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CLASS-Based Professional Development Strategies: Working with Teachers of Toddlers
NC Smart Start ConferenceGreensboro, NC4/30/13
Objectives
• Gain an overview of toddler development
• Increase understanding of the Toddler Classroom Assessment Scoring System™ (CLASS™)
• Increase understanding of effective professional development practices
• Experience CLASS-based approaches for supporting teachers of toddlers
Getting to Know You
• How do you work with toddler teachers?– Role?
– Strategies used?
• How familiar are you with the Toddler CLASS measure?
Context
Issues facing toddler teachers• Toddlers change rapidly
• Toddlers are dependent on adults
• Teachers may come from preschool classrooms
• Education is often focused on preschoolers
Overview of Toddler Development
Defining Toddlers
• 15 to 36 months old• Exponential growth • Varying rates of
development • Emerging sense of
identity and autonomy• Dependent on adults• Active learners
Toddler Development
Whole child• Physical • Language• Cognitive• Social/Emotional
Toddler CLASS Measure
Children’s Cognitiveand
Social Development
Elements of ClassroomsInfluencing Learning
How?
PROCESS
Implementation
Relationships
Social and Academic Interactions
What? Who? Where?
STRUCTURE
Curriculum
Standards
Materials
Training and Education
Effective Interactions
Classroom Interactions
Emotional and Behavioral
Support
Engaged Support for
Learning
Toddler CLASS Structure
DOMAIN
DIMENSION
INDICATOR
BEHAVIORALMARKER
Teachers• Create a warm and
positive climate
• Understand children’s needs
• Respond sensitively
• Follow children’s interests
• Guide children socially
Emotional and Behavioral Support Domain
Children develop• Supportive relationships
• Enjoyment
• A secure attachment base
• Increasing autonomy
• Self-regulation skills
Engaged Support for Learning Domain
Teachers• Provide learning
opportunities
• Ask questions and add information
• Use feedback
• Expand language skills
Children develop• Connections
• Problem-solving and thinking skills
• Increased attention, engagement, and self-efficacy
• Receptive and expressive language
In-Depth Review:Engaged Support for Learning Dimensions
Considers how well the teacher facilitates activities to support children’s learning and understanding
Facilitation of Learning and Development
Facilitation of Learning and Development Indicators
• Active Facilitation
• Expansion of Cognition
• Active Engagement (children)
Quality Of Feedback
Assesses the degree to which the teacher provides feedback (in response to what children say or do) that promotes learning and understanding and expands children’s participation
Quality Of Feedback Indicators
• Scaffolding
• Providing Information
• Encouragement and Affirmation
Language Modeling
Captures the quality and amount of teachers’ use of language-stimulation and language-facilitation techniques to encourage children’s language development
Language Modeling Indicators
• Supporting Language Use
• Repetition and Extension
• Self- and Parallel Talk
• Advanced Language
Principles of Effective Professional Development
Coaching Fundamentals
Principles of Effective Professional Development
• Focused on teacher-child interactions
• Anchored in Teacher’s Actual Practice
• Based on Validated Framework
• Embedded in Relationships
• Delivered through a Standardized Process
Facilitating Teacher Discussion
• Detect– Help teachers identify effective interactions
• Reflect – Prompt teachers thinking about their own
practice (actual and possible)
• Connect– Encourage teachers to connect their actions to
children’s learning and development
Detect
1. Think about the concepts, connections, and language that were/could be taught within the interaction.
2. Focus on positives, first state what was observed and what was done well.
3. If needed, break down the components of the interaction.
Reflect
4. Ask the teacher to reflect upon their own classroom experiences and observations.
5. Using open-ended questioning, prompt teacher to discuss underlying reasons, brainstorm, or problem-solve.
Connect
6. Help the teacher to connect teacher behaviors with child outcomes.
7. Discuss ideas/plans for future interactions.
8. When possible, use real-life classroom examples.
Video Practice: Facilitation of Learning and Development
• Watch video: Slugs and Puppies, part 1
• Take notes on Facilitation of Learning and Development indicators and behaviors
• Strengths and areas for improvement
Detect Questions
• What types of questions does the teacher ask?
• What does the teacher say to connect classroom concepts or activities?
• How does the teacher embed new information in the activity?
Reflect Questions
• What are some benefits of asking open-ended questions?
• How might teachers help children make connections across concepts or activities?
• What is the value of including information within an activity?
Connect Questions
• How can you guide children’s exploration and provide opportunities for learning?
• In what ways can you integrate concepts and encourage children to make connections?
Video Practice:Quality of Feedback
• Watch video: Slugs and Puppies, part 2
• Take notes on– Quality of Feedback indicators and behaviors
– Strengths and areas for improvement
Detect Questions
• Quality of Feedback occurs in response to something children do or say. What does the teacher respond to in this video?
• What hints or assistance does the teacher provide to scaffold learning?
• What does the teacher say or do to encourage or reinforce children’s efforts?
Reflect Questions
• Why is scaffolding better for children’s learning than just completing the task for the child?
• In what ways can teachers provide specific feedback to individual children?
Connect Questions
• How can you provide hints to children when they struggle with a task or activity?
• Share one or two specific strategies you might consider implementing in your classroom to enhance your feedback to children.
Video Practice:Language Modeling
• Watch video: Slugs and Puppies, part 3
• Take notes on Language Modeling indicators and behaviors
• Strengths and areas for improvement
Detect Questions
• How does the teacher encourage children’s use of language?
• How does the teacher repeat or expand children’s responses?
• How does the teacher map actions with language?
Reflect Questions
• What might be the difference between repeating and extending?
• What are the benefits of including self- and parallel talk in the classroom?
Connect Questions
• How can you promote and sustain teacher-child conversations in the classroom?
• How can you use labeling and conversation to introduce new words to the children?
• Describe one or two specific steps you will take to enhance the use of language in your classroom.
Toddler CLASS Professional Development
CLASS-Based Professional Development Programs
CLASS-based programs vary in levels of intensity and focus.
Informational Improving Practice
Video LibraryIntroduction to the CLASS Tool
Looking at CLASSrooms
MyTeachingPartner™ Coaching
MyTeachingPartner™ Coaching
• Sustained focus on each teacher’s unique needs
• One-on-one support
• Systematic, proven model
• Web-based, 24/7 access
MyTeachingPartner™ Coaching
MTP Coaching Cycle
Questions?
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Thank you!
