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The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
The CLASS System and Teacher Education: Why It Matters, How It Works
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The CLASS System and Teacher Education: Why It Matters, How It Works

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Effective teacher-child interactions are essential to children’s learning and development. But how can you integrate a focus on effective interactions within your existing teacher education program …

Effective teacher-child interactions are essential to children’s learning and development. But how can you integrate a focus on effective interactions within your existing teacher education program and courses? Join us to explore the growing focus on interactions and discover approaches for helping your early childhood education students put effective interactions to use in their day-to-day work with children. Recommended for those with some knowledge of the CLASS framework and effective teacher-child interactions.

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  • 1. The CLASS System and Teacher Education ™ Why It Matters. How It Works. Copyright © 2014 Teachstone Training, LLC. All rights reserved.
  • 2. Welcome! Who participates in your programs? • Pre-service teachers • In-service teachers • Both pre-service and in-service teachers
  • 3. Who participates in your programs? • Early childhood teachers • Elementary school teachers • Middle school teachers • High school teachers • A combination of the above
  • 4. What is your knowledge of the CLASS measure and related resources? ™ • New to the CLASS measure • Know a little • Use occasionally • Use frequently and feel comfortable with the CLASS lens and language
  • 5. What’s it all about? • Improving teacher-child interactions • Evidence-based • Research to practice • Birth through grade 12
  • 6. Objectives • Understand why effective teacher-child interactions are important to early childhood education and policy • Explore how the CLASS framework organizes effective teacher-child interactions • Align aspects of the CLASS system with your programs or curricula • Learn strategies for helping students learn about effective interactions
  • 7. Learning from Others How have other teacher education programs implemented the CLASS system?
  • 8. Face-to-Face Course Scenario Introduce concepts using CLASS Dimensions Guide as supplemental text. Students study and discuss the domains, dim ensions, indi cators, and behavioral markers. Students review the classroom suggestions and generate related ideas and examples.
  • 9. Online or Blended Course Scenario Use Video Library exemplars to introduce CLASS concepts. Students watch additional exemplars using their online Video Library subscriptions. Students write reflections or engage in online discussions related to the videos and their experiences.
  • 10. Integrated Approach Scenario Use CLASS Discussion Toolkit to introduce CLASS concepts. Students participate in guided discussions about the videos and classroom examples. Students in internships share video of themselves for instructor review or class discussion.
  • 11. Case Study
  • 12. Case Study
  • 13. Policy and Research What do we know about the current state of early childhood education?
  • 14. Quality Rating and Improvement Systems (QRIS) Five components • Program standards • Accountability measures and procedures • Program outreach and support • Financial incentives • Parent and consumer education
  • 15. QRIS in States
  • 16. QRIS and the CLASS System
  • 17. QRIS and the CLASS System
  • 18. QRIS and the CLASS System
  • 19. QRIS and the CLASS System
  • 20. Of the five individual quality indicators, the CLASS measure of teacher-child interaction quality consistently was the strongest predictor of children’s learning. —Sabol, T. J., Soliday Hong, S. L., Pianta, R. C., & Burchinal, M. R. (2013). Can Rating Pre-K Programs Predict Children’s Learning? Science, 341, 845-846.
  • 21. Standards • National Council on Teacher Quality Survey o Poor ratings for majority of teacher education programs o Highlights logistical barriers and pressures o Elementary and secondary programs only • Teacher education o NAEYC o NCATE/CAEP/Regional bodies o Early Learning Standards o Common Core
  • 22. Research • Teacher education and classroom quality o Mixed results relating amount of education and quality scores o Need to focus on content of education, especially field experiences and interactions • Student teacher requirements and evaluation o Focus of feedback – language and literacy, child development, planning, teacher-child interactions o Tools for feedback – ERS, CLASS, local tools based on standards
  • 23. Effective Teacher-Child Interactions How do we define effective interactions and how are these related to children’s development?
