We are excited to announce we were selected to be part of the BE Podcast Network EdTech Startup Showcase!

The showcase highlights five innovative EdTech companies working to make a difference for students and educators. Throughout the year, the leaders and customers of the companies will offer a behind-the-scenes look into their organization.

On this week's episode:

Ben Gustafson discusses who we are, who we support, and some best practices around informal observations with podcast host Scott Schuette.

In this episode, you will learn:

How Classroom Mosaic was started
The story behind the name "Classroom Mosaic"
The importance of immediate feedback to teachers
How Classroom Mosaic helps instructional leaders transform teaching and learning
Where the platform is headed

Listen on your favorite podcast app

Episode Transcript

The transcript has been lightly edited for clarity and readability.

Hosted by: Scott Schuette | Guest: Ben Gustafson

Introduction and founding story

Scott: You're listening to the EdTech Startup showcase, an original series produced by the BE Podcast Network.

Hey, everyone. Thanks for joining us. My name is Scott Schuette, co-host of the Fabulous Learning Nerds, and I'll be taking you through some amazing stories from the innovative emerging companies in EdTech.

And today's episode, we're going to hear all about Classroom Mosaic. We're going to find out how they got started, their vision for transforming teaching and learning, and the way they're currently supporting educators like yourself.

My guest today is Ben Gustafson, co-founder of Classroom Mosaic. Ben has been instrumental in developing a teacher observation platform for K-12 instructional leaders since February of 2011. He has a Bachelor's degree in Software Engineering and a minor in business analytics from Auburn University, his entrepreneurial and technological expertise is well recognized in the education and technology sector.

Ben, welcome to the show.

Ben: Awesome. Thank you, Scott. I'm very excited to be here.

Scott: We're really super excited to have you here. And I am gleefully anticipating better understanding what Classroom Mosaic has to offer. It sounds incredibly awesome.

Do me a favor, I gave this real baseline level of who you are and what you're all about. Can you provide our audience with a little bit more background on Ben? Where you got started? And how you got to this amazing place with Classroom Mosaic?

Ben: Yeah, absolutely. I grew up in South Carolina. I got formally educated at Auburn University. My dad gave me a really hard time about going to Alabama to get educated. But I absolutely adored my time at Auburn and learned just an incredible amount. Not only academically but also socially. The people there are a cut above everybody else. And I thoroughly enjoyed my time there. I then spent a little bit of time in Dallas and moved back to South Carolina, where I am today. And that's where Classroom Mosaic has grown.

I co-founded Classroom Mosaic with a friend of mine in high school. His name is Tyler Smith. We were part of a STEM-based program at our local public high school, Dutch Fork High. And this was back in the day when the iPod Touches had just come out. And so the administrators that are building all got a set of iPod touches, and they got this edict from the district to say try to automate and put as much stuff on it as possible. Because that's right when technology was starting to come about. As part of the STEM program, we were taking a computer science research class, and we were asked to build an app to help give feedback to teachers. And that's where it all got started.

We built this app called Dutch Fork observer or DF observer, and we rolled it out. And a couple of weeks later, another high school in our district said, "Hey, that's really cool, we'd love that." And so, instead of building a second app for them, we decided to build a platform where as many schools or school districts that were interested in automating helping giving feedback to teachers. We decided to build Classroom Mosaic instead. And so we have this platform now where it's fully customizable.

I think that is one of the key differentiating factors with Classroom Mosaic is that we really want the observation process and the feedback that happens to be extremely organic and relevant to what goes on in your building. Instead of coming with a certain rubric or a certain framework or a process now that you have to follow and make fit with what you're doing.

We take the opposite approach, where it's very "homegrown." We sit down with educators from all over and help them breathe life into the processes that they have, instead of dictating what they need to do.

Take an elementary school for example, they might change their goals every quarter. At the beginning of the quarter, they're observing giving feedback on something, and then the second quarter that's going to be something different. And so our platform really helps make that happen. And people love it.

