Teachstone®  
The  CLASS®  System  
Birth  through  Secondary  
 
What  is  the  CLASS®?  
 
The  Classroom  Assessment  Scoring  System®  (CLASS)  was  developed  to  identify  
observable  teacher-­‐student1  interactions,  to  determine  which  interactions  are  
effective  in  driving  better  developmental  and  academic  student  outcomes,  and  to  
support  teachers  as  they  improve  their  teaching  practices.  The  CLASS  is  a  
standardized  approach  that  can  be  used  to  drive  improved  teaching  in  birth  through  
secondary  classrooms.  There  are  six  developmentally  aligned  versions,  each  based  
on  theory  and  shown  to  be  reliable  and  valid  in  large-­‐scale  empirical  studies.    
 
● Infant  CLASS  
● Toddler  CLASS  
● Pre-­‐K  CLASS  
● K-­‐3  CLASS  
● Upper  Elementary  CLASS  
● Secondary  CLASS  
 
In  birth  through  secondary  programming,  “quality”  has  been  regulated  largely  
through  easily  quantifiable  requirements  such  as  class  size,  student–teacher  ratio,  
teacher  certificates  and  degrees23,  and  curriculum4,  yet  little  evidence  exists  that  
these  program  attributes  lead  to  academic  gains  for  students.  Rather,  research  
consistently  suggests  that  more  effective  teacher-­‐student  interactions  improve  
student  academic  achievement  and  social  skill  development  and  are  a  better  gauge  
of  quality  than  widely  used  measures  to  date5.    
                                                                                                               
1  The  use  of  the  term  “student”  is  used  throughout  this  document  to  refer  to  children  from  birth  
2  Pianta,  R.  C.,  Howes,  C.,  Burchinal,  M.,  Clifford,  R.,  Early,  D,  et  al.,  “Features  of  pre-­‐

Kindergarten  Programs,  Classrooms,  and  Teachers:  Do  they  predict  observed  classroom  
quality  and  child-­‐teacher  interactions?  Applied  Developmental  Science,  9:3,  pages  144-­‐159.  
For  elementary:  NICHD  ECCRN,  “The  relation  of  global  first  grade  classroom  environment  to  
structural  classroom  features,  teacher,  and  Student  behaviors.”  
3  Howes,  C.,  Burchinal,  M.,  Bryant,  D.,  Early,  D.,  Clifford,  R  et.  al.,  “Ready  to  learn?  Children’s  

pre-­‐academic  achievement  in  pre-­‐kindergarten  programs.”  Early  Childhood  Research  

Quarterly,  23:1,  pages  27-­‐50.  
4  Justice,  L.,  Hamre,  B.  K.,  &  Pianta,  R.  C.,  (Quality  of  language  and  literacy  instruction  in  

preschool  classrooms  serving  at-­‐risk  pupils,”  Early  Childhood  Research  Quarterly,  23,  pages  
51-­‐68.  
5  Mashburn,  A.,  Pianta,  R.C.,  Hamre,  B.K.,  Downer,  J.,  Barbarin,  O.,  Bryant,  D.,  Burchinal,  M.,  

Clifford,  R.,  Early,  D.,  &  Howes,  C.,  “Measures  of  classroom  quality  in  pre-­‐kindergarten  and  
children’s  development  of  academic,  language,  and  social  skills.  Child  Development,  79,  
pages  732-­‐749.  

  1  
  

 
Effective  interactions  between  teachers  and  students  are  essential  for  promoting  
long-­‐term  student  success.  The  CLASS  can  be  used  to  obtain  a  reliable,  valid  
assessment  of  the  types  of  teacher-­‐student  interactions  that  promote  positive  
academic  and  social  outcomes6.  CLASS  observations  can  be  used  to  assess  and  
support  improvement  in  these  interactions  in  ways  that  have  direct  impacts  on  
children’s  development  and  learning.  Each  version  of  the  CLASS  is  structured  with  
developmentally  appropriate  domains  and  dimensions.    
 
Infant Toddler Pre-K
Positive Climate
Positive Climate

Emotional
Negative Climate

Support
Relational Climate
Behavioral Support

Negative Climate
Emotional and

Teacher Sensitivity
Regard for Student
Teacher Sensitivity Perspectives
Responsive Caregiving

Teacher Sensitivity Regard for Child

Perspectives Behavior

Organization
Management

Classroom
Behavior Guidance Productivity

Facilitated Instructional
Exploration Learning Formats
Facilitation of
Engaged Support

Learning and
for Learning

Development Concept
Instructional

Development
Support

Early Language Quality of Feedback

Quality of Feedback
Support
Language Modeling Language Modeling

K-3 Upper Elementary Secondary

Positive Climate Positive Climate Positive Climate
Emotional

Emotional
Support

Support
Emotional

Negative Climate Teacher Sensitivity Teacher Sensitivity

Support

Teacher Sensitivity Regard for Student Regard for Student

Perspectives Perspectives
Regard for Student
Perspectives
Organization

Organization

Behavior Behavior
Classroom

Classroom

Management Management
Behavior
Organization

Management Productivity Productivity

Classroom

Negative Climate Negative Climate

Productivity

Instructional Instructional Learning Instructional Learning

Learning Formats Formats Formats
Instructional

Instructional

Content Content
Support

Support

Understanding Understanding
Concept
Instructional

Development Analysis and Inquiry Analysis and Inquiry

Support

Quality of Feedback Quality of Feedback

Quality of Feedback
Instructional Dialogue Instructional Dialogue
Language Modeling
Student Engagement Student Engagement
   
*

                                                                                                               
6  LaParo,  K.,  Pianta.,  R.C.,  &  Stuhlman,  M,  “Classroom  Assessment  Scoring  System  (CLASS):  

Findings  from  the  Pre-­‐K  Year,”  Elementary  School  Journal,  104:5,  pages  409-­‐426.  

  2  
  

 
Initially  developed  for  use  in  pre-­‐K  classrooms,  the  CLASS  has  since  been  expanded  
for  use  in  classrooms  for  both  older  and  younger-­‐aged  students.  The  domains  and  
dimensions  shown  in  the  chart  above  [D&D  chart  of  all  age  levels]  are  based  on  
developmental  and  educational  theory  identified  for  the  specific  age  levels  of  the  
CLASS  through  extensive  research.  
 
The  dimensions  were  derived  from:  a  review  of  constructs  assessed  in  classroom  
observation  instruments  used  in  educational  research;  focus  groups;  and  extensive  
pilot  studies7. Indicators  and  behavioral  markers  provide  specific,  developmentally  
appropriate  examples  of  the  teacher  and  student  behaviors  that  further  describe  
each  dimension  in  more  detail.  
 
Throughout  the  age  levels,  from  infant  through  secondary,  CLASS  captures  
consistent  elements  of  teachers’  interactive  behavior  and  designates  dimensions  
measuring  teachers’  emotional  support  of  children,  including  behaviors  such  as  
warmth,  positive  communication,  and  sensitivity  to  children’s  needs8,9;  teachers’  
classroom  management,  including  the  ways  they  optimize  learning  opportunities  
and  maintain  and  build  interest  in  learning;  and  teachers’  instructional  support,  
promoting  students’  cognitive  and  language  development.    

By  providing  a  common  way  to  describe  and  observe  effective  interactions  across  
age  levels,  the  CLASS  tool  bridges  grade-­‐to-­‐grade  transitions  and  increases  
consistency  and  coherence  in  a  framework  for  understanding  effective  teaching,  
while  still  providing  a  context-­‐specific  and  developmentally-­‐responsive  metric  for  
each  age  group10.  The  tool  can  also  be  used  to  measure  the  consistent  presence  of  
effective  interactions  across  levels  and  grades,  accompanied  by  descriptions  and  
examples  specifically  tailored  to  each  age  group  for  each  dimension.    

Using  one  assessment  and  professional  development  system  to  support  all  age  
levels  ensures  greater  alignment  and  continuity,  provides  a  common  language,  
supports  common  standards  of  professionalism,  and  creates  a  shared  vision  of  
effective  practice.  The  table  below  provides  domain  justifications  for  each  of  the  6  
scales.    

                                                                                                               
7  Pianta,  Hamre,  and  Mintz.  The  Classroom  Assessment  Scoring  System:  Secondary  Manual,  

2012  
8  (Matsumura,  Patthey-­‐Chavez,  Valdes,  &Garnier,  2002;  NICHD  ECCRN,  in  press;  Whitebook  

et  al.,  1989).  

