Congrats on completing it! Always feels good to check that off.
Teacher Sensitivity in the CLASS framework focuses on the teacher's ability to recognize and effectively respond to the emotional and academic needs of the children. There doesn't have to necessarily be a problem. Some things to consider:
Awareness of Needs: Did the teacher show an awareness of both verbal and non-verbal cues from the children? For example, even if the children were engaged and there were no visible problems, did the teacher actively scan the room, check in with individual children, or notice subtle signs of need (like hesitation or confusion)?
Responsive Engagement: When a child sought attention or needed help (even if minor), how did the teacher respond? Was the response timely, individualized, and appropriate to the child’s needs? For example, if a child had a question or needed reassurance, did the teacher acknowledge them warmly and provide a meaningful response?
Fostering Emotional Security: Did the teacher create an environment where children appeared comfortable approaching them, even in the absence of problems? For example, were children smiling, relaxed, or confidently engaging with the teacher and their peers?
It’s important to remember that context matters in CLASS scoring. While the absence of problems is a positive classroom indicator, a high score in Teacher Sensitivity requires observable evidence of the teacher being attuned to and responsive to the children, whether through addressing explicit needs or fostering an environment that supports emotional and academic development.