We tackle the complexities of technology's role in childhood development, balancing it with the necessity for healthy practices. From screen time guidelines for the youngest among us to the importance of media literacy in adolescence, Kris and I discuss how to navigate this digital landscape. His background as a child abuse investigator brings a unique perspective on the pervasive data collection practices that threaten children's privacy. Listeners will find valuable strategies for fostering healthier relationships with technology, from delaying personal devices to establishing screen-free zones. This episode equips parents, educators, and policymakers with the knowledge to better protect and prepare children for the digital challenges ahead.

Topics Discussed in This Episode

• [00:00:45] Kris’s background
• [00:02:45] How Kris got into the work she’s doing now
• [00:04:15] Existing technology laws to protect children
• [00:08:49] The complexity of age requirements for children
• [00:12:57] At what age Kris would give a child a smartphone
• [00:17:28] The role of screens in education and the lack of guidance around it
• [00:21:59] Online exploitation that parents should be aware of
• [00:25:13] The coming rise in litigation related to the mental health effects of using technology
• [00:27:49] How teen development intersects with technology use
• [00:29:23] What’s being done with data collected from children
  [00:33:29] Advice for people who want to rein in screen time usage at any age
• [00:37:16] How AI might affect young children
• [00:40:55] Resources for listeners
• [00:42:07] Kris’s final thoughts

Resources

Marnetta Larrimer   

Kris Perry  

New research shows it does. This conversation, hosted originally as a webinar through EdWeb, covers new research out of CASEL that shows how SEL supports literacy development, along with Teachstone’s evidence of meaningful adult-child interactions in the classroom. This panel of experts will discuss how SEL can boost literacy skills in early childhood and elementary grades and share strategies leaders can use to support educators’ positive impact on their students. 

Marnetta leads a discussion with Teachstone’s Dr. Bridget Hammer, David Adams of Urban Assembly, and Dr. Carol Lee of Collaborative for Academic, Social, and Emotional Learning (CASEL).

Looking for more ways to support your workforce in this journey?

Check out our free E-book: 3 Steps To Empower an Educator Workforce: The Supportive Leader’s Guide To Building and Retaining an Energized Team

We then pivot to the transformative potential of holistic education. Imagine schools that serve as comprehensive community hubs addressing not just educational needs but also family support, mental health, and food insecurities. Through the lens of ITAV Family of Schools, we illustrate the profound impact of providing these resources on fostering equity and inclusion. Get inspired by real-world examples of how intentional and proactive strategies can uplift entire communities and shift the educational landscape.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:01:41] ITAV Schools and what Darrell does there
• [00:04:10] The concept of servant leadership and the importance of being a supportive resource and building trust-based relationships with educators
• [00:09:37] Parallels between what Darrwl does and how Teachstone is using CLASS
• [00:10:55] The role of ITAV Schools in addressing teacher shortages through workforce development programs, and how these efforts contribute to creating a positive working environment
• [00:16:07] What attracted Darrell to servant leadership
• [00:18:39] The transformative potential of holistic education, where schools serve as comprehensive community hubs addressing family support, mental health, and food insecurities
• [00:21:57]] The importance of being intentional and proactive in understanding and meeting the broader needs of students and their families to promote community growth and well-being
• [00:26:56] Replicating the holistic approach
• [00:31:01] How Darrell sees school evolving
• [00:34:47] The necessity of fighting for funding to sustain supportive educational initiatives and prevent teacher burnout and attrition