9  Helmke  and  Schrader  1988  

10  Hamre,  Goffin,  Kraft-­‐Sayre,  Keenan  (2011)  Implementation  Guide  (draft)  

  3  
  

Scale   Research  Justification  

Infant   Research  and  statistical  analyses  support  the  use  of  one  
domain,  Responsive  Caregiving,  and  four  dimensions,  for  the  
infant  CLASS  measure,  as  it  is  largely  based  on  interactions  in  
routine  care  activities  in  which  the  infant  is  fully  dependent  on  
an  adult  (LaParo,  Hamre,  Pianta.  Classroom  Assessment  Scoring  
System:  Infant  Manual  2011).  Evidence  indicates  that  the  
effectiveness  of  teacher-­‐student  interactions  within  this  domain  
predicts  levels  of  child  learning  and  development.  The  infant  
measure  focuses  more  on  verbal  and  physical  interactions  
between  infants  and  teachers  and  less  on  classroom  
management  than  other  age  level  versions  because  teachers’  
degree  of  sensitivity  and  interactive  skills  are  more  influential  
to  infant  development.  [from  Infant  Intro  PPT_v.1.1]  

Toddler   Research  revealed  that  toddler  classroom  interactions  fall  into  

one  of  two  broad  domains,  divided  into  eight  dimensions  
(LaParo,  Hamre,  Pianta.  Classroom  Assessment  Scoring  System:  
Toddler  Manual,  2012).  
● The  Emotional  and  Behavioral  Support  domain  refers  to  
the  social  and  emotional  supports  teachers  provide  to  
promote  all  areas  of  development  and  manage  children’s  
behavior,  time,  and  attention  in  the  classroom.  
● The  Engaged  Support  for  Learning  domain  refers  to  how  
teachers  promote  cognitive  and  language  development.  
[from  Toddler  Introduction  PPT_v2.1]  
The  Toddler  CLASS  tool  includes  nearly  all  of  the  same  
dimensions  as  the  Pre-­‐K  CLASS  tool,  but  the  Productivity,  
Instructional  Learning  Formats,  and  Concept  Development  
dimensions  from  the  pre-­‐K  tool  are  combined  into  a  new  
dimension:  Facilitation  of  Learning  and  Development.    
Pre-­‐K   Research  revealed  that  pre-­‐K  classroom  interactions  fall  into  
one  of  three  domains:  Emotional  Support,  Classroom  
Organization,  and  Instructional  Support.  These  are  further  
divided  into  ten  dimensions.  (Pianta,  LaParo,  Hamre.  Classroom  
Assessment  Scoring  System:  Pre-­K  Manual,  2008).  
 
The  Pre-­‐K  and  K-­‐3  versions  have  the  same  three  domains  and  
ten  dimensions;  these  may  be  considered  “partner”  age  levels.  
However,  the  interactions  look  different,  as  a  preschooler  is  
very  different  from  a  third  grader.  

K-­‐3   Research  revealed  that  K-­‐3  classroom  interactions  fall  into  one  
of  three  domains  with  ten  dimensions  (Pianta,  LaParo,  Hamre.  

  4  
  

Classroom  Assessment  Scoring  System:  K-­3  Manual,  2008).  

 
As  noted  above,  the  K-­‐3  is  the  same  as  the  pre-­‐K  in  structure,  
but  the  behaviors  associated  with  each  dimension  will  change  
as  children  grow  up,  reflecting  developmental  differences  by  
age.  

Upper   Research  revealed  the  same  three  domains  as  in  the  pre-­‐K  and  
Elementary   K-­‐3  versions,  but  these  domains  are  divided  along  12  
dimensions  (Pianta,  Hamre,  Mintz.  Classroom  Assessment  
Scoring  System:  Upper  Elementary  Manual,  2012).  
 
Upper  elementary  and  secondary  may  be  considered  “partner”  
age  levels.  Nonetheless,  the  specific  behavioral  indicators  for  
these  dimensions  may  manifest  themselves  in  different  ways  as  
students  move  from  upper  elementary  school  to  secondary  
school.  

Secondary   Research  revealed  three  domains  divided  into  12  dimensions  

(Pianta,  Hamre,  and  Mintz.  The  Classroom  Assessment  Scoring  
System:  Secondary  Manual,  2012).  
 
As  noted  above,  upper  elementary  and  secondary  may  be  
considered  “partner”  age  levels  with  the  same  domains  and  
dimensions.  Nonetheless,  the  specific  behavioral  indicators  for  
these  dimensions  may  manifest  themselves  in  different  ways  as  
students  move  from  upper  elementary  school  to  secondary  
school.  

 
 
Why  Was  CLASS  Developed?  Discovering  Key  Predictors  of  Student  Success  
 
Experts  in  education  have  long  understood  that  effective  teacher-­‐student  
interactions  produce  greater  academic  and  social  achievement  among  students.  Yet,  
until  recently,  education  professionals  relied  on  theory-­‐based  professional  
development  supports,  such  as  training  on  developmental  theory  and  curriculum  
implementation.  In  the  late  1990s,  regulations  for  federally  funded  education  
programs  started  to  require  the  use  of  evidence-­‐based  approaches.  As  such,  the  
need  to  develop  evidence-­‐based  program  supports  emerged.  For  the  first  time,  
theory-­‐based  program  supports  were  being  evaluated  to  determine  if  each  led  to  
positive  child  outcomes.  Child  assessment  measures  and  curricula  were  largely  the  
focus  of  these  examinations.  This  evidence-­‐based  approach  led  to  greater  
knowledge  of  what  students  needed  to  learn,  but  many  of  these  approaches  did  not  

  5  
  

sufficiently  address  how  teachers  could  be  effective  in  supporting  learning  through  
effective  interactions.  
 
A  number  of  scientists,  informed  by  developmental  psychology  and  education  
research,  were  interested  in  the  extent  to  which  teachers’  interactions  with  students  
might  account  for  what  made  some  teachers  more  effective  than  others.  They  knew  
that  interactions  between  students  and  adults  were  a  primary  mechanism  for  
promoting  student  development  and  learning11  and  thus  began  observing  teachers’  
actual  classroom  practices  and  behaviors  with  children.    
 
This  research  focus  on  interactions  was  embedded  in  two  large-­‐scale,  multi-­‐year  
studies  that  tracked  children’s  learning  and  development  as  a  consequence  of  their  
experiences  at  home  and  in  child  care  and  school  settings.  The  first  and  largest  of  
these  was  the  NICHD  Study  of  Early  Care  and  Youth  Development  (SECCYD)  that  
tracked  children  and  their  experiences  from  birth  to  age  15.  The  second  was  an  11-­‐
state  study  of  children’s  experiences  in  state-­‐funded  pre-­‐K,  the  largest  observational  
study  of  its  kind,  conducted  with  support  from  the  Institute  for  Education  Sciences  
(IES)  by  the  National  Center  for  Early  Development  and  Learning  (NCEDL).  
Following  these  major  studies  was  a  line  of  intervention  research  funded  by  IES  
through  the  National  Center  for  Research  on  Early  Childhood  Education  (NCRECE),  
which  focused  on  professional  development  (coursework,  coaching)  to  improve  
teacher-­‐student  interactions.    
 
Taken  together,  this  research  led  to  two  key  conclusions:  (1)  that  more  effective  
teacher-­‐student  interactions  produced  greater  social  and  academic  gains  over  time,  
and  (2)  that  intentional  professional  development  can  improve  teacher-­‐student  
interactions.  Hundreds  of  subsequent  studies  have  further  validated  the  CLASS  as  a  
tool  that  can  be  used  at  large  scale  to  reliably  observe  and  assess  teacher-­‐student  
interactions,  and  as  predictive  of  later  student  achievement  from  toddlerhood  to  
high  school.  
 
The  CLASS  dimensions  focus  on  interactions  between  and  among  teachers  and  
students  in  classrooms;  scoring  for  the  dimensions  is  not  determined  by  the  
presence  of  materials,  the  physical  environment  or  safety,  or  the  adoption  of  a  
specific  curriculum.  A  strength  of  the  CLASS  is  that  it  is  content  neutral,  meaning  
that  the  constructs  are  meaningful  across  diverse  learning  approaches.  
In  the  CLASS,  the  focus  is  on  what  teachers  do  with  the  materials  they  have,  and  on  
the  interactions  the  teachers  have  with  the  students.  The  CLASS  allows  education  
professionals  to  objectively  measure  observable  behaviors  of  teachers,  or  teacher-­‐
student  interactions,  regardless  of  adopted  curricular  approaches.    
 

                                                                                                               
11  Greenberg,  Domitrovich,  &  Bumbarger,  2001;  Hamre  &  Pianta,  2007;  Morrison  &  Conner,  

2002;  Pianta,  2006;  Rutter  &  Maughan,  2002  

  6  
  

Publication  of  the  CLASS  was  groundbreaking  and  enabled  the  education  field  to  
shift  program  requirements  from  easily  quantifiable  indicators  such  as  student–
teacher  ratio,  class  size,  and  teacher  credentials  and  degrees  to  observable  
interactions  that  are  predictors  of  student  achievement.  For  the  first  time,  effective  
teaching  practices  were  universally  measureable  with  evidence  that  these  metrics  
led  to  positive  child  outcomes.  An  immediate  and  rapidly  spreading  demand  for  the  
CLASS  resulted  in  the  strength  of  evidence  on  the  reliability  and  validity  of  this  
observation  tool.  Research  studies  began  to  include  the  CLASS  as  a  standard  
measure  of  teacher-­‐student  interactions  and  program  quality.  Today,  CLASS  is  used  
broadly  in  research,  accountability,  program  planning  and  evaluation,  and  
professional  development  in  the  U.S.  and  across  the  globe.  Research  continues  on  
the  CLASS,  with  studies  providing  further  support  to  the  validity  of  the  tool.    
 
