Best In CLASS : Coaching Teachers on the CLASS Tool ®

Hilary Ritt, Teachstone Bentley Ponder, GA DECAL

© 2015 Teachstone® Training, LLC

Your use of coaching?

Coaching in QRIS

What Happens?

t n e m t Inves D in P

s e m o Outc

What Makes the Difference

Strong Outcomes    

Weak Outcomes    

Approaches to Implementing Coaching

Coaching   Outsourced   Teachers   Do   Coaching  

Supervisors   Do   Coaching  

Individualization

vs. Fidelity

GA DECAL - Context

Georgia Dilemma •  Create a system of PD (including coaching) that could be scaled. •  Utilize Georgia’s Pre-K Staff •  Maintain fidelity to a research model •  Incorporate individualization •  Demonstrate impacts

Georgia Opportunity •  Early Education institutionalized statewide (Georgia’s Pre-K) •  K-12 Race to the Top •  Previous experience with CLASS •  Educated workforce and assigned consultants

Georgia Challenges •  Transition to “CLASS” language with providers

•  Moving from observation to technical assistance

Agenda

1.  Identification of core elements of effective coaching

2.  Core elements as a foundation for a systematic approach

3.  Evaluation and fidelity in coaching

Identification of Core Elements of Effective Coaching

Focus on the Core Core Elements

Coaching Program

Academic Research

ProgramLevel Experience

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

Core Elements

DURATION

1. Frequent Contact

INTENSITY

2. Strong Relationships

3. Group Involvement

4. Use of Video

5. Data-Driven

Core Elements in GA DECAL

Georgia PD Study Evaluating Two Models •  Making the Most of Classroom Interactions (MMCI)-a face-to-face, classroom-based professional development model •  My Teaching Partner (MTP)-a one-on-one coaching model that provides specific feedback to teachers

Evaluation •  •  •  •  • 

486 Georgia’s Pre-K teachers were randomly selected to participate from counties being targeted for support by Georgia’s Race to the Top K-12 grant. Selected teachers were randomly assigned to one of three groups: 175 to MMCI, 151 to MTP, 160 to control. Classroom Assessment Scoring System (CLASS) observations and teacher questionnaires were collected in the fall and spring. MMCI instructors and MTP coaches also completed questionnaires and participated in semi-structured interviews. An independent researcher conducted semi-structured interviews with 21 Georgia’s Pre-K consultants regarding their experiences delivering the professional development models.

“Official Conclusions”

•  Georgia’s Pre-K teachers benefited from and liked both the MMCI and MTP interventions. •  MMCI is a feasible intervention for largescale adoption. •  Additional research is needed to understand better the circumstances under which MMCI and MTP are most likely to support meaningful improvements in teacher-child interactions. •  Advancements in early childhood professional development are still needed.

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“Unofficial” ConclusionsBentley’s Thoughts

•  Importance of relationship building-including peer time and face to face. •  Logistics, logistics, logistics •  Coach enthusiasm is a variable. •  Expectations •  Documenting where fidelity is important for your program (prompts) •  Note when coaching falls under “other duties as assigned”

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What is at the core of your coaching

Reflection

program? What practices do you want to be sure everyone is implementing with fidelity?

Core elements as a foundation for a systematic approach

A Systematic Approach

Ensuring Fidelity

Ensuring Fidelity •  Specialists •  Qualifications and training •  Communication •  Documentation and reporting •  Software

GA Next Steps

Moving Forward Reflect on the information gained from the study Build on the research data, lessons learned and quantitative feedback Incorporate in •  Summer Transition Program •  Infant-Toddler •  GELDS

Establish evaluation and data collection efforts

Moving Forward: Georgia’s Pre-K Piloting year long professional development models All participants receive a pre/post CLASS observation Pre-observation results are shared with teachers and subsequent observations support the ongoing partnership with their instructor •  MMCI with an earlier focus on the Instructional Supports Domain •  MMCI with an earlier focus on the Instructional Supports Domain and one-on-one coaching •  Professional Learning Communities

o  focus on the Instructional Supports Domain and one-on-one coaching

To what extent have you identified a systematic approach to coaching?

Reflection

How are these concepts being communicated and recorded throughout your organization?

Q&A

Upcoming Webinars

Why PD Doesn’t Have to Mean Reinventing the Wheel

Why PD Doesn’t Have to Mean Reinventing the Wheel July 29 12:00 p.m.

http://teachstone.com/resources/webinars/

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Phone: 866.998.8352  

Email: [email protected]

Presenters

#CLASSpromise

Hilary Ritt: [email protected]   Bentley Ponder: [email protected]