Transcript Slide 1

Head Start
CLASS: Application to
Family Engagement
Prepared for the Office of Head Start by ICF International
Goals and Objectives
• Provide an opportunity for participants to
explore how using concepts and strategies for
teaching relationships, measured by CLASS,
support Family Engagement
• Identify and support with data evidenced based
strategies for supporting parents in their roles
as teacher and advocate for their children
• Identify a process for measuring effectiveness
of parent teacher relationships
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What Does the CLASS Measure?
Emotional
Support
Classroom
Organization
Instructional
Support
Positive Climate
Behavior
Management
Concept
Development
Productivity
Quality of Feedback
Instructional Learning
Formats
Language Modeling
Negative Climate
Teacher Sensitivity
Regard for Student
Perspectives
Prepared for the Office of Head Start by ICF International
Copyright CASTL 2008
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Lets talk about it!
Children benefit from effective teachers and made academic
gains in classrooms where the teacher:
• Engaged them in interactions that encouraged
communication and reasoning
• Was sensitive and responsive in her/his interactions with
children
• Constructed an atmosphere of respect, encouragement, and
enthusiasm for learning
Could it be that these same principles of
teaching apply to all individuals including
working with families?
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Family application Positive Climate
Positive Climate:
Relationships: Take time to
develop a positive appreciation
for the family and their role
Positive Affect: Focus on what is
wonderful about the child and
the family
Positive Communication:
Demonstrate enjoyment of the
child and parent
Respect: Develop a foundation
for legitimate partnership
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Family Application Negative Climate
Negative Affect: Insure that each parent is received in a pleasant
manner regardless of issues such as dress, personal
cleanliness, or mannerisms that may be different than our
own
Punitive Control: Avoid statements that parents may see as
making them say or do things that they do not embrace or
understand
Sarcasm/Disrespect: Be very careful about jokes or humor that
may be received in a very different way than they were
intended
Severe Negativity: Avoid statements that indicate parents “must”
do things or statements that may imply a threat
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Family Application Teacher Awareness
Awareness: Use vocabulary and materials
that foster shared meaning and check for
understanding
Responsiveness: Listen carefully and respond to
each parent individually and genuinely
Addresses Problems: Clarify issues and provide
strategies and resources
Student Comfort: Notice and address parent’s
level of comfort and ease
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Family Application Regard for parents
Flexibility and Student Focus: Seek out parent and
family concerns and create paths to required
content
Support of Autonomy & Leadership: Offer choices
and authentic input
Student Expression: Listen and validate parent
report
Restriction of movement: Create an environment
that is comfortable and warm.
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Family Application Behavior
Clear Behavior Expectations: Clarify expectations and
boundaries
Proactive: Be alert to parent concerns or discomfort in
an education setting
Redirection of Misbehavior: Describe negative
emotions, “It looks like you are disappointed, (angry,
frustrated, etc.)”
Student Behavior: Have clear written policies for
expectations and review them with families
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Family Application for productivity
Maximizing Learning Time: Insure that parents have true
input and that their work is recognized
Routines: Having a known agenda that includes activities
and expectations for the professional and the teacher
Transitions: Prepare parents for changes both in their
child and in programs to develop their capacity as
their child’s teacher and advocate
Preparation: Be fully prepared with examples and
anecdotal information that affirm content as well as
the parent’s role
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Family Application Instructional Learning Formats
Effective Facilitation: Listen for parent concerns and
goals and use them to share essential content that
needs to be shared
Variety of Modalities & Materials: Provide
photographs and video examples or save specific
child work or anecdotals to foster understanding
Student Interest: Stay focused on the child
Clarity of Learning Objectives: Know what the parent
wants or needs to know and limit the content
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Family Application Concept
Development
Analysis and Reasoning: Guide the parent in
analyzing and making parenting decisions on
their own
Creating: Be open to a variety of right answers or
strategies that fit the family’s culture and
values
Integration: Foster parent’s understanding of
how learning goals from the classroom fit with
family goals
Connections to the Real World: Pay close
attention to what parents see as important
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Family Application Quality of Feedback
Scaffolding: Use things the parent is already
doing or thinking about
Feedback Loops: Respond to what parents say
Prompting Thought Processes: Ask for examples
or definitions (“Tell me more about…”)
Providing Information: Attach specific
information regarding child development to
reports from the parent regarding the child
Encouragement and Affirmation: Notice and
affirm parents at assessors and teachers
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Family Application Language Modeling
Frequent Conversation: There needs to be sufficient time
for a real conversation that features a balance of
listening and sharing
Open-Ended Questions: Open-ended questions allow
parents to share additional information without the
threat of being wrong or being forced into an
uncomfortable situation
Repetition and Expansion: Build on their ideas and
concerns
Self & Parallel Talk: Explain as you go reasons for what
you are doing or suggesting
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Advanced Language: Parents need to learn educational
What Has Been Learned From Research
Children benefit from effective teachers and made
academic gains in classrooms where the teacher:
• Engaged them in interactions that encourage
communication and reasoning
• Was sensitive and responsive in her/his
interactions with children
• Constructed an atmosphere of respect,
encouragement, and enthusiasm for learning
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What next?
What changes might need to be made in our
practices and policies in order to make our
work with families more effective?
How might we go about preparing families for a
different experience as we work with them?
What might be some outcomes we expect from
our parent-teacher relationships?
How might we measure success?
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Contact Information
Rhodanne M. Schiller MS Ed.
Missouri State Center Manager/ECE Specialist/IT Specialist
ICF International
Telephone: 816-225-3140
[email protected]
Tammie Benton
Missouri ECE Specialist
ICF International
Telephone: 636-293-8648
[email protected]
Early Childhood Learning and Knowledge Center
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