Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

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Variability in Preschool CLASS Scores and Children’s School Readiness

AERA Open ◽

10.1177/23328584211038938 ◽

2021 ◽

Vol 7 ◽

pp. 233285842110389

Author(s):

Jennifer K. Finders ◽

Adassa Budrevich ◽

Robert J. Duncan ◽

David J. Purpura ◽

James Elicker ◽

...

Keyword(s):

School Readiness ◽

Emotional Support ◽

Instructional Support ◽

Classroom Quality ◽

Observational Period ◽

High Stakes ◽

Classroom Organization ◽

Low Incomes ◽

Classroom Assessment Scoring System ◽

Preschool Class

The Classroom Assessment Scoring System (CLASS) is a widely administered measure of classroom quality that assesses teacher-child interactions in the domains of Emotional Support, Classroom Organization, and Instructional Support. We use data from an evaluation of state-funded prekindergarten provided to 684 children from families with low incomes (Mage = 57.56 months, 48% female) to examine the extent to which CLASS scores vary over the course of an observational period within a single day and investigate whether this variability is related to children’s school readiness at the end of the preschool year, holding constant two additional measures of quality. Teacher-child interactions in all three domains were moderately stable. Mean Classroom Organization was positively related to math, and variability in Classroom Organization was negatively related to literacy. Mean Instructional Support was negatively associated with language. Findings have implications for programs that utilize the CLASS to make high-stakes decision and inform professional development.

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How Should Fifth-Grade Mathematics Teachers Start the School Year? Relations between Teacher–Student Interactions and Mathematics Instruction over One Year

Teachers College Record ◽

10.1177/016146811812000604 ◽

2018 ◽

Vol 120 (6) ◽

pp. 1-36

Author(s):

Holland W. Banse ◽

Natalia A. Palacios ◽

Timothy W. Curby ◽

Sara E. Rimm-Kaufman

Keyword(s):

Emotional Support ◽

Structural Equation ◽

Instructional Support ◽

Equation Model ◽

Mathematical Discourse ◽

Fifth Grade ◽

Observation Data ◽

Classroom Organization ◽

School Year ◽

Teacher Student

Background Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain specific (DS), or content dependent. Within a mathematics context, examples of DS practices include mathematical discourse, tasks, and coherent lessons. Purpose Using extant fifth-grade teacher observation data, we investigate the following questions: (1) Do quality DN practices at the start of a fifth-grade school year relate to higher DS practices at the end of the year? (2) Do early, quality DS practices relate to later, higher use of DN practices? Specifically, we investigate relations between emotional support and mathematical discourse, instructional support and mathematical tasks, and classroom organization and mathematical coherence. Research Design We use an autoregressive, cross-lagged structural equation model with three time points from a single academic year. Findings/Results Results indicated that early levels of high emotional support and classroom organization were associated with later high levels of mathematical discourse and coherence, respectively. Early implementation of demanding tasks was associated with later, higher instructional support. Recommendations We discuss implications for professional development and practice. Specifically, we suggest that teachers and instructional coaches consider how DN and DS practices relate to each other in order to boost teachers’ effectiveness.

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