Sara Schodt is an international development and ECE specialist with nearly a decade of experience developing and adapting evaluation, monitoring, and professional development tools, including use of the CLASS, for use in public daycare, elementary school, and government-funded family visiting programs in Latin America. A former preschool teacher and social worker in Ecuador, Sara completed Masters degrees in International Public Policy and in International Education Policy. She is bicultural, fluently bilingual and passionately committed to improving the opportunities of young children and their families from diverse backgrounds.
Classroom interactions, as described by the CLASS® lens, are at the heart of children's learning and development, and can be enhanced by a highly effective classroom environment and curriculum. This back-to-school season, reflect on the elements of your environment that can support effective interactions to maximize children's learning.
Over the course of nearly a decade, beginning in 2010, the Inter-American Development Bank ran a randomized, longitudinal study in Ecuador called Cerrando Brechas (Closing Gaps), using CLASS to better understand the characteristics or practices of those teachers most successful in closing the achievement gap between the poorest children in their classrooms and their better-off schoolmates (you can read more here).
Closing Gaps found that regardless of a teachers’ age, IQ, or academic or professional credentials, it is teachers’ classroom behaviors and practices – specifically, the way in which teachers interact with students - that is most strongly associated with children’s improved learning outcomes.