The CLASS measure allows us to quantify the quality of teacher-child interactions—and that is a powerful thing. But collecting observation data, alone, does nothing to impact students. Improving child outcomes takes more than just data collection; it’s what you do with the data that really matters.
During my time at Teachstone, I’ve seen too many programs use CLASS observation data solely to provide summative feedback. Although this is certainly a valid use of data, the most successful coaches I’ve spoken with use CLASS data to provide individualized, formative feedback to teachers—and they also use that data to determine what sorts of professional development will be most relevant and impactful to individual teachers. Of course, scheduling regular CLASS observations at the individual teacher level can be both time and cost prohibitive, which leads me to my next point ...
It is critical to establish a systematic cycle for teacher improvement throughout the year in order to achieve incremental gains—Teachstone recommends conducting regular observations that will inform coaching and professional development. Generally, the more formal observations a program conducts, the better; but less formal, anecdotal observations are important, too! Coaches collect anecdotal observation notes in many ways; for example, a coach might offer to watch a particular lesson for the teacher’s use of Language Modeling. For the teacher, this provides an objective, specific, and detailed account of her interactions in this dimension (without the added stress of being assigned a score). This also allows the coach to better provide individualized support.
Let’s be honest—if you’re trying to establish a supportive, coaching relationship with a teacher, that’s going to be really difficult if you’re also planning to use their observation data as a “gotcha” measure or to call out their “problem areas.” When using CLASS data in a formative way—to differentiate support, goals, and professional development plans—it must be associated with achievement, rather than punishment.
The best data tells a story—and when it comes to CLASS data—that is the story of improving interactions, and ultimately, outcomes for children. While data can be used at the individual teacher level to differentiate coaching and professional development, administrators also have stories to tell. For example: How has our new coaching initiative impacted CLASS scores over time? Who are the standout teachers in my organization? How well are we achieving our goals this year? Data is a critical tool from the individual teacher level all the way to highest levels of our educational leadership.
Most people I know who are invested in early childhood education look at Barack Obama’s 2013 State of the Union address as an important moment. In it, Obama called on the federal government and states to work together to “make high-quality preschool available to every child in America,” and talked about the economic and social impact of such policies. I teared up when I rewatched this speech. It’s powerful stuff. As it so often does, the conversation about early childhood education and care revolved around quality.
Okay, this is a slight change from our usual “What We’re Reading” posts. Instead of highlighting a particular article, we wanted to share an interesting application of research: this childcare cost calculator from the Center for American Progress. You can use it to estimate the impact of improving different parts of structural quality (the infrastructure that surrounds teaching, like teacher-child ratios, the physical space, and materials) on the cost of care.
Everyone experiences stress in their daily lives. Some of it, like deadlines or first date nerves, are good stress. It propels you forward and helps you accomplish goals. Some stress, like the car in front of you slamming on the brakes, is acute, but temporary. But a more concerning type of stress that’s gained a lot of attention in the past few years is toxic stress, long-term, unrelenting exposure to stressful situations. In young children, this stress can alter the development of the brain, creating shortcuts to the parts of the brain that “turn on” stress responses and limiting connections to the parts of the brain responsible for learning and reasoning.