Putting Interactions into Practice: Foundation Course

DEVELOP Course ID: 198269 (online training)

This training was previously titled CLASS® & Coaching: Putting CLASS® into Practice (PCIP).

This four-part training prepares participants to work with adults on Pre-K and K-3 Classroom Assessment Scoring System (CLASS®) concepts and practices.

What to expect

This training is 16 clock hours.

    • Translate CLASS® terminology into simpler language.
    • Take part in a study that deepens understanding of CLASS® instructional support dimensions.
    • Explore a strengths-based coaching model of observation, feedback, and goal-setting.
    • Practice strengths-based strategies using video, reflection, and feedback.

Participants who complete this training may be eligible to join our CLASS® Online Learning Community. The community offers advanced learning opportunities for coaching and the CLASS® for Parent Aware CLASS® coaches.

Who should attend

Individuals who work in early childhood professional development, including:

  • Coaches
  • Supervisors
  • Coordinators
  • Trainers
  • Consultants

Prerequisite

Before registering, participants must complete a two-day CLASS® observation training and pass the Teachstone reliability test.

New to coaching and relationship-based professional development? We offer a Coaching 101 course. Fill out our request a training form to learn more.

Register for a scheduled training

Cost: $200 per person

This training is free for Parent Aware CLASS™ Coaches. Choose Participant type “Parent Aware Coach” when registering.

NOTE: All online trainings are delivered via Zoom. You will be notified of Zoom login information prior to the training.

This four-part training requires attendance at all four sessions to complete this training.

Register for 4-part series: October 27 and 28, November 3 and 4, 2021. Register by October 22

October 27: 12:00 pm to 4:00 pm
October 28: 8:30 am to 12:30 pm
November 3: 12:00 pm to 4:00 pm
November 4: 8:30 am to 4:00 pm

Registration will open soon.

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