In  addition  to  having  strong  predictive  validity,  the  CLASS  creates  common  language  
and  expectations  for  education  professionals  across  the  birth  through  secondary  
settings.  This  allows  for  education  professionals  to  improve  their  interactions  with  
students  even  as  they  move  across  age  or  grade  levels.  This  also  provides  
administrators  with  a  common  metric  by  which  they  can  evaluate  teacher  
effectiveness  across  all  age  and  grade  levels.    
 
Why  Use  CLASS?  Supporting  Teacher  Effectiveness  
 
Fundamental  to  the  CLASS  is  the  recognition  of  a  teacher’s  role  and  approach  in  
maximizing  student  development  and  learning.  However,  improving  teachers’  
impact  on  students  does  not  occur  without  a  system  of  support.  These  systems  need  
to  be  intentional  in  providing  teachers  with  feedback  on  and  support  for  effective  
ways  of  engaging  students.  Within  the  most  effective  professional  development  and  
coaching  systems,  professionals  play  multiple  roles  and  have  specific  
responsibilities.  Teachers,  administrators,  coaches,  and  reliable  observers  work  as  a  
team,  using  the  CLASS  as  the  roadmap  for  discourse.  The  CLASS  provides  an  
objective  measure  of  teacher  practice  that  guides  constructive  and  specific  feedback  
on  effective  and  ineffective  teaching.  With  the  CLASS  as  the  foundation,  or  anchor,  of  
a  broader  system  of  professional  development  supports,  teachers  learn  about  
effective  teacher-­‐child  interactions,  observers  measure  teacher  quality,  and  coaches  
and  administrators  provide  targeted  feedback  to  help  teachers  improve.  
 
● Teachers  develop  knowledge  by  learning  about  the  importance  of  
interactions  within  the  CLASS  framework,  viewing  current  practice  within  a  
CLASS  lens,  and  intentionally  planning  to  practice  effective  approaches  to  
interactions.  
● Administrators  support  teachers  by  using  CLASS  observational  data  to  
inform  decisions  that  tailor  professional  development  supports  such  as  
training  and  coaching  to  individual  teachers’  needs,  and  by  building  internal  
capacity  for  sustainability  of  the  system.  

  7  
  

● Coaches  support  teachers  in  developing  knowledge  and  readiness  to  change,  
viewing  their  current  practice  through  the  CLASS  lens,  and  intentionally  
planning  to  practice  effective  teacher-­‐student  interactions.  
● Reliable  Observers,  trained  by  Teachstone  and  its  affiliates,  provide  the  
accurate  and  objective  assessments  of  teacher  practices  needed  to  inform  
administrators  in  program  planning  and  coaches  in  supporting  teacher  
improvement.  They  also  maintain  reliability  through  ongoing  professional  
development  and  calibration.    
 
Observing  and  measuring  teacher-­‐student  interactions  with  the  CLASS  allows  
coaches  to  help  teachers  learn  about  the  importance  of  interactions,  see  their  own  
interactions,  and  improve  them.  
 
How  does  the  CLASS  System  Work?    
 
The  CLASS  system  for  fostering  effective  teacher-­‐student  interaction  works  by  
coupling  observation  data  with  professional  development.  It  combines  a  valid  
observation  tool  to  measure  the  quality  of  teacher-­‐student  interactions  with  proven-­‐
effective  professional  development  supports  that  help  teachers  improve  their  
classroom  interactions.    
 
Scores  alone  are  only  one  piece  of  the  puzzle—data  gives  us  a  picture  of  the  
classroom,  but  in  order  to  effect  change,  data  needs  to  be  attached  to  coaching  and  
professional  development.    
 

 
 
The  CLASS  system  is  about  more  than  raising  a  score  on  one  dimension  to  meet  
program  requirements.  It  is  about  ensuring  that  every  child  has  access  to  teachers  
who  offer  warm,  responsive,  and  cognitively  stimulating  classroom  experiences.  
From  research,  we  know  that  interactions  matter  more  than  a  teacher’s  degree  or  
length  of  experience,  or  the  number  of  toys  and  books  in  the  classroom.  It  is  teacher-­‐

  8  
  

child  interactions  that  consistently  drive  learning  outcomes,  and  it  is  these  
interactions  that  are  most  worthy  of  attention.  
 

 
 
Improving  teacher  effectiveness  using  the  CLASS  system  begins  with  collecting  data  
using  well-­‐trained,  certified  observers.  Once  the  observation  data  has  been  
collected,  the  data  must  be  used  to  consider  the  teacher’s  needs.  Coaches,  trained  on  
the  CLASS,  support  teachers  by  examining  CLASS  scores,  determining  which  
behaviors  a  teacher  should  exhibit  more  frequently  and  which  behaviors  should  be  
extinguished  or  introduced.  The  CLASS  allows  coaches  to  make  data-­‐driven  
suggestions  about  a  teacher’s  professional  development  through  an  individualized  
professional  development  plan.  The  coach  must  consider  how  to  support  
 

  9  
  

● What  teachers  need  to  know:  knowledge  of  what  effective  interactions  are,  
how  to  recognize  them,  and  why  they  are  important  to  students’  learning;    
● What  teachers  need  to  see:  awareness  of  their  own  practice;  and    
● What  teachers  need  to  do:  their  classroom  work—the  actual  practice  of  
implementing  and  integrating  effective  behaviors.  
 
Teachers  then  access  the  content,  often  using  a  blended  model  of  online  and  face-­‐to-­‐
face  learning.  By  combining  all  these  activities  across  observers,  coaches,  and  
teachers,  the  CLASS  system  has  been  proven  to  impact  teaching  practices  that  drive  
child  outcomes12.  Change  does  not  happen  overnight,  so  this  approach  is  a  cycle  
rather  than  a  linear  process.  Taking  these  steps  to  enhance  what  coaches  and  
administrators  are  already  doing  to  support  teachers  allows  for  incremental  change  
over  time,  but  this  cyclical  approach  is  most  effective  when  it  recurs  frequently.    
 
 
Observing  with  the  CLASS  
 
The  CLASS  provides  a  framework  for  seeing  and  labeling  observable  interactions.  
Observing  with  the  CLASS  allows  programs  to  meet  multiple  goals.  The  CLASS  
serves  as  an  objective,  measureable  approach  to  defining  teacher  effectiveness.  Data  
collected  from  these  observations  can  be  used  in  program  planning  from  the  
individual  teacher  level  to  the  whole  program  level.  Individual  teacher  observations  
allow  coaches  to  identify  areas  of  strength  and  challenge  to  inform  professional  
development,  in  order  to  improve  interactions  and  child  outcomes.  CLASS  data  
collected  across  classrooms  can  determine  how  to  plan  and  support  improvement  
within  teaching  communities.  CLASS  observation  data  also  allows  administrators  to  
identify  agency-­‐wide  strengths  and  develop  targeted  professional  development  
plans.  
 
Classroom  observation  is  the  foundation  of  all  work  with  CLASS.  Trained  and  
reliable  CLASS  observers  conduct  live  observations  in  classrooms,  or  use  video  
footage.  CLASS  observations  should  start  at  the  beginning  of  the  school  day  and  
continue  for  an  extended  period  of  time  (at  least  two  hours,  ideally)  to  capture  the  
experience  of  the  typical  student.    
 
The  observation  procedure  requires  the  observer  to  watch,  without  interruption,  
activity  in  the  classroom  for  a  period  of  15-­‐20  minutes.  During  this  time,  the  
observer  focuses  on  the  interactions  between  teachers  and  students  and  among  
students  as  defined  by  the  CLASS  measure.    
 

                                                                                                               
12  Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E. and Rolla, A. (2015), Teacher–
Child Interactions in Chile and Their Associations With Prekindergarten Outcomes. Child Development,
86: 781–799..

  10  
  

At  the  end  of  the  20  minutes  of  dedicated  observation  and  note  taking,  the  observer  
should  derive  numerical  ratings  for  each  of  the  CLASS  dimensions.  After  assigning  
ratings,  the  observer  begins  a  new  CLASS  cycle,  until  four  cycles13  have  been  
completed.  Data  is  recorded  on  a  paper  score  sheet  or  online  using  a  desktop  
browser  or  mobile  device  through  myTeachstone.    
 
