seeing myself interact: understanding interactions with children by embedding the class in...
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More specifically… What experiences for learning and development are offered to children in group settings? Do interactions with teachers and experiences in classrooms matter for students? Can we define and assess teacher quality in terms of actual performance?TRANSCRIPT
Seeing myself interact: Understanding interactionswith children by embedding
the CLASS in professional development
Marilyn Chu, WWU – ECE FOCUS on Children
11:20 – 12:50 - February 2, 2013
How do we define and measure quality?One tool to use is the Classroom Assessment Scoring System (CLASS). Understanding the underlying concepts of CLASS as part of professional development will allow you to focus on teacher-child and child-child interactions in a group setting. This tool is used by DEL (Early Achieversr) and Head Start.
How do we facilitate improvements?Professional development has the potential to strengthen emotional and instructional interactions and relationships with young children when teachers become more aware of their actual teaching practices.
.
More specifically…What experiences for learning and
development are offered to children in group settings?
Do interactions with teachers and experiences in classrooms matter for students?
Can we define and assess teacher quality in terms of actual performance?
Taking A Look Inside Preschool & K-3
Classrooms: What kinds of opportunities for
learning are children experiencing?
Results of large-scale observational studies National-level studies
National Center for Early Development and Learning (NCEDL)
NICHD Study of Early Child Care and Youth Development
Up to 1,000 settings observed at preschool, K, 1, 3, 5 – more than 4,000 classrooms
Largest set of systematic standardized classroom observations in U.S. schools
All teachers credentialed/certified
How do students spend time? High-levels (30%) of “business/routine” activity
Pk-5: managing materials, routines
High levels of “basic skills” focus
7:1 in pk-1; 14:1 in 3-5
Ratio of listening, sitting, watching: Doing
10:1 across grades
Rating interactions: What is the CLASS? Focus on teachers’ interactions with students What the teacher is doing to promote the
positive emotional, social, and academic development of students in the classroom
Three broad domains, consistent pk-5:Emotional SupportOrganization / Management Instructional support
Classroom ratings: CLASS PK-5 Positive climate Negative climate Teacher sensitivity Regard for student perspectives
Effective behavior management Learning formats/engagement Productivity
Concept development Evaluative feedback Language modeling
EmotionalSupport
InstructionalSupport
Organization/Management
DO
MA
INS
DIM
ENSI
ON
SIN
DIC
ATO
RS
InstructionalSupport
EmotionalSupport
Classroom Organization
Relationships, Affect, Respect, Communication
Punitive, Sarcasm/ disrespect, Negativity
Aware, Responsive, Address problem,
Comfort
Flexibility, Autonomy, Student expression
Clear expectation, Proactive, Redirection
Maximize time, Efficient routines and transitions
Variety, Promote student interest, Clarity, Engaging
Analysis/reasoning, Creativity, Integration
Feedback loops, Encourage responses, Expand performance
Conversation, Open-ended, Repeat/extend,
Advanced language
Positive emotional climate
Productivity
Quality of feedback
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Features of teacher-student interaction
Profiles of classroom quality: First grade
Qua
lity
31% 23% 29% 17%0
1
2
3
4
5
6
7
Emotional
Instructional
Highly uneven classroom experiences across and within grades – 10% of children have repeated access to high quality
Overall quality not high, particularly for instruction
Lack of alignment on curriculum, quality of child experiences, and teacher-child interactions
Teacher-child interactions and transition from pre-K to K-3
Associations with Child Learning and Development:
Do These Interactions Matter?
Stronger effects for different groups of children (approx. .5 s.d./year)Low maternal educationAdjustment problems in KPoor
Links between teacher-child interactions and children’s performance
Predicting student development in pre-k
Changes in children’s
development from beginning
to end of preschool
Mashburn, et al. (in press)
Emotional Support
Instructional Support
ECERS-R Total
Receptive Language Expressive Language Rhyming Letter Naming Math Skills Social Competence Behavior Problems
Gains in grade 1 achievement in instructionally supportive classrooms
Standardized tests of
achievement adjusted
Low Moderate High
1st Grade Instructional Support
9899
100101102103104105106107
High educ.
Low educ.
Gains in grade 1 achievement in emotionally supportive classrooms
Standardized tests of
achievement adjusted
Low Moderate High1st Grade Emotional Support
Kindergartenadjustmentproblems
9899
100101102103104105106107
No problems
Multiple problems
Implications for P-3 programs Focus regulation and training on teachers’
interactions with children—standards and measures
Strive toward moving instructional dimensions and implementation “up” the scale of quality interactions
Develop training and support approaches that address teachers’ interactions with children
An aligned PK-3 professional development curriculum and classroom assessment metric
Improving Quality in P-3 Programs:
We know what matters, how do we move forward?
Support for high-quality interactions
Professional development/ training
Resource allocation
Evaluation
Curriculum
Social and academic outcomes for children
Improved teacher outcomes
CLASS InstructionalOrganization
Emotional
Observational Assessment
FOCUS ON TEACHER
INTERACTIONS WITH CHILDREN
myteachingpartner.net
Teacher-child interactions and relationships are the means by which the curricula are implemented Increase teachers’
observation skills in identifying interactive behaviors and cues related to CLASS
Increase teachers’ skills in identifying alternative responses to children's’ cues – create opportunity
Quality teaching videos: PK-3
myteachingpartner.net
MENTOR-COACH PROCESS SUGGESTEDMy Teaching Partner
myteachingpartner.net
Classroom video recordingat an established time
1
Teacher reviews clipsand reflects on practice
3
Consultant reviewsand edits video clips
2Teacher and consultant
meet and discussteaching practices
4
Effects of MTP support: Summary Teachers receiving consultation show greater
increases in quality of instructional interactions Children with teachers in consultancy show greater
gains in tests of early literacy and language development; lower levels of problem behavior
Consultation reduces effects of poverty Early career teachers who are who have greater
exposure to either condition show gains in interactions and child outcomes
Teachers report high levels of satisfaction, motivation, and lower isolation.
In closing…Standardized observation of interactions:
Are feasible, reliable and valid—A scalable language and lens for classroom settings
Include three domains (Emotional, Organizational, Instructional) that appear valid across grades
Should be linked to teacher professional development and preparation programs, which in turn increase setting quality and child outcomes
Can create alignment and serve as a common goal in prekindergarten through elementary classrooms