The power of feedback and coaching

Scott: This is great. I think feedback is essential for growth. So I think the opportunities there. How important is good feedback in K-12?

Ben: That's a great question. It is quintessential. It is very, very important. And it's what we've seen and the research shows that as well.

It is where we're leaning into as a company: How do we help give our leaders in the building, in our in our schools, the best and the most effective tools to give helpful feedback and helpful coaching to teachers? So that they can grow themselves and ultimately have that impact in their relationship with the student.

There was a recent study that just came out that basically said, a strong instructional leader can add up to three months of learning for each student every single year. And that's the principal level. And that is incredible. That's from a Wallace Foundation research study.

So you can't really overstate how important the dynamic between a principal or an assistant principal or a coach in a building is with the teachers of the building or the educators of the building.

And that's kind of where we live and where we play. A lot of EdTech is directed towards students. And we take a look at it and say - we've had a tremendous impact from many teachers throughout our journey. Right? As I'm sure most people listening to this, or even you, Scott have. You could think of those people. And we see education as it goes forward. You're never going to automate out the person. Right? You're never going to automate out the that educator, that mentor, that person guiding you along the process.

And so we want to help develop tools to help support those people. Because, and again, to go back back to the research. That's what research says. The very best thing a school can do is have highly effective teachers in the classroom with students, and the second best thing is to have a highly effective principal or a highly effective leader in the building. And so we're playing in that dynamic and we want to help amplify what's going on.

Scott: Yeah, I think that's really important. Coaching, and it doesn't really matter, in my humble opinion, what field you're in, I just feel like it's such an important part for personal growth and development. And anytime I find individuals that might be struggling from a leadership perspective, be struggling with what's going on, sometimes I have to really look and say, was it their fault?

Because if they're not getting fed by somebody up above them, if they're not getting the feedback that they need to grow and learn and get better, then they're probably not. Right? They're probably not going to learn and grow and get any better.

Really interesting. So I remember when I went to high school, I never saw the principal or assistant principal in the back room observing or anything like that. Is that still prevalent? Or are we seeing a shift or a trend upward around -Hey, listen, personal growth developments important. Therefore at the principal, assistant principal level, this is part of what you need to do, and you need to be able to provide good feedback?

Ben: I think so. I think that there is definitely the push from an instructional leadership perspective. Where, just like what you're talking about, it used to be: The teacher goes in the classroom, they close the door, it's their own world. And nobody interacts with them. And it was very odd to have somebody come in. And in the literature says it, the more often somebody can walk into the classroom and give feedback to teachers, the better it is for everybody involved. Teacher retention increases, the school culture completely changes.

If you do it right, and are having the appropriate conversations, and then giving the feedback, and even sometimes feedback can simply be just a simple question of: Why did you do it this way, compared to that way? Or tell me what you were thinking about. It doesn't have to be "I know better than you." I think a lot of people get caught up on that. And at least from an administrative perspective, it can be: "I've never actually taught this subject before. What am I going to tell this teacher." Right?

The reflective part of the feedback can be just as powerful as coming in and saying "This is what you should do." I think there's some change in what we mean by feedback. And I think there's also some change in the expectation around: we actually do want people in our room. And if it feels helpful, then teachers love it.

And honestly, that's one of what I feel like one of our crowning achievements as an observation platform. When you hear the word observation, and you're a teacher, and you go, "Absolutely not!" Right? or "We do not want you in our room!" or "We do not want this!" Because oftentimes, it feels like a gotcha, it feels like, "Oh, I'm supposed to be doing this" or "I should have done this." It comes across that way because it's inconsistent, and you don't know what to expect as part of the observation process.

But then, when you start using Mosaic, from an administrative perspective, we really push the consistency around getting into your classrooms. I think the research would tell you, it's like every other week, you should be in somebody's classroom and a lot of people freak because that sounds like a lot of time invested. Right? And it is, it is, but you don't necessarily have to be that person every single time.