Becoming  Trained  on  the  CLASS  
 
Just as in any measurement approach, collecting valid data using the CLASS requires
training and ongoing calibration of skill. Although numerous studies have validated the
constructs of the CLASS, training and ongoing calibration are necessary to ensure that
observers consistently code classrooms accurately. Consistent accuracy of observations
and coding is referred to as reliability. With training and ongoing calibration of
observation and coding skills, observers are best positioned to provide high-quality data
that is predictive of positive outcomes for children. High-quality data can then drive
teacher professional development plans and general program improvement plans.
Training is critical in the process for collecting high-quality, actionable data.  

 
 
CLASS  regional  and  onsite  trainings  are  provided  through  Teachstone  with  online  
certification  and  recertification.  Teachstone  provides  regional  training  
opportunities  across  the  United  States.  The  most  widely  offered  trainings  are  on  
CLASS  observation.  These  span  two  days  where  Teachstone  staff  trainers  provide  
in-­‐depth  trainings  in  small  groups.  After  attending  The  CLASS  Observation  Training,  
participants  have  two  months  and  three  opportunities  to  demonstrate  their  ability  
to  code  reliably  with  the  CLASS  through  the  online  certification  process.  During  this  
two-­‐month  period,  participants  have  access  to  their  Teachstone  trainers  for  coding  
support.  Once  a  participant  passes  the  online  certification,  they  are  deemed  
“reliable”  and  maintain  this  status  for  a  year.  To  maintain  “reliable”  status,  
observers  must  pass  Teachstone’s  online  recertification  test  annually.  Observation  
training  is  offered  on  each  of  the  CLASS  versions.    
 
Onsite  trainings  are  offered  to  programs  and  are  a  good  option  when  large  numbers  
of  individuals  are  seeking  CLASS  training.  These  are  scheduled  on  an  as-­‐needed  
basis  and  are  typically  provided  for  large  organizations  in  the  early  stages  of  CLASS  
implementation,  and  again  when  these  organizations  adopt  additional  levels  of  the  
CLASS.    
 

                                                                                                               
13  If the purpose of observation is to capture program-level data, fewer cycles (2 or 3) may be
conducted; however, for classroom-level data and individualized teacher professional
development, 4 cycles are necessary.  

  11  
  

Calibration  opportunities  are  also  provided  for  those  interested  in  practicing  their  
coding  online,  either  prior  to  certification  or  re-­‐certification  or  for  professional  
development  prior  to  live  coding  or  video  coding.    
 
In  addition  to  staff  trainers  located  across  the  country,  Teachstone  provides  an  
affiliate  trainer  program.  Teachstone’s  Train-­‐the-­‐Trainer  (TTT)  model  gives  reliable  
observers  an  avenue  to  develop  the  training  skills  necessary  to  go  back  to  their  
program  and  provide  training  within  their  organizations.  The  TTT  model  allows  
programs  to  invest  in  their  staff  and  sustain  CLASS  adoption  at  a  lower  cost  and  with  
limited  reliance  on  Teachstone.  TTT  training  is  offered  at  regional  trainings  and  
onsite  trainings.    
 
Through  Teachstone  and  affiliate  trainers,  more  than  35,000  education  
professionals  have  been  trained  to  reliability  on  the  CLASS.  Teachstone’s  training  
model  has  yielded  a  pass  rate  of  greater  than  92%,  with  fewer  than  8%  of  training  
participants  demonstrating  insufficient  reliability  on  the  CLASS.  Observers  are  
located  across  the  country  and  internationally.  
 
Professional  Development  
 
Training  to  sufficient  reliability  on  the  CLASS  allows  observers  to  produce  valid  
data.  This  valid  data  then  informs  professional  development,  allowing  coaches  to  
create  actionable  plans  toward  teacher  improvement.  Reliable  observers  are  critical  
in  this  system  of  program  improvement,  furnishing  data  that  coaches  can  then  use  
to  work  with  teachers.  CLASS  observations  of  interactions  serve  as  a  springboard  
for  improvement.    
 
Professional  development  programs  providing  15  or  more  contact  hours  have  been  
associated  with  student  achievement14,  and  contact  hours  were  positively  
associated  with  teacher-­‐reported  changes  in  classroom  practices15,16.  Effective  
coaching  models  emphasize  collaboration  between  coaches  and  teachers  and  

                                                                                                               
14  Yoon,  K.S.,  Duncan,  T.,  Lee,  S.W.-­‐Y.,  Scarloss,  B.,  &  Shapley,  K.L.,  (2007).  Reviewing  the  

evidence  on  how  teacher  professional  development  affects  student  achievement  (Issues  &  
Answers  Report  REL  2007-­‐No.  033).  Washington,  DC:  U.S.  Department  of  Education,  
Institute  of  Education  Sciences,  National  Center  for  Education  Evaluation  and  Regional  
Assistance,  Regional  Educational  Laboratory  Southwest.    
15  Desimone,  L.M.,  Porter,  A.C.,  Garet,  M.S.,  Yoon,  K.S.,  &  Birman,  B.F.  (2002).  Effects  of  

professional  development  on  teachers’  instruction:  Results  from  a  three-­‐year  longitudinal  

stud.  Educational  Evaluation  and  Policy  Analysis,  24(2),  81-­‐112.    
16  Garet,  M.S.,  Porter,  A.C.,  Desimone,  L.,  Birman,  B.F.,  Yoon,  K.S.  (2001).  What  makes  

professional  development  effective?  Results  from  a  national  sample  of  teachers.  American  
Educational  Research  Journal,  38(4),  915-­‐945.  

  12  
  

encourage  reflective  practice17,18.  Professional  development  that  is  coherent,  or  

strongly  connected  to  program-­‐wide  goals  and  integrated  throughout  the  program’s  
practices,  is  more  likely  to  lead  to  change  in  teacher  practices  19,20.    
 
An  extensive  review  of  the  research  revealed  that  fostering  a  strong  focus  on  
student  learning  and  a  sense  of  collective  responsibility  for  learning  among  teachers  
in  the  group  was  effective  in  group  professional  development21.  Large  randomized  
control  trials  have  also  shown  positive  effects  for  video  usage,  with  greater  
improvements  in  interactions  among  those  who  spent  more  time  using  video-­‐
facilitated  coaching22.  Teachers  who  engage  with  videos  in  a  structured  way  learn  to  
make  more  specific  observations  and  move  from  describing  and  evaluating  what  
they  see  to  interpreting  its  meaning23.    
 
Teachstone  offers  professional  development  resources  that  support  new  and  
experienced  teachers  in  becoming  more  effective  in  their  interactions  with  students.  
Key  elements  of  Teachstone’s  professional  development  offerings  include    
 
1. The  use  of  coaching  to  support  the  transfer  of  practice  
2. Frequent  contact  between  coaches  and  teachers  
3. Strong  teacher-­‐coach  relationships  
4. Group  involvement  in  professional  development  
5. Use  of  video  to  focus  a  professional’s  lens  
6. Data-­‐driven,  individualized  coach  supports  
 
Teachstone  provides  professional  development  at  regional  and  onsite  trainings  and  
through  myTeachstone.  Professional  development  targets  teachers  as  they  learn  to  
                                                                                                               
17  Neuman,  S.  B.,  &  Wright,  T.  S.  (2010).  Promoting  language  and  literacy  development  for  

early  childhood  educators:  A  mixed  –methods  study  of  coursework  and  coaching.  The  
Elementary  School  Journal,  111(1),  63-­‐86.  
18  Pianta.  R.C.,  Mashburn,  A.J.,  Downer,  J.T.,  Hamre,  B.K.,  &  Justice,  L.  (2008).  Effects  of  web-­‐

mediated  professional  development  resources  on  teacher-­‐child  interactions  in  pre-­‐

kindergarten  classrooms.  Early  Childhood  Research  Quarterly,  23(4),  431-­‐451.  
19  Garet,  M.S.,  Porter,  A.C.,  Desimone,  L.,  Birman,  B.F.,  Yoon,  K.S.  (2001).  What  makes  

professional  development  effective?  Results  from  a  national  sample  of  teachers.  American  
Educational  Research  Journal,  38(4),  915-­‐945.  
20  Penuel,  W.R.,  Fishman,  B.J.,  Yamaguchi,  R.,  &  Gallagher,  L.P.  (2007).  What  makes  

professional  development  effective?  Strategies  that  foster  curriculum  implementation.  

American  Educational  Research  Journal,  44(4),  921-­‐958.  
21  Stoll,  L.,  Bolam,  R.,  McMahon,  A.,  Wallace,  M.,  &  Thomas,  S.  (2006).  Professional  learning  

communities:  A  review  of  the  literature.  Journal  of  Educational  Change,  7(4),  221-­‐258.  
22  Pianta.  R.C.,  Mashburn,  A.J.,  Downer,  J.T.,  Hamre,  B.K.,  &  Justice,  L.  (2008).  Effects  of  web-­‐

mediated  professional  development  resources  on  teacher-­‐child  interactions  in  pre-­‐

kindergarten  classrooms.  Early  Childhood  Research  Quarterly,  23(4),  431-­‐451.  
23  Sherin,  M.,  &  van  Es,  E.  (2005).  Using  video  to  support  teachers’  ability  to  notice  

classroom  interactions.  Journal  of  Technology  and  Teacher  Education,  13(3),  475-­‐491.  