Resources

Marnetta Larrimer

Darrell Brown

Our discussion delves into the varying educational platforms, highlighting how Democrats aim to improve mental health support, address funding disparities, and uphold tenure for experienced teachers. At the same time, Republicans focus on reducing educational spending, eliminating tenure, and promoting merit-based rewards. Oliver sheds light on the potential consequences of these divergent approaches on teachers and students, particularly those in challenging classroom environments. We also tackle the sensitive topics of representation and access for minority children, the burden on low-income families, and the controversial debates over charter schools and education savings accounts.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:00:32] Introduction to Oliver Spurgeon III's background and his passion for addressing educational inequities
• [00:04:48] Overview of the key education policies that educators should focus on during the election year
• [00:12:19] Examination of the contrasting education platforms of the Republican and Democratic parties
• [00:08:46] Discussion on how differing political ideologies impact funding disparities, mental health supports, and teacher tenure
• [00:14:43] Analysis of representation and access issues for minority children and the challenges faced by low-income families
• [00:21:08] Insights into voter suppression and its implications for educational policy choices
• [00:24:30] Exploration of the high costs of early childhood education and the legislative efforts to alleviate this burden
• [00:27:22] Discussion on Project 2025 and its potential impact on early childhood education and AI's role in schools
• [00:31:12] Examination of the benefits and challenges of AI in education, including concerns about bias and teacher displacement
• [00:36:29] Emphasis on the importance of advocacy and practical advice for educators to engage with policymakers
• [00:37:56] What Oliver is hoping for next year 

Resources

Marnetta Larrimer

Oliver Spurgeon III

Today, you’ll hear from Dr. Daryl Greenfield, a professor of Psychology and Pediatrics at the University of Miami, and Veronica Fernandez, Teachstone Senior Director of Social Impact. They’ll discuss their research into science and engineering at the preschool and elementary ages, how CLASS supports science learning, and how to make science more accessible to ECE teachers so they can better engage students. 

This episode was previously shared as the director's cut. Today, enjoy the full, extended edition of this conversation!

Topics Discussed in This Episode

7:58 Gaps in the research about science education and what their report found

10:25 How research relates to CLASS

12:30 Understanding how we got here

15:12 Science needs to be an active process

16:20 What makes up science

19:17 The presence of Instructional Support

20:00 Making science accessible for ECE educators

24:00 Goal-directed learning

29:15 How infants observe the world

33:10 What researchers observed

34:20 Veronica’s experience of helping educators make teaching science easier

36:10 Engaging with children's questions about science and the world

38:00 Parallel process and educator curiosity

40:00 Making it clear that science is part of family routines

43:00 Why the research paper was published and how it relates to equity and justice

48:42 There is more than one way to do science

50:12 The importance of meeting both children and educators where they are with science

Resources

Marnetta Larrimer

Dr. Daryl Greenfield

Veronica Fernandez

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:01:20] Matt’s background and role at Teachstone 
• [00:02:23] What an implementation guide is and what it’s for
• [00:03:44] What makes an implementation guide a good idea
• [00:05:14] What Matt and his people learned from feedback
• [00:08:01] Collecting stories from people using the implementation guide 
• [00:09:17] The value of a guide that lists the different leaders and offers a one-stop shop pf resources
• [00:12:00] Common themes from implementation stories 
• [00:13:38] The COLAB protocol
• [00:17:42] Why storytelling from a leader's perspective is important
• [00:20:41] Pieces of the puzzle leaders have been missing
• [00:22:29] Challenges when trying to implement CLASS
• [00:24:31] How turnover affects the process
• [00:26:02] The need for a strong onboarding program
• [00:28:11] Hopes for how the guide will change how leaders think about implementation
• [00:29:37] What Matt would like to leave everyone with

Resources

Marnetta Larrimer

Matt Owens

Through individual and group coaching methods, they highlight the importance of active listening, meaningful feedback, and peer collaboration. They share real-life examples to illustrate the positive impact of these strategies on teaching effectiveness and classroom interactions, emphasizing the significance of quality interactions and intentional instruction.

Topics Discussed in This Episode

• [00:01:30] Introducing Christy, Jess, and Cindy
• [00:03:16] Challenges in rolling out CLASS
• [00:07:12] The framework for addressing bias
• [00:13:42] Strategies for addressing bias
• [00:16:25] Activities to foster a strong culture of improvement
• [00:22:30] What happens during observations 
• [00:23:19] How the teachers felt through the roll-out period
• [00:26:52] Being sensitive as a coach as well as a teacher
• [00:28:19] How teaching experiences impact coaching
• [00:28:42] Cindy’s coaching experience
• [00:30:30] Where the teachers started and how they moved 
• [00:33:15] The biggest lessons learned and what should be done differently
• [00:40:02] How CLASS is good for special education
• [00:45:45] Favorite teacher quotes

