Can we talk about structure? When CLASS® entered my life, I was 20 years into my career in the field of early childhood education. What I remember most about that initial training, besides the nervousness about an impending reliability test, was a sense of relief. Structure, including state and program standards, curriculum, materials in the classroom, and approaches to childcare and pedagogy, had dominated my working hours. CLASS was a lot to learn, but for me, it was a breath of fresh air. Observing with CLASS meant I could set aside my obsession with all things structural, which encompassed my thoughts every time I walked into an early childhood classroom.
If you've ever been through a CLASS Observation training, you are probably familiar with the graphic below. Research tells us that improving teacher-child interactions is a process that includes many pieces.
The first step is to identify a teacher’s strengths and opportunities for growth, which can be done through a CLASS observation. Once you have this data, you can share it with teachers through a formal report, a face-to-face conference, or a feedback session. You’re off to a great start, but now what?
The frameworks that power great interactions with children can be applied to relationships with our coworkers. In our webinar Staying In-Sync: Creating Positive Interactions Between Teachers, panelists Kate Cline, Professional Services Manager at Teachstone, and Deidre Harris, Educational Consultant at Team Agreements, led a lively discussion about how to foster healthy relationships among your staff. They identified a few key areas that make up the foundation of this work. Let’s get into it!
The time that you spend with all your staff together is limited, so how can you make the most of it? It’s crucial to ensure that you’re building strong relationships with staff and creating a structure that best works for your team. After all, you want your team to leave your in-service trainings feeling safe to grow, proud of their collective success, and supported with the tools they need to make an impact.
We know that one of the most important factors in children and adolescents' success in school is the quality of their teachers—and specifically the effectiveness of the daily interactions that support students' social and academic learning. Today more than ever, teachers need time to learn and reflect on their own professional practice.
But too often professional learning experiences are ‘sit and get’ presentations and disconnected from teachers' daily practice. And many research based professional learning programs have failed to demonstrate impact at large scale because they are often highly resource intensive and do not fit well into schools professional learning plans.
Teachstone hosted the How to Support Your Teachers by Improving Your Culture webinar on June 16, 2022. Led by Erin Sabina, CLASS® Consultant at Teachstone, and Keiyonna Dubashi, Executive Director at Profound Ladies and DEI Program Manager for Teachstone, this webinar focused on building a strong culture in early childhood programs.
We are invested in making myTeachstone your one-stop-shop for continuous quality improvement (CQI). Most recently, we’ve made enhancements that will help you collect CLASS® observational data from your classrooms, receive reports that help you better understand your organization’s needs, and facilitate professional development that creates lasting impact. And, we are committed to do this all within one platform.
In our recent webinar, Making the Move to CLASS® 2nd Edition, we shared how programs and individuals can begin to experience and use the enhanced Pre-K–3rd CLASS® tool. And, in this recent blog post we took a closer look at what these enhancements mean for certified observers.
To engage in continuous quality improvement, effective coaching is key. With effective coaching structures and programs in place, organizations can drive quality improvements that support children's development and learning. And, with CLASS® and CLASS coaching certifications, organizations can focus their improvements on research-proven educator-child interactions.
It’s no secret that teacher burnout has become a massive issue in the education industry today. At a time when education and childcare services have been hard hit by the pandemic, teachers have already endured a long struggle to cope with an increase in workload, understaffing, and shifting pandemic challenges that make it difficult to teach effectively.
How can credentialing be used to recruit, train, and retain early childhood educators, or perhaps even return professionals who have left the field? In today’s episode of Impacting the Classroom, you’ll learn more about the CDA® credentialing process, how it works, and how it can be beneficial for educators and program leaders alike.