  13  
  

recognize  positive  interactions  and  practice  improving  their  interactions  within  the  
CLASS  framework.  Coaches  support  teachers  in  this  effort  and  are  supported  
themselves  through  these  professional  development  opportunities.    
 
MyTeachingPartner™  Coaching  (MTP™)  
 
MTP  Coaching  provides  ongoing,  targeted  professional  development  from  
Teachstone  specialists  to  teachers,  based  on  observations  of  their  classroom  
behavior  through  video.  This  model  allows  teachers  to  receive  feedback  on  both  
their  strengths  and  areas  for  improvement  during  ongoing  cycles.  Providing  one-­‐
time  feedback  is  not  sufficient  to  improve  interactions;  rather,  data  driven,  regular  
feedback  within  a  trusting  relationship  has  been  shown  to  drive  improvement.  The  
MTP  Coaching  model  is  based  on  evidence  of  the  effects  of  coaching  and  the  use  of  
video  in  coaching,  with  sufficient  contact  between  coach  and  teacher.  
 
Three  large-­‐scale  randomized  controlled  trials  revealed  benefits  of  coaching  as  
evidenced  through  positive  and  sustained  child  outcomes24,25,26,27.  In  studies  of  
MyTeachingPartner  Coaching,  there  were  significant  gains  on  CLASS  scores  for  
teachers  receiving  web  resources  and  coaching  versus  those  receiving  access  to  web  
resources  only  or  no  intervention28.  These  studies  strongly  suggest  that  coaching  
can  be  a  key  means  for  transferring  newly  learned  skills  into  practice.    
 

                                                                                                               
24  Domitrovich,  C.E.,  Gest,  S.D.,  Gill,  S.,  Bierman,  K.L.,  Welsh,  J.A.,  &  Jones,  D.  (2009).  Fostering  

high-­‐quality  teaching  with  an  enriched  curriculum  and  professional  development  support:  
The  Head  Start  REDI  program.  American  Educational  Research  Journal,  46(2),  567-­‐597.  
25  Raver,  C.C.,  Jones,  S.M.,  Li-­‐Grining,  C.P.,  Metzger,  M.,  Champion,  K.M.,  &  Sardin,  L.  (2008).  

Improving  preschool  classroom  processes  Preliminary  findings  from  a  randomized  trial  

implemented  in  Head  Start  settings.  Early  Childhood  Research  Quarterly,  23(1),  10-­‐26.    
26  Bierman,  K.L.,  Nix,  R.L.,  Heinrichs,  B.S.,  Domitrovich,  C.E.,  Gest,  S.D.,  Welsh,  J.A.,  &  Gill,  S.  

(2014).  Effects  of  Head  Start  REDI  on  children’s  outcomes  1  year  later  in  different  
kindergarten  contexts.  Child  Developmetn,  85(1),  140-­‐159.  
27  Bierman,  K.L.,  Sanford  DeRousie,  R.M.,  Heinrichs,  B.,  Domitrovich,  C.E.,  Greenberg,  M.T.,  &  

Gill,  S.  (2013).  Sustaining  high-­‐quality  teaching  and  evidence-­‐based  curricula:  Follow-­‐up  
assessment  of  teachers  in  the  REDI  project.  Early  Education  and  Development,  24(8),  1194-­‐
1213.  
28  Pianta.  R.C.,  Mashburn,  A.J.,  Downer,  J.T.,  Hamre,  B.K.,  &  Justice,  L.  (2008).  Effects  of  web-­‐

mediated  professional  development  resources  on  teacher-­‐child  interactions  in  pre-­‐

kindergarten  classrooms.  Early  Childhood  Research  Quarterly,  23(4),  431-­‐451.  

  14  
  

 
 
In  MTP  Coaching,  teachers  work  closely  with  a  trained  MTP  coach  over  a  10-­‐month  
period  to  develop  a  critical  eye  for  observing  their  CLASS  interactions  with  
students—building  on  what’s  working  well  and  boosting  the  effectiveness  of  the  
interactions  they  provide.  Using  video  from  teachers’  classrooms  and  the  CLASS  
framework,  coaches  provide  individualized,  targeted  feedback  and  support  through  
structured  observation  cycles.    
 
Teachstone  is  dedicated  to  ensuring  that  local  programs  can  build  capacity  to  use  
evidence-­‐based  coaching  models.  Teachstone  provides  support  to  local  coaches  
or  directly  coaches  teachers,  depending  on  a  program’s  needs.  Teachstone  
also  provides  credentialing  for  MTP  coaches  to  support  local  capacity  
building.  Research  shows  that  through  this  intensive  one-­‐on-­‐one  coaching  program,  
teachers  improve  the  effectiveness  of  their  interactions  with  students  and  report  

  15  
  

higher  levels  of  job  satisfaction  and  motivation.  Students  in  MTP  classrooms  show  
greater  gains  in  early  literacy  and  language  development  and  lower  levels  of  
problem  behavior.    
 
Research  has  demonstrated  that  MTP  can  be  effective  at  scale,  when  delivered  with  
local  coaches.  From  2011  to  2014,  Georgia  adopted  and  evaluated  MTP  Coaching  
and  Making  the  Most  of  Classroom  Interactions  (MMCI,  described  below).  This  
adoption  involved  randomly  assigning  teachers  to  MTP  Coaching,  MMCI,  or  a  control  
group  that  did  not  receive  intentional  support.  MTP  and  MMCI  participants  
demonstrated  positive  changes  in  teaching  practices,  with  greater  knowledge  of  
effective  interactions  and  higher  CLASS  scores  than  teachers  who  received  no  
support.  This  statewide  implementation  provides  evidence  that  these  models  can  be  
scaled  successfully.29  
 
Making  the  Most  of  Classroom  Interactions  (MMCI)  
 
MMCI  was  developed  out  of  a  college  course30,  which  was  created  to  provide  cost-­‐
effective,  empirically  based,  scalable  professional  development  for  preschool  
educators.  The  course  was  developed  through  the  University  of  Virginia’s  Center  for  
the  Advanced  Study  of  Teaching  and  Learning  (CASTL)  and  the  National  Center  for  
Research  on  Early  Childhood  Education  (NCRECE),  a  project  funded  by  the  U.S.  
Department  of  Education’s  Institute  for  Education  Sciences.  The  college  course  
demonstrated  improvement  in  teacher  interactions  but  was  not  widely  available.  
Teachstone  created  MMCI  from  that  college  course  so  that  teachers,  regardless  
of  where  they  live,  could  benefit  from  this  support.  
 
MMCI  is  an  interactive  course  for  preschool  teachers  led  by  a  Teachstone-­‐trained  
instructor  within  organizations.  Over  the  course  of  ten  sessions,  instructors  provide  
in-­‐person  training  to  a  group  of  teachers,  preparing  them  to  identify,  understand,  
and  apply  more  effective  interactions  to  their  classrooms  based  on  the  CLASS  
framework.  Local  MMCI  instructors  work  directly  with  Teachstone’s  professional  
development  specialists,  to  deepen  their  CLASS  content  knowledge,  increase  their  
training  and  facilitation  skills,  and  improve  their  ability  to  guide  teachers  in  
application  of  the  CLASS  framework  and  support  local  capacity  building.  Teachers  
who  participate  in  MMCI  learn  to  identify  and  describe  effective  interactions  in  
classrooms  and  care  settings,  participate  in  peer  discussions  on  how  to  interact  
intentionally  to  increase  children’s  learning,  and  gain  access  to  print  and  video  
resources  aligned  with  the  CLASS  framework.    
                                                                                                               
29  Early,  D.  M.,  Maxwell,  K.  L.,  Skinner,  D.,  Kraus,  S.,  Hume,  K.,  &  Pan,  Y.  (2014).  Georgia's  Pre-­‐

K  professional  development  evaluation:  Final  report.  Chapel  Hill:  University  of  North  
Carolina  at  Chapel  Hill,  Frank  Porter  Graham  Child  Development  Institute.  
30  Hamre,  B.  K.,  Pianta,  R.  C.,  Burchinal,  M.  Field,  S.  Locasale-­‐Crouch,  J.L.,  Downer,  J.  T…Scott-­‐

Little,  C.  (2012).  A  course  on  effective  teacher-­‐child  interactions:  Effects  on  teacher  beliefs,  
knowledge,  and  observed  practice.  American  Education  Research  Journal,  49  (1),  88–123.  

