--- title: From CLASS Anxiety to a Path of Improved Quality for Head Start description: "Summary: Teachstone Ambassador, Teresa McGregor-Oster researched correlations between attitudes toward CLASS and CLASS scores in Head Start programs." image: https://info.teachstone.com/hs-fs/file-2795775782-png/blog-attachments/blog_headstart.png --- [![Teachstone Logo](https://info.teachstone.com/hs-fs/hubfs/TS_Color_Regist-3-1.png?width=150&height=67&name=TS_Color_Regist-3-1.png "Teachstone Logo")](https://www.teachstone.com/) - [Store](http://store.teachstone.com/) - [Support](https://teachstone.com/support) - [Login](http://dashboard.teachstone.com/) - The CLASS Framework - [What is CLASS](https://teachstone.com/class/) - [CLASS 2nd Edition](https://teachstone.com/class-2nd-edition/) - [For Leaders](https://teachstone.com/leaders/) - [For Observers](https://teachstone.com/for-observers/) - [For Coaches](https://teachstone.com/for-coaches/) - [For Educators](https://teachstone.com/for-educators/) - [For CLASS Affiliates](https://teachstone.com/for-class-affiliates/) - [For Head Start](https://teachstone.com/headstart/) - [Research](https://teachstone.com/research/) - Products and Trainings - [Getting Started with CLASS](https://teachstone.com/getting-started-with-class/) - [CLASS® 2nd Edition Infant-Toddler](https://teachstone.com/class-2nd-edition-infant-toddler/) - [CLASS® 2nd Edition Pre-K-3rd](https://teachstone.com/class-2nd-edition-pre-k-3rd/) - [CLASS Overview for Leaders](https://teachstone.com/a-class-overview-for-leaders/) - [CLASS 2nd Edition Intro to Interactions for Educators](https://teachstone.com/intro-to-interactions-for-educators/) - [CLASS Environment](https://teachstone.com/class-environment/) - [CLASS Environment Observer Training](https://teachstone.com/class-environment/#environment-observer-training) - [CLASS Environment Overview for Educators](https://teachstone.com/class-environment/#environment-educator-training) - Observer Training & Certification - [CLASS Train-the-Trainer Affiliate Program](https://teachstone.com/class-train-the-trainer/) - [CLASS Affiliate Trainer Recertification](https://store.teachstone.com/trainer-recertification-new/) - [CLASS 2nd Edition Measurement Trainer Program](https://teachstone.com/class-2nd-measurement-trainer/) - [CLASS Observer Recertification](https://store.teachstone.com/observer-recertification-new/?showHidden=true) - [CLASS Observation Certification Training](https://teachstone.com/class-observation-training/) - [Transition Supports](https://teachstone.com/class-observer-supports/) - [CLASS Group Coaching Transition Training](https://teachstone.com/class-group-coaching-transition-training/) - [CLASS 2nd Edition Observer Transition Training](https://teachstone.com/class-2nd-observer-transition-training/) - [CLASS 2nd Edition Trainer Transition Training](https://teachstone.com/class-2nd-edition-trainer-transition-training/) - [CLASS Trainer Add-Ons](https://teachstone.com/trainer-add-ons/) - [Program Services & Support](https://teachstone.com/program-services-support/) - [CLASS Coding Support](https://teachstone.com/coding-support/) - [CLASS Quality Improvement Subscription **New!**](https://teachstone.com/myteachstone/) - [CLASS Observation Services](https://teachstone.com/class-observation-services/) - [Custom Events by Teachstone](https://teachstone.com/custom-events/) - [Meaningful Interactions at Home](https://teachstone.com/meaningful-interactions-at-home/) - Coach Trainings & Certification - [CLASS Group Coaching](https://teachstone.com/class-group-coaching/) - [1-1 Video Coaching](https://teachstone.com/1-1-video-coaching/) - [Instructional Support for Coaches](https://teachstone.com/coach-feedback/) - [Interaction Essentials Trainer Program](https://teachstone.com/interaction-essentials-trainer-program/) - [Professional Development for Educators](https://teachstone.com/professional-development-for-educators/) - [Banking Time: Investing in Relationships](https://teachstone.com/banking-time/) - [CDA with CLASS](https://teachstone.com/cda-programs/) - [Instructional Support Essentials for Teachers](https://teachstone.com/instructional-support-essentials-for-teachers/) - [Interaction Essentials for Educators](https://teachstone.com/interaction-essentials-for-educators/) - [CLASS Supplies](https://teachstone.com/class-supplies/) - [CLASS Dictionary](https://store.teachstone.com/class-dictionary/) - [CLASS Interactions Dimension Guide](https://store.teachstone.com/class-dimensions-guide/) - [CLASS Manuals](https://store.teachstone.com/class-2nd-edition-pre-k-3-manual-options/) - [CLASS Observation Score Sheets](https://store.teachstone.com/score-sheets/) - [CLASS Strategy Cards](https://store.teachstone.com/class-strategy-cards/) - [CLASS Support Kits](https://teachstone.com/class-support-kits/) - Resources - [Resource Library](https://teachstone.com/resources/) - [Blog](https://info.teachstone.com/blog) - [Blog (Spanish)](https://info.teachstone.com/blog-en-esp?hsLang=en-us) - [Blog (French)](https://casiope.org/categorie/class/) - [Upcoming Events](https://teachstone.com/upcoming-events/) - [Community](https://community.teachstone.com/home) - [About](https://teachstone.com/about-teachstone/) - [Who We Are](https://teachstone.com/about-teachstone/#whoweare) - [Our Impact](https://teachstone.com/our-impact/) - [Partners](https://teachstone.com/our-partners/) - [Careers](https://teachstone.com/careers/) - [Certified B-Corp](https://teachstone.com/certified-b-corporation/) - [News](https://teachstone.com/news/) - [Connect with a Rep](https://info.teachstone.com/contact-a-teachstone-representative?hsLang=en-us) - The CLASS Framework - [What is CLASS](https://teachstone.com/class/) - [CLASS 2nd Edition](https://teachstone.com/class-2nd-edition/) - [For Leaders](https://teachstone.com/leaders/) - [For Observers](https://teachstone.com/for-observers/) - [For Coaches](https://teachstone.com/for-coaches/) - [For Educators](https://teachstone.com/for-educators/) - [For CLASS Affiliates](https://teachstone.com/for-class-affiliates/) - [For Head Start](https://teachstone.com/headstart/) - [Research](https://teachstone.com/research/) - Products and Trainings - [Getting Started with CLASS](https://teachstone.com/getting-started-with-class/) - [CLASS® 2nd Edition Infant-Toddler](https://teachstone.com/class-2nd-edition-infant-toddler/) - [CLASS® 2nd Edition Pre-K-3rd](https://teachstone.com/class-2nd-edition-pre-k-3rd/) - [CLASS Overview for Leaders](https://teachstone.com/a-class-overview-for-leaders/) - [CLASS 2nd Edition Intro to Interactions for Educators](https://teachstone.com/intro-to-interactions-for-educators/) - [CLASS Environment](https://teachstone.com/class-environment/) - [CLASS Environment Observer Training](https://teachstone.com/class-environment/#environment-observer-training) - [CLASS Environment Overview for Educators](https://teachstone.com/class-environment/#environment-educator-training) - Observer Training & Certification - [CLASS Train-the-Trainer Affiliate Program](https://teachstone.com/class-train-the-trainer/) - [CLASS Affiliate Trainer Recertification](https://store.teachstone.com/trainer-recertification-new/) - [CLASS 2nd Edition Measurement Trainer Program](https://teachstone.com/class-2nd-measurement-trainer/) - [CLASS Observer Recertification](https://store.teachstone.com/observer-recertification-new/?showHidden=true) - [CLASS Observation Certification Training](https://teachstone.com/class-observation-training/) - [Transition Supports](https://teachstone.com/class-observer-supports/) - [CLASS Group Coaching Transition Training](https://teachstone.com/class-group-coaching-transition-training/) - [CLASS 2nd Edition Observer Transition Training](https://teachstone.com/class-2nd-observer-transition-training/) - [CLASS 2nd Edition Trainer Transition Training](https://teachstone.com/class-2nd-edition-trainer-transition-training/) - [CLASS Trainer Add-Ons](https://teachstone.com/trainer-add-ons/) - [Program Services & Support](https://teachstone.com/program-services-support/) - [CLASS Coding Support](https://teachstone.com/coding-support/) - [CLASS Quality Improvement Subscription **New!**](https://teachstone.com/myteachstone/) - [CLASS Observation Services](https://teachstone.com/class-observation-services/) - [Custom Events by Teachstone](https://teachstone.com/custom-events/) - [Meaningful Interactions at Home](https://teachstone.com/meaningful-interactions-at-home/) - Coach Trainings & Certification - [CLASS Group Coaching](https://teachstone.com/class-group-coaching/) - [1-1 Video Coaching](https://teachstone.com/1-1-video-coaching/) - [Instructional Support for Coaches](https://teachstone.com/coach-feedback/) - [Interaction Essentials Trainer Program](https://teachstone.com/interaction-essentials-trainer-program/) - [Professional Development for Educators](https://teachstone.com/professional-development-for-educators/) - [Banking Time: Investing in Relationships](https://teachstone.com/banking-time/) - [CDA with CLASS](https://teachstone.com/cda-programs/) - [Instructional Support Essentials for Teachers](https://teachstone.com/instructional-support-essentials-for-teachers/) - [Interaction Essentials for Educators](https://teachstone.com/interaction-essentials-for-educators/) - [CLASS Supplies](https://teachstone.com/class-supplies/) - [CLASS Dictionary](https://store.teachstone.com/class-dictionary/) - [CLASS Interactions Dimension Guide](https://store.teachstone.com/class-dimensions-guide/) - [CLASS Manuals](https://store.teachstone.com/class-2nd-edition-pre-k-3-manual-options/) - [CLASS Observation Score Sheets](https://store.teachstone.com/score-sheets/) - [CLASS