Resources

Marnetta Larrimer

Jess Schuhart

Cindy Sigsbee

Christie Johnson

The Step Up to Quality program in Nebraska is no small feat, encompassing around 753 centers, including family childcare, Head Starts, and public school preschools. Learn about the thoughtfully designed processes and support systems that ensure a smooth and rewarding experience, from initial rating requests to final observations. Lynn and Jenny also share effective coaching measures and strategies to maintain observation fidelity, emphasizing the importance of continuous professional development.

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:00:27] Lynn’s role as a Coach Specialist
• [00:00:53] Jenny’s role as a Program Quality Specialist
• [00:02:24] How the CLASS implementation team was formed
• [00:06:16] Effective methods to create investment into the CLASS system and interactions with stakeholders
• [00:07:48] What buy-in looks like and what effective strategies help to build that
• [00:12:29] The system in place for data collection
• [00:16:49] Examples of decisions that were influenced by CLASS data
• [00:19:49] How many programs the state has
• [00:22:30] The standard process of communication with educators in the weeks leading to their CLASS observations
• [00:27:13] How to help educators adopt new practices
• [00:30:28] The steps coaches take to use data and support teachers
• [00:32:43] The measure of the effectiveness of coaching sessions
• [00:34:37] Supports in place for observers
• [00:37:44] Advice for listeners about CLASS implementation

Resources

Marnetta Larrimer  

Lynne Cook   

Jenny Fleming  

Kris walks us through the development and implementation of Virginia's comprehensive quality early childhood system. We discuss the importance of classroom observations by familiar observers, supplemented by external quality assurance checks, early childhood education's critical importance, and the impactful shift towards focusing on meaningful interactions. We also touch on the upcoming public quality ratings, designed to raise awareness among families about the importance of quality interactions in early development. 

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:00:28] Kris’s role and work at VDOE
• [00:01:16] The beginning of Kris’s career as an elementary school teacher 
• [00:02:28] Kris’s first impression of CLASS
• [00:04:08] Why CLASS is about more than just skills
• [00:05:23] Where CLASS fit in with the QRIS system
• [00:07:08] The values that guide Virginia’s quality early childhood system
• [00:09:39] How CLASS observations are implemented
• [00:12:38] The features of an external observation system 
• [00:15:40] Who's responsible for collecting the data in Virginia and who coordinates classrooms
• [00:18:51] What decisions are influenced by CLASS data
• [00:20:45] Impacts Kris has seen since the implementation of CLASS
• [00:22:39] Whether classrooms are moving away from focusing on the easy things and focusing on the things that matter
• [00:24:13] Why families should be excited about public ratings and the implementation of CLASS 
• [00:27:39] Helping families understand what can do at home to build on what children learn in school
• [00:29:03] What Kris would like to have known from the beginning of the CLASS implementation 
• [00:32:38] What professional development opportunities and coaching cycles might look like
• [00:35:17] Surveying the educators to find out how the implementation and rollout are working for them
• [00:38:38] Kris’s plans for the summer

Resources

Marnetta Larrimer  

Kris Meyers  

 The episode delves into Teach for America's unique recruitment model, financial incentives, advocacy for systemic changes in teacher housing, pay, and student loan debt, and the use of the CLASS tool in training teachers. We also discuss the organization's ambitious 2030 goal and efforts to improve equity in education.

