I recently sat down with Heather Sason, an experienced CLASS observer, and one of the newest members of the products team at Teachstone.
Her CLASS journey is both inspiring and informative. Read about it below!
Heather’s mom has been an early childhood teacher for over 30 years and teaches 3-year olds. Growing up, Heather spent a lot of time in her mother’s classroom. As a teen, she worked in an EC program and earned her CDA through a high school program. Throughout her teens and during college breaks, she worked with children as a helper in preschool classrooms and as a camp counselor.
In college she studied family and child sciences at Florida State University. After she graduated, she worked in applied behavior analysis for a couple of years. She heard about an opportunity to do assessments through the Early Learning Coalition of Duval and jumped on the chance. Heather worked with Padma Rajan (a huge CLASS advocate!) for over three years as an observer. She is currently halfway through her masters degree in ECE. Clearly, she was born to work in early childhood education!
She trained to be a pre-K CLASS observer first and within 6 months she was also certified to conduct CLASS observations at the infant and toddler levels.
She did hundreds of live observations during her time working in Duval, observing almost every day. They had about 200 centers in the Guiding Stars program for QRIS, and outside of the QRIS, there were another 800 or so providers in DUVAL.
Heather’s initial impression of CLASS? She was so happy about it, but kind of sad at the same time, explaining: “It hit me: I could have done so much more during my time working with children. CLASS felt like the missing link.”
She considers it the best measure for any classroom and is happy to report that 60% of the star rating in Duval’s QRIS is based on CLASS scores.
According to Heather, “Positive Climate is the basis for everything. If it’s missing, children can’t reach their full potential.” She explains that Teacher Sensitivity is a close second since it’s about being sensitive to children’s needs, acknowledging that children have real emotions, and being sure children are comfortable with teachers.
“You can’t get anywhere with Instructional Support if you don’t have good relationships and are not sensitive to children’s needs,” she says.
Heather decided to make the big move from Florida to Virginia to work for Teachstone because the CLASS tool aligns with her ultimate end goal—making the biggest impact on children’s lives and outcomes. Before, she could only reach one county. Now she is able to reach many children and teachers at a higher level. At Teachstone, she is responsible for reviewing video content and is working toward becoming a master coder. She really enjoys seeing classrooms from all over the country and the world.
Heather Sason's passion and career goal is to improve the lives of as many children as possible. As the Video Content Coordinator at Teachstone, she focuses on supporting the acquisition of classroom video, reviewing footage, and assisting with other aspects of video content development and technical writing. Throughout her career, she has worked in the preschool setting, as a behavioral therapist for special needs children, and as an observer for a Quality Rating and Improvement System using the CLASS tools. She is currently working on her master’s degree in early childhood education and she holds a bachelor’s degree in family and child sciences from the Florida State University. Outside the office, you can find Heather spending time with friends and family, traveling to as many places as possible, or snuggling with her cat, Nala
Data from the National Survey of Students’ Health (NSCH) indicates that almost half of the students in the United States have experienced one or more forms of serious trauma, such as poverty, homelessness, or abuse and neglect. This means that an estimated 35,000,00 students, from infancy through age 17 are at risk for not only school failure, but for a number of social-emotional and physical complications (e.g., PTSD, heart disease, etc.) that may have life-long consequences to their health and well-being. The effect of COVID-19 has surely increased the percentage of young people who are experiencing trauma. And while people of all races and socioeconomic statuses have been affected by COVID-19, poor communities of color have been disproportionately impacted, adding an additional level of trauma to a population already traumatized by systemic racism.
We recently came across a really interesting article that examined both the academic and emotional aspects of teaching mathematics and we were excited when the lead author agreed to answer some of our questions about the study. Read below for our conversation with Rebekah Berlin, Program Director for the Learning by Scientific Design Network at Deans for Impact.
The United States is grappling with three major emergencies that are compounded by systemic racism: COVID-19, the bleak economic outlook, and police violence. The poor outcomes for people of color, particularly African Americans, Latinos, and Native Americans (CDC, June 2020, retrieved 6/1/2020), infected with COVID-19 reflect racism against individuals, disinvestment in communities, and discriminatory policies and laws.
On Wednesday, September 23, the Office of Head Start (OHS) announced that it will be suspending CLASS reviews for Fiscal Year (FY) 2021. We sincerely hope this news relieves some of the stress our Head Start partners have felt as they grapple with new challenges related to pandemic conditions.
It is also our hope that programs will use this time to provide specific CLASS support to staff in order to strengthen interactions, regardless of the delivery model in which they are serving children.