Conducting CLASS observations via video is valid and acceptable and can be a good fit for many organizations’ needs.
Your first step in conducting observations via video is recording all the footage you need. Chapter 2 of the CLASS Manual includes some recommendations for obtaining video such as preparing students, ensuring that the audio and video are adequately captured for coding, and the usage of tripods and microphones. Be sure to obtain the consent of the adults as well as the children and families of the children who will be on film.
After you've collected the video footage, you have some other important considerations:
You might decide to have members of your organization trained, or you can consult Teachstone’s observer directory to find certified observers outside of your organization. Don't forget to check that your observers are certified on the appropriate age level and are able to understand the languages being spoken in the classrooms they'll be observing.
Regardless of how you've found observers, you should have them calibrate at the start of the project and periodically throughout the project to ensure maintained reliability.
You'll need to come up with a standard process for sharing your collected video with observers. For example, you might choose to use an online video sharing platform (there are a lot more options than YouTube these days!), SD cards, or USB drives. It’s best to do a quality check of at least a portion of the videos before sending them out to be coded.
A clear protocol for observers to follow will ensure fidelity to the CLASS tool and consistency in methodology. It’s important to consider the purpose of your observations and anticipate challenges observers may face.
Include information about:
You might decide to assign videos to observers or implement a “check-out” system. It’s a good idea to double code, or code twice, a subset (10-20% is standard for research) of the videos as a reliability check.
How should CLASS observers submit their notes and final scores? You might opt to use an online data system like a Google form. Is Internet difficult to access in your area? You may want to work on an Excel spreadsheet template and email completed forms when Internet connectivity is more reliable.
Our online subscription service, myTeachstone, offers you a place to record observation data where coaches can quickly see your notes and then recommend individualized PD based on CLASS scores.
Score reports are helpful for those who are providing feedback to teachers. Score reports include information such as a simple background on the CLASS tool, ranges or scores, and notes of specific interactions. Our blog post, “Cookin’ Up a CLASS Score Report,” is a good resource for this.
If you conducted a successful video coding project and have lessons learned to share, we’d love to hear about it in the comments section below!
At Teachstone, we talk to a lot of educators. From coast to coast and around the globe, there’s a common thread that unites them: wanting to be better for their students.
Even when things are tough in education, even in years made even more challenging by the pandemic and its effects on teaching and learning, educators are striving to be their best. That dedication to equitable, ongoing development is what inspires Teachstone’s work. To reach the day when all children are afforded excellent education and care, it’s going to take a systematic, data-driven approach, and we are enthusiastic partners in getting there.
Over the course of nearly a decade, beginning in 2010, the Inter-American Development Bank ran a randomized, longitudinal study in Ecuador called Cerrando Brechas (Closing Gaps), using CLASS to better understand the characteristics or practices of those teachers most successful in closing the achievement gap between the poorest children in their classrooms and their better-off schoolmates (you can read more here).
Closing Gaps found that regardless of a teachers’ age, IQ, or academic or professional credentials, it is teachers’ classroom behaviors and practices – specifically, the way in which teachers interact with students - that is most strongly associated with children’s improved learning outcomes.
The spread of COVID-19 has led many schools and programs to put social distancing practices in place for the start of the 2020–2021 school year. The adoption of masks, physical distancing, and other precautions has led teachers to ask how they can maintain effective interactions with the children in their classrooms.