We love hearing how organizations are using CLASS data to improve their teaching practices and interactions— and there isn't a one-size-fits-all model. In this post Teresa Oster, one of our ambassadors, explains how her colleagues from Head Start of Northeastern Nevada (HSNN) used CLASS data and their own coaching techniques to make some great improvements in their teacher-child interactions and CLASS scores.
Over a three-year period, Head Start of Northeastern Nevada (HSNN) developed and implemented a collaborative coaching model using the Classroom Assessment Scoring System (CLASS) resulting in increased CLASS scores across all teachers and all CLASS domains. Even more importantly, the coaching model increased teachers’ confidence and creativity and resulted in frequent, high-quality teacher-child and peer interactions.
Let’s be totally honest; three years ago our initial goal, like many Head Start programs, was to make it through our monitoring review! However, the process in meeting that goal developed into something much more meaningful.
We chose CLASS because it was mandated; however, we now see so many benefits associated with CLASS that we would use it even if it weren’t mandated.
To create a coaching model that worked for us required combining our collective knowledge and professional experiences, trial and error, and a lot of hard work! We call our model “Collaborative CLASS Coaching” because it truly was a joint effort starting with a commitment from our governing bodies, the executive director, the education manager, the coaches, our Head Start state training and technical assistance manager, and every teacher and teaching assistant—even our kitchen staff participated. We cultivated a CLASS community.
First and foremost, children are receiving higher quality instruction, which was our ultimate goal!
Other results include:
At Head Start of Northeastern Nevada, CLASS has evolved from merely meeting compliance to “a way of doing business!"
We’d love to share more with you! Feel free to email us:
Teresa McGregor Oster, researcher firstname.lastname@example.org
Rhonda Lafontaine, CLASS consultant & coach, email@example.com
Brenna Malone, Executive Director of Head Start of Northeastern Nevada firstname.lastname@example.org
Kylee Haggerty, Education Manager of Head Start of Northeastern Nevada email@example.com
"I’ve just begun my journey into the world of coaching. I am eager and excited about this opportunity to help pave the way for more effective teaching. I’ve recently been given my list of classrooms that I will be working with and I’m anxious to get started. I get ready to meet my first teacher, Ms. Linda, and I just know that she will be excited to meet me and we will form an instant bond and work together for the benefit of the children in that classroom.
It’s been a great year. You have just conducted some professional development trainings for the group of teachers you are coaching. You got the opportunity to visit their classrooms and see them in action, do formal and informal CLASS observations, and had countless coaching conversations. You see that it’s all beginning to click. You have the teachers’ buy-in, and the motivation is high.
I lived in rural Japan for three years. While there, I became very accustomed to ordering the same types of entrees at restaurants due to my limited ability to read menus and my unwillingness to eat foods outside my comfort zone. So imagine how overwhelmed I felt when I returned to the States and had to decide on one entree amid pages and pages and pages of delicious options. It took a few weeks to learn how to navigate my way through these endless options without wanting to close my eyes and blindly point while ordering my meals.