Incremental growth matters!
As anyone who has been to a CLASS training can attest, we are all about incremental growth, resisting the urge to promise a “quick-fix.” But, it can be hard to resist the urge to promise overnight changes, even though many indications point to slow, steady improvement being more likely to lead to lasting change.
The growth of state adoption of Quality Rating Improvement Systems (QRIS) has been slowly increasing, as seen in the above map above showing the vast majority of states now having a statewide QRIS, and the remaining ones having QRIS based in their counties, localities, or regions, or are in the planning phase of QRIS adoption. Additionally, the territories Puerto Rico, Guam, and American Samoa are in the process of planning their QRIS, while the Virgin Islands’ QRIS is in the pilot phase.
Likewise, inclusion of the CLASS for either evaluation and/or professional development in QRIS is growing, too, with our new QRIS map (below):
You can see that this maps shows that:
Here are highlights of the changes since we created our first map in 2014:
In 2013, the state of Alaska allocated funds to manage the development and implementation of their QRIS, revising the original Alaska 2008 QRIS plan. Recently, as part of their three-year renewal grant requirements, teachers who are Alaska pre-elementary program grantees must participate in the MyTeachingPartner (MTP) Coaching Project. This is part of an overall effort to improve interactions between teachers and students. The CLASS is being used for both observation and professional development, specifically, MTP Coaching.
Lastly, and importantly, the new Head Start Program Performance Standards include in Sec. 1302.53 a requirement, with the exception of American Indian and Alaska Native programs, that a Head Start grantee must participate in its state or local QRIS, if
Please let us know how your state is implementing its QRIS and what support you need to ensure that effective interactions are recognized as a key characteristic of quality in all early childhood programs serving children from birth to grade 3 or beyond. Here’s a link to our map. We hope we can add your state in the growth pathway of CLASS adoption.
Nicole Hsu, research and pulbic policy intern at Teachstone, is a Bay Area native in her third year at UC Berkeley. She studies Cognitive Science and Disability Studies, and is passionate about supporting youth and improving the state of education through policy, research, and community engagement. Aside from her love for kids and education, Nicole enjoys eating ice cream, traveling, and learning French.
“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?
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.
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.”
Have you ever thought that the CLASS tool seemed subjective? Perhaps you’ve coded with another certified observer and come up with very different scores for the same classroom? Maybe you’ve struggled with the reliability test or CLASS Calibration and felt that it was due to you seeing the classroom in a different light or interpreting certain situations differently? You’re not alone. Many observers have been there.