Synopses & Reviews
Effective teacher–student interactions are a primary ingredient of high-quality early educational experiences. With the popular CLASS® observational tool, schools can accurately assess classroom quality in pre-kindergarten based on teacher–student interactions rather than the physical environment or a specific curriculum. The CLASS tool
- covers three crucial domains of teacher–student interaction: Emotional Support, Classroom Organization, and Instructional Support.
- has high validity and reliability, proven through more than a decade of testing and research in over 3,000 classrooms.
- addresses a school's most urgent needs: accountability efforts, professional development, program planning, and research.
- establishes an accurate picture of the classroom through 30-minute cycles of observation and scoring, repeated up to 6 times over 3 hours.
- helps identify areas for improvement so programs can choose effective interventions for "trouble spots."
This useful manual includes detailed descriptions of the 10 CLASS dimensions, administration procedures, and a technical appendix. One copy of the CLASS® Dimensions Overview, a tri-fold reference sheet for observers, is included with the manual.
This manual is part of CLASS, the bestselling classroom observational tool that measures interactions between children and teachers—a primary ingredient of high-quality early educational experiences. With versions for infant programs, toddler programs, pre-K (in English and Spanish), and K–3 classrooms, the reliable and valid CLASS tool establishes an accurate picture of the classroom through brief, repeated observation and scoring cycles and effectively pinpoints areas for improvement.
Learn more about the entire CLASS system. Sign up for webinars on CLASS presented by Teachstone.
Review
"CLASS provides school administrators, teachers, consultants, and other education professionals with state-of-the-art tools for understanding and promoting classroom quality. I have found these measures a powerful resource for my own research on the quality of language instruction in preschool classrooms." Laura Justice, Ph.D.
Review
"Description of CLASS and it's uses published in NAEYC's Young Children journal New Books section, May 2008 issue Gail Perry
Synopsis
Positive teacher-student interactions are a primary ingredient of quality early educational experiences that launch future school success. With Class, schools with finally have an observational tool to assess classroom quality in pre-kindergarten through Grade 3 based on teacher-student interactions rather than the physical environment or a specific curriculum. Class
- Is proven. Developed, tested, and researched for over a decade in more than 3,000 classrooms.
- Addresses a school's most urgent needs. Use for accountability efforts, program planning, professional development, and research.
- Is accurate. Class takes 30 minutes for observation and scoring, repeated up to 6 times over 3 hours. Repeated observation cycles help establish an accurate, complete picture of the classroom.
- Targets trouble spots. Tabulated scores help identify areas in which improvement is needed.
- Covers three crucial domains of teacher-student interaction:
- Emotional Support (including teacher sensitivity and regard for student perspectives)
- Classroom Organization (behavior management, productivity, and instructional learning formats)
- Instructional Support (concept development, quality of feedback, and language modeling).
- Has training available. 2-day reliability training ensures accurate use of the Class system.
What happens in the classroom between teacher and student is critical to how well the child learns. This must-have tool allows schools to assess the emotional and instructional environment and target efforts for improved academic outcomes and a brighter future for young learners.
Class at a Glance
- Classrooms covered: Pre-K to third grade
- Focus: High-quality teacher-child interaction
- Time required: 30-minute cycles for observation and scoring, repeated up to six times over 3 hours
- Who completes it: Administrators, supervisors, principals, program directors, researchers
- Components: Two manuals (Pre-K and K-3); quick Scoring Summary Sheet; and observation and scoring forms
Synopsis
This manual provides a system overview, procedures, and scoring information for Pre-K classroom observation.
About the Author
Robert C. Pianta, Ph.D., is Dean of the Curry School of Education, Director of the Center for Advanced Study in Teaching and Learning and Novartis U.S. Foundation Professor of Education at the University of Virginia, Charlottesville. A former special education teacher, Dr. Pianta is a developmental, school, and clinical child psychologist whose work focuses on assessment and improvement of teacher-student interactions and their role in fostering children's learning and development.
Dr. Pianta is a principal investigator on several major grants including the National Center for Research in Early Childhood Education and the Virginia Education Sciences Training Program, and he has worked closely with the Gates Foundation-funded Measure of Effective Teaching project.
He is the author of more than 250 journal articles, chapters, and books in the areas of early childhood education, teacher performance assessment, professional development, and teacher–child relationships, and he consults regularly with federal agencies, foundations and universities.
Karen M. La Paro, Ph.D., is Associate Professor in the Department of Human Development and Family Studies at the University of North Carolina at Greensboro. Dr. La Paro teaches undergraduate and graduate courses in theory and research as well as supervises practicum students in early childhood classrooms. Her areas of research relate to issues of quality in early childhood classrooms and the development of effective teachers. This work addresses critical needs in supervision, support, and reflection of preservice teacher development, and she has authored several peer-reviewed manuscripts in these areas. Dr. La Paro works on both research and community projects focused on professional development for both in-service and preservice teachers utilizing innovative strategies for supervision, coaching, and mentoring. She spent several years as research faculty with The Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care as well as the National Center for Early Development and Learning at the University of Virginia.
Bridget K. Hamre, Ph.D., is Research Associate Professor in the Curry School of Education and Associate Director of University of Virginia’s Center for Advanced Study of Teaching and Learning (CASTL). Dr. Hamre’s areas of expertise include student–teacher relationships and classroom processes that promote positive academic and social development for young children, and she has authored numerous peer-reviewed manuscripts on these topics. This work documents the ways in which early teacher–child relationships are predictive of later academic and social development and the ways in which exposure to high-quality classroom social and instructional interactions may help close the achievement gap for students at risk of school failure.
Dr. Hamre leads efforts to use the CLASS™ tool as an assessment, accountability, and professional development tool in early childhood and other educational settings. Most recently, she was engaged in the development and testing of interventions designed to improve the quality of teachers’ interactions with students, including MyTeachingPartner and a 14-week course developed for early childhood teachers. Dr. Hamre received her bachelor’s degree from the University of California, Berkeley, and her master’s degree and doctorate in clinical and school psychology from the University of Virginia.
Jennifer LoCasale-Crouch, Ph.D. is a research assistant professor at the University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). Her areas of expertise in which she has authored multiple peer-reviewed manuscripts include classroom observation, supporting children's successful transition to kindergarten, professional development that supports teachers' effective classroom interactions and ways to implement such supports with high degrees of fidelity.
Dr. LoCasale-Crouch has worked with the Office of Head Start in training staff to implement the roll out of CLASS™, and also has worked with multiple Head Start grantees across the country in their kindergarten transition planning development. Dr. LoCasale-Crouch is also a co-investigator on three recently funded IES grants designed to enhance the supportive ways teachers interact with children, particularly those at-risk. Dr. LoCasale-Crouch received her bachelor and master's degrees from the Florida State University, and her doctorate in risk and prevention in education sciences from the University of Virginia.
Table of Contents
About the Authors
Contributors
Acknowledgments
- Introduction
Theoretical and Empirical Foundations
CLASS Domains
Uses of the CLASS
CLASS Training
- Observing Classrooms with the CLASS
General Live Observation Procedure
Alternative Observation Procedure
Scoring with the CLASS
- CLASS Dimensions
Positive Climate
Negative Climate
Teacher Sensitivity
Regard for Student Perspectives
Behavior Management
Productivity
Instructional Learning Formats
Concept Development
Quality of Feedback
Language Modeling
References
Technical Appendix
Index