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Teachstone® The CLASS® System Birth through Secondary
What is the CLASS®? The Classroom Assessment Scoring System® (CLASS) was developed to identify observable teacher-‐student1 interactions, to determine which interactions are effective in driving better developmental and academic student outcomes, and to support teachers as they improve their teaching practices. The CLASS is a standardized approach that can be used to drive improved teaching in birth through secondary classrooms. There are six developmentally aligned versions, each based on theory and shown to be reliable and valid in large-‐scale empirical studies. ● Infant CLASS ● Toddler CLASS ● Pre-‐K CLASS ● K-‐3 CLASS ● Upper Elementary CLASS ● Secondary CLASS
In birth through secondary programming, “quality” has been regulated largely through easily quantifiable requirements such as class size, student–teacher ratio, teacher certificates and degrees23, and curriculum4, yet little evidence exists that these program attributes lead to academic gains for students. Rather, research consistently suggests that more effective teacher-‐student interactions improve student academic achievement and social skill development and are a better gauge of quality than widely used measures to date5.
1 The use of the term “student” is used throughout this document to refer to children from birth 2 Pianta, R. C., Howes, C., Burchinal, M., Clifford, R., Early, D, et al., “Features of pre-‐Kindergarten Programs, Classrooms, and Teachers: Do they predict observed classroom quality and child-‐teacher interactions? Applied Developmental Science, 9:3, pages 144-‐159. For elementary: NICHD ECCRN, “The relation of global first grade classroom environment to structural classroom features, teacher, and Student behaviors.” 3 Howes, C., Burchinal, M., Bryant, D., Early, D., Clifford, R et. al., “Ready to learn? Children’s pre-‐academic achievement in pre-‐kindergarten programs.” Early Childhood Research Quarterly, 23:1, pages 27-‐50. 4 Justice, L., Hamre, B. K., & Pianta, R. C., (Quality of language and literacy instruction in preschool classrooms serving at-‐risk pupils,” Early Childhood Research Quarterly, 23, pages 51-‐68. 5 Mashburn, A., Pianta, R.C., Hamre, B.K., Downer, J., Barbarin, O., Bryant, D., Burchinal, M., Clifford, R., Early, D., & Howes, C., “Measures of classroom quality in pre-‐kindergarten and children’s development of academic, language, and social skills. Child Development, 79, pages 732-‐749.
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Effective interactions between teachers and students are essential for promoting long-‐term student success. The CLASS can be used to obtain a reliable, valid assessment of the types of teacher-‐student interactions that promote positive academic and social outcomes6. CLASS observations can be used to assess and support improvement in these interactions in ways that have direct impacts on children’s development and learning. Each version of the CLASS is structured with developmentally appropriate domains and dimensions.
6 LaParo, K., Pianta., R.C., & Stuhlman, M, “Classroom Assessment Scoring System (CLASS): Findings from the Pre-‐K Year,” Elementary School Journal, 104:5, pages 409-‐426.
Positive Climate
Negative Climate
Teacher Sensitivity
Regard for Student Perspectives
Pre-K
Behavior Management
Productivity
Instructional Learning Formats
Concept Development
Quality of Feedback
Language Modeling
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Teacher Sensitivity
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Early Language Support
Infant
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Teacher Sensitivity
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Behavior Guidance
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Facilitation of Learning and Development
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Language ModelingEng
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Behavior Management
Productivity
Instructional Learning Formats
Concept Development
Quality of Feedback
Language Modeling
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Upper Elementary
Behavior Management
Productivity
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ContentUnderstanding
Analysis and Inquiry
Quality of Feedback
Instructional Dialogue
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ContentUnderstanding
Analysis and Inquiry
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Initially developed for use in pre-‐K classrooms, the CLASS has since been expanded for use in classrooms for both older and younger-‐aged students. The domains and dimensions shown in the chart above [D&D chart of all age levels] are based on developmental and educational theory identified for the specific age levels of the CLASS through extensive research. The dimensions were derived from: a review of constructs assessed in classroom observation instruments used in educational research; focus groups; and extensive pilot studies7. Indicators and behavioral markers provide specific, developmentally appropriate examples of the teacher and student behaviors that further describe each dimension in more detail. Throughout the age levels, from infant through secondary, CLASS captures consistent elements of teachers’ interactive behavior and designates dimensions measuring teachers’ emotional support of children, including behaviors such as warmth, positive communication, and sensitivity to children’s needs8,9; teachers’ classroom management, including the ways they optimize learning opportunities and maintain and build interest in learning; and teachers’ instructional support, promoting students’ cognitive and language development.
By providing a common way to describe and observe effective interactions across age levels, the CLASS tool bridges grade-‐to-‐grade transitions and increases consistency and coherence in a framework for understanding effective teaching, while still providing a context-‐specific and developmentally-‐responsive metric for each age group10. The tool can also be used to measure the consistent presence of effective interactions across levels and grades, accompanied by descriptions and examples specifically tailored to each age group for each dimension.
Using one assessment and professional development system to support all age levels ensures greater alignment and continuity, provides a common language, supports common standards of professionalism, and creates a shared vision of effective practice. The table below provides domain justifications for each of the 6 scales.
7 Pianta, Hamre, and Mintz. The Classroom Assessment Scoring System: Secondary Manual, 2012 8 (Matsumura, Patthey-‐Chavez, Valdes, &Garnier, 2002; NICHD ECCRN, in press; Whitebook et al., 1989).
