In Person Trainings

This session is designed for educational leaders who supervise teachers. The objective is for administrators to consider their own words and behaviors in light of the CLASS® tool. Administrators will identify ways they can intentionally model CLASS® dimensions in their interactions with other adults in the workplace.

Participants will discover how understanding preschool children’s (ages 2-4) emotional world helps create strong social/emotional bonds.

This 2-hour module creates an awareness of the important role that the physical environment in the early childhood classroom plays in regards to student behavior and the process of teaching and learning. The environment comprises the setting itself (including materials and equipment), the people within the setting, and any learning experiences, routines,and schedules established within the setting. Using the standards as a basis for planning learning objectives and how those objectives can be carried out in interest areas is emphasized. Intentional planning and teaching can aid teachers in organizing developmentally appropriate activities that will allow children to learn and grow at their own pace. On-going assessment will guide further instruction.A carefully planned physical environment can help a program achieve its goals. Intentional teaching is, not only, important for the aspects of instruction and assessment, but is also equally important to the planning of the environment.

This 2 hour interactive hands-on training module will support teachers to use formative assessment to support curriculum planning. Participants will engage in hands-on experiences and reflective discussions to identify how they are currently using child and group assessments in their work. Participants will analyze a recent Class Profile Report from GOLD® to complete a self-reflection exercise and identify potential areas for growth and focus for group and individual planning. They will use assessment data to critique their learning environment, instructional materials, and strategies for creating small groups to individualize each child’s learning opportunities.

In this training, teachers learn the basics of the CLASS instrument, domains and dimensions. It is designed to help teachers learn about effective teacher-child interactions, as defined by the CLASS tool, and the ways these interactions help children learn.

Participants will:

• See how teacher-child interactions impact children’s learning.
• Understand how the CLASS tool organizes these interactions.
• Practice identifying effective teaching practices in videos from real classrooms.
• Review uses of the CLASS tool.

This 2-hour training module will focus on early brain development and the effects that trauma can cause on the brain in early childhood. Participants will “build” a brain using the luck of the draw to understand how receiving support versus experiencing stress affects brain development.

In this training, teachers learn the basics of the CLASS instrument, domains and dimensions. It is designed to help teachers learn about effective teacher-child interactions, as defined by the CLASS tool, and the ways these interactions help children learn.

Participants will:

• See how teacher-child interactions impact children’s learning.
• Understand how the CLASS tool organizes these interactions.
• Practice identifying effective teaching practices in videos from real classrooms.
• Review uses of the CLASS tool.

Participants will enjoy learning practical and applicable developmentally age appropriate aspects of teaching conflict resolution skills to children ages 3-4.

This 2 hour session will guide the defining of assessment and provide a description of what observation-based assessment means. Participants will review the ages and stages of development, using both the Louisiana ELDS and TS GOLD® color bands. Participants will discuss when and how to conduct observations, how to use Tier 1 curricula to aid assessment, and how to use observation data to make curriculum adaptations with supplemental activities. Finally, participants will discuss how to evaluate development with reliability. This instruction will lead to teacher action and changes for improved practice and learning.