classroom assessment scoring system indicators preschool

It is also significant to understand that CLASS equates a student’s current and future classroom competence with positive teacher-child relationships (Gaches & Hill, 2017). Therefore, the CLASS tool includes a teacher rating scale that is widely utilized in determining children’s outcomes, especially in the area of teacher-child relationships (Gaches & Hill, 2017). Language modeling is displayed when teachers are engaged in conversations and interactions with students throughout the school day, continuously modeling correct sentence structure and age-appropriate language constructs.Įach of these domains is broad and could include a wide array of interactions. The teacher asks higher-order questions and encourages students to think critically and creatively while scaffolding the understanding of new knowledge through real-world connections. Quality of feedback involves consistent teacher feedback, both individually and in whole group activities. Concept development includes teachers actively facilitating student activities, using a variety of materials/modalities, and facilitating student engagement (Pianta, La Paro, & Hamre, 2008). The instructional support domain includes three behavioral markers: 1) concept development, 2) quality of feedback, and 3) language modeling.

Productivity includes observations of teacher preparation, brief transitions, continuous engagement, and effective implementation of classroom routines (Pianta, La Paro, & Hamre, 2008). Behavior management includes teachers’ proactive behaviors in anticipating difficulties, establishing and consistently reinforcing clear expectations for students, reinforcing positive behavior, and redirecting negative behavior. The classroom organization domain includes three behavior markers: 1) behavior management 2) productivity and 3) instructional learning formats. Teachers who demonstrate a high regard for student perspectives are flexible in incorporating student interests and ideas in their lessons, encouraging children to express these ideas and fostering independence and self-responsibility (Pianta, La Paro, & Hamre, 2008). Teacher sensitivity focuses on whether the teacher displays knowledge of her students’ needs, both academically and socially. A negative climate includes, but is not limited to, the observation of children who display frequent irritation and frustration in the form of bullying, teasing, and/or the use of humiliation or harsh punishment as a means of managing negative situations. Classrooms that score high in this domain indicate that the teacher and students enjoy warm, supportive relationships with each other (Pianta, La Paro, & Hamre, 2008). A positive climate includes, but is not limited to, the formation of positive relationships between the teacher and student as well as relationships between students and their peers. The emotional support domain includes four specific behavior markers: 1) positive climate, 2) negative climate, 3) teacher sensitivity, and 4) student perspective (Pianta, La Paro, & Hamre, 2008). This study explores pre-kindergarten teachers’ perceptions of the level of support provided by school districts in the implementation of components examined by the CLASS tool.ĭesigned from other observational scales, the CLASS assessment tool measures multiple facets of interactions among teachers and children in three broad domains: 1) emotional support 2) classroom organization and 3) instructional support (Downer et al., 2010 Hambre et al., 2009 La Paro et al., 2014 Mashburn et al., 2008 Pianta, La Paro, & Hamre, 2008). However, in order for the CLASS components to be effectively implemented, teachers should have a clear understanding of the specific components assessed by the instrument. Building upon these relationships as a basis for improving children’s knowledge and understanding, the Classroom Assessment Scoring System (CLASS) assesses the early childhood classroom with regard to emotional and instructional quality through teacher-child interactions (Hambre, Goffin, & Kraft-Sayre, 2009 Mashburn et al., 2008 Pianta, La Paro, & Hamre, 2008).

Establishing a climate in which children feel confident to converse with teachers strengthens the complexity of children’s language, leading to higher levels of critical thinking and problem-solving. Considered a best practice in early childhood education, young children’s social and emotional development has become a focal point in the examination of classroom quality (Connors-Tadors & Harorqitz, 2014 Martella & Connors-Tadros, 2014) as reciprocal and engaging adult/child interactions within the pre-kindergarten classroom provide numerous opportunities for support of language and communication.

Classroom assessment scoring system indicators preschool