Teachstone has long been an advocate of using CLASS in a variety of educational settings. We're proud to now have two case studies about family child care (FCC) settings!
Family child care often presents different challenges for teachers, observers, and admins/directors. FCC providers usually have mixed-age groups, they might involve multiple adults being present in the same room, and they sometimes serve lower numbers of children. A few years ago we published a white paper on FCC homes, Using the CLASS Measure in Family Child Care Homes. In it, we discussed these unique challenges that observers face and recommendations for addressing them.
Our Ventura County Case Study and First 5 Santa Clara County Case Study both discuss how FCC settings used myTeachstone to support teachers in their classrooms and to improve teacher-child interactions. myTeachstone is especially effective as it allows coaches to give personalized professional development recommendations to teachers. Teachers are able to learn based on their own individual needs and they get to see what effective teacher-child interactions look like in action.
Our coaches carry a very heavy load. myTeachstone has been a great tool because you can reach a lot of teachers
-Sloane Burt, Operations Specialist, Early Childhood Programs, Ventura County Office of Education
Both counties have had promising outcomes after implementing program such as myTeachstone, CLASS Group Coaching, A CLASS Primer for Teachers, and more. Specifically, in Ventura County, 97% of the FCC providers said that the myTeachstone work, “influenced their teaching practices and interactions with children, providing new ideas and strategies to implement." Not to mention, the county's CLASS tool scores beat national averages in every domain!
If you run a family child care center and want to learn how CLASS can help your teachers and students, shoot us an email. We love talking to different programs and helping them figure out how they can improve teacher-student interactions and student outcomes!
There’s a powerful shift happening in early childhood classrooms across Louisiana. While education leaders across the country have visions of bringing high-quality, impactful interactions to all of their students, leaders in Louisiana have taken deliberate steps to turn their vision into a reality.
Hey, sports fans! Don’t you just love watching your favorite players on a big game day, scoring points and making it all look so easy and effortless?
Of course, we know nothing in sports is really effortless, even for gifted athletes with abundant natural talent. One of my favorite quotes comes from NBA All-Star Kevin Durant: “Hard work beats talent when talent fails to work hard.” Intentional, consistent practice is key to any athlete’s success. But 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.
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.
In construction, a scaffold is a temporary structure used by workers to access heights and areas that are hard to get to. This is exactly what educators are doing when they scaffold for students. A student is having a hard time reaching a new height—understanding a concept, answering a question, or completing an activity—and the teacher provides just enough support to allow the student to succeed.