  16  
  

 
Instructional  Support  Strategies  (ISS)  
 
Instructional  Support  is  one  of  three  domains  on  the  Pre-­‐K,  K-­‐3,  Upper  Elementary  
and  Secondary  CLASS  scales.  This  specialized  training  allows  participants  to  focus  
on  effective  instructional  support  strategies.  The  Instructional  Support  domain  
measures  how  effective  teachers  are  in  helping  children  learn  to  solve  problems,  
reason,  and  think,  how  they  use  feedback  to  expand  and  deepen  skills  and  
knowledge,  and  how  they  guide  children  in  developing  more  complex  language  
skills.  Instructional  Support  scores  are  predictive  of  academic  achievement  for  
students,  yet  instructional  support  strategies  have  not  been  widely  offered  to  
teachers.  Rather,  professional  supports  on  classroom  organization  and  student  
social-­‐emotional,  pre-­‐academic  and  academic  needs  are  prevalent.  Instructional  
Support  Strategies  provides  specific  guidance  to  mentors  and  coaches  in  supporting  
teachers  as  they  identify  and  capitalize  on  opportunities  to  deepen  and  stretch  
student  cognition.  Data  across  all  domains  should,  however,  drive  professional  
development,  coaching,  and  program  planning.    
 
ISS  introduces  teachers  to  the  Instructional  Support  indicators  and  dimensions  in  a  
one-­‐day,  face-­‐to-­‐face  training  or  an  applied  and  engaging  online  environment.  
Teachers  with  little  or  no  CLASS  experience  build  their  knowledge  by  connecting  
Instructional  Support  interactions  to  current  practice.  With  videos  of  real  
classrooms,  on-­‐demand  access,  and  discussion  boards,  teachers  practice  strategies  
for  deepening  instructional  support  in  their  classrooms.    
 
CLASS  Feedback  Strategies  
 
CLASS  Feedback  Strategies  was  developed  to  guide  coaches  in  effective  approaches  
to  providing  feedback  to  teachers.  Effective  feedback  loops  involve  building  trusting  
relationships  and  properly  identifying  areas  of  opportunity  for  teacher  
improvement.    
 
Feedback  Strategies  is  offered  as  a  one-­‐day,  face-­‐to-­‐face  training  or  three-­‐module  
online  course,  providing  structure  for  coaches  to  discuss  CLASS  observations  and  
how  to  share  them  with  teachers.  Participants  learn  how  to  translate  observational  
data  into  meaningful  feedback  that  impacts  teacher  practice,  prepare  to  lead  
meaningful  conferences  with  teachers,  and  gain  strategies  for  working  with  diverse  
groups  of  teachers,  including  those  with  different  levels  of  CLASS  knowledge  and  
those  who  may  be  resistant  to  change.  Each  online  module  takes  15–20  minutes  and  
the  entire  course  takes  an  hour.  
 
Module  1:  Score  Sharing  and  Focus  
This  module  covers  when  to  share  CLASS  scores  and  ranges,  and  when  to  
share  neither,  drawing  on  case  studies  to  determine  when  each  is  

  17  
  

appropriate.  It  also  provides  guidance  around  how  to  focus  feedback  without  
overwhelming  teachers.  
Module  2:  Observational  Examples  
This  module  covers  how  to  draft  observational  CLASS  examples  that  are  
relevant  and  meaningful  to  teachers.  Coaches  will  use  real  classroom  videos  
to  learn  how  to  draft  feedback  that  is  objective,  descriptive,  specific,  and  
aligned.    
Module  3:  Advice  or  Feedback  
This  module  covers  the  differences  between  advice  and  feedback,  and  when  
each  is  appropriate  when  meeting  with  a  teacher.    
 
myTeachstone:  Professional  Development  and  Data  Management  
 

 
 
myTeachstone,  a  technology  platform  solution  for  professional  development  and  
data  management31,  was  launched  in  2015  to    
 
● Support  data-­‐driven  professional  development  decisions  and  programs;  
● Drive  professionals  to  Teachstone’s  web-­‐based  system  for  training,  technical  
assistance,  and  practice-­‐based  professional  development  structures;    
● Tailor  professional  development  resources  for  individual  teachers  based  on  
CLASS  observations;  and  
● Provide  visibility  to  administrators  interested  in  the  effectiveness  of  teacher  
practices  and  growth  within  and  across  classrooms  
 

                                                                                                               
31  Available  to  support  implementation  with  CLASS  Infant,  Toddler  and  Pre-­‐K  

  18  
  

Teachers,  administrators,  coaches,  and  observers  coordinate  through  myTeachstone  

to  work  collaboratively  on  data-­‐driven  professional  development  planning.  
Teachers  have  access  to  comprehensive  supports  through  myTeachstone,  including  
professional  development  plan  documentation,  access  to  the  Video  Library  and  web-­‐
based  training,  and  feedback  from  coaches  and  administrators.  Reliable  observers  
enter  CLASS  scores  in  real  time  through  myTeachstone’s  iPad  app.  Administrators  
are  able  to  track  teacher  progress  and  run  summary  reports  and  use  that  
information  for  data-­‐driven  program  planning.  
 
myTeachstone  is  built  on  strong  research  foundations  that  emphasize  six  key  
principles  in  supporting  teacher  growth.    
 
1. Use  of  Coaching  to  Support  the  Transfer  to  Practice:  Coaching  can  be  a  key  
means  for  transferring  newly  learned  skills  into  practice32,33,34,35.  
myTeachstone  supports  this  blended  model  by  using  online  professional  
development  to  enhance  face-­‐to-­‐face  interactions.  Coaches  combine  CLASS  
data  with  information  about  individual  teachers  to  recommend  online  
content  that  is  data-­‐driven  and  pinpoints  specific  interactions  in  goal  setting.  
2. Frequent  Contact  between  Coaches  and  Teachers:  One  reason  that  traditional  
professional  development  activities,  like  workshops,  are  often  ineffective  is  
that  they  do  not  provide  a  large  enough  “dose”  to  result  in  real  teacher  
change36.  myTeachstone  supports  frequency  and  intensity  of  professional  
development  by  encouraging  frequent  contact  between  teachers  and  
coaches.  Teachers  and  coaches  have  visibility  into  progress  across  
recommended  online  content  as  well  as  access  to  an  online  library  of  
resources  that  they  can  explore  on  their  own  time.  Coaches  and  
administrators  can  easily  view  frequency  of  activity  within  the  system,  
allowing  them  to  tailor  support  to  individual  teacher  needs.    
                                                                                                               
32  Domitrovich,  C.E.,  Gest,  S.D.,  Gill,  S.,  Bierman,  B.F.,  Welsh,  J.A.,  &  Jones,  D.  (2009).  Fostering  

high-­‐quality  teaching  with  an  enriched  curriculum  and  professional  development  support:  
The  Head  Start  REDI  program.  American  Educational  Research  Journal,  46(2),  567-­‐597.  
33  Raver,  C.C.,  Jones,  S.M.,  Li-­‐Grining,  C.P.,  Metzger,  M.,  Champion,  K.M.,  &  Sardin,  L.  (2008).  

Improving  preschool  classroom  processes:  Preliminary  findings  from  a  randomized  trial  

implemented  in  Head  Start  settings.  Early  Childhood  Research  Quarterly,  23(1).,  10-­‐26.  
34  Bierman,  K.L.,  Nix,  R.L.,  Heinrichs,  B.S.,  Domitrovich,  C.E.,  Gest,  S.D.,  Welsh,  J.A.,  &  Gill,  S.  

(2014).  Effects  of  Head  Start  REDI  on  children’s  outcomes  1  year  later  in  different  
kindergarten  contexts.  Child  Developmetn,  85(1),  140-­‐159.  
35  Bierman,  K.L.,  Sanford  DeRousie,  R.M.,  Heinrichs,  B.,  Domitrovich,  C.E.,  Greenberg,  M.T.,  &  

Gill,  S.  (2013).  Sustaining  high-­‐quality  teaching  and  evidence-­‐based  curricula:  Follow-­‐up  
assessment  of  teachers  in  the  REDI  project.  Early  Education  and  Development,  24(8),  1194-­‐
1213.  
36  Darling-­‐Hammond,  L.,  Wei,  R.C.,  Andree,  A.,  Richardson,  N.,  &  Orphanos,  S.  (2009).  

Professional  learning  in  the  learning  profession:  A  status  report  on  teacher  development  in  
the  United  States  and  abroad.  Washington,  DC:  National  Staff  Development  Council  and  The  
School  Redesign  Network  at  Stanford  University.    

