1. teachstone.com © 2013 Teachstone Training, LLC. All rights reserved. CLASS-Based Professional Development Strategies: Working with Teachers of Toddlers NC Smart Start Conference Greensboro, NC 4/30/13

2. 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

3. Getting to Know You How do you work with toddler teachers? – Role? – Strategies used? How familiar are you with the Toddler CLASS measure?

4. 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

5. Overview of Toddler Development

6. Defining Toddlers 15 to 36 months old Exponential growth Varying rates of development Emerging sense of identity and autonomy Dependent on adults Active learners

7. Toddler Development Whole child Physical Language Cognitive Social/Emotional

8. Toddler CLASS Measure

9. Children’s Cognitive and Social Development Elements of Classrooms Influencing Learning How? PROCESS Implementation Relationships Social and Academic Interactions What? Who? Where? STRUCTURE Curriculum Standards Materials Training and Education

10. Effective Interactions Classroom Interactions Emotional and Behavioral Support Engaged Support for Learning

11. Toddler CLASS Structure Emotional and Behavioral Support Positive Climate Negative Climate Teacher Sensitivity Regard for Child Perspectives Behavior Guidance Example – Positive Climate: Relationships Positive affect Respect Example – Relationships: physical proximity, matched positive affect Engaged Support for Learning Facilitation of Learning and Development Quality of Feedback Language Modeling Example – Facilitation of Learning and Development: Active facilitation Expansion of cognition Children’s active engagement Example – Active facilitation: teacher provides opportunities for exploration DOMAIN DIMENSION INDICATOR BEHAVIORAL MARKER

12. 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

13. 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

14. In-Depth Review: Engaged Support for Learning Dimensions

15. Considers how well the teacher facilitates activities to support children’s learning and understanding Facilitation of Learning and Development

16. Facilitation of Learning and Development Indicators Active Facilitation Expansion of Cognition Active Engagement (children)

17. 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

18. Quality Of Feedback Indicators Scaffolding Providing Information Encouragement and Affirmation

19. Language Modeling Captures the quality and amount of teachers’ use of language- stimulation and language-facilitation techniques to encourage children’s language development

20. Language Modeling Indicators Supporting Language Use Repetition and Extension Self- and Parallel Talk Advanced Language

21. Principles of Effective Professional Development Coaching Fundamentals

22. 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

23. 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

24. 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.

25. 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.

26. 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.

27. 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

28. 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?

29. 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?

30. 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?

31. 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

32. 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?

33. 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?

34. 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.

35. Video Practice: Language Modeling Watch video: Slugs and Puppies, part 3 Take notes on Language Modeling indicators and behaviors Strengths and areas for improvement

36. 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?

37. Reflect Questions What might be the difference between repeating and extending? What are the benefits of including self- and parallel talk in the classroom?

38. 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.

39. Toddler CLASS Professional Development

40. CLASS-Based Professional Development Programs CLASS-based programs vary in levels of intensity and focus. InformationalImproving Practice Video Library Introduction to the CLASS Tool Looking at CLASSrooms MyTeachingPartner™ Coaching

41. Sustained focus on each teacher’s unique needs One-on-one support Systematic, proven model Web-based, 24/7 access MyTeachingPartner™ Coaching

42. MTP Coaching Cycle

43. Questions?

44. Stay in Touch with Us! www.facebook.com/Teachstone www.teachstone.com https://twitter.com/Teachstone Sedra Spano sedra.spano@teachstone.com Vicki Kintner-Duffy vicki.kintner-duffy@teachstone.com Jane McCarty jane.mccarty@teachstone.com

45. Thank you!