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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

CurriculumStandardsMaterials

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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