creating a culture of support : leadership and professional development
TRANSCRIPT
© 2015 Teachstone Training, LLC
Creating a Culture of Support:
Leadership and Professional Development
WELCOME!
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.
Objectives
Discuss:• The CLASS tool and the focus on
teacher-child interactions• Strength-based approach vs deficit
model; parallel process of CLASS• Building trust and relationships for
a culture of support• Key elements of effective coaching
NICHD & NCEDLStudies
Preschool Interventio
n Programs
Teachstone®
CLASS in 32+
States’ QRISs
Attachment Theory
MTP™ & CLASS PD
1960s
1990s
1990s 2008 2015
2009
The Story of CLASS
OutcomesChildren’s learningand development
Elements of Classrooms Influencing Learning
How?Process
ImplementationInteractions
Relationships
What? Who? Where?Structure
CurriculumStandardsMaterials
Training and education
Pre-K CLASS Observation
Emotional SupportClassroom Organization
Instructional Support
CLASS Domains and Dimensions
CREATING A CULTURE OF SUPPORT
HOW do we create this type of culture?
WHY is it important?
Reflection Point
• How are you already thinking about building a culture of support within your organization?
• What are you doing that you would like to build on?
• What barriers might you encounter?
...
‘As human beings, our job in life is to help people realize how rare and valuable each one of us really is, that each of us has something that no one else has—or ever will have—something inside that is unique to all time. It's our job to encourage each other to discover that uniqueness and to provide ways of developing its expression.
Fred Rogers, Mister Rogers’ Neighborhood: Thoughts for All Ages
Deficit vs. Strengths-Based
Deficit Model Strengths-Based Model
Teacher Reaction
• Demotivated• Disempowered
• Happy• Motivated
Why Focus on Strengths-Based Interactions?
• They define and clarify what we already know about effective teaching.
• They are WHAT teachers are already doing that can be done more consistently and more intentionally.
Positi
ve C
limat
eTe
ache
r Sen
sitivi
tyCo
ncep
t Dev
.
Parallel Process
‘ If you could only sense how important you are to the lives of those you meet; how important you can be to the people you may never even dream of. There is something of yourself that you leave at every meeting with another person.
Fred Rogers, Mister Rogers’ Neighborhood: Thoughts for All Ages
Building Trust
1. Honesty2. Collaboration3. Formative
feedback
1. Honesty
• Transparency• Objectivity• Confidentiality• Reliability• Openness• Respect
2. Collaboration
• Timely• Opportunity to review
evidence prior to discussion
• Identify areas of focus together
• Reflection
2. Collaboration
3. Formative Feedback
• Give and ask for formative feedback
• Encourage staff to provide feedback
• Open door time• Peer observation• Encourage teachers to
invite you in
3. Formative Feedback
Reflection Point
• How are you already incorporating honesty, collaboration, and formative feedback within your organization?
• What are some additional strategies that you would like to try?
• What barriers might you encounter?
...
‘Pedagogical leaders study and guide the teaching and learning process in their program. They keep everyone focused on the remarkable children in their midst . . . .These leaders question, provoke and support possibilities for children and teachers to engage in relationships and investigations that bring joy and new learning for both of them. Pedagogical leaders challenge teachers to see themselves as researchers in the teaching and learning process and challenge our field to go beyond current definitions of quality.
Deb Curtis and Margie Carter, Harvest Resources Associates
Identification of Core Elements of Effective Coaching
Academic Research
Program-Level
Experience
Core Elements
1. Frequent contact between coaches and teachers
2. Strong teacher-coach relationships3. Group involvement in coaching4. Use of video in coaching5. Data-driven, individualized coaching
supports
1. Frequent Contact
INTENSITY
DURA
TION
2. Strong Relationships
3. Group Involvement
4. Use of Video
5. Data-Driven
ReflectionWhat is at the core of your
coaching program?
What practices do you want
to be sure everyone is
implementing with fidelity?
Q&A
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