Best in CLASS: Coaching Teachers on the CLASS Tool, plus Louisiana: Sweeping Changes in Early Childhood and CLASS Professional Development Supporting Reflective Practice: The Chicago Story
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Ähnlich wie Best in CLASS: Coaching Teachers on the CLASS Tool, plus Louisiana: Sweeping Changes in Early Childhood and CLASS Professional Development Supporting Reflective Practice: The Chicago Story
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Best in CLASS: Coaching Teachers on the CLASS Tool, plus Louisiana: Sweeping Changes in Early Childhood and CLASS Professional Development Supporting Reflective Practice: The Chicago Story
- 1. © 2015 Teachstone® Training, LLC Best In CLASS® : Coaching Teachers on the CLASS Tool
- 2. WELCOME!
- 4. Your knowledge of CLASS® ? 1. What’s CLASS? 2. I know a little about CLASS. 3. I use CLASS occasionally. 4. I use CLASS frequently and feel comfortable with the CLASS lens and language.
- 5. NICHD & NCEDL Studies Preschool Intervention Programs Teachstone® CLASS in 32+ States’ QRISs Attachment Theory MTP™ & CLASS PD 1960s 1990s 1990s 2008 2015 2009 The Story of CLASS
- 9. 2005
- 11. Coaching in QRIS
- 12. What Happens?
- 13. What Makes the Difference Strong Outcomes Weak Outcomes
- 14. Approaches to Implementing Coaching Coaching Outsourced Supervisors Do CoachingTeachers Do Coaching
- 16. Agenda 1. Identification of core elements of effective coaching 2. Core elements as a foundation for a systematic approach 3. Evaluation and fidelity in coaching
- 17. Identification of Core Elements of Effective Coaching
- 18. Focus on the Core Core Elements Coaching Program
- 20. Core Elements 1. Frequent contact between coaches and teachers 2. Strong teacher-coach relationships 3. Group involvement in coaching 4. Use of video in coaching 5. Data-driven, individualized coaching supports
- 24. 4. Use of Video
- 25. 5. Data-Driven
- 26. Reflection What is at the core of your coaching program? What practices do you want to be sure everyone is implementing with fidelity?
- 27. Core elements as a foundation for a systematic approach
- 30. Ensuring Fidelity • Specialists • Qualifications and training • Communication • Documentation and reporting • Software
- 31. Reflection To what extent have you identified a systematic approach to coaching? How are these concepts being communicated and recorded throughout your organization?
- 32. © 2015 Teachstone® Training, LLC Louisiana: Sweeping Changes in Early Childhood Sarintha Buras Stricklin, PhD, Innovation in Education Jefferson Early Childhood Network Director
- 33. Sweeping Changes in Early Childhood in LA Early Childhood Education Act of 2012 (Act 3) • Requires a coordinated, integrated early childhood system • Holds providers accountable for kindergarten readiness, or progression towards kindergarten readiness • Uses CLASS as primary measure of quality • Connects existing tax credits to high quality programs
- 34. Overall System Goal Goal By fall 2016, 70% of Louisiana’s kindergarteners will enter school ready to learn. Theory of Action 1. Reengineer the quality rating system to focus on outcomes 2. Link provider ratings to funding and incentives 3. Measure outcomes through common assessments 4. Increase funding for providers that do well, increase supports for providers that struggle, and, ultimately, revoke funding for providers that do not improve
- 35. Early Childhood Networks Network of all publicly funded early care and education programs in parish • School system (LA 4, 8g, Title 1) • Early Head Start and Head Start • Child Care • Non-public programs w/publicly funded seats (e.g., charter and parochial schools) Most school districts serve as lead agency and fiscal agent • Serve as coordinating body • Count all classrooms • Ensure classrooms observed in fall and spring • Develop common enrollment system (i.e., single application process)
- 36. CLASS Adopted as Primary Measure of Quality CLASS scores serve as foundation for program's letter grade Minimum of 2 observations per year: Fall and Spring • In-house observations conducted by center directors, principals • Local 3rd party observers, contracted by Network • State contracted 3rd party, % of programs each year