You have a team of observers. You have maybe an assistant principal or coach or even other teacher leaders that can be part of "How do we see all of our teachers at least every other week?" And begin to have those feedback and coaching conversations.

If you get to that level, and you're playing in that realm, and it doesn't have to be that intense, right? We have some clients where the goal is once a quarter. And we also have clients that it's, every week, we're going to see every teacher. And then there are some people that even push it with the smaller schools that say, "I'm going see every teacher every day." And so there's kind of a continuum there.

But with the conversations that you will have, and the language that you'll be able to develop with your teachers are so much more rich. Because you're actually seeing what is going on. You know what is happening in their, in their classrooms. And, and it's just, it's just very, very powerful.

Scott: Yeah, I had a mentor once told me that feedback is a gift. Right? So I want to get the feedback. So I want to grow. I want to get better. And I think that you're right, the more we have these conversations, the less scary they become. Right?

So instead of "Oh, my gosh, there's Ben, and he's in the back of the class, watching me, I must be in trouble." No, that's not it. Its: "Ben's in the back of the class. He's watching me today. Great. I'm gonna get some feedback. He's gonna see how good I am today. And we're going to talk about things and we are all going to get better."

I think that's great. So help me out. I'm a principal. And, by the way, just a quick question, do you find that a lot of people in that particular position are coached and trained on how to give good feedback? Or is that a big opportunity?

Ben: I think that is a big opportunity. It really comes down to their - it's funny with feedback, right? - It's their supervisor and the feedback that they've given them in the training that they've taken them through. We do see more and more training programs that principals go through will be more focused on the feedback that they give to people.

How the platform works

Scott: Awesome. So I've got Classroom Mosaic, typically, how am I using it? On an iPhone? Or a tablet? On a laptop? How am I using it, or it doesn't matter?

Ben: That's, another differentiator for us. It's really, truly, any device. We have a website. It's mobile-optimized. We also have an Android app, we have an iOS app as well. So really any device that you have, you can go through and do observations.

And our users report, something like 13 to 15 minutes are saved for each observation. And so now, from a time savings perspective, oftentimes what that means is you can double the amount of observations, or you can do the same amount in half the time. And so now that idea of getting into everybody's classroom every other week, is it is easier when you have the right tooling.

Scott: Awesome. All right. So device neutral. Perfect. That's awesome. You got the right answer. Thanks a lot. That's great. So how does Classroom Mosaic help me both in my observations, but also in the scheduling of my observations, and then the feedback that I ultimately share with the people that I'm observing.

Ben: So at the beginning of the onboarding process, you would sit down, and you would go through and decide what you're going to observe. So usually, that's related around your strategic goals, or maybe that's something with the district. Sometimes it's related to your teacher evaluation rubric. Sometimes, it's related to curriculum implementation. It really depends on what you're interested in giving feedback on. And you can have multiple forms on your account as well. So you could pick and choose the form that day depending on what you'd like to go in and give feedback on.

To start an observation, you choose a form, and then you choose a teacher. Then you walk into the classroom and begin to capture evidence in Classroom Mosaic around what you're seeing. And there's a bunch of different ways that we can do that. There are over 20 different ways that we can capture things, whether that be counters, timers, or photos. Obviously, you have your comment boxes, your checkboxes, select boxes, and those kinds of things. And you can script as well. There's there's just a myriad of different ways to capture evidence.

You can take that evidence, and depending on how your observation process is set up. So that's another key differentiating factor with Classroom Mosaic. Not only can you choose what you're observing, but you can also build your own observation process. And so depending on what it looks like for your building, or your school district. You can go through and design the process.

For example: during this observation - I wanted to get feedback to be sent automatically to the teacher. Or during this observation - I want to wait to send feedback or I'm only going to share this certain evidence with the teacher or not. And so there's, there's just a bunch of different ways that you can customize the overall process itself.

