© 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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