- 37. CLASS Training Network Leaders • Affiliate CLASS Trainers o Pre-K o Toddler Administrators: Trained to be Reliable Observers • School system: Principals, academic deans, master teachers • Head Start: Administrators, Specialists • Child Care: Directors or Designees Teachers and Assistants • Introduction (half or full day) • Web-Based Modules (Intro and Looking at CLASS) • Dimensions Guides
- 38. MTP: Coaching on CLASS Year 1: 2014-2015 School Year • Piloted across 3 networks • Total of 12 coaches • School system specialists, child care directors, consultants • All with full time jobs, adding MTP as additional duties • Created commitment forms for teachers and directors Goal: Coach 5 teachers across 12+ cycles
- 39. The MTP Cycle
- 40. Challenges • Technology issues • Initial time commitment • Scheduling conflicts • Teacher turnover
- 41. Successes • Frequent contact with teachers • Relationships with teachers • Group and mentor support • Use of video for reflection • Strengths-based approach
- 42. MTP Data: Year 1
- 43. MTP Data: Year 1
- 44. MTP Data: Year 1
- 45. MTP Data: Year 1
- 46. MTP Data: Year 1
- 47. Other Reflections Surprises • Coaches with CDA successful: Credited to MTP structured processes and support of MTP National Specialist • Some coach and teacher matching needed: MTP grounded in teacher-coach relationships and interactions Recommendations • Some coaches need more support than others: Contracted for "package" plan for all • Consider later start: August/September start difficult as teachers need time to get children comfortable in classroom, establish routines, etc.
- 48. MTP Coaching on CLASS Year 2: 2015-2016 school year • Continued across 2 networks • Total of 10 coaches • Focus on meeting requirements for credentialing • Coach minimum of 2 teachers • Complete minimum of 10 cycles Goal: Complete 3rd party baseline and end of year CLASS observations to compare scores for gains
- 49. Q&A
- 50. © 2015 Teachstone® Training, LLC The Chicago Story CLASS Professional Development Supporting Reflective Practice
- 52. Chicago Head Start Grantee Dept. of Family Support Services, (DFSS) Evelyn J. Diaz, Commissioner Vanessa Rich, Deputy Commissioner – Head Start Program Options – Number of Children • Early Head Start • Head Start • Home based • Family Child Care • Chicago Public Schools
- 53. St. Augustine College Andrew C. Sund, President Independent College – 4 Chicago locations Coordinate implementation of Early Head Start/Head Start Quality Improvement Programs for the City of Chicago-DFSS Dedicated staff to Project
- 54. CLASS Professional Development REFLECTIVE PRACTICE STRATEGIES
- 55. Initial Professional Development Plan • Collaboration with Teachstone • Interventions geared towards major groupings • Education and Awareness Campaign • Mandatory vs. Optional • System Integration • Professional Development Team
- 56. Multi-Step Approach (First 5 Years) 2009 CLASS Pre-K Observations Expanding Skills Set (CLASS High-Scoring Teachers) • Enhanced PD (e.g., access to museums, science labs) Practicing Skill Set (CLASS Mid-level Teachers) • Teachstone Video Library (On-line study) Building Skill Set (CLASS Low-Scoring Teachers) • MTP • MMCI • Over 300 teachers CLASS Toddler Overview
- 57. MTP™: MyTeaching Partner™ • 10 Locally Trained Teachstone Coaches • 2 Teachstone Coaches • 10-15 Teachers per coach • Coaching Challenges in an urban environment • From individual teachers to teaching teams • Over 300 classroom teaching teams
- 58. MMCI: Making the Most of Classroom Interactions 4 Teachstone Training Instructors MMCI Formats and Lessons Learned • College Credit • Session Formats • Locations • Teacher/Student Support • Teachstone Instructor Support • Portfolio Events 900 Teachers
- 59. MMCI at Work
- 60. Portfolio Event: Celebrating CLASS Achievements
- 61. Where Chicago Is Now CLASS Pre-K Goals 6 = Emotional Support 6 = Classroom Organization 3 = Instructional Support • CLASS & Curriculum/Child Outcomes as one conversation • Use of all data: assessments, fidelity tools, and evaluations • Over 1,000 classroom teachers & their administrators engaged in professional development supports • Professional Development Specialist continue to provide support • Developing Communities of Practice
- 62. Where Chicago Is Now Teachers • CLASS Pre-K Overview (mandatory) • CLASS Infant & Toddler Overview (mandatory) • MMCI • Offered throughout the year • MTP Coaching • CLASS Pre-K Intensive Workshops (each domain) • Developmentally Appropriate Practice for Infants Toddlers & Twos