Most people, what they'll do is they'll go through and do the observation. Once they submit that observation or finalize that observation, it gets sent directly to the teacher. In the inbox for the teacher, they have the entire observation report and the feedback from the administrator. Oftentimes we will encourage people to ask a reflection question. So that's another best practice that we've seen is at the end of the observation, ask a reflection question.

The way that our platform is set up is that the teacher can actually just respond to that email. So the email has all the feedback. They don't have to log in to see [the observation]. They can read through the entire observation and just reply in the email, and that ultimately ends up - through some magic - in Classroom Mosaic as a comment next to the observation itself.

As an observer, you can read that comment, you can comment back to the teacher, and they're going to get an email notification. From the teacher's perspective there's nothing that's really changed. What has changed is the transparency has drastically increased. Because now I'm getting immediate feedback. I know exactly what you saw in the classroom. The evidence that you captured. As well as the questions that you're asking. At some point later on that day, I can go look through that, and respond back to that.

From the administrative perspective, you're getting a much, much more streamlined process. From doing the observation to all of the dialogue is actually captured, the coaching dialogue is captured right next to the observation. And you can go review previous observations, all in one spot to see: "How has this teacher changed?" Or "What are the different things that we're coaching this teacher on?"

I even today, I just had a principal say: that was one of the most powerful things they found in implementing Classroom Mosaic. Before, sure, they would go in and do observations, but they didn't know if they were giving the same piece of feedback to the teacher for the past four years or not. With Classroom Mosaic you can actually go back and look and see. And some of the reporting, we also provide from a holistic view.

Scott: I love the fact that you can put reflection in there. Because I think that's where people really learn. You know? I can't remember who said it, but it was something like: "You don't learn by doing. You learn by thinking about what you did." Right? So having that reflection, I think, is really cool. I'm a coaching junkie myself.

So the observation form, I can customize that, right? Or I can choose from different templates, right?

Ben: Yep.

Scott: Okay, so you can customize that. Do you share that out with people before you go in? So that there's some level of expectation of here's what I'm looking for today.

Ben: Definitely, that is a best practice that we recommend. During a staff meeting, pull it up and show them, "This is what I see when I go through and do an observation." Or "That's what I'm looking for." And that's also part of, from a leadership perspective, setting the goals for this quarter. "What are we focused on as a learning organization or as a staff?"

And that means, there's a feedback loop! That is one of the key things. Right here. With coaching and observing there is an actual feedback loop around: "Hey, we said that we're trying to get to this place." And that's only going to happen by us actively trying to move there.

The observation process is one of those key ways that you can continually push people in the correct direction. And oftentimes, people want to go there, right? They want to hit the goal. But sometimes they need help knowing How.

Scott: Yeah, no, no, I totally get it. I think key up from an engagement perspective, you want to listen to Gallup, they're gonna tell us: "Hey, listen, I need to know what's expected of me." So I love the idea: "Hey, staff meeting today, we want to, this is our goal." Right?

So then - hey, no surprises. I'm going to come in and observe it. And these are the things that I'm going to be observing for. So think about that as we try to together earn our goal, right, and achieve those metrics or exceed those metrics. And then that whole process really becomes one of continuous and never ending improvement cycle.

But the idea of hey, here are the expectations and this is the feedback that's going to follow is just really, really great.

How'd you come up with the name Classroom Mosaic?

What does "Classroom Mosaic" mean?

Ben: It stems out of this idea that every observation is a snapshot and when you put them all together, all of a sudden, you have a much better picture of your school. It is a mosaic.

If you were to collect 100 observations, it would be a mosaic of your building. Right. Or of the last three weeks in your building. That's the second side or the second half, if you will, of Classroom Mosaic.

I like to call it a one-two punch. One is the actual observation process, right? It's very streamlined. It's very easy to do. And it's very efficient. And that makes it much more effective, because, for you going through the process is very efficient.

