Early childhood leaders (center directors, principals, executive directors) have been systematically ignored in the quality improvement efforts that have occurred at the local, state, and national level. Professional learning has been provided to teachers and coaches, but little is available for school leaders. Strong early childhood leadership, grounded in an understanding of the drivers of quality evidenced-based teaching strategies are essential to improving instructional quality. The research around teacher-child interactions as documented in studies improving the Classroom Assessment Scoring System (CLASS) lies at the foundation of quality. This presentation will provide an overview of the CLASS framework for early childhood leaders and discuss strategies that can be used to improve instruction within their schools.
9. ‘
—Sabol, T. J., Soliday Hong, S. L., Pianta, R. C., & Burchinal, M. R. (2013). Can rating
pre-K programs predict children's learning? Science, 341, 845-846.
10. Why Focus on Interactions?
They affect children’s
learning more than other
factors.
They are HOW we improve
student outcomes.
1
11. Why Focus on Interactions?
They define and clarify
what we already know
about effective teaching.
They are WHAT teachers
are already doing that can
be done more consistently
and more intentionally.
2
12. Why Focus on Interactions?
They represent the heart of
teaching.
They are WHY we come to
work every day.
3
18. Four Pillars of Effective Professional
Development
PD Needs
to be
Data-
Driven
PD Can’t
Be One-
Size-Fits-
All
Need to
Leverage
Coaching
Models
Admins
Need
Visibility
into PD
1 2 3 4
19.
20.
21. Why Use the CLASS Measure?
It’s proven.
The CLASS measure has been studied
in thousands of classrooms across age
levels.
22. Why Use the CLASS Measure?
It’s reliable.
Trained observers score classrooms
consistently, so CLASS scores can be
used as a measure of teacher
effectiveness.
23. Why Use the CLASS Measure?
It’s valid.
Scores are predictive of child
development.
24. Why Use One
Lens across
Age Levels?
• Alignment and
continuity
• Common language
• Common standards
of professionalism
• Shared vision of
high-quality practice
28. Average Ratings of Interactions in
Pre-K—3 Classrooms
Emotional
Support
Classroom
Organization
Instructional Support
CLASS Scores
Low Quality Moderate Quality High Quality
29. Summary of Data
PreK CLASS ES CO IS
HS Benchmarks 4 3 2
Research Thresholds 5 5 3.25
Research Averages 5.2 4.46 2.33
Educare Averages 2013 6.4 5.7 3.5
HS Averages 2012 5.9 5.45 2.98
HS B10% 2012 5.49 4.85 2.19
HS Averages 2013 5.99 5.63 2.72
HS B10% 2013 5.54 5.05 2.10
HS Averages 2014 6.10 5.83 2.90
HS B10% 2014 5,72 5.36 2.20
30.
31.
32.
33. Know See Do
How Teachers Improve
Know what effective
interactions are &
why they matter
See effective
interactions to build
self-awareness
Practice strategies &
integrate behaviors
34.
35.
36. Evidence Base
1. Use of coaching to support the transfer to
practice
2. Frequent contact between coaches and teachers
3. Strong teacher-coach relationships
4. Group involvement in professional development
5. Use of video to focus professional lens
6. Data-driven, individualized coach supports
40. Why Empower through Data?
We can use data to empower teachers,
coaches, and administrators to take actions
that will make things better for children,
families and staff and ultimately improve
outcomes for children and change the
conditions in our communities.
41. When you improve teaching
practices, children achieve more—
now and for the rest of their lives.