Teachstone, developer of the Classroom Assessment Scoring System (CLASS®) included in 23 states' Quality Rating and Improvement Systems (QRIS) and used by Head Start programs nationwide, today released a preview ofCLASS 2nd Edition Measurement Suite. Designed specifically for Pre-K–3rd grade learning environments, CLASS helps educators focus, measure and improve classroom interactions—key factorsin supporting children’s academic and lifelong success.
A big topic of conversation currently—both in and out of the educational field—is the difference between equality and equity. When equity is not being achieved in schools, some groups of students simply don’t have the same access and opportunity to acquire quality education. And, it’s undeniable that race is a significant factor in who can access opportunities and who ends up marginalized.
In the recent webinar Beyond Black History Month: Supporting Black Children, Families, and Educators All Year, education experts Carmin Issa, CLASS® Specialist, Teachstone, and Dr. Nefertiti Poyner, Early Childhood Specialist and National Trainer, Devereux Center for Resilient Children, led a candid exploration of how educators can best support the specific needs of Black children and how education leaders can support Black educators. Doing so requires resilience, preparation, self-care, and cooperative efforts from across all aspects of early childhood education including policymakers, program leaders, and classroom teachers.
So, you’re working to make your teaching practices more equitable in your classroom and throughout your program. Being committed to creating a more inclusive and equitable learning environment is important. How do you achieve this goal? Focusing on continuous quality improvement (CQI) can give you the framework to meet your goals.
Marnetta and Darlene are out this week, so you'll hear a previously recorded presentation we hosted at NAEYC all about CQI as a means to support your equity initiatives. Learn how the CLASS® tool fits into continuous improvement efforts for both policymakers and education leaders, and get strategies that will help you build an environment that ensures success for every child.
Watch the full episode below. We'll be back with regular programming on the next episode of Impacting the Classroom. Be sure to like, subscribe, rate, and review on your favorite podcast platform!
Though exacerbated by the pandemic, turnover in early childhood education is not a new phenomenon. In 2012, the Institute of Medicine & National Research Council reported early childhood settings turnover rates averaging between 25-30 percent. Some pre-pandemic studies indicate it could be even higher, at a startling 26-50% turnover rate. The pandemic has compounded the already present challenge and has made the headlines as our country grapples with the realization that a healthy child care system is critical to our economic recovery.
How should you begin thinking of equity as a verb? What are the first steps for businesses and schools to take to create change? What steps can educators do within the classroom to be more mindful and culturally competent?
In today’s episode of Impacting the Classroom, you’ll hear a conversation between Dr. Darlene Estes-Del Re, Marnetta Larrimer, and Dr. Rosemarie Allen. Dr. Allen is the President and CEO of the Center for Equity and Excellence and has a 30-year background as an educational leader on a mission to ensure that all children can access high-quality, developmentally appropriate, and culturally appropriate early childhood programs.
Listen in to learn what the effects of the recent push for more equity have been, what an equity audit is, and how the American Rescue Plan funds can be used to support the effort for more equitable classrooms.
Teachstone applauds the removal of three Confederate statues in Charlottesville, VA. Our organization is headquartered in this Southern city and we have seen first-hand the visceral reaction evoked by these tributes to figureheads of the Lost Cause movement. While the cause of the Confederacy in the Civil War has been lost, the war on racism has not yet been won.
Knowing that approximately 25% of children under 5 come from homes where Spanish is the predominant language spoken, we were pleased that Lisa White, a researcher at American Institutes for Research, was willing to speak with us about her study that compared the CLASS with the CASEBA, a tool designed to assess quality in classrooms serving dual language learners. To learn more, read on!
That’s the feedback we have been receiving from educators across the country. There are plenty of tough conversations educators are trained, taught, or feel equipped to handle with children and families - gently bringing up a developmental concern, facilitating a disagreement between students, or explaining what happened with the classroom goldfish are all part of a day in the life. But in the last year, since the killing of George Floyd and other Black people at the hands of police, educators are increasingly asking for help in communicating more comfortably with young children about diversity and difference.
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.