Until all children in America have access to high quality, developmentally appropriate early childhood experiences, and until all early childhood providers and teachers receive the training and financial support they require to ensure their commitment and competence, as many advocates as possible are needed to speak out on behalf of children. – Adele Robinson and Deborah Stark, Advocates in Action (NAEYC 2005)
When DHHS Secretary Kathleen Sebelius, along with DOE Secretary Arne Duncan, announced the Preschool Development Grants competition as part of the Preschool for All in early February 2014, she asked for help. Her request? That all of us in the early childhood community find our roles in the grant process and assist applicants to ensure the best possible quality programs are developed and expanded for preschoolers. She called on those able to step up if able to provide “wraparound help”—and Teachstone is heeding that call.
As we introduced here, here, and here, we’re super excited about our two new face-to-face trainings: Feedback Strategies and Instructional Support Strategies. Since we released these trainings, many of our clients have asked, What is the optimal sequence for training implementation?
With the recent launch of our new website, we’ve also launched a new CLASS research summary. This summary reviews the research on teacher-child interactions in classrooms serving children aged zero to eight. It also discusses effective professional development to improve interactions, as well as new directions for research into teacher-child interactions.
MTP coaches and teachers: Have you ever been frustrated by SD cards getting damaged in the mail? Or spent long days waiting for SD cards to arrive so you can start your next coaching cycle? Well, no need to deal with these challenges any longer. Because—drum roll, please!—the Teachstone Mobile App is almost here. It will revolutionize the way you digitally transfer classroom footage from teacher to coach.
Whether we work directly with children, support teachers, create regional or state policy, or build professional development programs, it can be easy to let our day-to-day responsibilities trump the significance of our work. As Teachstone’s Product Marketing Director, I spend time each week observing and talking with our market—teachers, T/TAs, center directors, program directors, policymakers—and trying to understand their challenges. Without fail, I am always moved by these colleagues’ hard work and commitment to supporting young children; these conversations are what make my job rewarding. But during these interviews, I often notice that these individuals aren’t quite as moved by their grit as I am. They are worn down by bureaucracy or funding challenges, in a routine, or just tired from years of demanding and often thankless work.