  19  
  

3. Strong  Teacher-­‐Coach  Relationships:  Proven  and  tested  coaching  models  

emphasize  collaboration  between  coaches  and  teachers  and  encourage  
reflective  practice  rather  than  only  coach-­‐directed  professional  
development37,38.  myTeachstone  leverages  existing  coaching,  training  and  
technical  assistance  infrastructure,  supports  it  with  new  tools  and  
technology,  and  encourages  increased  collaboration  to  strengthen  the  
teacher-­‐coach  relationship.  Infusing  CLASS  data  with  qualitative  insights,  
myTeachstone  helps  coaches  better  understand  the  need  of  individual  
teachers  and  customize  their  support  accordingly.    
4. Group  Involvement  in  Professional  Development:  Studies  suggest  that  more  
coherent  professional  development  positively  changes  teacher  practices  
compared  to  arbitrary  or  unconnected  professional  development  39,40.  
Collective  participation  in  professional  development—including  a  program-­‐
wide,  coherent  focus  and  opportunities  for  teachers  to  engage  in  learning  
with  their  colleagues—is  important  for  ensuring  that  new  skills  transfer  to  
practice.  These  principles  are  incorporated  by  allowing  coaches  to  create  
teacher  groups,  recommend  online  content  for  group  engagement,  and  
facilitate  online  discussions.  
5. Use  of  Video  to  Focus  Teachers’  Professional  Lenses:  Video  can  be  a  powerful  
tool  in  helping  teachers  see  their  practice.  Qualitative  studies  have  shown  
that  teachers  who  engage  with  videos  in  a  structured  way  learn  to  make  
more  specific  observations  and  move  from  describing  and  evaluating  what  
they  see  to  interpreting  its  meaning41.  myTeachstone  contains  hundreds  of  
real  classroom  videos,  “look  for”  guides,  and  reflective  questions.  Ideas  are  
tagged  to  help  users  find  the  most  relevant  content,  and  a  commenting  
feature  helps  coaches  facilitate  group  learning  and  discussion  among  
individual  teachers.    
6. Data-­‐Driven,  Individualized  Coaching  Supports:  Coaches  can  learn  to  
individualize  their  support  based  on  observation  data.  There  is  also  

                                                                                                               
37  Neuman,  S.  B.,  &  Wright,  T.  S.  (2010).  Promoting  language  and  literacy  development  for  

early  childhood  educators:  A  mixed  –methods  study  of  coursework  and  coaching.  The  
Elementary  School  Journal,  111(1),  63-­‐86.  
38  Pianta.  R.C.,  Mashburn,  A.J.,  Downer,  J.T.,  Hamre,  B.K.,  &  Justice,  L.  (2008).  Effects  of  web-­‐

mediated  professional  development  resources  on  teacher-­‐child  interactions  in  pre-­‐

kindergarten  classrooms.  Early  Childhood  Research  Quarterly,  23(4),  431-­‐451.  
39  Garet,  M.S.,  Porter,  A.C.,  Desimone,  L.,  Birman,  B.F.,  Yoon,  K.S.  (2001).  What  makes  

professional  development  effective?  Results  from  a  national  sample  of  teachers.  American  
Educational  Research  Journal,  38(4),  915-­‐945.  
40  Penuel,  W.R.,  Rishman,  B.J.,  Yamaguchi,  R.,  &  Gallagher,  L.P  (2007).  What  makes  

professional  development  effective?  Strategies  that  foster  curriculum  implementation.  

American  Educational  Research  Journal,  44(4),  921-­‐958.  
41  Sherin  &  van  Es  (2005)  

  20  
  

preliminary  evidence  that  individualized  approaches  can  be  effective42.  

Through  myTeachstone,  coaches  access  CLASS  observation  data  to  track  
teacher  progress  over  time,  in  relation  to  the  mean,  and  relative  to  the  goals  
set  by  the  organization.    
 
myTeachstone  supports  this  blended  model  by  using  online  professional  
development  to  enhance  face-­‐to-­‐face  interactions.  Coaches  combine  CLASS  data  
with  information  about  individual  teachers  to  recommend  online  content  that  is  
data-­‐driven  and  meets  teachers  where  they  are  in  their  growth.  myTeachstone  
provides  teachers  with  opportunities  to  understand  their  professional  development  
within  the  context  of  broader  school  goals  and  to  work  collaboratively  within  their  
school  community  toward  these  and  individual  goals  through  data-­‐driven,  video-­‐
facilitated  approaches.    
 
In  addition  to  providing  on-­‐demand  training  and  technical  assistance  within  a  
coaching  model,  myTeachstone  has  great  administrative  value.  Administrators  are  
able  to  obtain  real-­‐time  views  of  individual,  site  level,  and  program  level  CLASS  
scores  and  teacher  progress  on  professional  development  paths,  and  to  produce  
reports  from  which  they  are  able  to  make  data-­‐driven  program  improvement  plans.  
Administrators  can  also  access  myTeachstone  to  generate  reports  for  stakeholders  
to  use  in  targeting  resources  for  program  governance.    
 
 
Taking  the  CLASS  to  Scale  
 
In  2007,  the  US  Congress  legislated  measurement  of  effective  teacher-­‐child  
interactions  as  part  of  the  Office  of  Head  Start’s  program  monitoring.  To  support  the  
quick  and  broad  use  of  CLASS,  Teachstone  partnered  with  the  Office  of  Head  Start  in  
their  nationwide  implementation  of  CLASS  within  Head  Start  monitoring.  
Teachstone  provided  observation  training  to  Office  of  Head  Start  contractors  to  
support  this  new  monitoring  effort,  and  implementation  and  professional  
development  guidance  to  the  Office  of  Head  Start  and  grantees  so  CLASS  could  serve  
as  the  foundation  of  a  system  of  monitoring  and  continued  program  improvement.    
 
Soon  after  Head  Start’s  adoption  of  the  CLASS,  statewide  adoptions  began  with  
Georgia  (2010),  California  (2011)  and  Florida  (2012).  Teachstone  worked  with  
states  to  support  CLASS  adoption  in  these  large,  pioneering  efforts  to  measure  
interactions  to  improve  teacher  effectiveness  in  a  systematic  way.  Today,  programs  
in  all  50  states  and  US  territories  and  in  the  District  of  Columbia  use  the  CLASS  to  
improve  teacher-­‐child  interactions.  Internationally,  CLASS  is  utilized  in  more  than  
                                                                                                               
42  Becker,  Darney,  Domitrovich,  Keperling,  &  Ialongo  (2013).  Supporting  universal  

prevention  programs:  A  two-­‐phased  coaching  model.  Clinical  Child  and  Family  Psychology  
Review,  16(2),  213-­‐228.  
 

  21  
  

30  countries  in  varying  formats,  ranging  from  local  research  projects  to  large-­‐scale  
implementations  at  regional  and  national  levels  of  government.  Peer-­‐reviewed  
research  studies  are  ongoing  in  many  countries,  including  Australia,  China,  Ecuador,  
Denmark,  Germany,  and  Finland.  Large-­‐scale  implementations  are  underway  in  four  
continents  globally.  
 
 
The  Teachstone  Network    
 
Teachstone’s  field-­‐based  network  of  regional  directors,  client  relations  directors,  
and  trainers  is  located  across  the  country,  and  provides  guidance  from  exploring  
teacher  improvement  approaches  to  early  adoption  and  ongoing  teacher  
improvement.  Teachstone  regional  directors  support  programs  in  their  early  
adoption  of  the  CLASS  system  and  client  relations  directors  provide  ongoing  system  
improvement  support  using  the  CLASS.  Regional  directors  and  client  relations  
directors  serve  as  consultants  to  clients,  learning  about  the  unique  characteristics  
and  needs  of  programs  and  supporting  the  development  of  implementation  plans  
both  domestically  and  internationally.  They  serve  as  clients’  main  point  of  contact  to  
ensure  immediate  access  to  informational  and  operational  supports  from  
Teachstone.  
 
 
Teachstone’s  staff  trainers,  located  across  the  country,  work  to  provide  access  
across  the  nation  and  internationally.  The  more  than  35,000  observers  trained  to  
reliability  on  the  CLASS  support  implementations  across  the  United  States,  in  the  
U.S.  territories,  and  internationally.  Through  Teachstone’s  Train-­‐the-­‐Trainer  
program,  affiliate  trainers  within  organizations  are  able  to  provide  ongoing  training  
to  maintain  and  improve  CLASS  knowledge  and  support  new  professionals  entering  
the  field  as  a  result  of  growth  or  turnover.  To  date,  Teachstone  has  certified  more  
than  2000  affiliate  trainers  who  have  been  integral  in  producing  more  than  35,000  
reliable  observers  with  Teachstone.  Teachstone’s  offerings  have  built  networks  
across  the  country  and  internationally  to  support  teachers  as  they  improve  their  
interactions.    
 
 
Quality  Assurance  
 
Teachstone  trainers  have  extensive  experience  using  the  CLASS  as  observers,  
trainers,  and  coaches.  Teachstone  monitors  existing  trainer  competencies  as  
measured  through  participant  pass  rates  and  participant  evaluations  in  addition  to  
ongoing  demonstration  of  CLASS  mastery.  Each  trainer  is  assigned  to  a  veteran  
Teachstone  trainer  who  serves  as  a  mentor  and  ongoing  contact  person.  Initially,  
this  person  is  either  the  training  manager  or  the  senior  advisor  of  training  and  
professional  development.  Teachstone  trainers  participate  in  monthly  training  team  

  22  
  

support  calls.  All  trainers  complete  a  quarterly  calibration,  are  required  to  recertify  
annually,  and  participate  in  regular  one-­‐on-­‐one  meetings  with  the  training  manager.    
 
