Table of Contents - VBGrowSmart

Table of Contents

Acknowledgements

4

Executive Summary

5

1. Investing in Effective Teacher-Child Interactions in Early Care

10

and Education Programs

2. The Classroom Assessment Scoring System: An Overview

12

Development of the CLASS as an Assessment Tool

12

Development of Aligned Professional Development Supports

13

Organization of the CLASS

14

Research Findings on the CLASS

16

3. Improving Teacher-Child Interactions: Designing a Coordinated

20

Approach

Steps for the Effective Use of the CLASS

20

Coordinating Evaluation/Monitoring and Professional Development Efforts

22

Case Study: The Head Start CLASS Initiative

26

4. Evaluation and Monitoring: Measuring the Quality of

29

Teacher-Child Interactions

Step 1: Planning and Decision Making

30

Step 2: Developing Infrastructure

35

Step 3: Implementation ? Data Collection

38

Step 4: Assessment and Knowledge Utilization

41

Case Study: Virginia's Star Quality Initiative

43

5. Professional Development: Helping Teachers and Programs Use

45

More Effective Interactions with Children

Step 1: Planning and Decision Making

46

Step 2: Developing Infrastructure

46

CLASS Implementation Guide 2

Case Study: Minnesota's Center for Early Education and Development

52

Step 3: Implementation of Professional Development Opportunities

55

Step 4: Assessment and Knowledge Utilization

55

Case Study: The San Diego County PFA Demonstration Project

57

6. Other Important Considerations

59

Dual Language Learners

59

Special Education Settings

60

Issues of Cultural Sensitivity

62

Use of the CLASS in Family Child Care Settings

62

7. Important Principles for Effective Implementation of the CLASS

63

References

65

Appendix: List of Questions and Page Numbers

67

CLASS Implementation Guide 3

Acknowledgements

This report was funded through a grant from the Picower Foundation. We are exceptionally grateful for the support of Barbara Picower and Elena Lopez. The report was prepared though a collaboration of the Center for Advanced Study of Teaching and Learning (CASTL), a research center at the University of Virginia, and Teachstone, a nonprofit organization dedicated to providing information, training, and technical assistance for researchers, educators, and others interested in using the CLASS to increase children's social and academic development. We also appreciate Stacie Goffin's important contributions; she is a leading expert in early childhood education policy, and her knowledge and expertise were invaluable.

This report is the culmination of a series of CASTL meetings with state and local leaders in early childhood education working to integrate the CLASS into systems for professional development and evaluation. Our broad goal was to work with these leaders to ensure that integration of the CLASS into these different systems produced the intended outcomes ? higher quality interactions between teachers and children and, ultimately, more positive social and learning outcomes for young children. State and local leaders shared important lessons from their efforts, which are highlighted throughout this report. Participants included: Laura Brock, Sherry M. Cleary, Jan Dorman, Kathy Glazer, Vicki Hawley, Gera Jacobs, Jacqueline Jones, Allison Landy, Karen LaParo, M. Elena Lopez, Jana Martella, Patricia McMahon, Sara Mead, Penny Milburn, Eileen Nelson, Claire Norwood, Michele Palermo, Robert Pianta, Karen Pucciarelli, Colleen Rathgeb, Julie Shuell, Gayle Stuber, and Deb Zapalik. We are particularly thankful to staff in San Diego, Minnesota, Virginia, and the Office of Head Start who allowed us to share their CLASS-based work with others through the case studies that are included as part of this report. Vicki Hawley and Jana Martella went above and beyond by providing detailed feedback and suggestions on an earlier version of this report. We also are grateful for the thoughtful feedback provided by Robert Pianta, Marla Muntner, and Megan Stuhlman.

For further information on the CLASS, visit class. or contact Teachstone at contact@, 434-293-3909.

CLASS Implementation Guide 4

Executive Summary

In this report we discuss the ways in which the Classroom Assessment Scoring System? (CLASS: Pianta, La Paro, & Hamre, 2008) can help states, counties, districts, and programs take steps toward improving the quality of early childhood education (ECE) teachers' interactions with children. First, an overview of the CLASS is presented. Then, a conceptual framework is introduced that can guide states and others in systematically using the CLASS and creating a coordinated approach for improving teacher-child interactions. The report also provides answers to practical questions about how best to implement and coordinate use of the CLASS as part of program quality improvement and evaluation and monitoring systems. The report concludes with a brief discussion of other important issues, such as use of the CLASS in settings with diverse populations of children.

What does the CLASS Measure?

The CLASS focuses on the quality of classroom interactional processes. This differs from other measurement tools that focus on the content of the physical environment, available materials, or a specific curriculum. For CLASS, the physical environment (including materials) and curriculum matter in the context of how teachers put them to use in their interactions with children. The CLASS is organized to assess three broad domains of interactions among teachers and children: Emotional Support, Classroom Organization, and Instructional Support. Each domain includes several dimensions. Collectively, these eleven dimensions assess the extent to which teachers are effectively supporting children's development, both social and academic.

CLASS Implementation Guide 5

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