  • 24. History: 1980s – Early 2000s • Debate over early childhood programs • Intensive programs had been very successful o Abecedarian, Perry Preschool Project, Chicago ChildParent Centers • Concerns about ―fade-out‖ and scaling • Increasing focus on what goes on inside classrooms
  • 25. Attachment and Ecological Systems
  • 26. Young children experience the world in the context of relationships. In turn, these relationships influence all areas of development. These relationships also lay the foundation for later developmental outcomes including self confidence, mental health, motivation to learn, achievement in school, and conflict resolution. —National Scientific Council on the Developing Child (2004). Young Children Develop in an Environment of Relationships: Working Paper No. 1. Retrieved from www.developingchild.harvard.edu.
  • 27. Pivotal Study NICHD Study of Early Childhood and Youth Development • Multiple aspects of children’s environments • Broad range of outcomes
  • 28. NICHD Study of Early Child Care • Quality of child care linked to child outcomes • Quality defined as teacher-child interactions NICHD ECCRN, 2000a; NICHD ECCRN, 2000b; NICHD ECCRN, 2002; NICHD ECCRN, 2005
  • 29. Cognitive Neuroscience Research • Confirms the importance of  interactions and early relationships  • Reveals some of the mechanisms through which interactions have  their impact
  • 30. Cognitive Neuroscience Research • Interconnected brain systems o Senses – Perceptual System o Emotion – Limbic System o Intellect – Cortical System • Environments matter o Nature + Nurture interact to shape development o Epigenetics; experiences impact genes o Positive and negative interactions impact brain development
  • 31. teacher
  • 32. Infant Toddler Pre-K K-3 Upper Elementary Secondary effective teacher-child interactions warm sensitive individualized predictable proactive engaging stimulating language-rich responsive
  • 33. Infant CLASS Dimensions
  • 34. Toddler CLASS Dimensions
  • 35. Pre-K CLASS Dimensions
  • 36. K-3 CLASS Dimensions
  • 37. Organization of the Pre-K CLASS Tool
  • 38. Organization of the Pre-K CLASS Tool
  • 39. Application of the CLASS System What does this mean for your teacher education program?
  • 40. CAEP Accreditation Standards and CLASS Connections CAEP Standards Standard 1: Content and Pedagogical Knowledge Standard 2: Clinical Partnerships and Practice Standard 3: Candidate Quality, Recruitment, and Selectivity Standard 4: Program Impact Standard 5: Provider Quality Assurance and Continuous Improvement CLASS Connections to CAEP Standards Recommendations • Focus on research and evidence-based practices • Promote cognitive, social, and emotional growth • Apply theory to practice • Demonstrate practices linked to positive impact • Monitor and guide candidate's growth • Ensure valid, reliable, and fair decision making • Use multiple measures to assess growth • Use validated observation instruments • Support continuous, evidence-based improvement • Evaluate effectiveness of program completers
  • 41. CA Early Childhood Education Competencies and the CLASS Tool CA Competency Area Interactions Emotional Support PC Child Dev. and Learning Culture, Diversity, Equity Relationships, Interaction s, Guidance Family & Community Dual Language Dev. Observation, Screening, Assessment Special Needs, Inclusion Learning Environ., Curric. Health, Safety, Nutrition Leadership in ECE Professionalism Admin. & Supervision NC TS RSP Classroom Organization BM P ILF Instructional Support CD QF LM
  • 42. Common Early Childhood Education Courses and the CLASS Tool Course Interactions Emotional Support PC Introduction to ECE Infant and Toddler Care and Development The Exceptional Individual Child Observation and Guidance Math and Science for the Young Child Language Arts in ECE Curriculum Planning and Assessment Child, Family, & Community Health, Safety, & Nutrition for the Young Child ECE Program Administration Practicum/Student Teaching NC TS RSP Classroom Organization BM P ILF Instructional Support CD QF LM
  • 43. Common Early Childhood Education Courses and the CLASS Tool Course Interactions Emotional Support PC Introduction to ECE Infant and Toddler Care and Development The Exceptional Individual Child Observation and Guidance Math and Science for the Young Child Language Arts in ECE Curriculum Planning and Assessment Child, Family, & Community Health, Safety, & Nutrition for the Young Child ECE Program Administration Practicum/Student Teaching NC TS RSP Classroom Organization BM P ILF Instructional Support CD QF LM
