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.

1. © 2015 Teachstone®
Training, LLC
Empowering Early
Childhood Leaders to
Drive Instructional
Change::
Rebecca Berlin
April, 2015

2. Classroom Assessment Scoring System®

3. NICHD &
NCEDL
Studies
Preschool
Intervention
Programs
Teachstone®
CLASS in
32+ States’
QRISs
Attachment
Theory
MTP™ &
CLASS PD
1960s
1990s
1990s 2008 2015
2009
The Story of CLASS

6. Effective Interactions

8. What matters
most for
children?
Classroom
Materials
Teacher-
Child Ratio
Teacher
Education
Teacher-
Child
Interactions

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

13. Improving Outcomes
stronger
vocabulary
and reading
outcomes
greater
student
behavioral
engagement
increased
math
achievement
higher
scores
greater
behavioral
engagement
stronger
vocabulary
and reading
outcomes
increased
math
achievement

14. HOW?
WHY?

15. Balancing Act

16. Over 1,500
people
responded

17. The Power of Coupling Obs + PD
Impact

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

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

25. Infant Toddler Pre-K K-3
Upper
Elementary
Secondary
effective
teacher-child
interactions
warm
sensitive
individualized predictable
proactive
engaging
stimulating
language-rich
responsive

26. CLASS Domains & Dimensions

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

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

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

39. Empowering
Administrators,
Coaches, and
Educators

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.

42. That’s the promise of

43. Stay in Touch!
Teachstone!
WEBSITE: www.teachstone.com
BLOG: www.teachstone.com/blog
Phone: 866.998.8352
Email: contact@teachstone.com
Rebecca Berlin: rebecca.berlin@teachstone.com
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