 Topics Discussed in This Episode

[00:01:30] Grant’s background and role at Teach for America

• [00:03:37] Robin’s background and role at Teach for America
• [00:05:32] How Teach for America is supporting the education workforce
• [00:09:46] How Teach for America invites people to join
• [00:12:28] How Teach for America handles financial compensation
• [00:14:17] Teach for America’s advocacy work in the education industry
• [00:16:22] The Teach for America coaching model
• [00:21:04] The partnership between Teach for America and CLASS
• [00:27:08] Retention through the onboarding and training program
• [00:30:31] Making progress with quality through CLASS
• [00:34:01] The impact on students to look for through the partnership
• [00:37:30] Broader student outcomes beyond academic
• [00:40:04] Teach for America’s 2030 goal and where they are on it
• [00:43:58] Whether the partnership with CLASS will help them achieve their goal sooner

 Resources

 Marnetta Larrimer

Grant Van Eaton

Robin Greatrex

This episode takes you behind the scenes of Teach for America's adoption of the CLASS observation tool, offering a candid look at the challenges and victories encountered along the way. Our guests highlight how the incorporation of this system into everyday practice has sparked a cultural shift, emphasizing data fluency and a unified approach to teaching quality. We explore the transformative journey led by administrators who, by becoming certified first, set a powerful example for their teams. 

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:00:37] Grant and Robin’s roles at Teach for America
• [00:01:55] What Teach for America does
• [00:03:47] What the organization has been up to since Grant and Robin’s last episode and how the implementation of CLASS has been going
• [00:07:49] How they generated buzz and that buy-in to get people invested in a changing system
• [00:12:23] Building supports by having the people who manage coaches take the training first
• [00:17:22] Results from the first observation cycles with CLASS
• [00:24:02] Ways to support educators as they make shifts after observations
• [00:28:22] Next steps for Teach for America
• [00:32:46] What age groups are included in Secondary and what that covers
• [00:36:03] How Teach for America bridges gaps such as disadvantaged students getting less experienced teachers
• [00:41:30] The draw of Second Edition CLASS
• [00:43:00] Advice Grant and Robin would give other programs as they begin implementing CLASS

Resources

Marnetta Larrimer

Grant Van Eaton

Robin Greatrex

In our conversation today, Ståle shares his expertise on CLASS and its remarkable impact on Norwegian kindergartens. We also examine the impact of CLASS on teacher-student interactions, the cultivation of young minds, and the overall quality of early learning experiences that are shaping the future of education in Norway. 

Topics Discussed in This Episode

• [00:00:00] Introduction
• [00:00:58] Ståle Gerhard and the work he does
• [00:01:36] Norway’s stat and private groups of kindergartens 
• [00:02:04] The age range for kindergartens in Norway 
• [00:02:35] The values that guide Ståle’s work and whether they’re typical for Norway
• [00:03:40] The implementation of CLASS in Ståle’s program
• [00:06:40] Who has the responsibility for collecting data 
• [00:08:16] How 18 implementation teams were formed
• [00:09:47] Communicating with educators in the weeks leading up to observations
• [00:10:42] The process after the observation
• [00:12:06] The coaching and ongoing support that’s available for educators 
• [00:14:53] How the educators Ståle works with feel about CLASS
• [00:17:27] How parents feel about CLASS and how they’re impacted
• [00:19:57] What the age group ratio looks like in Norway’s kindergarten classrooms
• [00:21:18] Barriers to adapting CLASS for Norway kindergartens 
• [00:23:03] How CLASS helps support values
• [00:27:19] Challenges faced by the workforce in Norway 
• [00:31:38] Ongoing supports that address stress and burnout from
• [00:33:27] How CLASS-informed data influenced specific decisions in Norway
• [00:37:32] Final takeaways from Ståle’s work using CLASS at FUS

Resources

Marnetta Larrimer

Ståle Gerhard

The episode also underscores the criticality of data in shaping educational strategies, with a special focus on the excitement and precision that data collection brings to classroom enhancements. Professional development strategies, such as CLASS Group Coaching (MMCI) training, are highlighted for their ability to reinforce teacher skills and enhance student outcomes. With a focus on stakeholder engagement, data-driven decision-making, and professional development, today’s conversation unveils practical insights and visionary approaches to nurturing young minds. 