9 Helmke and Schrader 1988 10 Hamre, Goffin, Kraft-‐Sayre, Keenan (2011) Implementation Guide (draft)
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Scale Research Justification
Infant Research and statistical analyses support the use of one domain, Responsive Caregiving, and four dimensions, for the infant CLASS measure, as it is largely based on interactions in routine care activities in which the infant is fully dependent on an adult (LaParo, Hamre, Pianta. Classroom Assessment Scoring System: Infant Manual 2011). Evidence indicates that the effectiveness of teacher-‐student interactions within this domain predicts levels of child learning and development. The infant measure focuses more on verbal and physical interactions between infants and teachers and less on classroom management than other age level versions because teachers’ degree of sensitivity and interactive skills are more influential to infant development. [from Infant Intro PPT_v.1.1]
Toddler Research revealed that toddler classroom interactions fall into one of two broad domains, divided into eight dimensions (LaParo, Hamre, Pianta. Classroom Assessment Scoring System: Toddler Manual, 2012). ● The Emotional and Behavioral Support domain refers to
the social and emotional supports teachers provide to promote all areas of development and manage children’s behavior, time, and attention in the classroom.
● The Engaged Support for Learning domain refers to how teachers promote cognitive and language development. [from Toddler Introduction PPT_v2.1]
The Toddler CLASS tool includes nearly all of the same dimensions as the Pre-‐K CLASS tool, but the Productivity, Instructional Learning Formats, and Concept Development dimensions from the pre-‐K tool are combined into a new dimension: Facilitation of Learning and Development.
Pre-‐K Research revealed that pre-‐K classroom interactions fall into one of three domains: Emotional Support, Classroom Organization, and Instructional Support. These are further divided into ten dimensions. (Pianta, LaParo, Hamre. Classroom Assessment Scoring System: Pre-K Manual, 2008). The Pre-‐K and K-‐3 versions have the same three domains and ten dimensions; these may be considered “partner” age levels. However, the interactions look different, as a preschooler is very different from a third grader.
K-‐3 Research revealed that K-‐3 classroom interactions fall into one of three domains with ten dimensions (Pianta, LaParo, Hamre.
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Classroom Assessment Scoring System: K-3 Manual, 2008). As noted above, the K-‐3 is the same as the pre-‐K in structure, but the behaviors associated with each dimension will change as children grow up, reflecting developmental differences by age.
Upper Elementary
Research revealed the same three domains as in the pre-‐K and K-‐3 versions, but these domains are divided along 12 dimensions (Pianta, Hamre, Mintz. Classroom Assessment Scoring System: Upper Elementary Manual, 2012). Upper elementary and secondary may be considered “partner” age levels. Nonetheless, the specific behavioral indicators for these dimensions may manifest themselves in different ways as students move from upper elementary school to secondary school.
Secondary Research revealed three domains divided into 12 dimensions (Pianta, Hamre, and Mintz. The Classroom Assessment Scoring System: Secondary Manual, 2012). As noted above, upper elementary and secondary may be considered “partner” age levels with the same domains and dimensions. Nonetheless, the specific behavioral indicators for these dimensions may manifest themselves in different ways as students move from upper elementary school to secondary school.
Why Was CLASS Developed? Discovering Key Predictors of Student Success Experts in education have long understood that effective teacher-‐student interactions produce greater academic and social achievement among students. Yet, until recently, education professionals relied on theory-‐based professional development supports, such as training on developmental theory and curriculum implementation. In the late 1990s, regulations for federally funded education programs started to require the use of evidence-‐based approaches. As such, the need to develop evidence-‐based program supports emerged. For the first time, theory-‐based program supports were being evaluated to determine if each led to positive child outcomes. Child assessment measures and curricula were largely the focus of these examinations. This evidence-‐based approach led to greater knowledge of what students needed to learn, but many of these approaches did not
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sufficiently address how teachers could be effective in supporting learning through effective interactions. A number of scientists, informed by developmental psychology and education research, were interested in the extent to which teachers’ interactions with students might account for what made some teachers more effective than others. They knew that interactions between students and adults were a primary mechanism for promoting student development and learning11 and thus began observing teachers’ actual classroom practices and behaviors with children. This research focus on interactions was embedded in two large-‐scale, multi-‐year studies that tracked children’s learning and development as a consequence of their experiences at home and in child care and school settings. The first and largest of these was the NICHD Study of Early Care and Youth Development (SECCYD) that tracked children and their experiences from birth to age 15. The second was an 11-‐state study of children’s experiences in state-‐funded pre-‐K, the largest observational study of its kind, conducted with support from the Institute for Education Sciences (IES) by the National Center for Early Development and Learning (NCEDL). Following these major studies was a line of intervention research funded by IES through the National Center for Research on Early Childhood Education (NCRECE), which focused on professional development (coursework, coaching) to improve teacher-‐student interactions. Taken together, this research led to two key conclusions: (1) that more effective teacher-‐student interactions produced greater social and academic gains over time, and (2) that intentional professional development can improve teacher-‐student interactions. Hundreds of subsequent studies have further validated the CLASS as a tool that can be used at large scale to reliably observe and assess teacher-‐student interactions, and as predictive of later student achievement from toddlerhood to high school. The CLASS dimensions focus on interactions between and among teachers and students in classrooms; scoring for the dimensions is not determined by the presence of materials, the physical environment or safety, or the adoption of a specific curriculum. A strength of the CLASS is that it is content neutral, meaning that the constructs are meaningful across diverse learning approaches. In the CLASS, the focus is on what teachers do with the materials they have, and on the interactions the teachers have with the students. The CLASS allows education professionals to objectively measure observable behaviors of teachers, or teacher-‐student interactions, regardless of adopted curricular approaches.
