In last month's blog post in our family child care (FCC) series, we looked at the first challenge of coding across multiple age levels in family child care homes. This month, we'll explore the second challenge observers often face in FCC settings: what to do when you arrive at a family child care home and there are only a couple of children there.
FCC Challenge #2: Establishing Coding Consistency in Inconsistent Settings
Family homes often operate for extended hours, providing early-morning, late-evening, and even overnight care, and the number of children present at any one time can vary from setting to setting, day to day, hour to hour. Parents sometimes need to drop off their school-aged child before the bus comes and they may be present for part of the time you are there. Other children are picked up and dropped off based on their parent’s work schedule, this flexibility being one of the benefits of in-home care for families with non-traditional work schedules. So the question becomes: “How should I proceed with such variability?”
Here are some tips:
The purpose for doing CLASS™ observations can vary. It may be for research, accountability efforts, program planning and evaluation, or professional development and supervision. Giving careful consideration to how the data will be used is also an important part of conducting these observations.
Here are some tips:
What kind of protocol works best for your organization?
For more on FCCs and the unique challenges they often pose for observers, take a look at our white paper.
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.