On the other side of this is, as a platform, we're collecting all of that data, and we're aggregating it for you. We're giving you this picture of "what does your building look like?"And we're giving you the tools to be able to say - Okay, I want to take a look at last week's observation data.

When you mentioned that continuous improvement cycle, yeah, there are many buildings that use Classroom Mosaic now where every week, they go back and look, and say "Okay, what did we see in our classrooms last week?" and "What does that mean that we need to change as an administrator team supporting our teachers?" Or "Let's go back and take a look at the last quarter. Let's use that information to inform the PD that we're going to do this coming quarter." Or "Because we're seeing areas for improvement in second grade. And we're seeing strengths in the fourth grade. So maybe we should pair those two teams up and have a specific conversation about this indicator that we're looking at."

There's just a myriad of ways that you can use this information. If you have access to it. And so that's the second thing that we do as a platform. It is that we aggregate it all together. We make it really easy for you to understand. You don't have to dig through a bunch of spreadsheets. You don't have to go through and create all the graphs and reports and all this stuff. The platform is going to do that for you.

From a leadership perspective, that gives you just a completely new picture into the instruction that is going on and the professional practice that is going on in your building. And that picture is real-time.

I think that's one of the interesting things that I always find about this, or when I think about this. Is that the student test scores are what's called a lagging indicator right? It is the outcome. It's been done. It's in the sand. You can't go back and change that. But the instructional practice is actually the leading indicator into the the student outcomes.

And so if you spend your time, perfecting, and coaching, and developing the instructional practices going on your in your building. Then the student test scores and the student achievement are going to also move. Because you're actually moving the leading indicator instead of waiting for the lagging indicator to come out and go: "Oh, we should have done something different."

There's some interesting things that we're taking a look at from a platform perspective. In the future, how can we help marry those two things? Where you get this full picture of the professional practices going on right now. As well as how might that impact and how can we relate that to the previous information that we know, from a student data perspective.

I think that's kind of the Holy Grail, right? Knowing or predicting the future for this individual student, or for this class, or for this building: "Where are they going to end up?" And "What are the things that we need to do today to move them to the place that we want to be?" And that's what we help do and provide from a platform perspective around instructional practice today.

And, again, we've just seen where if the building culture shifts to talking about professional practice, then everybody kind of wins.

Scott: No, I think it's great. And that's what good coaches do, regardless. Right? So your best coaches are sitting up at the scoreboard, right? All these people on the field, they're making plays, right? So yes, what are they doing? How are they getting better?

And the other thing that I will tell you in my journey in education last couple of years, they put me in charge of data. And data is just such a great thing, because it's real, right? So we can all learn from that. Like, again, feedback is a gift, good data is a gift.

So good, bad, or indifferent. This is not what I expected from a data perspective. Fantastic. I can fix that! Right? Now I know what I can fix. Versus, I don't know how to fix this, right?

Ben: Right, no clue.

Scott: No clue! So, you know, if you don't have a data story. It sounds like Classroom Mosaic is going to help you get one. It's going to help you be better, and get you the results that you really want.

And you're absolutely 100% correct. The results are a product of all the culture and all the activities and everything that we build as leaders within that building to get to that place. And so, focusing in there, you'll get there, right?

So that's cool. Help me understand where you're at on your journey today, as far as Classroom Msoaic is concerned. How many schools are you in, how did you get there, and where are you going?

Where we are and where we're headed

Ben: Most of our schools have come to us through word of mouth. And that's another thing that we particularly enjoy - is that the people that use the platform actually share it with their friends.

We had an administrator come to us after talking to one of their teacher friends. And that was just one of those things we love to hear. Because if teachers are talking about it in a positive way, that means that it is working the way that we want it to work, right?

But we're in roughly 600-700 schools right now. Mostly in the US. We have schools spread out throughout the world. That's just the beauty and the power of the internet. What's really interesting is that we deal with individuals like a really small charter school with a few 100 students, and we also have clients with 100 schools, and they're one of the largest school districts in the U.S.

