There are many systems and tools available for programs to in their assessment and quality improvement. Some measure similar things and some measure very different things. Depending on your program goals, you may feel that one assessment tool is all you need, while others may feel that they need to use several tools.
This is why we are thrilled to be part of a true collaboration: a jointly produced document providing an overview of the alignment between the domains of the pre-K CLASS measure and the NAEYC Accreditation for Programs Serving Young Children (NAEYC Accreditation) standards and criteria.
In last month’s post, An Exception to Scoring Productivity, we talked about exceptions to the general coding protocol of needing to see consistent evidence of all of the indicators across the observation cycle to assign a high range score. We noted that, if you do not see a transition during an observation, it’s OK to not take that indicator into account when scoring Productivity. Instead, score the three remaining indicators. This blog post is going to take a look at some other exceptions that can be a little sticky for trainees.
In her last blog post, Carol Bolz introduced a research project on coaching with CLASS Instructional Support and the Project Approach. There were many great examples about how the teachers used what they had learned to engage their students. We’d love to hear from you. How have you helped a teacher build these Instructional Support interactions? How have you, as teachers, encouraged these types of learning experiences?
In February, I (me, Hannah!) had the unique, wonderful opportunity to attend the national Environmental Rating Scale (ERS) conference. Interestingly, the first question that I was asked by a fellow participant was “Aren’t you entering the enemy camp?”
Editor's Note: In November 2013, Teachstone attended NAEYC's annual conference. One presentation stood out more than others—a research project investigating the use of CLASS and The Project Approach. A veteran Head Start teacher told true classroom stories about how his class changed while implementing CLASS Instructional Support within the Project Approach framework. Teachstone recently reconnected with the researchers leading the study to check in on its progress. This blog series, written by guest blogger Carol Bolz and her colleagues, tells the story of this project and recounts key classroom anecdotes that highlight the powerful pairing of the Project Approach implementation bolstered by effective CLASS interactions.
Editor’s Note: There are several ways to approach coding in a mixed-age setting. Teachstone’s official recommendation when observing in multi-age settings is to alternate between two age levels in order to capture the experiences of most children and produce independent scores between the age levels. That being said, we are interested in hearing how other organizations approach observations. Which approach you choose depends on lots of factors, like the purpose of the observation, and time or money constraints.
So, you’re dual certified on the Infant and Toddler CLASS tools. Congrats! Not only can you observe in Infant classrooms (birth to 18 months) and Toddler classrooms (15 to 36 months), but you can also observe in classrooms that contain a mix of the two age levels! Observing in mixed age classrooms may seem daunting, but I’m here to tell you that it’s completely doable. If you’re preparing to do Infant/Toddler CLASS observations, read on. This blog presents solutions to three of the most common challenges dual Infant/Toddler observers face when observing in a mixed-age setting.
I recently attended the National Association of Family Child Care (NAFCC) annual conference in Orlando. I love going to provider-focused conferences like this one, because it’s great to stay grounded in the day-to-day experiences of child care providers. NAFCC is extra special because it feels like a big family reunion, with shared meals, award ceremonies, family activities, and even a dance on the last night.
So far in our FCC Challenge series, we've looked at coding across multiple age levels, maintaining coding consistency and staying objective, and how to code when there are multiple adults present. As we wrap up our series, we'll explore resources designed to increase the effectiveness of the interactions that matter—those that increase children’s learning and development. Although more research is needed on CLASS-based professional development in family childcare homes, we do know that there are many opportunities to engage in interactions with children regardless of the setting's space, materials, or furnishings.
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.