Is this your program’s first year conducting CLASS observations? Do you have new teachers who have never been observed? Implementing any kind of change in an organization can be challenging, so it’s important to provide many opportunities to discuss the factors behind the change and allow your staff to engage in open-ended discussions.
Here are some conversation points to help your team feel at ease before CLASS observations begin.
Before you can go into the details of observations, it’s important to help your team understand the importance of teacher-child interactions. Everyone at your organization should be able to describe high-quality interactions—from open-ended questions to providing a warm, caring climate—using the same vocabulary.
Once everyone understands the importance of interactions, then you can dig into the more specific reasons for incorporating CLASS in your program.
There are many reasons that your organization may have decided to implement the CLASS tool. Whichever of these is your reasons for implementing the tool, take the time to fully explain your organization’s goals.
Most importantly, explain to your teachers that you aren’t conducting CLASS observations to take punitive measures against them. After all, CLASS is a tool; not a weapon. It should always be framed in a way that empowers teachers to improve interactions, and not as a “gotcha” tool.
As a teacher, it can be hard to know that someone is observing your every interaction with a student and not feel as though you’re being judged unfairly. But keep in mind that CLASS observers aren’t just random people subjectively taking notes on what’s happening in the classroom.
Certified observers have gone through 12+ hours of training and passed a reliability test specific to the age level that they’re observing. They must retake the test every year to ensure that they remain reliable and their scores remain objective.
After you’ve explained why you’re beginning CLASS observations, talk through the entire process from start to finish. Observations are only one piece of the puzzle.
What other tips do you have for introducing the CLASS to your staff? Did you set up small groups to gather feedback and answer questions? Did you set your teachers up with Introduction to the CLASS Tool trainings? We’d love to hear! Share them in the comments below.
Regardless of the various journeys we take or paths we find ourselves on when we discover CLASS, we all believe in the power of interactions to change children’s lives. While our focus is on classrooms (broadly defined), as educators and passionate education advocates we believe in the right of all children to experience nurturing interactions, both inside and outside any classroom walls.
I recently heard a great analogy about the CLASS tool and I had to share it. I can’t take credit for the idea. Affiliate Trainer, Teresa Bockes, originated the concept, and I loved it the minute I heard it: CLASS is like a house. Let’s build a house step-by-step to learn more about this metaphor.
While preparing for a recent presentation on "My CLASS Philosophy," I had many thoughts running through my head. There was no firm agenda that I was asked to follow, just to share my philosophy. Coming from a business background, I did what I have been trained to do—a SWOT Analysis. According to Wikipedia, a SWOT Analysis or SWOT matrix is:
A recently published issue brief by the Learning Policy Institute examines exactly what it would take to create cooperative early childhood education (ECE) policy change in California. The issue brief presents recommendations to California policymakers on how to improve early childhood education for all children. These recommendations are based on a previous report: Understanding California’s Early Care and Education System.