- 63. Where Chicago Is Now Administrators • CLASS Pre-K Supervision and Support for Administrators • Coach Toolbox: Instructional Support Strategies (Teachstone) • Coach Toolbox: Feedback Strategies: Sharing Observations with Teachers (Teachstone) • Developmentally Appropriate Practice for Infants Toddlers & Twos • Technical Assistance
- 64. What’s Next for Chicago • Build Communities of Practice • Administrators • Teacher Cohorts • Building Team Teaching • MTP – Pre-K and Infant / Toddler • Hybrid Professional Development Models • MMCI • System Integration
- 65. Q&A
- 66. Stay in Touch! Teachstone! Website: www.teachstone.com Blog: www.teachstone.com/blog Phone: 866.998.8352 Email: contact@teachstone.com Sedra Spano: sedra.spano@teachstone.com Presenters Emily Doyle: emily.doyle@teachstone.com #CLASSpromis e Sarintha Stricklin: sarintha@aol.com Jacquelyn Vincson: jvincson@gmail.com
- 67. Free Resources E-books Crosswalks Webinars/ Videos Research Case Studies www.teachstone.com/resources emily.doyle@teachstone.com
- 69. InterAct: A CLASS Summit Powered by Teachstone April 11-12, 2016 InterAct: A CLASS Summit Embassy Suites • Downtown Chicago Stay on the leading edge of CLASS Interact with peers and CLASS experts Maximize your Chicago training www.teachstone.com/interact
Hinweis der Redaktion
- Introduce all presenters, where they are from and what part of the presentation they will be delivering. Sedra—overview of CLASS, Teachstone Emily—coaching with CLASS Jackie—use of CLASS-based PD in Chicago Sarintha—use of CLASS/MTP coaching in Louisiana
- What to Say and Do Introduce yourself and get to know participants using this slide, asking them to stand or raise hands to indicate where they fit: Teacher or care provider Center director Education manager Program director Coach or technical assistance provider Teacher educator
- What to Know This slide is animated so you can introduce one point at a time. What to Say and Do Introduce yourself and get to know participants using this slide, asking them to stand or raise hands to indicate where they fit.
- This slide is timeline of major milestones for CLASS. Note to presenters: On the slides that follow, each milestone is animated – when you click slide a picture or logo will appear in place of the milestone text.
- What to Know This slide is animated to allow you to focus on each point individually. To prepare for this slide, you might google each project to have some knowledge of results, sample, scope, and goals. You might also watch the Infant/Toddler webinar for an example of how to talk through these slides: http://www.teachstone.org/about-the-class/webinar-series/previous-webinars/infants-toddlers-and-the-class-measure-developmentally-appropriate-practices/ What to Say and Do Share the information below as appropriate for the needs of the group: Provide some background on policy: Back in the 60s, 70s, and 80s, there had been a series of very intensive and very successful preschool intervention programs that many people are familiar with. The success of those projects led to a large expansion of preschool programs that aimed to combat the effects of poverty on children’s social and academic development. In the 80s and 90s, though, concerns started to emerge about the ‘fade out’ effect – essentially, some studies showed that the powerful early effects of preschool disappeared by third grade. Additionally, there were challenges with taking programs to scale – it was becoming obvious that it wasn’t enough to just open more classrooms. People became more concerned about what went on inside the classrooms, and wanted to make sure that programs were providing enriching experiences to children. There was a policy-driven need to better understand what proximal factors made some programs successful.
- What to Say and Do Also in that timeframe—Increasing understanding of how relationships and interactions are critical to child development. Attachment theory—Children’s relationships with adults, especially primary caregivers like mothers, affect how children develop important skills such as emotional control and social skills, and form the basis for future relationships. Additionally, there was an increasing understanding of the multiple sources of influence on development, each of which are important. One very important and very proximal influence is a child’s school, caregivers, and teachers.