  • 44. Common Early Childhood Education Courses and the CLASS Tool Course Interactions Emotional Support PC Introduction to ECE Infant and Toddler Care and Development The Exceptional Individual Child Observation and Guidance Math and Science for the Young Child Language Arts in ECE Curriculum Planning and Assessment Child, Family, & Community Health, Safety, & Nutrition for the Young Child ECE Program Administration Practicum/Student Teaching NC TS RSP Classroom Organization BM P ILF Instructional Support CD QF LM
  • 45. Common Early Childhood Education Courses and the CLASS Tool Course Interactions Emotional Support PC Introduction to ECE Infant and Toddler Care and Development The Exceptional Individual Child Observation and Guidance Math and Science for the Young Child Language Arts in ECE Curriculum Planning and Assessment Child, Family & Community Health, Safety and Nutrition for the Young Child ECE Program Administration Practicum/Student Teaching NC TS RSP Classroom Organization BM P ILF Instructional Support CD QF LM
  • 46. Common Early Childhood Education Courses and the CLASS Tool Course Interactions Emotional Support PC Introduction to ECE Infant and Toddler Care and Development The Exceptional Individual Child Observation and Guidance Math and Science for the Young Child Language Arts in ECE Curriculum Planning and Assessment Child, Family & Community Health, Safety, & Nutrition for the Young Child ECE Program Administration Practicum/Student Teaching NC TS RSP Classroom Organization BM P ILF Instructional Support CD QF LM
  • 47. Your Courses and the CLASS Tool 1. Select a course from the following list: o o o o o Introduction to ECE The Exceptional Individual Child Observation and Guidance Math and Science for the Young Child Language Arts in ECE 2. List the course title, key points from the course description, and 3-5 primary course objectives. 3. Brainstorm ways to integrate a focus on effective interactions within Teacher Sensitivity within this course.
  • 48. Teacher Sensitivity—Pre-K Awareness • Anticipates problems and plans appropriately • Notices lack of understanding and/or difficulties Responsiveness • Acknowledges emotions • Provides comfort and assistance • Provides individualized support Addresses problems • Helps in an effective and timely manner • Helps resolve problems Student comfort • Seeks support and guidance • Freely participants • Takes risks
  • 49. Unless a teacher has an appropriate, alternative teaching strategy that she determines is better than the one she is currently using, she will not change her behavior. —Downer, Jamil, & Maier (in press)
  • 50. Information Processing Moving conscious learning to automaticity through o Reviewing old schemas and creating new ones o Observing and reflecting on interactions o Practicing and evaluating new behaviors
  • 51. The Challenge • Teachers in training come with beliefs about o Teaching o Adult and child roles o What children should learn • Beliefs are formed across their lifespans • This results in schemas for interacting with children • How do we modify teachers’ schemas?
  • 52. Proven Approaches • Direct instruction • Practice-based coaching • Video models
  • 53. Effective Strategies Use/analysis of video o Watching others and selves Reflection o Journal writing o Group reflection/discussion Field experiences o Lesson planning and implementation o Evaluating interactions o Problem-solving based on classroom scenarios
  • 54. What’s likely to work for you? I think we might try… Great idea! And what about…
  • 55. Action Plan How will I apply this What specific steps How will I measure information to my will I take? my success? program? Goal 1: Goal 2: Goal 3:
  • 56. The CLASS System What resources are available to help us focus on effective teacher-child interactions?
  • 57. The CLASS System
  • 58. The CLASS System
  • 59. A Foundation for Improvement Introduction to the CLASS Tool
  • 60. Fair and Accurate Data CLASS Observation Training CLASS Train-the-Trainer Program CLASS Double Coding CLASS Calibration
  • 61. Evidence-Based Resources MyTeachingPartner™ Coaching Making the Most of Classroom Interactions Looking at CLASSrooms Video Library CLASS Discussion Toolkit Instructional Support Strategies
  • 62. Closing Thoughts I’m curious about … I think it might work to …
  • 63. Keep in touch! www.teachstone.com http://teachstone.com/blog/ 866.998.8352

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