Abstract
This paper aims to explore pre-kindergarten teachers’ perceptions of the level of support provided by school districts in the implementation of dimensions, examined by the Classroom Assessment Scoring System (CLASS). Survey and focus group data were gathered from 15 pre-kindergarten teachers within a Southern Louisiana school district. Survey data indicate that some teachers do not feel confident or knowledgeable enough to effectively implement CLASS domains. Through the focus group, teachers offered insightful feedback on the specific style of support and professional development opportunities that may assist in furthering the understanding of CLASS evaluation. Future research examining teachers’ perceptions of their CLASS performance will aid in creating targeted and meaningful professional development support systems.
Highlights
Considered a best practice in early childhood education, young children’s social and emotional development has become a focal point in the examination of classroom quality (Connors-Tadors & Harorqitz, 2014; Martella & Connors-Tadros, 2014) as reciprocal and engaging adult/child interactions within the pre-kindergarten classroom provide numerous opportunities for support of language and communication
This study explores pre-kindergarten teachers’ perceptions of the level of support provided by school districts in the implementation of components examined by the Classroom Assessment Scoring System (CLASS) tool
When asked about the frequency with which they reference the Dimensions Guide of the CLASS tool, responses revealed that 7% of teachers responded always referred to it, 80% referred to it sometimes, and 13% never referred to the guide
Summary
Considered a best practice in early childhood education, young children’s social and emotional development has become a focal point in the examination of classroom quality (Connors-Tadors & Harorqitz, 2014; Martella & Connors-Tadros, 2014) as reciprocal and engaging adult/child interactions within the pre-kindergarten classroom provide numerous opportunities for support of language and communication. Building upon these relationships as a basis for improving children’s knowledge and understanding, the Classroom Assessment Scoring System (CLASS) assesses the early childhood classroom with regard to emotional and instructional quality through teacher-child interactions (Hambre, Goffin, & Kraft-Sayre, 2009; Mashburn et al, 2008; Pianta, La Paro, & Hamre, 2008). This study explores pre-kindergarten teachers’ perceptions of the level of support provided by school districts in the implementation of components examined by the CLASS tool.
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