- NICHD stands for the National Institute of Child Health and Human Development. Study was published in 2000. What to Say A study funded by the National Institute of Child Health and Human Development in the 90s and 00s looked at how child care experiences affect children. What was unique about this study was that they looked at all aspects of children’s environments and social, academic, self-regulatory outcomes on a very large scale. They examined the same types of things in parent-child interactions as in teacher-child interactions (sensitivity, stimulation, and motivation—words you will hear discussed when talking about the CLASS content). What they found is no surprise really—the same things we think of as ‘good parenting’ are also good for children in early childhood care. Another way to make the same point: The NICHD study demonstrated that “quality of care” influenced children’s development in child care settings (not just the home)—and defined quality of care much the same way we define quality of parenting (attachment, sensitivity to cues, etc.) Share additional details about each bullet listing items which were explored in this study as needed: Multiple aspects of children’s environments: Parent-child interactions, Child-care environments, Classroom environments Broad range of outcomes: Social and behavioral, Cognitive and academic, Self-regulation
- DEVELOP THESE NOTES: CLASS Observation Measure started out as observational measure. What to Say and Do The previous slides describe the context in which the CLASS measure was developed. The CLASS was developed as a way to continue measuring these proximal aspects of teacher-child interactions to better understand what quality is and how it affects learning and growth. The CLASS measure: Is a structured observation measure. Essentially, observers make standardized judgments and attach those to a 1-7 Likert scale. This is always done after a careful review of the age-appropriate manual. Moved away from structural features (such as books, curricula, lesson plans). So much money has been spent on structure, and we know through research that structure is mediated by process. The CLASS tool is a process tool. Focused on interactions (How teachers use time and materials to get the most out of every moment) Has three domains: research- and theory-based Cite class manual (- La Paro, Pianta, & Stuhlman, 2005)
- ANIMATION: Slide says: Teachstone Founded When clicked: Teachstone logo appears DEVELOP THESE NOTES: Teachstone was founded in 2008 to bring the CLASS to scale Bob Pianta & Bridget Hamre
- Coaching is part of many QRISs – either formally or informally. Some QRISs formally call out coaching as a component and, in some systems, coaching is seen as an effective method of PD to meet outcome goals. [Hilary to ask RAB for examples] Arizona – coaching is part of QRIS Washington -
- [need graphic] studies that show coaching to be an effective means of professional development, coaching is a large investment and not all coaching programs result in the outcomes administrators hope to see.
- [need graphic] Why is it that some coaching programs show outcomes and others don’t?
- [need graphic – focus on the first point below] 1. We’ve talked with many programs across the country as they implement coaching. Some outsource their coaching, some move their best teachers into coaching roles with little to no training, and some programs have supervisors do the coaching. 2. Many programs don’t provide guidance on the day-to-day work of the coaches and may lack a specific model for coaches to follow. This leads to varying outcomes. [Hilary to talk with RAB for examples] Personal coach strategies? – not going to get consistent outcomes Who are you coaching? Teachers, directors? (NYC) Silos? Can be tough for consultants…how do you make sure what you’re talking about is important to program? (not outcomes driven?)
- [need graphic] Coaching takes many different forms so it is important to define coaching. This is going to look differently from program to program. The goals of a coaching model may differ across the programs. The coaching staff may have different qualifications and other responsibilities. The teaching staff and children also differ across programs. So, there is no one coaching implementation that works the same way for everyone. Individualization is key to coaching’s effectiveness. At the same time, we know that fidelity is important. So, how do we reconcile these two factors?
- In this presentation, we’ll show you how we’ve identified core elements of effective coaching and then used those elements to construct a systematic appoach. Then, Jackie Vincson from Chicago and Sarintha Stricklin from Louisiana will talk about how they have maintained fidelity within their coaching implementation.
- [need graphic] Here’s what Teachstone recommends. Figure out the core elements of a coaching program that lead to the outcomes you’re looking for within your population. Make sure those core elements are implemented with fidelity; in other words, develop a systematic approach that allows for implementation of those elements. Focus on these ideas throughout your program. Encourage individualization around those core elements.
