Most people think about CLASS as a classroom observation measure—and it is—but maybe we’ve been looking at the tool in the wrong way. Let's take a closer look at where CLASS started and why.
After the summer break, I was always filled with good ideas and good intentions. Inspired by workshops and readings about teaching language arts, I was ready to try new strategies. I’d set goals like:
Send positive communications on postcards to my 125 students
In our earliest implementations, when Teachstone was just being formed, we often heard that teachers were caught off guard by CLASS-based professional development. Trainers were hearing questions like “What am I doing here?” “Why was I asked to attend?” and “How does this relate to my other professional growth activities?” We quickly learned that teachers and professional development providers need to be on the same page about goals. Sometimes goals for teacher-child interactions are set at the program level; sometimes they are set for individual teachers. Either way, everyone needs to be clear on what they are reaching for.
As a product developer, I’m always on the lookout for effective tips and strategies to infuse into our professional development resources. To that end, my team interviewed Amy Stephens Cubbage, who at one point served as Teachstone's MTP Coaching Program Manager.
Infants are completely dependant on adults for their survival and development. That's why it is important to start CLASS observations even in classrooms with the youngest children. Learn about the four specific dimensions that make up infant-caregiver interactions, and how to improve these interactions in our new online program, Learn About Infant CLASS Dimensions.
Joe is fascinated by insects, and Liam is really into baseball. When teaching the concept of patterns, we may consider how patterns are demonstrated in baseball and the insect world to hook both Joe and Liam into learning. We frequently differentiate instruction based on students’ interests, and, as educators, we recognize the need to individualize learning opportunities for children in our classrooms. We may also differentiate based on learning styles.
One child arrives late, another needs to clean up after a painting, and some children are having a dispute in the block area—all while a teacher is trying to get a small group engaged in a letter-learning activity.
Teachers that watch videos of effective classroom interactions are more likely to improve their own interactions. Knowing this, Teachstone created and continues to cultivate a robust CLASS Video Library, featuring real teachers effectively interacting with children. In order to help coaches and mentors make the most of their Video Library usage with teachers, Teachstone also created the Video Library Companion, a roadmap for planning and facilitating effective conversations around the videos.
What comes to your mind when you read this term? If you’re anything like the hundreds of coaches we’ve talked to, this term might bring to mind frustration or even anxiety—knowing that Instructional Support is typically the lowest rated domain measured by the CLASS tool—and often, the most misunderstood.
The Product Development team at Teachstone is pleased to announce an exciting new product for CLASS Observers. Have you struggled to download your certification certificate? Do you always misplace your certification card? Do you forget when you need to recertify each year? If you answered yes to any of these questions, then this product is for you.
