of interactions between teachers and specific children birth through third grade, and in turn, to build strong, positive, equitable teacher-child relationships.
Teachstone applauds the removal of three Confederate statues in Charlottesville, VA. Our organization is headquartered in this Southern city and we have seen first-hand the visceral reaction evoked by these tributes to figureheads of the Lost Cause movement. While the cause of the Confederacy in the Civil War has been lost, the war on racism has not yet been won.
The time has come for hard conversations.
That’s the feedback we have been receiving from educators across the country. There are plenty of tough conversations educators are trained, taught, or feel equipped to handle with children and families - gently bringing up a developmental concern, facilitating a disagreement between students, or explaining what happened with the classroom goldfish are all part of a day in the life. But in the last year, since the killing of George Floyd and other Black people at the hands of police, educators are increasingly asking for help in communicating more comfortably with young children about diversity and difference.
I was supposed to be an architect, instead I was a teacher of young children; it felt like my calling.
When I started my coursework, they tasked me with visiting multiple classrooms. It overwhelmed me when in some classrooms, children were crying, teachers were frustrated, and no one seemed to enjoy the day. I thought I had made a mistake. Thankfully, I had a professor who inspired me to continue. Instead of feeling overwhelmed by the behaviors I observed in both children and teachers, the professor charged me to uncover the root of those behaviors.
And so, my journey to support social-emotional development began.