11 Greenberg, Domitrovich, & Bumbarger, 2001; Hamre & Pianta, 2007; Morrison & Conner, 2002; Pianta, 2006; Rutter & Maughan, 2002
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Publication of the CLASS was groundbreaking and enabled the education field to shift program requirements from easily quantifiable indicators such as student–teacher ratio, class size, and teacher credentials and degrees to observable interactions that are predictors of student achievement. For the first time, effective teaching practices were universally measureable with evidence that these metrics led to positive child outcomes. An immediate and rapidly spreading demand for the CLASS resulted in the strength of evidence on the reliability and validity of this observation tool. Research studies began to include the CLASS as a standard measure of teacher-‐student interactions and program quality. Today, CLASS is used broadly in research, accountability, program planning and evaluation, and professional development in the U.S. and across the globe. Research continues on the CLASS, with studies providing further support to the validity of the tool. In addition to having strong predictive validity, the CLASS creates common language and expectations for education professionals across the birth through secondary settings. This allows for education professionals to improve their interactions with students even as they move across age or grade levels. This also provides administrators with a common metric by which they can evaluate teacher effectiveness across all age and grade levels. Why Use CLASS? Supporting Teacher Effectiveness Fundamental to the CLASS is the recognition of a teacher’s role and approach in maximizing student development and learning. However, improving teachers’ impact on students does not occur without a system of support. These systems need to be intentional in providing teachers with feedback on and support for effective ways of engaging students. Within the most effective professional development and coaching systems, professionals play multiple roles and have specific responsibilities. Teachers, administrators, coaches, and reliable observers work as a team, using the CLASS as the roadmap for discourse. The CLASS provides an objective measure of teacher practice that guides constructive and specific feedback on effective and ineffective teaching. With the CLASS as the foundation, or anchor, of a broader system of professional development supports, teachers learn about effective teacher-‐child interactions, observers measure teacher quality, and coaches and administrators provide targeted feedback to help teachers improve. ● Teachers develop knowledge by learning about the importance of
interactions within the CLASS framework, viewing current practice within a CLASS lens, and intentionally planning to practice effective approaches to interactions.
● Administrators support teachers by using CLASS observational data to inform decisions that tailor professional development supports such as training and coaching to individual teachers’ needs, and by building internal capacity for sustainability of the system.
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● Coaches support teachers in developing knowledge and readiness to change, viewing their current practice through the CLASS lens, and intentionally planning to practice effective teacher-‐student interactions.
● Reliable Observers, trained by Teachstone and its affiliates, provide the accurate and objective assessments of teacher practices needed to inform administrators in program planning and coaches in supporting teacher improvement. They also maintain reliability through ongoing professional development and calibration.
Observing and measuring teacher-‐student interactions with the CLASS allows coaches to help teachers learn about the importance of interactions, see their own interactions, and improve them. How does the CLASS System Work? The CLASS system for fostering effective teacher-‐student interaction works by coupling observation data with professional development. It combines a valid observation tool to measure the quality of teacher-‐student interactions with proven-‐effective professional development supports that help teachers improve their classroom interactions. Scores alone are only one piece of the puzzle—data gives us a picture of the classroom, but in order to effect change, data needs to be attached to coaching and professional development.
The CLASS system is about more than raising a score on one dimension to meet program requirements. It is about ensuring that every child has access to teachers who offer warm, responsive, and cognitively stimulating classroom experiences. From research, we know that interactions matter more than a teacher’s degree or length of experience, or the number of toys and books in the classroom. It is teacher-‐
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child interactions that consistently drive learning outcomes, and it is these interactions that are most worthy of attention.
Improving teacher effectiveness using the CLASS system begins with collecting data using well-‐trained, certified observers. Once the observation data has been collected, the data must be used to consider the teacher’s needs. Coaches, trained on the CLASS, support teachers by examining CLASS scores, determining which behaviors a teacher should exhibit more frequently and which behaviors should be extinguished or introduced. The CLASS allows coaches to make data-‐driven suggestions about a teacher’s professional development through an individualized professional development plan. The coach must consider how to support
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● What teachers need to know: knowledge of what effective interactions are, how to recognize them, and why they are important to students’ learning;
● What teachers need to see: awareness of their own practice; and ● What teachers need to do: their classroom work—the actual practice of
implementing and integrating effective behaviors.
Teachers then access the content, often using a blended model of online and face-‐to-‐face learning. By combining all these activities across observers, coaches, and teachers, the CLASS system has been proven to impact teaching practices that drive child outcomes12. Change does not happen overnight, so this approach is a cycle rather than a linear process. Taking these steps to enhance what coaches and administrators are already doing to support teachers allows for incremental change over time, but this cyclical approach is most effective when it recurs frequently.
Observing with the CLASS
The CLASS provides a framework for seeing and labeling observable interactions. Observing with the CLASS allows programs to meet multiple goals. The CLASS serves as an objective, measureable approach to defining teacher effectiveness. Data collected from these observations can be used in program planning from the individual teacher level to the whole program level. Individual teacher observations allow coaches to identify areas of strength and challenge to inform professional development, in order to improve interactions and child outcomes. CLASS data collected across classrooms can determine how to plan and support improvement within teaching communities. CLASS observation data also allows administrators to identify agency-‐wide strengths and develop targeted professional development plans. Classroom observation is the foundation of all work with CLASS. Trained and reliable CLASS observers conduct live observations in classrooms, or use video footage. CLASS observations should start at the beginning of the school day and continue for an extended period of time (at least two hours, ideally) to capture the experience of the typical student. The observation procedure requires the observer to watch, without interruption, activity in the classroom for a period of 15-‐20 minutes. During this time, the observer focuses on the interactions between teachers and students and among students as defined by the CLASS measure.