And then we also have clients like College Board where they're going in, and they're doing professional development and training. And they're capturing a bunch of observation data and giving feedback based on that. But they don't have their own schools, right? They're going in and doing the coaching themselves.

So schools are kind of a rough metric around how we track who we serve. But there's a bunch of different types of clients that we serve. And that's, again, one of the beauties of our platform. Because it's so customizable, we can help support so many different people and we grow with them.

Our very first client is still our client, and it's been 13 years. Their observation process has changed. Their forms have changed. The people have changed. All this stuff has changed and what's one of the things that have been consistent is that we've been able to grow with them. And we have a number of clients like that.

Once you've land with us, you're gonna stick with us, because we can grow with you. In the observation world, you kind of have three different categories. You've got, the video observation platform, which is usually pretty costly and time intensive, just because of all of the equipment and all that goes on. There is something to be said about watching yourself in video. That is a very powerful reflective practice to do. But that's not us.

The second group would be kind of your Marzanos, or your Danielsons, the world where they come in with a rubric or a framework and say: "Here's the language, here's what you get to observe, here's the reports that you're gonna get." And you can't really change much.

And then we're the third. We're kind of the antithesis to that where you can go through and set it up however you want. You can observe however you want and then you can change it tomorrow if you'd like. And we're gonna help you make that happen.

For a lot of people, what ends up happening is that they'll maybe adopt one of the other two, for a certain period of time, but then it's not flexible enough to actually grow with them. That's kind of where we see ourselves in the overarching observation, a world right now.

We're really leaning into this idea of instructional leadership and again, the power of an effective leader and effective leadership team in a building, or at a school district. Where the school leaders can actually look into what's going on in the individual building and give feedback to those leaders they're. Again, another continuous improvement process that's coaching the coaches themselves, which is, again, very powerful.

So we're pushing in that direction. And thinking of it, actually, one of our clients, just the other day, kind of put this in my head. Where they're taking a look at it almost like a MTSS idea. Where most informal observations or walkthroughs are done and the email gets sent to the teacher, there's some async coaching that goes on. And that's kind of your tier I,

Your tier II would be going through doing maybe a longer informal observation, noticing something, and coming back to do some face-to-face coaching with that individual teacher. And then tier III would be coaching cycles. Where we're gonna sit down, and say, okay, we've identified this area that we need to work on. And we're going to have a very intentional week-after-week observation and coaching cycle that we go through with this person.

Structuring it that way where they're really engaging in personalizing the feedback that they're giving to their teachers to what they need. From a platform, we're kind of moving in that direction as well. We're stepping into things like learning walks or instructional rounds, team observations. They are a whole different world around how to capture observation data.

So the idea behind a learning walk would be something like a screener if you want to put it back into the MTSS terminology. Where you can go through and do a diagnostic test, if you will, with a bunch of people in a building. Sometimes, people will flip-flop, learning walks in instructional rounds. So, depending on where you are in the country I might have just defined it differently than what is happening on the ground for you.

That and also teacher evaluation, so we have a whole system and process to help guide people going through the evaluation process. Just like informal, if it's more consistent, and it's more transparent, and it's easier to do, it's actually gonna be much more effective. That's where you can actually have the conversations and focus on growth, and focus on the development of the teacher. Instead of focusing on just the end result of "I gotta check this box to get to this evaluation done." Nobody likes that.

What have we learned?

Scott: Yes. I am sure that in your journey, there might have been a time or maybe two when things kind of didn't go the way you thought they might. So, help us understand: What have you learned? What are some things that you've learned in this process?

Ben: There are two things. One: the idea that if we built a very user-friendly and very effective platform, people would know about it overnight. That's from a company-building perspective. That's just not true. It's not true. You have to build not only a great product, but you also have to have great distribution and to be able to tell people about it.

