governors office of early childhood teacher-child interactions in early childhood settings class is...
TRANSCRIPT
Governor’s Office of Early Childhood
Teacher-Child Interactions in Early Childhood Settings
CLASS is in session:
Introduction
Presenter:Joe Roberts, Director Head Start Collaboration Office
Contact Information:[email protected]: (502)782-0200
• Background in data and analytics• Experience in multiple industries• Process improvement (Six Sigma)• Worked at a Head Start grantee• Facilitates collaboration between
all Early Childhood settings (formal and home)
Goals and Agenda
Agenda
• Introduction to CLASS•What is CLASS•Who can use CLASS•Scoring with CLASS•Domains, Dimensions & Behavioral Markers
•Video examples•Testimonials•Resources
Goal
Participants will leave with a broad knowledge of the CLASS tool including the domains and dimensions of CLASS and how scoring works
What is CLASS?
ClassroomAssessment andScoringSystem
What is CLASS?
• Designed by TeachStone• Based on research from University of
Virginia’s Curry School of Education• Data supports teachers’ unique
professional development needs• focuses on effective teaching• helps teachers recognize and
understand the power of their interactions with students
• works across age levels and subjects
• Assesses classroom quality• Tool designed for many age groups
Who can use CLASS?
The CLASS™ tool is used by teachers, administrators, researchers, and data collectors for a variety of purposes, including
•Teacher preparation•Teacher performance assessment•Professional development•Program monitoring•Research and evaluation
Who can use CLASS?
Office of Head StartCity of ChicagoState of GeorgiaOthers. . .
In Kentucky. . .
32 Head Start GranteesMulti-county, single county~14,000 at risk children (3s and 4s)~1,100 classrooms~ 3,500 personnel
Scoring with CLASS
Scoring Matrix
7
6
5
4
3
2
1
LOW
MID
-RA
NG
EH
IGH
Domains of CLASS
CLASSROOM QUALITY
Emotional SupportClassroom
OrganizationInstructional
Support
Domains of CLASS
CLASSROOM QUALITY
Emotional Support
• Positive Climate• Negative Climate• Teacher Sensitivity• Regard for Student Perspective
Classroom Organization
Instructional Support
Emotional Support
Positive Climate – The emotional connection, respect and enjoyment demonstrated between teachers and students and among students
Negative Climate – The level of expressed negativity such as anger, hostility, or aggression exhibited by teachers and/or students in the classroom
Teacher Sensitivity – Teachers’ awareness of and response to students’ academic and emotional concerns
Regard for Student Perspective – The degree to which teachers’ interactions with students and classroom activities place an emphasis on the students’ interests, motivations and points of view
Emotional Support
Conversations during learning - http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=428
Comforting an upset child - http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=310
Activities with children as leaders- http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=366
Emotional Support
Positive Climate (PC)•Relationships•Positive Affect•Positive Communication•Respect
Negative Climate(NC)•Negative Affect•Punitive Control•Sarcasm/Disrespect•Severe Negativity
Behavioral Markers
Teacher Sensitivity (TC)•Awareness•Responsiveness•Addresses Problems•Student Comfort
Regard for Student Perspective(RSP)•Flexibility and Student Focus•Support for Autonomy and Leadership•Student Expression•Restriction of Movement
Domains of CLASS
CLASSROOM QUALITY
Emotional Support Classroom Organization
• Behavior Management
• Productivity• Instructional Learning Formats
Instructional Support
Classroom Organization
Behavior Management – How effectively teachers monitor, prevent and redirect behavior
Productivity – How well the classroom runs with respect to routines and the degree to which teachers organize activities and directions so that the maximum time can be spent on learning activities
Instructional Learning Formats – How teachers facilitate activities and provide interesting materials so that students are engaged and learning opportunities are maximized
Classroom Organization
Video Links:
Instructions during transitions - http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=247
Making the most at lunch - http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=357
Animated Story Time - http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=204
Puppets at Story Time - http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=393
Classroom Organization
Behavior Management (BM)•Clear expectations•Proactive•Redirection of Misbehavior•Student Behavior
Instructional Learning Formats (ILS)•Effective Facilitation•Variety of Modalities and Material•Student Interest•Clarity of Learning Objectives
Behavioral Markers
Productivity•Maximizing Learning Time•Routines•Transitions•Preparation
Domains of CLASS
CLASSROOM QUALITY
Emotional SupportClassroom
Organization
Instructional Support
• Concept Development
• Quality of Feedback
• Language Modeling
Instructional Support
Concept Development – How teachers use instructional discussion and activities to promote students’ higher-order thinking skills in contrast to a focus on rote instruction
Quality of Feedback – How teachers extend students’ learning through their responses to students’ ideas, comments and work
Language Modeling – The extent to which teachers facilitate and encourage students’ language
Instructional Support
Experimenting with eggs – http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=302
Quality Feedback Loops - http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=371
Open ended questions during story time - http://class.teachstone.com/video_library/video_prek/vid_detail.php?id=351
Classroom Organization
Concept Development (CD)•Analysis and Reasoning•Creating• Integration•Connections to the Real World
Quality of Feedback (QF)•Scaffolding•Feedback Loops•Prompting Thought Process•Providing Information•Encouragement and affirmation
Behavioral Markers
Language Modeling•Frequent Conversations•Open-Ended Questions•Repetition and Extension•Self- and Parallel-Talk•Advanced Language
CLASS SCORING
Frequency of Scoring•Four to six twenty minute observations
•Ten minutes of scoring after each observation periods
•Observers score all ten dimensions each time
•Cumulative score is the average of all observations
Other Considerations•Observations can be made during any organized activities (including lunch and transitions)
•Not to be used for outdoor play•Observations must be conducted in one day
•Includes all adults in the setting•Should reflect the average classroom experience
CLASS SCORING
National Averages
Emotional Support
Classroom Organization
Instructional Support
CLASS SCORINGInter-rater Reliability
• Introductory training (2 Days)•Online Test (must maintain 80% reliability)
•Scores are “reliable” if they fall within one (plus or minus) of a master coder
•Reliability must be renewed annually (re-test)
Maintaining Inter-rater Reliability•Organizations are encouraged to engage in inter-rater reliability exercises throughout the year
•Video tape environments•Score jointly to check results•Develop strategies to integrate lessons learned
•Integrate CLASS scores into PD system
Resources
Resources and Links•TeachStone website http://www.teachstone.com
•Teachstone Implementation Guide (http://http://www.teachstone.org/about-the-class/)
•Early Childhood Knowledge and Learning Center http://eclkc.ohs.acf.hhs.gov/hslc
•Head Start Training and Technical Assistance (http://www.khsa.org/t&ta.asp)
•Your local Head Start (http://www.khsa.org)
Thank You