In last month’s blog post in our family child care (FCC) series, we looked at the challenge of maintaining objectivity. This month’s we'll look at another challenge CLASS observers face while using the measure in a family child care setting: coding when there are multiple adults.
FCC Challenge #4: Multiple Adults
There may be the provider and a helper or possibly a family member that is present During one or more of the cycles, there may be a help or family member present in addition to the care provider. What do you do when a family member or other adult is not really providing care but is in the room chatting with the provider or is having a meal in the kitchen while the children are eating?
Figuring out how you'll manage this as an observer takes a little forethought. Let’s start with some basic questions that will help you develop a plan for just such a scenario:
Once you make these important decisions, you can proceed to collect the data that will help you weigh the effectiveness of the interactions. From there, form your professional development or support for the providers to improve outcomes for children.
As always, I urge you to take time to read Chapter Two of your CLASS manual, where you'll find great answers to just about any coding question you may have.
Across the country and around the globe, schools/programs will soon reopen after extended closures due to COVID-19. Those that have remained open are instituting new health and safety practices.. Localities will determine whether to provide in-person, online, or hybrid teaching. Regardless of the model that schools/programs adopt, classrooms will look different now and for the foreseeable future.
As the former Vice President of Education and Program Operations, as well as the Head Start/Early Head Start Program Director, of a large Chicago Agency, I am often asked the question, “How did you get your CLASS scores to rise so much?” Our Pre-K Instructional Support scores rose from a 2.65 to a 3.74 the first year, and from a 3.74 to a 4.17 the second year. It wasn’t an easy process. And it was up to us to show our teachers the importance of teacher-student interactions and slowly introduce how CLASS scores could be used to improve these interactions.
Below are three steps we took to introduce the importance of CLASS and interactions to our teachers and, ultimately, raise our CLASS scores.