• [00:00:00] Introduction
• [00:00:24] Aven Ford explains where the Children's Coalition for Northeast Louisiana is located and who they serve
• [00:01:15] Aven’s first impression of CLASS 
• [00:02:40] Aven’s implementation team and how it was formed
• [00:06:45] How Aven communicates with educators in the weeks leading up to their class observations
• [00:09:44] Aven’s most effective methods in investing all the stakeholders in the CLASS system
• [00:12:14] Trainings for educators 
• [00:15:21] The cadence of one-to-one visits and coaching sessions
• [00:17:15] The process for educators that come mid-year
• [00:19:10] Who has responsibility for planning how to collect the class data
• [00:23:40] What different types of professional development look like 
• [00:27:01] Aligning curriculum and ages and stages with CLASS to enhance classroom interactions
• [00:28:18] Strategies that the coaches use to help educators adopt new practices
• [00:31:38] How Aven’s beliefs about CLASS have changed
• [00:33:52] Lessons Aven wants to share with the listeners 
• [00:34:56] Recommendations for other programs that want to implement CLASS

Resources

Marnetta Larrimer  

Aven Ford – Children's Coalition for Northeast Louisiana    

Throughout this episode, we will uncover the critical yet often overlooked connection between a student's emotional well-being and their learning achievements, the role of professional development in bridging the gap between theory and practice, and the importance of nurturing teacher empowerment for creating independent learners.  

Topics Discussed in This Episode  

[00:00:00] Introduction 

[00:01:42] What we should be talking about in addition to EdTech 

[00:03:18] Why we don’t talk about students’ mental health as much as we should  

[00:06:16] Why educators can’t wait for system reform to come  

[00:11:33] Whether professional development correlates with student achievement 

[00:15:18] The goals of professional development and giving teachers what they need 

[00:18:13] What Bridget is hopeful about 

[00:19:52] How to spend limited dollars on professional development 

[00:25:55] Why accountability systems are important and what they should account for. 

[00:31:36] The problem with standardized testing 

[00:33:50] The things tests don’t evaluate  

[00:36:24] The issue of teacher well-being   

Resources 

Marnetta Larrimer 

Bridget Hamre 

In our conversation, we also consider the role of CLASS® in the Virginia project and its connection to the return on investment in the quality of childcare. Anna and Mackenzie clearly show how inadequate access to childcare for kids, infants, and toddlers costs the nation about $122 billion every year and how childcare plays an important role in the economy. We also look closer at the value of states conducting high-quality, rigorous evaluations to understand the impact of the large influx of resources from pandemic-era funding and childcare.

Topics Discussed in This Episode

• [00:00:42] Introducing Anna and Mackenzie and their work at the Prenatal to 3 Policy Impact Center
• [00:03:03] How we know that investments in childcare are worth it
• [00:10:14] The role that CLASS plays in the return on investment of the childcare work Anna and Mackenzie have been doing.
• [00:13:43] A good starting point for an evaluation process
• [00:18:00] The reforms New Mexico has been working on and what their outcomes have been 
• [00:26:35] Virginia’s reforms and outcomes
• [00:35:15] The meaning of theories of change
• [00:39:35] Important takeaways from Anna and Mackenzie 

Resources

Marnetta Larrimer

Anna Kresse

Mackenzie Whipps

Report: Articulating the Value of Early Childhood Investments in Virginia

Prenatal-to-3 Policy Impact Center

Focusing on the enormous ripple effects of investing in affordable, high-quality childcare, our guests highlight the far-reaching benefits of such investments, including enabling thousands of mothers to return to work, lifting children out of poverty, and feeding millions of dollars back into the economy. The discussion explores the difficulties of providing quality childcare at an affordable rate, the need for sustainable funding sources, and the transformative changes implemented by some states to improve their childcare systems.

Topics Discussed in This Episode

• [00:01:13] Introducing Jen and Anna
• [00:02:50] The value and impacts of investments in early childhood in Virginia 
• [00:06:15] Leaning into making early childhood care a reality for Virginia families 
• [00:09:42] The reasons why childcare is so expensive 
• [00:13:54] Raising the eligibility for childcare subsidies and making them more affordable
• [00:20:01] Opportunities for states to leverage more money for childcare
• [00:23:37] How states can make the most of the money they have available
• [00:28:12] Streamlining the childcare subsidy system to make it less complicated
• [00:32:57] Why investing in childcare is worthwhile
• [00:33:47] The crucial value of state efforts in funding childcare

Resources

Marnetta Larrimer

Jenn Huffman

Anna Kresse

Report: Articulating the Value of Early Childhood Investments in Virginia

Prenatal-to-3 Policy Impact Center

Cheryl shares her inspiring journey as she transitioned from being a mother battling racism within the educational system to becoming a tireless advocate for her son and other children. Throughout this episode, listeners are invited to explore the intricacies of special education advocacy, shedding light on the pressing need for systemic change. 

