Overview

The toddler version of the CLASS(R) tool provides early childhood programs with an accurate, reliable way to assess effective classrooms. For use with children from 15-36 months, this standardized observation tool measures the effectiveness of interactions between teachers and children, a primary ingredient of early educational experiences that prepare children for future school success. The first tool to measure teacher-child interactions for the toddler age group, CLASS(R) Toddler Covers two crucial domains of teacher-child interaction Emotional And Behavioral Support and Engaged Support For Learning. Provides developmentally appropriate descriptions of what effective interactions look like in toddler classrooms Establishes an accurate, complete picture of classroom interactions through brief, repeated observation and scoring cycles Highlights areas of strength and areas for improvement useful for guiding improvement efforts Identifies challenges and helps identify areas for improvement Provides important information related to programs' most urgent needs: accountability, professional development, and research Has been used in several state evaluation systems and for national evaluations of Early Head Start This useful manual includes detailed descriptions of the 8 CLASS(R) Toddler dimensions, administration procedures, and information about the tool's development. One copy of the CLASS(R) Toddler Dimensions Overview, a tri-fold reference sheet for observers, is included with the manual. This manual is part of CLASS, the bestselling classroom observational tool that measures interactions between children and teachers--a primary ingredient of high-quality early educational experiences. With versions for infant programs, toddler programs, pre-K (in English and Spanish), and K-3 classrooms, the reliable and valid CLASS tool establishes an accurate picture of the classroom through brief, repeated observation and scoring cycles and effectively pinpoints areas for improvement. Learn more about the entire CLASS system. Sign up for webinars on CLASS presented by Teachstone.

Full Product Details

9781598572599

Table of Contents

Reviews

The CLASS Toddler revisions reflect changes to the instrument to ensure that it is developmentally appropriate for the toddler age group . . . The reorganization of CLASS Toddler dimensions into a two-domain structure captures aspects of best practice for toddlers that are different from older preschoolers. --Katie Squibb Master Star Quality Rater (05/03/2012)

An indispensable tool for investigating program quality, measuring what matters most: teacher-child interactions. If we truly want QRIS efforts to improve child outcomes, we need to begin using CLASS Toddler. --Gail Joseph, Ph.D.

An excellent means of creating a community of learners around effective teaching interactions . . . a way to focus attention on the power of relationships, giving programs, mentors, and teachers vocabulary that makes key interactions come alive. --Vicki Hawley

Author Information

Karen M. La Paro, Ph.D., is Associate Professor in the Department of Human Development and Family Studies at the University of North Carolina at Greensboro. Dr. La Paro teaches undergraduate and graduate courses in theory and research as well as supervises practicum students in early childhood classrooms. Her areas of research relate to issues of quality in early childhood classrooms and the development of effective teachers. This work addresses critical needs in supervision, support, and reflection of preservice teacher development, and she has authored several peer-reviewed manuscripts in these areas. Dr. La Paro works on both research and community projects focused on professional development for both in-service and preservice teachers utilizing innovative strategies for supervision, coaching, and mentoring. She spent several years as research faculty with The Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care as well as the National Center for Early Development and Learning at the University of Virginia. Bridget K. Hamre, Ph.D., is Research Associate Professor in the Curry School of Education and Associate Director of University of Virginiaa (TM)s Center for Advanced Study of Teaching and Learning (CASTL). Dr. Hamrea (TM)s areas of expertise include student-teacher relationships and classroom processes that promote positive academic and social development for young children, and she has authored numerous peer-reviewed manuscripts on these topics. This work documents the ways in which early teacher-child relationships are predictive of later academic and social development and the ways in which exposure to high-quality classroom social and instructional interactions may help close the achievement gap for students at risk of school failure. Dr. Hamre leads efforts to use the CLASS(TM) tool as an assessment, accountability, and professional development tool in early childhood and other educational settings. Most recently, she was engaged in the development and testing of interventions designed to improve the quality of teachersa (TM) interactions with students, including MyTeachingPartner and a 14-week course developed for early childhood teachers. Dr. Hamre received her bachelora (TM)s degree from the University of California, Berkeley, and her mastera (TM)s degree and doctorate in clinical and school psychology from the University of Virginia. Robert C. Pianta, Ph.D., is Dean of the Curry School of Education, Director of the Center for Advanced Study in Teaching and Learning and Novartis U.S. Foundation Professor of Education at the University of Virginia, Charlottesville. A former special education teacher, Dr. Pianta is a developmental, school, and clinical child psychologist whose work focuses on assessment and improvement of teacher-student interactions and their role in fostering children's learning and development. Dr. Pianta is a principal investigator on several major grants including the National Center for Research in Early Childhood Education and the Virginia Education Sciences Training Program, and he has worked closely with the Gates Foundation-funded Measure of Effective Teaching project. He is the author of more than 250 journal articles, chapters, and books in the areas of early childhood education, teacher performance assessment, professional development, and teacher-child relationships, and he consults regularly with federal agencies, foundations and universities.

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