Observation 7 CLASS-1

Observation 7: Classroom Assessment Scoring System (CLASS) The Classroom Assessment Scoring System (CLASS) is an observation tool designed to assess quality interactions between teacher(s) and students in typical classroom settings. According to developmental theory and research, children’s academic and social successes have been linked to quality interactions between adults and students. It is important to note that CLASS does not endorse any particular curriculum model nor does it recommend any type of lesson plan activity. Furthermore, CLASS does not assess the physical environment or materials, and it is not designed to review program safety. CLASS primarily measures interactions that should occur in “high quality” infant through high school classrooms. To understand what quality interactions should look like in a preschool environment, you will practice using the CLASS tool. Directions: 1. Spend a total of one hour observing with 20-minute blocks of time focused on EACH part of the CLASS System.  Part 1: EMOTIONAL SUPPORT  Part 2: CLASSROOM ORGANIZATION  Part 3: INSTRUCTIONAL SUPPORT 2. Take running record notes as you gather your observation data.  You do not need to include all your running record notes in this lab report. 3. Assess the Teacher(s)-to-Child Interactions by completing the CLASS Observation and Assessment Part 1, 2 & 3 below.  If the suggested indicator interactions are consistently met, score the indicator in the HIGH RANGE o Type in 6 or 7  If the suggested indicators interactions are sometimes or occasionally met , score the indicator MID RANGE o Type in 3, 4, or 5  If indicators are rarely met , score the indicator in the LOW RANGE o Type in 1 or 2 4. Reflect and discuss if CLASS was “user friendly” including what you liked and disliked about the tool, and at least one aspect that you would change about the tool. Rubric Criteria Possible Pts Earned Pts 1. Used the tool effectively to observe and document teacher(s)-to child interactions -Gathered observation evidence -Completed the CLASS Handout as directed 5 2. Assessed the teacher(s) to child interactions - Highlighted Domains, Dimensions and Indicators that were fully met - Noted areas that need further support 5 3. Provided concise and objective information throughout the observation, documentation and assessment process - Referred to the tool’s specific criteria terms and definitions - Provided specific observation evidence and detailed examples 5 4. Evaluated whether or not the tool was “user-friendly” - Discussed the specific advantages - Considered possible limitations and improvements 5 5. Moving Forward - Discussed how the CLASS can be used to implement Best Practices - Developed a plan to promote positive interactions so areas can be Fully Met 5 Total Possible Points 25 pts

Observation Part 1: EMOTIONAL SUPPORT DOMAIN: EMOTIONAL SUPPORT Captures how teachers help children develop positive relationships, enjoyment in learning, comfort in the classroom, and appropriate levels of independence. Dimension: POSITIVE CLIMATE Does there appear to be warm, supportive and respectful connections between the teacher(s) and children? Are there positive verbal and nonverbal interactions? LOW 1-2 MID 3-5 HIG H 6-7 Not Observed Indicator: Relationships The teacher(s) is often down on the floor (close physical proximity) as she interacts with the children. There are shared activities, peer assistance, matched affect and social conversations. 7 Indicator: Positive Affect There are frequent displays of smiling, laughter and enthusiasm by the teacher(s) and students. The teacher(s) uses a warm, calm tone of voice & body language is upbeat. 6 Indicator: Positive Communication The teacher(s) demonstrates positive verbal and physical affection as she “authentically” praises children. The teacher(s) states clear expectations. 6 Indicator: Respect The teacher(s) makes eye contact when talking to the children and uses respectful language as she models / encourages cooperation and sharing. 6 Dimension: NEGATIVE CLIMATE Does there appear to be an overall negative vibe in the classroom? Does the teacher(s) appear intense, frustrated or disconnected to the children? * In this Dimension, “Not Observed” is the desired score. LOW 1-2 MID 3-5 HIGH 6-7 *Not Observed Indicator: Negative Affect Irritability, anger, harsh tones and peer aggression 1 Indicator: Punitive Control The teacher(s) yells and threatens to gain control. 1 Indicator: Sarcasm/Disrespect Teacher(s) uses humiliation, scare tactics, or sarcasm. 1 Indicator: Severe Negativity Observed Instances of physical punishment or bullying 1 Dimension: TEACHER(S) SENSITIVITY Is the teacher(s) aware and responsiveness to the children’s individual academic and emotional needs? LOW 1-2 MID 3-5 HIGH 6-7 Not Observed Indicator: Awareness Teacher(s) anticipates potential problems & plans accordingly. 5 Indicator: Responsiveness The teacher(s) acknowledges emotions, provides comfort, appropriate assistance and individual support. 5 Indicator: Addresses Problems The teacher(s) consistently addresses children’s problems or concerns in a timely manner. 6 Indicator: Student Comfort The children appear comfortable in their environment. They seek support and guidance. They share their ideas, ask questions and participate. 6