12 Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E. and Rolla, A. (2015), Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes. Child Development, 86: 781–799..
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At the end of the 20 minutes of dedicated observation and note taking, the observer should derive numerical ratings for each of the CLASS dimensions. After assigning ratings, the observer begins a new CLASS cycle, until four cycles13 have been completed. Data is recorded on a paper score sheet or online using a desktop browser or mobile device through myTeachstone.
Becoming Trained on the CLASS Just as in any measurement approach, collecting valid data using the CLASS requires training and ongoing calibration of skill. Although numerous studies have validated the constructs of the CLASS, training and ongoing calibration are necessary to ensure that observers consistently code classrooms accurately. Consistent accuracy of observations and coding is referred to as reliability. With training and ongoing calibration of observation and coding skills, observers are best positioned to provide high-quality data that is predictive of positive outcomes for children. High-quality data can then drive teacher professional development plans and general program improvement plans. Training is critical in the process for collecting high-quality, actionable data.
CLASS regional and onsite trainings are provided through Teachstone with online certification and recertification. Teachstone provides regional training opportunities across the United States. The most widely offered trainings are on CLASS observation. These span two days where Teachstone staff trainers provide in-‐depth trainings in small groups. After attending The CLASS Observation Training, participants have two months and three opportunities to demonstrate their ability to code reliably with the CLASS through the online certification process. During this two-‐month period, participants have access to their Teachstone trainers for coding support. Once a participant passes the online certification, they are deemed “reliable” and maintain this status for a year. To maintain “reliable” status, observers must pass Teachstone’s online recertification test annually. Observation training is offered on each of the CLASS versions. Onsite trainings are offered to programs and are a good option when large numbers of individuals are seeking CLASS training. These are scheduled on an as-‐needed basis and are typically provided for large organizations in the early stages of CLASS implementation, and again when these organizations adopt additional levels of the CLASS.
13 If the purpose of observation is to capture program-level data, fewer cycles (2 or 3) may be conducted; however, for classroom-level data and individualized teacher professional development, 4 cycles are necessary.
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Calibration opportunities are also provided for those interested in practicing their coding online, either prior to certification or re-‐certification or for professional development prior to live coding or video coding. In addition to staff trainers located across the country, Teachstone provides an affiliate trainer program. Teachstone’s Train-‐the-‐Trainer (TTT) model gives reliable observers an avenue to develop the training skills necessary to go back to their program and provide training within their organizations. The TTT model allows programs to invest in their staff and sustain CLASS adoption at a lower cost and with limited reliance on Teachstone. TTT training is offered at regional trainings and onsite trainings. Through Teachstone and affiliate trainers, more than 35,000 education professionals have been trained to reliability on the CLASS. Teachstone’s training model has yielded a pass rate of greater than 92%, with fewer than 8% of training participants demonstrating insufficient reliability on the CLASS. Observers are located across the country and internationally.
Professional Development Training to sufficient reliability on the CLASS allows observers to produce valid data. This valid data then informs professional development, allowing coaches to create actionable plans toward teacher improvement. Reliable observers are critical in this system of program improvement, furnishing data that coaches can then use to work with teachers. CLASS observations of interactions serve as a springboard for improvement. Professional development programs providing 15 or more contact hours have been associated with student achievement14, and contact hours were positively associated with teacher-‐reported changes in classroom practices15,16. Effective coaching models emphasize collaboration between coaches and teachers and
14 Yoon, K.S., Duncan, T., Lee, S.W.-‐Y., Scarloss, B., & Shapley, K.L., (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report REL 2007-‐No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. 15 Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teachers’ instruction: Results from a three-‐year longitudinal stud. Educational Evaluation and Policy Analysis, 24(2), 81-‐112. 16 Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-‐945.
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encourage reflective practice17,18. Professional development that is coherent, or strongly connected to program-‐wide goals and integrated throughout the program’s practices, is more likely to lead to change in teacher practices 19,20. An extensive review of the research revealed that fostering a strong focus on student learning and a sense of collective responsibility for learning among teachers in the group was effective in group professional development21. Large randomized control trials have also shown positive effects for video usage, with greater improvements in interactions among those who spent more time using video-‐facilitated coaching22. Teachers who engage with videos in a structured way learn to make more specific observations and move from describing and evaluating what they see to interpreting its meaning23. Teachstone offers professional development resources that support new and experienced teachers in becoming more effective in their interactions with students. Key elements of Teachstone’s professional development offerings include
1. The use of coaching to support the transfer of 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 a professional’s lens 6. Data-‐driven, individualized coach supports
Teachstone provides professional development at regional and onsite trainings and through myTeachstone. Professional development targets teachers as they learn to 17 Neuman, S. B., & Wright, T. S. (2010). Promoting language and literacy development for early childhood educators: A mixed –methods study of coursework and coaching. The Elementary School Journal, 111(1), 63-‐86. 18 Pianta. R.C., Mashburn, A.J., Downer, J.T., Hamre, B.K., & Justice, L. (2008). Effects of web-‐mediated professional development resources on teacher-‐child interactions in pre-‐kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-‐451. 19 Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-‐945. 20 Penuel, W.R., Fishman, B.J., Yamaguchi, R., & Gallagher, L.P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-‐958. 21 Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-‐258. 22 Pianta. R.C., Mashburn, A.J., Downer, J.T., Hamre, B.K., & Justice, L. (2008). Effects of web-‐mediated professional development resources on teacher-‐child interactions in pre-‐kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-‐451. 23 Sherin, M., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-‐491.