Cheryl shares valuable insights about parental rights, the long-term support required for neurodivergent children, and the importance of creating safe spaces for neurodivergent students and breaking down barriers to ensure inclusive learning environments.

Topics Discussed in This Episode

• [00:00:56] What an advocate is and what they do
• [00:02:49] How Cheryl got to where she is today
• [00:12:55] What Cheryl wishes more people knew about the system
• [00:18:41] Supporting people in making sure they have the right diagnosis
• [00:21:57] Helping families where parents have language or educational barriers
• [00:26:04] How advocacy intersects with a lack of inclusiveness in the classroom
• [00:27:41] Cheryl’s advice for school leaders
• [00:30:33] How the system needs to be addressed at the higher education level
• [00:33:58] How the system can help parents find a safe welcome place for their children
• [00:36:41] The first advice Cheryl would give to parents of Black or brown children
• [00:39:54] The importance of early intervention
• [00:41:03] Encouragement for parents to advocate for their child

Resources

Marnetta Larrimer

Cheryl Poe

With Sean's expert guidance, we unpack the major shifts in early learning settings caused by the pandemic and how educators should be thinking about different facets of family engagement going forward. Listen to the episode to learn more about what trauma-informed engagement means, how suspensions and expulsions cause trauma within the family, and how to engage more fathers in their children’s education. 

Topics Discussed in This Episode

• [00:00:51] Introducing Shawn and his background
• [00:02:40] How family engagement has changed since the pandemic 
• [00:11:36] New ideas for engaging families
• [00:14:30] What trauma-informed family engagement really means
• [00:24:38] Three states of the brain
• [00:28:02] How movement and memory work together
• [00:29:28] Discussion of trauma in the book My Grandmother's Hands and how that relates to workplace trauma
• [00:32:15] How things like expulsions and suspensions affect the family unit and create trauma
• [00:36:32] How schools should think about discipline
• [00:41:57] What it looks like for schools to engage fathers
• [00:48:13] The importance of female guardians acting as gateways instead of gatekeepers
• [00:50:39] Encouraging more men to enter the early childhood education workforce

Resources

Marnetta Larrimer

Shawn M. Bryant

Erin shares her experiences, including her story portrayed in the Freedom Writers movie. We discuss the role of personal narratives in shaping curriculum and the importance of building intentional relationships with students. We also tackle fear, vulnerability, and healing in education. The episode concludes with a look at an innovative video-based coaching model, and how SEL can revolutionize teaching.

Topics Discussed in This Episode

• [00:00:58] Introducing Bridget and Erin
• [00:02:15] What it was like for Erin to be portrayed by Hillary Swank in the movie about her story with Freedom Writers
• [00:06:20] The definition of social-emotional learning
• [00:10:19] How Erin thinks about social-emotional learning as separate from or integrated into the daily work of teaching
• [00:13:39] Making content relevant to students instead of just curriculum-driven
• [00:16:13] Three important fears in the classroom
• [00:22:00] The difficulty of supporting students when co-workers turn them away
• [00:26:16] What social-emotional learning looks like in the classroom
• [00:29:57] How social-emotional interactions play out
• [00:34:19] Why interventions don’t always have to be big and complicated
• [00:36:55] Having a language and lens for observations
• [00:39:31] Supporting social-emotional learning in post-COVID settings
• [00:43:30] Preparing students for success outside the classroom

Resources

Marnetta Larrimer

Dr. Bridget Hamre

Erin Gruwell

The episode delves into Teach for America's unique recruitment model, financial incentives, advocacy for systemic changes in teacher housing, pay, and student loan debt, and the use of the CLASS tool in training teachers. We also discuss the organization's ambitious 2030 goal and efforts to improve equity in education.

