Teacher Response to Coaching With the CLASS: Data From Three Years of Observation

• In Event: Roundtable Session 59
  In Roundtable Session: Evaluating Assessment Tools and Programs

Abstract

This study examined the use of CLASS in locally developed and provided professional development for preschool teachers participating in an Early Reading First project. Data collected across three years demonstrated that teachers made gains in all three domains of the CLASS, with improvement in Emotional Support and Classroom Organization immediately, and slower but steady gains in Instructional Support. Findings suggest that a two part approach to professional development, beginning with CLASS reliability training followed by ongoing support over two subsequent years, is a successful approach to improving teacher-child interactions in preschool classrooms.

Authors

• Renee M. Casbergue, Louisiana State University - Baton Rouge

• Karen Burstein, Southwest Intitute for Families and Children

• April Whatley Bedford, The University of New Orleans