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recognize positive interactions and practice improving their interactions within the CLASS framework. Coaches support teachers in this effort and are supported themselves through these professional development opportunities. MyTeachingPartner™ Coaching (MTP™) MTP Coaching provides ongoing, targeted professional development from Teachstone specialists to teachers, based on observations of their classroom behavior through video. This model allows teachers to receive feedback on both their strengths and areas for improvement during ongoing cycles. Providing one-‐time feedback is not sufficient to improve interactions; rather, data driven, regular feedback within a trusting relationship has been shown to drive improvement. The MTP Coaching model is based on evidence of the effects of coaching and the use of video in coaching, with sufficient contact between coach and teacher.
Three large-‐scale randomized controlled trials revealed benefits of coaching as evidenced through positive and sustained child outcomes24,25,26,27. In studies of MyTeachingPartner Coaching, there were significant gains on CLASS scores for teachers receiving web resources and coaching versus those receiving access to web resources only or no intervention28. These studies strongly suggest that coaching can be a key means for transferring newly learned skills into practice.
24 Domitrovich, C.E., Gest, S.D., Gill, S., Bierman, K.L., Welsh, J.A., & Jones, D. (2009). Fostering high-‐quality teaching with an enriched curriculum and professional development support: The Head Start REDI program. American Educational Research Journal, 46(2), 567-‐597. 25 Raver, C.C., Jones, S.M., Li-‐Grining, C.P., Metzger, M., Champion, K.M., & Sardin, L. (2008). Improving preschool classroom processes Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1), 10-‐26. 26 Bierman, K.L., Nix, R.L., Heinrichs, B.S., Domitrovich, C.E., Gest, S.D., Welsh, J.A., & Gill, S. (2014). Effects of Head Start REDI on children’s outcomes 1 year later in different kindergarten contexts. Child Developmetn, 85(1), 140-‐159. 27 Bierman, K.L., Sanford DeRousie, R.M., Heinrichs, B., Domitrovich, C.E., Greenberg, M.T., & Gill, S. (2013). Sustaining high-‐quality teaching and evidence-‐based curricula: Follow-‐up assessment of teachers in the REDI project. Early Education and Development, 24(8), 1194-‐1213. 28 Pianta. R.C., Mashburn, A.J., Downer, J.T., Hamre, B.K., & Justice, L. (2008). Effects of web-‐mediated professional development resources on teacher-‐child interactions in pre-‐kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-‐451.
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In MTP Coaching, teachers work closely with a trained MTP coach over a 10-‐month period to develop a critical eye for observing their CLASS interactions with students—building on what’s working well and boosting the effectiveness of the interactions they provide. Using video from teachers’ classrooms and the CLASS framework, coaches provide individualized, targeted feedback and support through structured observation cycles. Teachstone is dedicated to ensuring that local programs can build capacity to use evidence-‐based coaching models. Teachstone provides support to local coaches or directly coaches teachers, depending on a program’s needs. Teachstone also provides credentialing for MTP coaches to support local capacity building. Research shows that through this intensive one-‐on-‐one coaching program, teachers improve the effectiveness of their interactions with students and report
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higher levels of job satisfaction and motivation. Students in MTP classrooms show greater gains in early literacy and language development and lower levels of problem behavior. Research has demonstrated that MTP can be effective at scale, when delivered with local coaches. From 2011 to 2014, Georgia adopted and evaluated MTP Coaching and Making the Most of Classroom Interactions (MMCI, described below). This adoption involved randomly assigning teachers to MTP Coaching, MMCI, or a control group that did not receive intentional support. MTP and MMCI participants demonstrated positive changes in teaching practices, with greater knowledge of effective interactions and higher CLASS scores than teachers who received no support. This statewide implementation provides evidence that these models can be scaled successfully.29 Making the Most of Classroom Interactions (MMCI) MMCI was developed out of a college course30, which was created to provide cost-‐effective, empirically based, scalable professional development for preschool educators. The course was developed through the University of Virginia’s Center for the Advanced Study of Teaching and Learning (CASTL) and the National Center for Research on Early Childhood Education (NCRECE), a project funded by the U.S. Department of Education’s Institute for Education Sciences. The college course demonstrated improvement in teacher interactions but was not widely available. Teachstone created MMCI from that college course so that teachers, regardless of where they live, could benefit from this support.
MMCI is an interactive course for preschool teachers led by a Teachstone-‐trained instructor within organizations. Over the course of ten sessions, instructors provide in-‐person training to a group of teachers, preparing them to identify, understand, and apply more effective interactions to their classrooms based on the CLASS framework. Local MMCI instructors work directly with Teachstone’s professional development specialists, to deepen their CLASS content knowledge, increase their training and facilitation skills, and improve their ability to guide teachers in application of the CLASS framework and support local capacity building. Teachers who participate in MMCI learn to identify and describe effective interactions in classrooms and care settings, participate in peer discussions on how to interact intentionally to increase children’s learning, and gain access to print and video resources aligned with the CLASS framework. 29 Early, D. M., Maxwell, K. L., Skinner, D., Kraus, S., Hume, K., & Pan, Y. (2014). Georgia's Pre-‐K professional development evaluation: Final report. Chapel Hill: University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute. 30 Hamre, B. K., Pianta, R. C., Burchinal, M. Field, S. Locasale-‐Crouch, J.L., Downer, J. T…Scott-‐Little, C. (2012). A course on effective teacher-‐child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Education Research Journal, 49 (1), 88–123.