Topics Discussed in This Episode

• 
  [00:01:30] Grant’s background and role at Teach for America
• [00:03:37] Robin’s background and role at Teach for America
• [00:05:32] How Teach for America is supporting the education workforce
• [00:09:46] How Teach for America invites people to join
• [00:12:28] How Teach for America handles financial compensation
• [00:14:17] Teach for America’s advocacy work in the education industry
• [00:16:22] The Teach for America coaching model
• [00:21:04] The partnership between Teach for America and CLASS
• [00:27:08] Retention through the onboarding and training program
• [00:30:31] Making progress with quality through CLASS
• [00:34:01] The impact on students to look for through the partnership
• [00:37:30] Broader student outcomes beyond academic
• [00:40:04] Teach for America’s 2030 goal and where they are on it
• [00:43:58] Whether the partnership with CLASS will help them achieve their goal sooner

Resources

Marnetta Larrimer

Grant Van Eaton

Robin Greatrex

What does it look like for CLASS to be fully integrated into the curriculum? How can coaches get teachers excited about that, and what impact does it have on the lives of students? In today’s episode, you’ll hear from Lisa Howard and Britney Blackman from the New E3 School as they talk about their CLASS curriculum. 

Listen to the episode to hear what Britney and Lisa have to say about how CLASS is helping and impacting their students, how teachers who have never encountered CLASS before are transformed by it, and how parents and families get involved in what the school is doing. 

Topics Discussed in This Episode

• [00:01:07] Today’s episode is about supporting teachers with a curriculum designed with CLASS in mind, making friends with data, and how US coaches can support teachers
• [00:01:58] Introduction to Lisa and Britney and their roles
• [00:05:32] How CLASS is helping and impacting the students Britney and Lisa are working with today
• [00:09:28] The transformation period of a person who’s never worked with CLASS being exposed to the program
• [00:12:46] The impact Britney sees on the lives of the children
• [00:14:58] How children’s behaviors shift as a reaction to adult behaviors
• [00:19:51] How to get a teacher excited about CLASS
• [00:23:32] How to involve parents and families in the process
• [00:27:50] Understanding what teachers went through during COVID
• [00:31:50] The importance of taking a long view
• [00:33:05] Giving yourself grace and space to grow.

 Resources

Britney Blackman

Lisa Howard

In today’s episode, you’ll hear from Dr. Mike Jacobs, Principal at Apple Tree Early Learning. He’s made building a culture of CLASS a foundational principle at his school. Listen to the episode to learn how Mike is thinking about making sure that teachers are getting what they need, separating lead teachers and Tas into different cohorts, and building CLASS practices as daily teacher habits. 

Topics Discussed in This Episode

• [00:01:00] Dr. Mike Jacobs’ background
• [00:02:43] How Mike builds a CLASS culture within his program
• [00:08:02] Making sure teachers get what they need
• [00:15:09] Establishing a culture of CLASS being bigger than just observations
• [00:18:25] Planning the CLASS program
• [00:21:01] Why Mike separated lead teachers and TAs for PD
• [00:22:56] The disconnect that causes teachers other than the lead to be overlooked
• [00:23:38] Building collective responsibility
• [00:28:49] Making sure to ask higher-order thinking questions
• [00:30:33] Turning CLASS practices into teacher habits they use all year long
• [00:32:35] Mike’s tips on burnout
• [00:34:17] Creating a path with the team
• [00:35:45] Barriers that program leaders face during implementation
• [00:41:08] The composition of Mike’s team

Resources

Marnetta Larrimer

Dr. Mike Jacobs

Melia Slinger, the ECE Program Director at Waldorf University, and Dr. Freda Barnett-Braddock, the Program Director of Graduate Education join Marnetta today to discuss what they see happening in schools and how the educational field is changing. They’ll discuss what was missing from education during the pandemic, as well as some silver linings, how higher education is changing to better support teachers, and what the future of teacher preparation looks like.