- [need graphic – focus on combination of academic research and program-level experiences] In the subsequent slides, I’ll discuss how we identified these concepts as core elements for coaching. It is a combination of existing academic research, as well as our own experiences with our programs
- [need graphic – consider representing intensity and duration] Evidence suggests that programs that are more intensive and have more duration result in more consistent effects. In Teachstone’s coaching program, MTP, researchers found that teachers reached their maximum improvement only after completing an average of 13 coaching cycles (or 6 months or more of focused coaching work)
- [need graphic] What do we mean by strong relationships? Reflective practice, not just direction from the coach, as well as trust and respect. Most of the research here has been self-report by teachers – teachers who reported having stronger relationships with coaches were better at implementing new practices. We’ve seen this anecdotally in implementing MTP – coach-teacher relationships described as strong are associated with greater engagement.
- [need graphic] Group involvement helps teachers feel more connected, as well as supports defining program-wide goals. Also, influences culture.
- [need graphic] In MTP studies, coaching focused on “seeing” interactions and moments in video, showed significant gains in teacher effectiveness, as measured by the CLASS
- [need graphic – focus on strengths-based] [Hilary, this is alternative to previous slide] To implement a strengths-based practice, we need to identify strengths and areas for growth. Data can be qualitative, as well as quantitative.
- [Use a section title slide here?] Once you figure out what the core elements are, you need a systematic approach for implementing those elements.
- [Use a section title slide here?] Once you figure out what the core elements are, you need a systematic approach for implementing those elements.
- We said that one of core elements is data-driven, individualized PD, so the first step in our systematic approach is to collect observation data. We use those scores to begin to identify teachers’ needs – those aren’t the only factors that go into developed the individualized coaching plan. We then use scores, as well as other data, such as qualitative observation notes, readiness data, prior knowledge of teacher-child interactions, and learning preferences to make decisions about the PD/coaching plan. This is one area where the relationship core element is strong; PD plans are not made on scores alone, but on a in-depth knowledge of that teacher as an individual. Group involvement, video, and frequent contact are important here. This is part of the approach where the coach provides the tools, resources, and support to carry out the PD/coaching plan. Relationships remain important in order to keep the cycle moving.
- How do you ensure fidelity to the model? How do you encourage use of the core elements within the systematic approach? Specialists, trainings, tools (myTS), observation trainings, recert, calibration, program-wide goals, time and space – all of the support offered by the program should support the implementation of the core principles into the model that you’ve defined.
- What to Say and Do The MTP model includes a coach working with individual teachers and focusing on teacher-child interactions as observed through the CLASS lens. Review the essential elements of MTP cycles: The teacher records classroom video. The coach reviews video, selects segments, and writes prompts. The teacher reviews the video segments and responds to the prompts. The teacher and coach discuss prompts and practice. The coach (with teacher input) creates a summary and action plan to guide the teacher’s next cycle.
- Pre-K Domain Scores Note: Dimension pie chart next page
- Pre-K Dimension Scores
- Toddler Domain Scores (Dimension chart next page)
- Toddler Dimensions Scores
- [Hilary – I added this just in case; feel free to take out]
- [Hilary – I added this just in case; feel free to take out]
- Examples: E-books: Connecting with Pre-K Learners (Teacher Tips) Observer Tips Building a Foundation for Effective Coaching Why CLASS? Exploring the Promise of the Classroom Assessment Scoring System (CLASS) Is Your Organization Ready for Large-Scale Change? Research Teacher-Child Interactions (Research Summary) myTeachstone Research Summary Foundations for Supporting Teacher Growth through myTeachstone The CLASS Tool and DLL Crosswalks CLASS and NCQTL CLASS and CAEP CLASS and Conscious Discipline CLASS and ERS CLASS and the Danielson Framework Webinars/Videos: Webinars: How to Create a Community of Professional Practice Using myTeachstone to Deliver on the Promise of CLASS Why PD Isn’t One Size Fits All Why PD Doesn’t Have to Mean Reinventing the Wheel What Is PD and Why Does it Work? Video: Teachstone and the Power of Interactions Boost Improvement Effforts with the CLASS System What to Expect (when you’re being observed) Case Studies: 50 Stories in 50 States
- Note that survey closes 11/29
- For the first time, Teachstone is hosting a summit for early childhood leaders to explore what it means to deliver on the promise of CLASS. Join us for two days of community building, dialogue, and discussions with industry leaders. Topics include data collection and interpretation, professional development and technology, and CLASS implementation and impact