Scott: "If you build it, they will come" only works in a Kevin Costner movie, right?

Ben: Yeah, not true. Not true at all. And in our heart of hearts, we're builders. That is what we do. We sit down with educators, we listen to what they're trying to do, and then we make that dream a reality. That's [another reason] why people stick with us. We make things that most educators don't think are possible. we make them possible.

That's what we honestly love to do. It's what gets us out of the bed every morning. And especially because in education, right? There's not really any other realm [as important]. Where sure you could maybe make more money on Wall Street. You could you could spend this time trying to perfect something else.

We want to help educators. We ultimately want every kid to have a world-class education. We had an incredible education. We graduated high school with a business, right? And we were able to build this platform, because of the things that we learned in high school. And because of the people that were around in high school. And we want that for everybody.

It may not be a business for them. It may not be that exact same thing. But we want a world-class education for them. And what that means is world-class educators and world-class leaders in their buildings.

We have this love of beautiful products and efficient systems, and all of these, engineering things. And even if that is true, and even if we did build those things, which we feel like we have, it doesn't necessarily mean that everybody in the world all of a sudden knows about it.

That's one of the reasons we're doing this podcast. Is to begin to talk about what we're doing with some of these educators that we've been in partnership with for almost 15 years. And bring that to the world and invite other people to be part of that journey as well.

Scott: What motivates you? When you think about Classroom Mosaic? Can you think about where you're going? What's it? What's it all for?

Ben: It is about that kid. All of the students going through school now. Even my kids. I want them to have access to a great education. And again, what that means, ultimately, is world-class educators and world-class leaders in their buildings. Doing it every day.

The way we fit into that equation is by helping build the systems and the platforms that they're using throughout the day to sharpen themselves and grow. But it is ultimately because of all of those students that are walking into those buildings on a daily basis, and the educators that are walking in right alongside them. We want to help make their life just a little bit easier.

We also want them to feel that excitement of growth. And that, that hunger for continuing to hone their craft. To teach that lesson a little bit better next time or to ask that question a little bit differently next time. All of those little nuanced things that are happening as we speak right now. We want to be a part of that and to help encourage that because that, from a grand perspective, there isn't much more important than that.

Scott: Ben Gustafson, thank you so much. Really appreciate it. Do you have a favorite way our audience knows how they can connect with you?

Ben: Absolutely. It's, it's really simple. It's classroommosaic.com. You can find a bunch of information there. You can find tutorials and demos there. You can sign up for a trial account, we have a 45 day free trial. So get your feet wet. We have a form library as well. So, if you're not exactly sure what you want to observe, there are hundreds and of hundreds of observation forms from educators that have gone before you. And you can be part of that conversation there.

That's one of the things that we want to build is a community of educators focused on improving their coaching and improving what they're observing. Our very first step was to publish all the forms. But we're eventually going to make that into a community where we can have a conversation about what we're observing and giving feedback on. So that is it. That's the place to go to classroommosaic.com.

Scott: Again, the product is Classroom Mosaic. Building phenomenal leaders that will create future leaders, Ben Gustafson. Thank you so much for spending time with us today

Ben: Thanks Scott.

Scott: Hey, folks, could you do me a favor? Could you hit that like button, hit that subscribe button and share this episode with your friends and colleagues? To learn more about this series and our other amazing content. Be sure to follow the BE Podcast Network on Twitter, LinkedIn, or subscribe to our email list at Bepodcast.Network.

Thanks for listening, and we'll see you on our next amazing episode.

What's Next?

In the coming episodes, you will hear directly from district leaders we partner with. Learn how our clients use Classroom Mosaic to accelerate professional learning. And witness the impact Classroom Mosaic has made in thousands of Classrooms across the globe.

We are excited to be able to share all that we've been working on.

Be sure to catch the next episode when it comes out!

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Hello & Welcome to the new Classroom Mosaic