Strategy Cards](https://store.teachstone.com/class-strategy-cards/) - [CLASS Support Kits](https://teachstone.com/class-support-kits/) - Resources - [Resource Library](https://teachstone.com/resources/) - [Blog](https://info.teachstone.com/blog) - [Blog (Spanish)](https://info.teachstone.com/blog-en-esp?hsLang=en-us) - [Blog (French)](https://casiope.org/categorie/class/) - [Upcoming Events](https://teachstone.com/upcoming-events/) - [Community](https://community.teachstone.com/home) - [About](https://teachstone.com/about-teachstone/) - [Who We Are](https://teachstone.com/about-teachstone/#whoweare) - [Our Impact](https://teachstone.com/our-impact/) - [Partners](https://teachstone.com/our-partners/) - [Careers](https://teachstone.com/careers/) - [Certified B-Corp](https://teachstone.com/certified-b-corporation/) - [News](https://teachstone.com/news/) - [Connect with a Rep](https://info.teachstone.com/contact-a-teachstone-representative?hsLang=en-us) - [Store](http://store.teachstone.com/) - [Support](https://teachstone.com/support) - [Login](http://dashboard.teachstone.com/) # From CLASS Anxiety to a Path of Improved Quality for Head Start March 11 2015 by [Guest Blogger](https://info.teachstone.com/blog/author/guest-blogger) - [Head Start](https://info.teachstone.com/blog/topic/head-start) - [Research](https://info.teachstone.com/blog/topic/research) - [Implementation](https://info.teachstone.com/blog/topic/implementation) - [Professional Development](https://info.teachstone.com/blog/topic/professional-development) ![](https://info.teachstone.com/hs-fs/file-2795775782-png/blog-attachments/blog_headstart.png?width=519&height=300&name=blog_headstart.png) I remember when the word “CLASS” struck fear within Head Start teaching staff. When the Office of Head Start announced that CLASS scores would be used as one measure of program quality during program monitoring reviews, it left many teachers anxious and concerned. Imagine being a teacher in a small rural program knowing that *your* CLASS scores alone could result in the loss of critical services for children, a valuable resource for the community, and jobs. As a researcher and a former T&TA Manager in Nevada, I wanted to learn more. As part of my doctoral dissertation, I began examining the following areas to see if there were correlations between attitudes toward CLASS and CLASS scores: - Head Start teachers’ receptivity toward the CLASS - Existing professional development supports (frequency, types, and effectiveness) as reported by Head Start teachers - Head Start teachers’ preferences for different types of professional development - Demographic variables, program length, and years of teaching experience Over 300 teachers in 3 states participated in the study. To add rigor, I utilized an existing valid and reliable measure, the *Evidence-Based Practice Attitude Scale (EBPAS)(Aarons, 2004)*, and a self-created scale, *CLASS Attitude Scale (CAS) that was also deemed valid and reliable*. The CAS was divided into two constructs: *Attitudes Toward CLASS* and *Preferred CLASS Interventions.* #### Findings I don’t want to bore you with all the statistical analysis—the full report will be available soon—so below are a few of my major findings: - There is a high level of favorability toward, and comfort with, the CLASS. Despite initial anxiety around the tool, in just a few short years, teachers have embraced CLASS and have come to recognize the value of the tool for professional development. - There are many statistically significant positive correlations between teachers’ openness toward adopting evidence-based practices (as measured by the EBPAS) and attitudes toward CLASS (as measured by the CAS). - Demographic variables were *not* found to be significant in this study. - There are numerous statistically significant correlations between attitudes described in the EBPAS, CAS and *actual* CLASS scores. #### So, what does this all mean? This study demonstrates that teachers with high levels of openness toward adopting evidence-based practices also showed more positive attitudes toward CLASS, and when attitudes were higher, CLASS scores were higher. This is not totally surprising, however the results may be useful in informing CLASS coaching and professional development models. Specifically, understanding teachers' receptivity may provide insight into designing individualized methods of professional development delivery. There were also some really interesting findings related to CLASS-based professional development: - Teachers most desired timely written feedback, coaching, and modeling of instructional practices. - Teachers reported little preference between having a coach vs. a supervisor modeling specific strategies, however emerging research suggests that when coaching is provided by the individual responsible