The Improving Head Start for School Readiness Act of 2007 requires that the Office of Head Start (OHS) include in the monitoring reviews of Head Start agencies a valid and reliable research-based observational instrument that assesses classroom quality, including the assessment of multiple dimensions of teacher-child interactions that are linked to positive child outcomes and later achievement. One such observational instrument, Classroom Assessment Scoring System (CLASS), will be used for that purpose.

WHAT IS CLASS?

CLASS is an observational instrument developed at the University of Virginia to assess quality in pre-school classrooms. CLASS assesses interactions between children and teachers, and can be used for professional development to improve teaching strategies and classroom quality. 

CLASS focuses on teacher-child interactions - processes - rather than on the content of the physical environment, materials or specific curricula. CLASS describes three broad domains of teacher-child interactions that support children's learning and develop­ment. They are:

* Emotional Support: how teachers help children develop positive relationships, enjoyment in learning, comfort in the classroom, and appropriate levels of independence.

* Classroom Organization: how teachers manage the classroom to maximize learning and keep children engaged.

* Instructional Support: how teachers promote children's thinking and problem solving, use feedback to deepen understanding, and help children develop more complex language skills.

How can teachers score high on CLASS?

Studies now show that professional development that focuses teachers on the quality of their interactions with children through targeted analysis and viewing of video examples of effective interaction with coaches, can improve CLASS scores - in all three domains. Teachers should become familiar with and use the specific teaching behaviors described in the domains, dimensions and indicators of CLASS.  

Eight Principles of Best Teaching Practices*

1. Learning is meaning making.
2. Prior knowledge guides learning
3. The gradual release of responsibility model and scaffold instruction facilitates learning.
4. Social collaboration enhances learning.
5. Learners learn best when they are interested and involved.
6. The goal of best practice is to develop high-level strategic readers and writers.
7. Best practices are grounded in the principle of balanced instruction.
8. Best practices are a result of informed decision making.

Best practices include: 

1. Building a positive classroom community
2. Understanding how children learn
3. Creating an effective room setup and design
4. Establishing rules and routines
5. Developing a daily schedule
6. Providing cognitively challenging instruction

*2010 Developed by The Children's Learning Institute at the University of Texas Health Science Center at Houston