Maintaining  Reliability  
 
CLASS  observations  are  used  in  many  ways,  in  professional  development,  
accountability,  and  research.  In  order  to  successfully  complete  the  certification  
process,  individuals  must  demonstrate  sufficient  ability  to  reliably  score  on  the  
CLASS.  Obtaining  this  certification,  however,  does  not  guarantee  that  observers  will  
continue  to  employ  these  skills  as  they  go  into  the  field  to  collect  CLASS  data.    

It  is  important  to  develop  practices  to  maximize  observers’  ability  to  reliably  code  
across  all  observations.  The  extent  to  which  observers  need  to  maintain  high  levels  
of  reliability  is  dependent  on  the  purpose  of  CLASS  observations.  Teachstone  
certifies  observers  who  have  reached  80%  agreement  with  master  codes.  This  
minimum  requirement  allows  for  broad  access  to  the  CLASS  for  those  who  
demonstrate  reasonable  accuracy.    

The  way  CLASS  data  are  being  used  should  drive  decisions  about  the  type  and  
frequency  of  observer  supports  provided  throughout  the  year.  For  example,  when  
CLASS  is  being  used  for  accountability  or  other  high-­‐stakes  purposes,  programs  
should  consider  setting  higher  levels  of  reliability  to  help  increase  levels  of  accuracy  
in  CLASS  observations.  This  can  be  achieved  through  a  process  of  double-­‐coding  
with  a  highly  experienced  CLASS  affiliate  trainer  following  initial  CLASS  
certification.    

Teachstone  recommends  that  new  observers  double-­‐code  their  first  observation  

with  an  experienced  team  member  (someone  who  has  been  coding  with  CLASS  for  
at  least  one  year).  After  the  observation,  the  two  coders  debrief  about  each  cycle,  
coming  to  consensus.  If  the  new  coder  and  experienced  coder  are  within  one  point  
of  each  other  on  at  least  80%  of  the  dimensions,  the  new  coder  is  considered  
reliable.  If  they  are  in  agreement  on  less  than  80%  of  the  scale,  then  it  is  
recommended  that  the  new  coder  participate  in  double-­‐coding  again  until  reaching  
a  minimum  of  80%  agreement  with  the  experienced  coder.  Programs  can  also  
receive  double-­‐coding  support  from  Teachstone  by  taking  video  footage  of  
classrooms.  In  these  cases,  an  observer  and  a  Teachstone  master  coder  code  the  
video,  reach  agreement  on  scores,  and  debrief.    

Calibration  provides  opportunities  for  observers  to  code  a  sample  classroom  and  
receive  feedback  on  those  codes  from  a  Teachstone  master  coder.  Calibrations  are  
recommended  6  months  after  becoming  certified  on  the  CLASS  and  6  months  after  
each  successful  recertification.  For  individuals  who  conduct  frequent  observations,  
typically  for  accountability  or  research,  calibration  is  recommended  every  2-­‐4  
weeks  or  every  10-­‐15  live  observations.  Calibration  involves  coding  Teachstone  
videos  that  have  been  master  coded  and  determining  reliability  against  the  master  

  23  
  

codes.  If  a  coder  fails  to  achieve  at  least  80%  agreement,  they  should  receive  extra  
support  from  a  veteran  coder.  After  individuals  watch  and  code  the  calibration  
videos,  it  is  recommended  that  groups  meet  to  discuss  the  master  codes,  dimension  
by  dimension,  focusing  on  dimensions  where  observers  coded  with  insufficient  
reliability.    

Many  CLASS  users  also  decide  to  double  code  videos  to  provide  ongoing  insight  into  
the  reliability  of  the  data  being  collected.  Although  the  amount  of  double  coding  that  
should  occur  depends  on  the  way  the  CLASS  is  being  used,  we  typically  recommend  
double  coding  10-­‐20%  of  observations.  This  allows  users  to  monitor  for  problems  in  
data  collection.  For  example,  it  is  possible  to  identify  particular  coders  who  may  
consistently  be  scoring  quite  differently  than  a  second  coder.  These  issues  can  then  
be  addressed  with  additional  calibration  support  in  ways  that  will  help  ensure  
higher  quality  data.  

The  ultimate  goal  of  all  of  these  efforts  (training,  certification,  calibration,  and  
double  coding)  is  to  ensure  that  the  CLASS  data  collected  offer  the  most  accurate  
assessment  of  teacher-­‐child  interactions.  Although  taking  these  steps  is  an  
investment  in  time  and  resources,  it  is  an  essential  part  of  high-­‐quality  CLASS  
implementation.    
 
 
Teachstone:  Delivering  on  the  Promise  of  CLASS    
 
The  CLASS  system  was  developed  through  decades  of  large-­‐scale  studies  involving  
tens  of  thousands  of  teachers  and  classrooms  and  several  major  randomized  control  
trials  of  professional  development  interventions.  The  system  defines  and  supports  
the  effective  teacher  practices  that  contribute  to  positive  developmental  and  
academic  outcomes  for  students.  It  is  through  evidence-­‐based,  ongoing,  sustained  
efforts  to  improve  teacher-­‐student  interactions  that  children  will  no  longer  be  
subject  to  chance,  but  will  be  guaranteed  to  receive  highly  effective  teachers,  year  
after  year.  To  do  this  at  scale,  Teachstone  was  founded  in  2008  with  the  mission  to  
create  a  lasting  positive  impact  on  children’s  development  and  academic  
performance  by  using  research  to:  (1)  define  the  features  of  teacher-­‐student  
interactions  that  contribute  to  improved  student  outcomes;  (2)  create  observation-­‐
based  assessments  to  accurately  measure  the  nature  and  quality  of  those  
interactions,  and  (3)  provide  in-­‐person  and  online  professional  development  that  
improves  teachers’  effectiveness  based  on  assessments  of  teacher-­‐student  
interaction.    
   
The  CLASS  assesses  those  aspects  of  a  teacher’s  interaction  with  a  child  that  
contribute  to  learning  and  development.  Each  version  of  the  CLASS  measures  
developmentally  aligned  dimensions  of  teacher-­‐student  interaction.  Hundreds  of  
studies,  conducted  across  all  versions  of  the  CLASS  and  with  several  thousand  
students,  show  that  when  teachers’  behaviors  are  consistent  with  high  ratings  on  

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these  dimensions,  children  are  more  likely  to  demonstrate  increased  learning  and  
development  gains.  Teachstone  has  developed  a  suite  of  products  and  professional  
development  offerings  that  have  been  proven  effective  in  improving  teaching  across  
the  CLASS  dimensions.  The  CLASS  is  the  most  highly  researched  and  consistently  
valid  assessment  tool  for  measuring  quality  of  teacher-­‐student  interaction  across  
early  childhood  and  K-­‐12  classrooms,  creating  a  common  language  and  assessment  
approach  across  these  two  systems  of  education.  
   
In  the  field  of  early  childhood  education,  CLASS  has  redefined  what  is  meant  by  the  
term  “quality.”  Previous  measures  of  quality  in  early  childhood  settings  focused  
primarily  on  structural  factors,  like  teacher-­‐to-­‐child  ratios,  or  aspects  of  the  physical  
environment,  such  as  the  number  of  books  in  the  classroom.  The  CLASS  focuses  
specifically  on  the  point-­‐of-­‐impact  opportunities  to  learn  provided  by  early  
childhood  education  investments—the  effectiveness  with  which  teachers  interact  
with  children.    
 
Teachstone’s  national  network  supports  federal,  state  and  local  teacher  
improvement  efforts  in  Head  Start,  child  care  and  state  pre-­‐K.  Teachstone’s  
assessment  and  professional  development  systems  are  used  by  programs  serving  
children  from  the  time  they  are  born  until  they  enter  kindergarten,  and  through  the  
elementary,  middle,  and  high  school  years.  Importantly,  CLASS  has  been  deployed  at  
scale  with  consistent  results  and  validity.  
   
Teachstone  has  had  a  profound  impact  on  teachers,  students,  and  education  
programs  nationally,  with  the  greatest  impact  in  early  childhood  education.  
Teachstone  has  demonstrated  that  a  classroom  observation  system  can  be  deployed  
at  scale  with  reliability,  fidelity,  and  validity.  More  than  35,000  education  
professionals  have  been  trained  to  use  the  CLASS  and  have  demonstrated  
competency  by  passing  a  reliability  test.  These  professionals  are  located  across  the  
country  and  provide  professional  development  to  teachers  using  the  CLASS,  to  the  
benefit  of  children  enrolled  in  state  education  programs,  Head  Start,  and  
internationally.    
 
 

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