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Instructional Support Strategies (ISS)
Instructional Support is one of three domains on the Pre-‐K, K-‐3, Upper Elementary and Secondary CLASS scales. This specialized training allows participants to focus on effective instructional support strategies. The Instructional Support domain measures how effective teachers are in helping children learn to solve problems, reason, and think, how they use feedback to expand and deepen skills and knowledge, and how they guide children in developing more complex language skills. Instructional Support scores are predictive of academic achievement for students, yet instructional support strategies have not been widely offered to teachers. Rather, professional supports on classroom organization and student social-‐emotional, pre-‐academic and academic needs are prevalent. Instructional Support Strategies provides specific guidance to mentors and coaches in supporting teachers as they identify and capitalize on opportunities to deepen and stretch student cognition. Data across all domains should, however, drive professional development, coaching, and program planning.
ISS introduces teachers to the Instructional Support indicators and dimensions in a one-‐day, face-‐to-‐face training or an applied and engaging online environment. Teachers with little or no CLASS experience build their knowledge by connecting Instructional Support interactions to current practice. With videos of real classrooms, on-‐demand access, and discussion boards, teachers practice strategies for deepening instructional support in their classrooms. CLASS Feedback Strategies
CLASS Feedback Strategies was developed to guide coaches in effective approaches to providing feedback to teachers. Effective feedback loops involve building trusting relationships and properly identifying areas of opportunity for teacher improvement. Feedback Strategies is offered as a one-‐day, face-‐to-‐face training or three-‐module online course, providing structure for coaches to discuss CLASS observations and how to share them with teachers. Participants learn how to translate observational data into meaningful feedback that impacts teacher practice, prepare to lead meaningful conferences with teachers, and gain strategies for working with diverse groups of teachers, including those with different levels of CLASS knowledge and those who may be resistant to change. Each online module takes 15–20 minutes and the entire course takes an hour.
Module 1: Score Sharing and Focus This module covers when to share CLASS scores and ranges, and when to share neither, drawing on case studies to determine when each is
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appropriate. It also provides guidance around how to focus feedback without overwhelming teachers. Module 2: Observational Examples This module covers how to draft observational CLASS examples that are relevant and meaningful to teachers. Coaches will use real classroom videos to learn how to draft feedback that is objective, descriptive, specific, and aligned. Module 3: Advice or Feedback This module covers the differences between advice and feedback, and when each is appropriate when meeting with a teacher.
myTeachstone: Professional Development and Data Management
myTeachstone, a technology platform solution for professional development and data management31, was launched in 2015 to ● Support data-‐driven professional development decisions and programs; ● Drive professionals to Teachstone’s web-‐based system for training, technical
assistance, and practice-‐based professional development structures; ● Tailor professional development resources for individual teachers based on
CLASS observations; and ● Provide visibility to administrators interested in the effectiveness of teacher
practices and growth within and across classrooms
31 Available to support implementation with CLASS Infant, Toddler and Pre-‐K
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Teachers, administrators, coaches, and observers coordinate through myTeachstone to work collaboratively on data-‐driven professional development planning. Teachers have access to comprehensive supports through myTeachstone, including professional development plan documentation, access to the Video Library and web-‐based training, and feedback from coaches and administrators. Reliable observers enter CLASS scores in real time through myTeachstone’s iPad app. Administrators are able to track teacher progress and run summary reports and use that information for data-‐driven program planning. myTeachstone is built on strong research foundations that emphasize six key principles in supporting teacher growth.
1. Use of Coaching to Support the Transfer to Practice: Coaching can be a key means for transferring newly learned skills into practice32,33,34,35. myTeachstone supports this blended model by using online professional development to enhance face-‐to-‐face interactions. Coaches combine CLASS data with information about individual teachers to recommend online content that is data-‐driven and pinpoints specific interactions in goal setting.
2. Frequent Contact between Coaches and Teachers: One reason that traditional professional development activities, like workshops, are often ineffective is that they do not provide a large enough “dose” to result in real teacher change36. myTeachstone supports frequency and intensity of professional development by encouraging frequent contact between teachers and coaches. Teachers and coaches have visibility into progress across recommended online content as well as access to an online library of resources that they can explore on their own time. Coaches and administrators can easily view frequency of activity within the system, allowing them to tailor support to individual teacher needs.
32 Domitrovich, C.E., Gest, S.D., Gill, S., Bierman, B.F., Welsh, J.A., & Jones, D. (2009). Fostering high-‐quality teaching with an enriched curriculum and professional development support: The Head Start REDI program. American Educational Research Journal, 46(2), 567-‐597. 33 Raver, C.C., Jones, S.M., Li-‐Grining, C.P., Metzger, M., Champion, K.M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1)., 10-‐26. 34 Bierman, K.L., Nix, R.L., Heinrichs, B.S., Domitrovich, C.E., Gest, S.D., Welsh, J.A., & Gill, S. (2014). Effects of Head Start REDI on children’s outcomes 1 year later in different kindergarten contexts. Child Developmetn, 85(1), 140-‐159. 35 Bierman, K.L., Sanford DeRousie, R.M., Heinrichs, B., Domitrovich, C.E., Greenberg, M.T., & Gill, S. (2013). Sustaining high-‐quality teaching and evidence-‐based curricula: Follow-‐up assessment of teachers in the REDI project. Early Education and Development, 24(8), 1194-‐1213. 36 Darling-‐Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Washington, DC: National Staff Development Council and The School Redesign Network at Stanford University.
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3. Strong Teacher-‐Coach Relationships: Proven and tested coaching models emphasize collaboration between coaches and teachers and encourage reflective practice rather than only coach-‐directed professional development37,38. myTeachstone leverages existing coaching, training and technical assistance infrastructure, supports it with new tools and technology, and encourages increased collaboration to strengthen the teacher-‐coach relationship. Infusing CLASS data with qualitative insights, myTeachstone helps coaches better understand the need of individual teachers and customize their support accordingly.
