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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
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
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
OutcomesChildren’s learningand development
Elements of Classrooms Influencing Learning
How?Process
ImplementationInteractions
Relationships
What? Who? Where?Structure
CurriculumStandardsMaterials
Training and education
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.
CLASS Domains and Dimensions
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?
...
Points to Consider
• Big ideas to guide data use• Strengths-based strategies for
using data • Building trust• Action planning
Brainstorm
Put yourself in a teacher’s shoes.
What words come to mind when you think about data?
Decision-Making Processes
Data Strengths-Based
Deficit vs. Strengths-Based
Deficit Model Strengths-Based Model
Teacher Reaction
• Demotivated• Disempowered
• Happy• Motivated
Positi
ve C
limat
eTe
ache
r Sen
sitivi
tyCo
ncep
t Dev
.
Parallel Process
Discussion
What do you already know about
strengths-based practice?
......
• Build on effective behaviors• Relationships• Autonomy, respect• Teacher’s perspective• Reflection• Can challenge as self-efficacy grows
Strengths-Based Practice
Teacher-Level Data
Teacher- vs. Program-Level Data
Teacher-Level Data Program-Level Data
Positi
ve C
limat
eTe
ache
r Sen
sitivi
tyCo
ncep
t Dev
.
Parallel Process
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?
......
Strengths-Based
Strategies for Using
Data
1. Celebrate and recognize
2. Opportunity for leadership
3. Community of practice
1. Celebrate and Recognize
• Reward effort • Focus on child outcomes• Acknowledge publicly
2. Opportunity for Leadership
• Mentoring• Attend a conference• Present at a group
meeting
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
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?
......
Building Trust
1. Honesty2. Collaboration3. Formative
feedback
1. Honesty
• Transparency• Objectivity• Confidentiality• Reliability• Openness• Respect
2. Collaboration
• Timely• Opportunity to review
evidence prior to discussion
• Identify areas of focus together
• Reflection
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
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?
......
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
When you improve teaching practices, children achieve more
—now and for the rest of their lives.
That’s the promise of
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
Q&A
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
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