for performance evaluations, it changes the dynamics of the coaching. - Consistent with emerging research, most teachers described tenets of practice-based coaching with individualize coaching, modeling, and feedback as the most useful, and preferred professional development supports to improve their instructional practices - Although research has shown group trainings to be largely ineffective in changing instructional practices, teachers show an overall favorable attitude toward training. Based on my research, and others, I am convinced that early childhood instructional improvement efforts will not occur solely through mandates and imposed accountability (Wesley and Buysse, 2010). Change will more likely occur through new and innovative practices that profoundly change our thinking and approaches toward instructional practices (Wesley and Buysse, 2010). Teachers must be an integral part of the change process, for it is ultimately incumbent upon them to do the hard work required for change practices. These practices must be grounded in reciprocal, strengths-based relationships between teachers and their coaches. For far too long, teachers have been the silent voice, not fully considered in the implementation of change processes. This study confirmed for me our nation’s Head Start teachers are not only *willing*, they are *eager* for feedback and coaching to improve their instructional practices. Further, their efforts to improve instruction have resulted in increasing quality as measured by CLASS and likely other measures as well. The overall favorability of CLASS, despite its use as a Head Start monitoring tool tied to funding, confirmed what I see each day as I am fortunate to work with Head Start teachers: teachers have evolved from a place of anxiety around CLASS to one of recognition of how the tool can support them. It is my hope that policy makers and administrators, *listen* to teachers and provide them with the supports they need to continue on the path of improved quality that will ultimately lead to more positive outcomes for all children.     ![Teresa Oster](https://info.teachstone.com/hs-fs/file-2793265675-jpg/blog-files/teresa-oster-e1425926859135.jpg?width=206&height=167&name=teresa-oster-e1425926859135.jpg) *Teresa McGregor-Oster, Ph.D. is a [Teachstone Ambassador](http://teachstone.com/about-teachstone/teachstone-ambassadors/), a University of Utah post doctoral researcher, and former Head Start Training and Technical Assistance Manager for Head Start in Nevada and Utah. This is the first of two posts on Teresa’s research. Teresa’s next post will show how findings from this research were leveraged to create a coaching and professional development model for small, rural programs in Nevada.*     [![New Call-to-action](https://no-cache.hubspot.com/cta/default/336169/e5cf0a3a-86e2-4942-84cd-727e7c6d4a9f.png)](https://cta-redirect.hubspot.com/cta/redirect/336169/e5cf0a3a-86e2-4942-84cd-727e7c6d4a9f) ## Subscribe to the Teachstone Blog [![Teachstone Logo](https://info.teachstone.com/hs-fs/hubfs/TS_Color_Regist-3-1.png?width=150&height=67&name=TS_Color_Regist-3-1.png "Teachstone Logo")](https://www.teachstone.com/) - - - [About](https://teachstone.com/about-teachstone/) - [About Teachstone®](https://teachstone.com/about-teachstone/) - [Our Partners](https://teachstone.com/our-partners/) - [Careers](https://teachstone.com/careers/) - [Resources](https://teachstone.com/resources/) - [Support](https://teachstone.com/support) - [Contact Sales](https://info.teachstone.com/contact-a-teachstone-representative?hsLang=en-us) - [InterAct CLASS Summit](https://teachstone.com/interact-class-summit/) - [CLASS en español](https://teachstone.com/collecion-de-productos-en-esp/) - [CLASS en Français](https://teachstone.com/class-en-francais/) - [Privacy Policy](https://teachstone.com/privacy-policy/) - [Terms of Use](https://teachstone.com/terms-conditions/) - [Web Accessibility](https://teachstone.com/web-accessibility/) - [Permissions](https://teachstone.com/permissions/) © 2026 Teachstone, Inc ```json { "@context" : "https://schema.org", "@type" : "BlogPosting", "author" : { "@type" : "Person", "name" : "Guest Blogger", "url" : "https://info.teachstone.com/blog/author/guest-blogger" }, "dateModified" : "2023-05-18T18:31:55.369Z", "datePublished" : "2015-03-11T19:34:00.000Z", "headline" : "From CLASS Anxiety to a Path of Improved Quality for Head Start", "image" : [ "https://info.teachstone.com/hs-fs/file-2795775782-png/blog-attachments/blog_headstart.png" ], "mainEntityOfPage" : { "@id" : "https://info.teachstone.com/blog/class-anxiety-path-improved-quality-head-start", "@type" : "WebPage" }, "publisher" : { "@type" : "Organization", "logo" : { "@type" : "ImageObject", "url" : "https://info.teachstone.com/hubfs/TS_Color_Regist-3.png" }, "name" : "Teachstone" } } ```