4. Group Involvement in Professional Development: Studies suggest that more coherent professional development positively changes teacher practices compared to arbitrary or unconnected professional development 39,40. Collective participation in professional development—including a program-‐wide, coherent focus and opportunities for teachers to engage in learning with their colleagues—is important for ensuring that new skills transfer to practice. These principles are incorporated by allowing coaches to create teacher groups, recommend online content for group engagement, and facilitate online discussions.
5. Use of Video to Focus Teachers’ Professional Lenses: Video can be a powerful tool in helping teachers see their practice. Qualitative studies have shown that teachers who engage with videos in a structured way learn to make more specific observations and move from describing and evaluating what they see to interpreting its meaning41. myTeachstone contains hundreds of real classroom videos, “look for” guides, and reflective questions. Ideas are tagged to help users find the most relevant content, and a commenting feature helps coaches facilitate group learning and discussion among individual teachers.
6. Data-‐Driven, Individualized Coaching Supports: Coaches can learn to individualize their support based on observation data. There is also
37 Neuman, S. B., & Wright, T. S. (2010). Promoting language and literacy development for early childhood educators: A mixed –methods study of coursework and coaching. The Elementary School Journal, 111(1), 63-‐86. 38 Pianta. R.C., Mashburn, A.J., Downer, J.T., Hamre, B.K., & Justice, L. (2008). Effects of web-‐mediated professional development resources on teacher-‐child interactions in pre-‐kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-‐451. 39 Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-‐945. 40 Penuel, W.R., Rishman, B.J., Yamaguchi, R., & Gallagher, L.P (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-‐958. 41 Sherin & van Es (2005)
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preliminary evidence that individualized approaches can be effective42. Through myTeachstone, coaches access CLASS observation data to track teacher progress over time, in relation to the mean, and relative to the goals set by the organization.
myTeachstone supports this blended model by using online professional development to enhance face-‐to-‐face interactions. Coaches combine CLASS data with information about individual teachers to recommend online content that is data-‐driven and meets teachers where they are in their growth. myTeachstone provides teachers with opportunities to understand their professional development within the context of broader school goals and to work collaboratively within their school community toward these and individual goals through data-‐driven, video-‐facilitated approaches. In addition to providing on-‐demand training and technical assistance within a coaching model, myTeachstone has great administrative value. Administrators are able to obtain real-‐time views of individual, site level, and program level CLASS scores and teacher progress on professional development paths, and to produce reports from which they are able to make data-‐driven program improvement plans. Administrators can also access myTeachstone to generate reports for stakeholders to use in targeting resources for program governance. Taking the CLASS to Scale In 2007, the US Congress legislated measurement of effective teacher-‐child interactions as part of the Office of Head Start’s program monitoring. To support the quick and broad use of CLASS, Teachstone partnered with the Office of Head Start in their nationwide implementation of CLASS within Head Start monitoring. Teachstone provided observation training to Office of Head Start contractors to support this new monitoring effort, and implementation and professional development guidance to the Office of Head Start and grantees so CLASS could serve as the foundation of a system of monitoring and continued program improvement. Soon after Head Start’s adoption of the CLASS, statewide adoptions began with Georgia (2010), California (2011) and Florida (2012). Teachstone worked with states to support CLASS adoption in these large, pioneering efforts to measure interactions to improve teacher effectiveness in a systematic way. Today, programs in all 50 states and US territories and in the District of Columbia use the CLASS to improve teacher-‐child interactions. Internationally, CLASS is utilized in more than 42 Becker, Darney, Domitrovich, Keperling, & Ialongo (2013). Supporting universal prevention programs: A two-‐phased coaching model. Clinical Child and Family Psychology Review, 16(2), 213-‐228.
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30 countries in varying formats, ranging from local research projects to large-‐scale implementations at regional and national levels of government. Peer-‐reviewed research studies are ongoing in many countries, including Australia, China, Ecuador, Denmark, Germany, and Finland. Large-‐scale implementations are underway in four continents globally.
The Teachstone Network Teachstone’s field-‐based network of regional directors, client relations directors, and trainers is located across the country, and provides guidance from exploring teacher improvement approaches to early adoption and ongoing teacher improvement. Teachstone regional directors support programs in their early adoption of the CLASS system and client relations directors provide ongoing system improvement support using the CLASS. Regional directors and client relations directors serve as consultants to clients, learning about the unique characteristics and needs of programs and supporting the development of implementation plans both domestically and internationally. They serve as clients’ main point of contact to ensure immediate access to informational and operational supports from Teachstone. Teachstone’s staff trainers, located across the country, work to provide access across the nation and internationally. The more than 35,000 observers trained to reliability on the CLASS support implementations across the United States, in the U.S. territories, and internationally. Through Teachstone’s Train-‐the-‐Trainer program, affiliate trainers within organizations are able to provide ongoing training to maintain and improve CLASS knowledge and support new professionals entering the field as a result of growth or turnover. To date, Teachstone has certified more than 2000 affiliate trainers who have been integral in producing more than 35,000 reliable observers with Teachstone. Teachstone’s offerings have built networks across the country and internationally to support teachers as they improve their interactions.
Quality Assurance Teachstone trainers have extensive experience using the CLASS as observers, trainers, and coaches. Teachstone monitors existing trainer competencies as measured through participant pass rates and participant evaluations in addition to ongoing demonstration of CLASS mastery. Each trainer is assigned to a veteran Teachstone trainer who serves as a mentor and ongoing contact person. Initially, this person is either the training manager or the senior advisor of training and professional development. Teachstone trainers participate in monthly training team
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support calls. All trainers complete a quarterly calibration, are required to recertify annually, and participate in regular one-‐on-‐one meetings with the training manager.
