On a hot summer day in July 2016, I had the good fortune of being the one not on vacation on our small policy and research team. Instead, I went to DC to serve as Teachstone’s representative for a convening of policymakers, researchers, and ECE practitioners. They were gathering to discuss if and how exemplary Head Start grantees might be identified for Leading by Exemplar, an initiative funded by the Bill and Melinda Gates Foundation and led by Bellwether Education Partners.
As we sought to identify the ways in which exemplary programs could be identified, the relationships between the teachers and the children in Head Start classrooms bubbled up repeatedly in our small group discussions of quality factors to consider.
Strong, healthy relationships with children, effectuated through discrete, identifiable interactions between the teachers and children, are at the core of great teaching, and no one in that convening raised any question about that. One need not be a CLASS advocate to find it difficult to imagine an exemplary ECE program without an explicit focus on high-quality teacher-child interactions!
Following the convening, Bellwether reviewed Head Start “exemplars,” meaning those programs with significant learning gains for the children served. Five of these were selected for more in-depth study of their design and practice: Acelero, CAP Tulsa, Educare Miami-Dade, Fairfax County Public Schools, and Utah Community Action.
These Head Start grantees, like all grantees, are familiar with the CLASS as their classroom quality is monitored with it. However, as you will read in the briefs linked below, each of the exemplars integrates the CLASS in their professional development, going beyond the use of CLASS only as a monitoring tool, and linking CLASS data to powerful professional development!
I’m thrilled that Bellwether has published four reports reviewing the methodology, analysis, and program highlights of the Leading by Exemplar initiative:
A few takeaways from my initial reading:
Perhaps the most important lesson is that while the core focus on teacher-child interactions as measured by the CLASS does not vary in these exemplary Head Start programs, the implementation may look different, and we must continue to support programs as they determine the best practices for their specific program and setting.
I’d love to know what you find in your reading of these comprehensive briefs!
As the former Vice President of Education and Program Operations, as well as the Head Start/Early Head Start Program Director, of a large Chicago Agency, I am often asked the question, “How did you get your CLASS scores to rise so much?” Our Pre-K Instructional Support scores rose from a 2.65 to a 3.74 the first year, and from a 3.74 to a 4.17 the second year. It wasn’t an easy process. And it was up to us to show our teachers the importance of teacher-student interactions and slowly introduce how CLASS scores could be used to improve these interactions.
Below are three steps we took to introduce the importance of CLASS and interactions to our teachers and, ultimately, raise our CLASS scores.
When my first child was born, I was 30. I was also married, had a master’s degree, and taught in a district that paid pretty well. During my pregnancy, I learned what to look for in high-quality child care and I thought I knew how to find it. What I didn’t know was that even though my husband and I both worked, we couldn’t afford quality child care.
A year ago, urged on by my insightful new colleague, Manda Klein, who was born and raised in Texas, I wrote a blog entitled, At Our Core. It praised the bipartisan efforts to discontinue the practice of separating children from their parents and caregivers at our country’s borders.