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.
“How would you structure your classroom schedule?”
The first time I interviewed for an early childhood teaching position, this question stumped me. As straightforward as it sounds, I hadn’t really thought about it before! There are so many factors to consider: What activities do my students like? How do they learn best? How do I fit in the activities that licensing or my education director think are important? How do I align these with learning standards or my students’ goals? And, realistically, what are my strengths as a teacher?
As I sat in on an Infant Train-the-Trainer session, participants reflected on their previous experiences with CLASS: learning about it, using it to observe classrooms, supporting teachers, and training others to observe. One participant spoke up:
“CLASS is a measure you have to get wrong to get right.”
Welcome to our newest blog series dedicated to the research we're reading and thinking about.
The last time I was at a family function, I was excited to catch up with my 15-year-old cousin. I hadn’t seen him for a while, and I was ready to get clued into the high school world. Sadly, he had other plans, most of which involved watching YouTube videos and responding to my questions with, “sure,” and “cool, Allie.”