Topics Discussed in This Episode

• [00:01:25] Melia’s background
• [00:02:40] Dr. Barnett-Braddock’s background
• [00:05:38] The centrality of connections and relationship-building
• [00:06:50] Changes in the workforce since Melia and Freda entered the workforce
• [00:09:10] How the pandemic affected the changing workforce
• [00:15:50] The educational elements that were missing during the pandemic
• [00:18:56] How higher education is evolving to support teachers
• [00:24:16] Technological and financial struggles for teachers
• [00:27:30] Changes in family dynamics
• [00:28:15] Using heightened awareness to better educate teachers and drive solutions for families
• [00:30:48] What’s being done to recruit teachers and give them training to support students
• [00:35:04] How higher education evolved to support the accessibility of learning in relation to cost
• [00:38:29] Burnout and turnover, especially in areas like special ed
• [00:39:45] The future of teacher prep programs

Resources

Marnetta Larrimer

Melia Slinger

Dr. Freda Barnett-Braddock 

In today’s episode, you’ll hear from Early Childhood Special Education Coaches Jess Schuhart, Cindy Sigsbee, and Christie Johnson. Learn about the strategies they used for rolling out CLASS and supporting teachers and students throughout the rollout, their framework for dealing with bias, and how CLASS works in the special education setting. 

Topics Discussed in This Episode

• [00:01:30] Introducing Christy, Jess, and Cindy
• [00:03:16] Challenges in rolling out CLASS
• [00:07:12] The framework for addressing bias
• [00:13:42] Strategies for addressing bias
• [00:16:25] Activities to foster a strong culture of improvement
• [00:22:30] What happens during observations 
• [00:23:19] How the teachers felt through the roll-out period
• [00:26:52] Being sensitive as a coach as well as a teacher
• [00:28:19] How teaching experiences impact coaching
• [00:28:42] Cindy’s coaching experience
• [00:30:30] Where the teachers started and how they moved 
• [00:33:15] The biggest lessons learned and what should be done differently
• [00:40:02] How CLASS is good for special education
• [00:45:45] Favorite teacher quotes

Resources

Marnetta Larrimer

Jess Schuhart

Cindy Sigsbee

Christie Johnson

How can students get on the path to becoming educators, and why should they? In today’s show, you’ll learn about a program in Broward County, FL, that puts high school students on that path by allowing them to finish high school with their CDA credentials.  Our guest, Deborah Covard, teaches high schoolers as they learn to work with preschoolers, so she manages a very unique learning environment.  

Deborah is a high school Early Childhood Education Teacher and Early Learning Lab Director. She’s been a teacher in Broward County for 20 years and has worked with elementary schoolers and high school students. Her passion for early education and training the next generation of educators has resulted in strong relationships with both older and younger students. Listen to the episode to learn more about Deborah’s program, what excites her high school students, what graduates of her program do after graduating, and personal stories from her teaching experiences. 

Topics Discussed in This Episode

• [00:01:04] Deborah’s experience over her time in education
• [00:02:12] What Deborah sees high schoolers getting excited about
• [00:03:34] The challenges that Deborah’s students have
• [00:05:56] How to encourage a young person to join the educator workforce
• [00:06:50] Whether graduates of Deborah’s program are likely to stay in the education field
• [00:09:48] What Deborah would say to persuade someone to become an educator
• [00:10:27] The importance of kids having mentors
• [00:14:26] How parents interact with the students
• [00:16:54] The age range of the preschoolers
• [00:17:24] Helping high schoolers understand family engagement
• [00:19:07] Challenges that Deborah has managing both high schoolers and preschoolers
• [00:22:05] How Deborah’s class handles lunchtimes
• [00:24:19] Whether Deborah’s class gets observed by CLASS
• [00:26:54] Additional training that Deborah recommends for her high schoolers
• [00:29:32] Training that new educators should take advantage of
• [00:30:56] A personal story from Deborah’s work
• [00:35:32] How that experience impacted Deborah’s approach going forward

Resources

Marnetta Larrimer

Deborah Covard