There are many systems and tools available for programs to in their assessment and quality improvement. Some measure similar things and some measure very different things. Depending on your program goals, you may feel that one assessment tool is all you need, while others may feel that they need to use several tools.
This is why we are thrilled to be part of a true collaboration: a jointly produced document providing an overview of the alignment between the domains of the pre-K CLASS measure and the NAEYC Accreditation for Programs Serving Young Children (NAEYC Accreditation) standards and criteria.
This resource explains the common features of the two assessment systems, as well as their distinct yet complementary features. Like our other crosswalks and alignments, we hope it will facilitate the use of both tools and provide helpful information to program staff using the CLASS and considering applying for NAEYC program accreditation, or vice-versa.
We announced the release of the alignment at our recent InterAct Summit and received some great feedback about how programs would use the document. We know that it can be overwhelming to manage multiple tools from an administrator’s and teacher’s standpoint. During InterAct, we heard that this document and others like it can help relieve the stress of using multiple tools by showing how both tools are working toward the same goal and include teacher-child interactions as a key component of quality. While NAEYC accreditation focuses on broad quality factors and CLASS focuses specifically on interactions, both highlight the importance in recognizing teachers’ interactions play a critical role in children’s learning.
So, how did we create the alignment? The process involved experts on both tools undertaking a deep and intensive analysis of each of the observable NAEYC criteria and each of the CLASS indicators for content matches. We examined the tools in both directions: meaning each CLASS indicator was used as a starting point to determine where it fully matched, partially matched, or didn’t match with each NAEYC criterion, and then the process was reversed with each NAEYC criterion used as a starting point to determine where it fully matched, partially matched, or didn’t match with each CLASS indicator. From this, we calculated the percentage of shared indicators from each CLASS domain with the NAEYC Standards.
The resulting resource is now available on both the Teachstone and NAEYC websites. If you are using NAEYC Accreditation and deciding if you want to use CLASS, or using CLASS and deciding if you want to use NAEYC Accreditation, not using either, or using both, check it out!
From a personal perspective, as I work to bridge policy and practice in my role at Teachstone, I am humbled to be part of this collaboration. I’ve been a proud member of NAEYC my entire ECE professional life—since age 22. In fact, my NAEYC roots extend further back, as I was an assistant for my mother’s many puppet-making and cooking workshops at AEYC conferences in many venues when I was a young child. I’m now in my sixth year of working with Teachstone, in its still-nascent organizational journey, and I’m honored to have had the experience of true collaboration and partnership in working with NAEYC, an organization steadfast in its mission to connect practice, policy, and research in support of high quality early childhood education.
Many thanks to our colleagues at both NAEYC and Teachstone for their feedback and editing, as well as to the external reviewers who shared feedback at the NAEYC 2015 Annual Conference. We greatly appreciate the input and welcome continued feedback on this resource, as we are all on a journey of continuous quality improvement to better serve young children and those who care and teach them.
Are there other alignments that you would like to see? Tools you think work well with CLASS or questions about how to use multiple tools in your program? Let us know.
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.
How do you make a peanut butter and jelly sandwich? I posed that question to a random selection of contacts via text message. What did I discover? Everyone in my sample group spreads on the PB first, then the J. There are a variety of ways though to apply the jelly, but in my random group, the jelly always comes second.
Peanut butter and jelly sandwiches make me think about Behavior Guidance, a dimension in the CLASS® toddler observation tool. Especially the first two indicators of behavior guidance: proactive and supporting positive behavior. Proactive is the peanut butter! It goes first. That layer of peanut butter is the base for the jelly, which promotes positive behavior.
“What I think I’m most proud of as a professional in the field is our ability to show up, our ability to still do it, to still roll with the changes… We have to adjust. That is what educators did the entire year. We show up. We have a strong why. We love what we do.” This is a quote from Colleen Schmit from our recent webinar, Celebrating Great Teaching. She’s talking about how hard the last couple of school years have been for teachers. Teachers faced a similar difficulty 20 years ago when the United States faced a national tragedy.
Hey there, Teachstone community! My name is Stephanie Lewandowski, and I am the Senior Product Manager for myTeachstone. Before joining Teachstone, I built digital products for education companies, financial institutions, and government agencies. I’m passionate about delivering impactful products, particularly the tools that make the everyday work of teaching and learning a little bit easier. As a parent, and as a product manager, I know how invaluable early childhood education is, and I’m inspired by the teachers in both my personal and professional life.