Recently, at the InterAct conference in Austin, we presented the parallel process of CLASS in 50 incredibly fast minutes. We had fun putting together a presentation that was interactive and that modeled as many of the dimensions, indicators, and behavioral markers as we could. In fact, we gave the participants a score sheet so they could rate us—a take off on the CLASS score sheet.
This month, I had a chance to interview MMCI Instructor, Shawn Kaplan. In her time as an MMCI Instructor so far, she has facilitated an impressive number of teacher cohorts, impacted CLASS scores, and has some insightful reflections for new instructors.
This month we’d like to take a minute to spotlight one of our awesome Making the Most of Classroom Interactions (MMCI) Instructors, Tonya Schadle. Tonya went through the three-day MMCI Instructor training in September 2016 and completed her certification requirements to become a certified MMCI Instructor. She is also a certified Infant CLASS Trainer. In her journey to become even more “CLASSy” than she already is, she agreed to speak to me about her work with CLASS in education.
Making the Most of Classroom Interactions (MMCI) has 10 sessions, but there is a secret "11th session" that you won't find in the materials: Instructor Reflection. Read one instructor's thoughts below.
Recently, we spoke with Jane Franco, a Provider Specialist with the Sunshine Stars, a QRIS in Florida. Jane is a certified MMCI Instructor, with both toddler and Pre-K CLASS observer certifications under her belt. She currently coaches about 15 teachers through the Early Learning Coalition of Pasco and Hernando Counties; she is also facilitating two unique MMCI cohorts. Our interview is below!
Okay, it’s a little late for a new year’s resolution. But, let’s face it, we’re all just finally back to full speed after the holiday break. Let’s make a resolution to actually use the data we are spending all this time and energy collecting!
You’ve trained observers who collect reliable CLASS data. You can run reports on your CLASS data. You’ve learned how to use data to tailor professional development in myTeachstone (see: Data Courses). But how do you show you are improving teaching practices?
If you’re a Teachstone blog-reader, you may have noticed that we focus on being “strengths-based” instructional coaching all the time. But sometimes it’s equally healthy to reflect on the stuff that didn’t go so well so we can avoid it next time. (By the way, if you’re looking for something purely strengths-based, Gina Gates recently wrote this fantastic post for the myTeachstone blog on ways to support resistant teachers using an online platform.)
This post is about what not to do. These are the seven deadly sins of taking teacher learning online:
Effective coaches support different teachers in different ways. One way coaches individualize their support is by differing their coaching based on teachers’ readiness to change. Research suggests that it is a combination of a teacher’s subject knowledge and receptivity to feedback that contribute to this ‘readiness.’ So how do we know where our teachers are on this readiness continuum and how do we react to that knowledge?
At our 2016 InterAct CLASS Summit, we asked a group of educators to share their biggest difficulties in implementing professional development within their organizations. Despite the group’s diverse backgrounds, they reported similar challenges:
Uneven teacher skill sets
Planning and logistics
We're excited to introduce the third post in ourfour-post series discussing strategies to help with these common challenges.