class data: collect it and use it across classrooms, organizations, and systems
TRANSCRIPT
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© 2015 Teachstone® Training, LLC
CLASS Data: Collect It and Use It Across Classrooms,
Organizations and Systems
April 1, 2016Melissa Kelley-Knutsen, Teachstone
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Objectives
Discuss:• The CLASS tool and the focus on
teacher-child interactions• Align your CLASS observation data
collection plans with your organization's larger goals
• Strength-based approach vs deficit model; parallel process of CLASS
• Using data to support a strengths-based approach
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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
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OutcomesChildren’s learningand development
Elements of Classrooms Influencing Learning
How?Process
ImplementationInteractions
Relationships
What? Who? Where?Structure
CurriculumStandardsMaterials
Training and education
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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.
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CLASS Domains and Dimensions
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Reflection Point
• How are you already thinking about implementing CLASS observation data with your organization's larger goals?
• What are you doing that you would like to build on?
• What barriers might you encounter?
...
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Points to Consider
• Big ideas to guide data use• Strengths-based strategies for
using data • Building trust• Action planning
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Brainstorm
Put yourself in a teacher’s shoes.
What words come to mind when you think about data?
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Decision-Making Processes
Data Strengths-Based
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Deficit vs. Strengths-Based
Deficit Model Strengths-Based Model
Teacher Reaction
• Demotivated• Disempowered
• Happy• Motivated
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Positi
ve C
limat
eTe
ache
r Sen
sitivi
tyCo
ncep
t Dev
.
Parallel Process
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Discussion
What do you already know about
strengths-based practice?
......
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• Build on effective behaviors• Relationships• Autonomy, respect• Teacher’s perspective• Reflection• Can challenge as self-efficacy grows
Strengths-Based Practice
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Teacher-Level Data
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Teacher- vs. Program-Level Data
Teacher-Level Data Program-Level Data
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Positi
ve C
limat
eTe
ache
r Sen
sitivi
tyCo
ncep
t Dev
.
Parallel Process
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Discussion
• How are you already thinking about motivation, the progress principle, and growth mindset within your organization?
• What are some ideas you would like to apply further?
• What barriers might you encounter?
......
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Strengths-Based
Strategies for Using
Data
1. Celebrate and recognize
2. Opportunity for leadership
3. Community of practice
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1. Celebrate and Recognize
• Reward effort • Focus on child outcomes• Acknowledge publicly
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2. Opportunity for Leadership
• Mentoring• Attend a conference• Present at a group
meeting
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3. Communities of Practice
• Identify and understand programs that exceed expectations
• Reflect on data trends• Use qualitative data in addition to quantitative• Shared decision making
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Discussion
• How are you already celebrating and recognizing, offering opportunity for leadership, and developing communities of practice?
• What are some strategies that you would like to try?
• What barriers might you encounter?
......
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Building Trust
1. Honesty2. Collaboration3. Formative
feedback
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1. Honesty
• Transparency• Objectivity• Confidentiality• Reliability• Openness• Respect
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2. Collaboration
• Timely• Opportunity to review
evidence prior to discussion
• Identify areas of focus together
• Reflection
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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
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Discussion
• How are you already incorporating honesty, collaboration, and formative feedback into the observation process?
• What are some strategies that you would like to try?
• What barriers might you encounter?
......
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Action PlanningObjectives Tasks Success
CriteriaTime Frame Resources
Provide opportunities for leadership
Identify a center that is excelling; identify a meeting during which teachers can share their lessons learned
Other centers use new strategies (follow up with centers one month after meeting)
2 months
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When you improve teaching practices, children achieve more
—now and for the rest of their lives.
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That’s the promise of
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When you improve teaching practices, children have better outcomes and achieve more—now and for the rest of their
lives.
deliver on the promise of
Helping organizations
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Q&A
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Stay in Touch!
Teachstone! WEBSITE: www.teachstone.comBLOG: www.teachstone.com/blogPhone: 866.998.8352Email: [email protected]
Melissa Kelley-KnutsenEmail: [email protected]: 312-622-1512
Presenters