Observation Part 2: CLASSROOM ORGANIZATION DOMAIN: CLASSROOM ORGANIZATION Focuses on how teachers manage the classroom to maximize learning and keep children engaged. Dimension: BEHAVIOR MANAGEMENT Is the teacher(s)’s able to provide clear expectations and use effective methods to prevent or redirect misbehavior? LOW 1-2 MID 3-5 HIG H 6-7 Not Observed Indicator: Clear Expectations Rules and expectations are clearly defined and consistently enforced. 6 Indicator: Proactive The teacher(s) consistently monitors the classroom and is proactive in anticipating problem behavior. The teacher(s) demonstrates low reactivity. 6 Indicator: Redirection The teacher(s) has effective management skills by redirecting misbehavior and focusing on positive behavior. 5 Indicator: Student Behavior There are few incidents between the children. Children demonstrate frequent compliance and little aggression. 5 Dimension: PRODUCTIVITY Does the teacher(s) appear organized as she manages instructional time? LOW 1-2 MID 3-5 HIG H 6-7 Not Observed Indicator: Maximizing Learning Time The teacher(s) provides additional activities and choices when children are finished with planned tasks. There is good pacing between activities. 6 Indicator: Routines Students appear to know what to do and when to do it. There is little wandering and everyone seems to know what is expected. 7 Indicator: Transitions Brief, efficient and include learning opportunities 6 Indicator: Preparation Materials / activities are prepared in advance and the teacher(s) appears ready. 6 Dimension: INSTRUCTIONAL LEARNING FORMATS Is the teacher(s) able to engage the children? LOW 1-2 MI D 3-5 HIGH 6-7 Not Observed Indicator: Effective Facilitation The teacher(s) is actively involved and asks effective questions to expand critical thinking and learning. 6 Indicator: Variety of Modalities and Materials A variety of modalities are used including auditory, visual, hands-on and movement. Materials are interesting and allow for creativity. 6 Indicator: Student Interest Students appear interested and engaged. 6 Indicator: Clarity of Learning Objectives There is a clear purpose for the lesson. 6

Observation Part 3: INSTRUCTIONAL SUPPORT DOMAIN: INSTRUCTIONAL SUPPORT How teachers promote children’s thinking and problem solving, use feedback to deepen understanding, and help children develop more complex language skills. Dimension: CONCEPT DEVELOPMENT Does the teacher(s) use discussions and hands-on activities to promote higher-order thinking and cognitive development, or does she focus on rote drills? LOW 1-2 MID 3-5 HIG H 6-7 Not Observed Indicator: Analysis and Reasoning The teacher(s) incorporates WHY and HOW questions, along with problem solving discussions, predictions and experimentation, classification and comparison, evaluation and self-reflection. 6 Indicator: Creating There are opportunities for students to generate their ideas, as well as brainstorm, plan and produce concepts. 6 Indicator: Integration The teacher(s) consistently links concepts and activities together to build on and expand previous knowledge. 6 Indicator: Connections to the Real World The teacher(s) consistently makes “real-life” connections between the students and curriculum. 2 Dimension: QUALITY FEEDBACK Does the teacher(s) provide specific feedback to expand and encourage learning ? LOW 1-2 MID 3-5 HIGH 6-7 Not Observed Indicator: Scaffolding The teacher(s) provides hints and assistance when a child is struggling. 6 Indicator: Feedback Loops There are frequent back and forth verbal exchanges between the teacher(s) and children that include follow up questions. 6 Indicator: Prompting Thought Process The teacher(s) often prompts children to explain their thinking and rationale. 6 Indicator: Providing Information The teacher(s) often provides additional information to expand or clarify a child’s understanding. 6 Indicator: Encouragement and Affirmation The teacher(s) gives authentic recognition, encouragement, and motivation to increase a child’s persistence. 7

Moving Forward: 3. What “Plan of Action” would you take as the teacher to improve the interaction that was not “Fully Met” 4. List 3 Domains, Dimensions and Indicators that you believe most essential to implement in your classroom Domain: EMOTIONAL SUPPORT Dimension: Positive Climate Indicator: Relationships Rationale: Positive and trusting relationships between teachers and students lay the foundation for a secure and supportive classroom environment. When children feel a sense of connection and trust with their teacher, they are more likely to engage actively in learning activities and feel emotionally secure in the classroom. Domain: CLASSROOM ORGANIZATION Dimension: Productivity Indicator: Routine Rationale: Routines provide a structured framework for the day, optimizing the use of instructional time. Clear and well-established routines help minimize disruptions, transitions, and downtime, allowing for a more focused and productive learning environment. Domain: INSTRUCTIONAL SUPPORT Dimension: Quality Feedback Indicator: Encouragement and Affirmation Rationale: Encouragement and affirmation play a pivotal role in boosting student confidence. When teachers provide positive feedback, students feel acknowledged and motivated, leading to increased engagement in learning activities. Reflect and Discuss: What “knowledge” did you gain about the CLASS tool? 5. Briefly discuss if CLASS was “user friendly” addressing the advantages and disadvantages of the tool. CLASS offers a valuable framework for assessing and improving teacher-student interactions, but its user-friendliness depends on the context and the level of support provided. While it has clear benefits in terms of professional development and research validity, we need to consider its potential complexity, subjectivity, and resource requirements. Training and ongoing support are crucial for maximizing the benefits of CLASS in diverse educational settings. 6. Briefly discuss at least one aspect that you would change about the tool. One aspect of the Classroom Assessment Scoring System (CLASS) that might benefit from change is the potential for subjectivity in scoring by Implementing robust feedback mechanisms where observers receive feedback on their scoring accuracy. This can include periodic reviews and discussions of scored interactions, fostering a continuous improvement mindset among observers.