All Things CLASS

Hello!

I'm looking for quality resources to improve my scoring in the Concept Development category. I'm in Virginia and the lead teacher of the PreK classroom of 4/5 year olds. I do not have a co-teacher as ratio is 1:10 in the state. I posted my recent scores. 

Concept development is observable during any interaction, even lunch.  I observe externally and often see concept development practices throughout the observation.  It is the quality, frequency, and depth that provide meaningful interactions and opportunities for learning not the "planned lesson".  Don't be so hard on yourself...relax and be interested in what the children are saying (and follow-up and question) and what they are doing ( and follow-up with open-ended comments, conversations and questions).  Remember, the observer sees a "snapshot" of your practice.  You know what you do all the time.  It really shouldn't be about a number score, rather the follow-up feedback.

Hi Christine,

Well said. Concept development is all about your interactions and communication with the kids. It's all about how kids learn through questions, answers, play, activities and we everything that we do in the class.

Sumathi

Ask your observer for the CLASS Observation Report. This is a 13-page report that breaks down your scores and shows your cycle averages. The best part about this report is the observational feedback that tells you how to improve in each area. I would also suggest asking for regular feedback from a coach.

Another resource I refer to often as a reminder is to watch Teachstone videos on youtube, specifically Mary Margaret and Sarah like this one: https://www.youtube.com/watch?v=ZEGzngiDfy0&t=6s

Hey there fellow Virginian!  Your scores are great.  The blue line is the state average for each domain and you are doing awesome. 

That said, at some point you have to realize that the CD dimension isn't doing its job very well.  Imagine if as a teacher, every child you taught got a lower score in one area.  No matter how many trainings, or how much coaching you gave, the kids couldn't score as high as in the other tasks you give them.  Eventually you should realize that the task itself (or the scoring system) should be looked at as an issue. That is what is happening with the CD domain.  At some point, Teachstone needs to realize and give credit to teachers for just language modeling and quality of feedback with lower scores in CD being okay.  

Much of what we teach in preschool are physical tasks (buttoning, zipping, handwashing, cutting, how to put away a backpack). These are important life skills (activities of daily living) kids need to be independent.  Now imagine a PT working with a patient and trying to teach him how to walk after surgery by only asking open ended questions.  That sounds ridiculous right?  Well that is how CLASS is measuring us.  They are asking us to ALWAYS use open ended questions even when we are not always teaching cognitive skills. There needs to be separation there.

So my argument is that, you dont' get high scores because the test itself is at fault.