Maintaining Reliability
CLASS observations are used in many ways, in professional development, accountability, and research. In order to successfully complete the certification process, individuals must demonstrate sufficient ability to reliably score on the CLASS. Obtaining this certification, however, does not guarantee that observers will continue to employ these skills as they go into the field to collect CLASS data.
It is important to develop practices to maximize observers’ ability to reliably code across all observations. The extent to which observers need to maintain high levels of reliability is dependent on the purpose of CLASS observations. Teachstone certifies observers who have reached 80% agreement with master codes. This minimum requirement allows for broad access to the CLASS for those who demonstrate reasonable accuracy.
The way CLASS data are being used should drive decisions about the type and frequency of observer supports provided throughout the year. For example, when CLASS is being used for accountability or other high-‐stakes purposes, programs should consider setting higher levels of reliability to help increase levels of accuracy in CLASS observations. This can be achieved through a process of double-‐coding with a highly experienced CLASS affiliate trainer following initial CLASS certification.
Teachstone recommends that new observers double-‐code their first observation with an experienced team member (someone who has been coding with CLASS for at least one year). After the observation, the two coders debrief about each cycle, coming to consensus. If the new coder and experienced coder are within one point of each other on at least 80% of the dimensions, the new coder is considered reliable. If they are in agreement on less than 80% of the scale, then it is recommended that the new coder participate in double-‐coding again until reaching a minimum of 80% agreement with the experienced coder. Programs can also receive double-‐coding support from Teachstone by taking video footage of classrooms. In these cases, an observer and a Teachstone master coder code the video, reach agreement on scores, and debrief.
Calibration provides opportunities for observers to code a sample classroom and receive feedback on those codes from a Teachstone master coder. Calibrations are recommended 6 months after becoming certified on the CLASS and 6 months after each successful recertification. For individuals who conduct frequent observations, typically for accountability or research, calibration is recommended every 2-‐4 weeks or every 10-‐15 live observations. Calibration involves coding Teachstone videos that have been master coded and determining reliability against the master
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codes. If a coder fails to achieve at least 80% agreement, they should receive extra support from a veteran coder. After individuals watch and code the calibration videos, it is recommended that groups meet to discuss the master codes, dimension by dimension, focusing on dimensions where observers coded with insufficient reliability.
Many CLASS users also decide to double code videos to provide ongoing insight into the reliability of the data being collected. Although the amount of double coding that should occur depends on the way the CLASS is being used, we typically recommend double coding 10-‐20% of observations. This allows users to monitor for problems in data collection. For example, it is possible to identify particular coders who may consistently be scoring quite differently than a second coder. These issues can then be addressed with additional calibration support in ways that will help ensure higher quality data.
The ultimate goal of all of these efforts (training, certification, calibration, and double coding) is to ensure that the CLASS data collected offer the most accurate assessment of teacher-‐child interactions. Although taking these steps is an investment in time and resources, it is an essential part of high-‐quality CLASS implementation. Teachstone: Delivering on the Promise of CLASS The CLASS system was developed through decades of large-‐scale studies involving tens of thousands of teachers and classrooms and several major randomized control trials of professional development interventions. The system defines and supports the effective teacher practices that contribute to positive developmental and academic outcomes for students. It is through evidence-‐based, ongoing, sustained efforts to improve teacher-‐student interactions that children will no longer be subject to chance, but will be guaranteed to receive highly effective teachers, year after year. To do this at scale, Teachstone was founded in 2008 with the mission to create a lasting positive impact on children’s development and academic performance by using research to: (1) define the features of teacher-‐student interactions that contribute to improved student outcomes; (2) create observation-‐based assessments to accurately measure the nature and quality of those interactions, and (3) provide in-‐person and online professional development that improves teachers’ effectiveness based on assessments of teacher-‐student interaction. The CLASS assesses those aspects of a teacher’s interaction with a child that contribute to learning and development. Each version of the CLASS measures developmentally aligned dimensions of teacher-‐student interaction. Hundreds of studies, conducted across all versions of the CLASS and with several thousand students, show that when teachers’ behaviors are consistent with high ratings on
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these dimensions, children are more likely to demonstrate increased learning and development gains. Teachstone has developed a suite of products and professional development offerings that have been proven effective in improving teaching across the CLASS dimensions. The CLASS is the most highly researched and consistently valid assessment tool for measuring quality of teacher-‐student interaction across early childhood and K-‐12 classrooms, creating a common language and assessment approach across these two systems of education. In the field of early childhood education, CLASS has redefined what is meant by the term “quality.” Previous measures of quality in early childhood settings focused primarily on structural factors, like teacher-‐to-‐child ratios, or aspects of the physical environment, such as the number of books in the classroom. The CLASS focuses specifically on the point-‐of-‐impact opportunities to learn provided by early childhood education investments—the effectiveness with which teachers interact with children. Teachstone’s national network supports federal, state and local teacher improvement efforts in Head Start, child care and state pre-‐K. Teachstone’s assessment and professional development systems are used by programs serving children from the time they are born until they enter kindergarten, and through the elementary, middle, and high school years. Importantly, CLASS has been deployed at scale with consistent results and validity. Teachstone has had a profound impact on teachers, students, and education programs nationally, with the greatest impact in early childhood education. Teachstone has demonstrated that a classroom observation system can be deployed at scale with reliability, fidelity, and validity. More than 35,000 education professionals have been trained to use the CLASS and have demonstrated competency by passing a reliability test. These professionals are located across the country and provide professional development to teachers using the CLASS, to the benefit of children enrolled in state education programs, Head Start, and internationally.
