Is this your program’s first year conducting CLASS observations? Do you have new teachers who have never been observed? Implementing any kind of change in an organization can be challenging, so it’s important to provide many opportunities to discuss the factors behind the change and allow your staff to engage in open-ended discussions.
Here are some conversation points to help your team feel at ease before CLASS observations begin.
Before you can go into the details of observations, it’s important to help your team understand the importance of teacher-child interactions. Everyone at your organization should be able to describe high-quality interactions—from open-ended questions to providing a warm, caring climate—using the same vocabulary.
Once everyone understands the importance of interactions, then you can dig into the more specific reasons for incorporating CLASS in your program.
There are many reasons that your organization may have decided to implement the CLASS tool. Whichever of these is your reasons for implementing the tool, take the time to fully explain your organization’s goals.
Most importantly, explain to your teachers that you aren’t conducting CLASS observations to take punitive measures against them. After all, CLASS is a tool; not a weapon. It should always be framed in a way that empowers teachers to improve interactions, and not as a “gotcha” tool.
As a teacher, it can be hard to know that someone is observing your every interaction with a student and not feel as though you’re being judged unfairly. But keep in mind that CLASS observers aren’t just random people subjectively taking notes on what’s happening in the classroom.
Certified observers have gone through 12+ hours of training and passed a reliability test specific to the age level that they’re observing. They must retake the test every year to ensure that they remain reliable and their scores remain objective.
After you’ve explained why you’re beginning CLASS observations, talk through the entire process from start to finish. Observations are only one piece of the puzzle.
What other tips do you have for introducing the CLASS to your staff? Did you set up small groups to gather feedback and answer questions? Did you set your teachers up with Introduction to the CLASS Tool trainings? We’d love to hear! Share them in the comments below.
Every state, every district, every school, every teacher faced decisions that they had never anticipated in the last academic year. As the end of the 2020-2021 school year approaches, it’s time to reflect on those decisions, learn from others, and prepare for the fall ahead.
To those in the education world, it’s not news that our schools, our systems, and our students are struggling. For nearly 40 years, since the publication of A Nation At Risk, we’ve recognized as a country that something isn’t working.
For more than a century after the United States’ colonization, school was intended for children who were overwhelmingly wealthy, white, male, and English-speaking - those demographics are no longer the case. Students today are representative of all our nation’s families, but our history means there’s a mismatch between what education has done up to this point and what children really need. What’s more, advances in science - psychology, medicine,
neuroscience, economics, and more - have shown us that to give children the greatest opportunity we must change what we’re doing. We can’t let another 40 years pass while we figure it out.
At Teachstone, our driving vision is to ensure every child experiences life-changing teaching. This mission is why we’re making a commitment to restabilize and improve education for every child, and every educator. And, we know that bringing this commitment to life requires providing education leaders with the support they need to not only face the current challenges, but that will propel towards the future of quality and equity.
Given the context of today’s educational landscape, the global pandemic we are still fighting, and the divides our country is facing, strong leadership is essential. There is a clear need to restabilize and improve education for every child, and every educator. But, what does that mean exactly for educational leaders who are leading the way?