1. © 2015 Teachstone Training, LLC
Creating a Culture of
Support:
Leadership and Professional
Development

2. WELCOME!

3. 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.

4. 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

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

6. Outcomes
Children’s learning
and development
Elements of Classrooms
Influencing Learning
How?
Process
Implementation
Interactions
Relationships
What? Who? Where?
Structure
Curriculum
Standards
Materials
Training and education

7. Pre-K CLASS Observation
Emotional Support
Classroom Organization
Instructional Support

8. CLASS Domains and Dimensions

9. CREATING A CULTURE OF SUPPORT

11. HOW do we
create this type of
culture?
WHY is it
important?

12. 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?
...

13. ‘
Fred Rogers, Mister Rogers’ Neighborhood: Thoughts for All Ages

14. Deficit vs. Strengths-Based
Deficit Model Strengths-Based Model
TeacherReaction
• Demotivated
• Disempowered
• Happy
• Motivated

15. 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.

16. PositiveClimateTeacherSensitivityConceptDev.
Parallel
Process

17. ‘
Fred Rogers, Mister Rogers’ Neighborhood: Thoughts for All Ages

18. Building
Trust
1. Honesty
2. Collaboration
3. Formative
feedback

19. 1. Honesty
• Transparency
• Objectivity
• Confidentiality
• Reliability
• Openness
• Respect

20. 2. Collaboration
• Timely
• Opportunity to review
evidence prior to
discussion
• Identify areas of focus
together
• Reflection
2. Collaboration

21. 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

22. 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?
...

23. ‘
Deb Curtis and Margie Carter, Harvest Resources Associates

24. Identification of Core Elements of
Effective Coaching

25. Academic
Research
Program-Level
Experience

26. 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

27. 1. Frequent Contact
INTENSITY
DURATION

28. 2. Strong Relationships

29. 3. Group Involvement

30. 4. Use of Video

31. 5. Data-Driven

32. Reflection
What is at the core of your
coaching program?
What practices do you want to
be sure everyone is
implementing with fidelity?

33. Q&A

34. Stay in Touch!
Teachstone!
Website: www.teachstone.com
Blog: www.teachstone.com/blog
Phone: 866.998.8352
Email: contact@teachstone.com

35. Free Resources
E-books
Crosswalks
Webinars/
Videos
Research
Case Studies
www.teachstone.com/resources