PK3 Obs PG v5.1 Virtual

PRE-K – 3RD
Observation
Training
Participant Guide
PRE-K – 3RD
Observation Training
Participant Guide
Copyright © 2022 Teachstone, Inc. All rights reserved. | V5.1

Charlottesville, Virginia
www.teachstone.com
Table of Contents
Welcome to the Pre-K–3rd CLASS® Observation Training 1
Quick Reference Guide 2
Activity: Exemplar Video Notes 3
Activity: Emotional Support Domain Video Observation 12
Activity: Classroom Organization Domain Video Observation 16
Review Activities: Emotional Support Domain 19
Review Activities: Classroom Organization Domain 21
Activity: Instructional Support Domain Video Observation Notes 23
Review Activities: Instructional Support Domain 30
Notetaking for CLASS Observations 32
Tips and Reminders for Reliability Testing Success 34

Welcome to the Pre-K–3rd
CLASS® Observation Training
During this intensive 3-day training, you will learn how to observe classrooms using the
Classroom Assessment Scoring System® (CLASS®). After achieving a passing score on a
reliability test, you will be certified as a Pre-K–3rd CLASS observer for one year. This participant
guide includes training activities as well as study and reliability test aids to support you
throughout the training experience.
Training Objectives
Participants will be able to
●● Explain what the CLASS tool measures
●● Describe the link between effective educator-child interactions and children’s
learning gains
●● Identify the educator-child interactions associated with each CLASS dimension
●● Code classroom videos using the CLASS measure
What can I expect during the training?

The CLASS training experience is informative and interactive. A combination of lecture, small
group discussions, and partner activities is used to deepen your CLASS knowledge throughout
the training.
Understanding the CLASS measure is challenging for most people. Be patient and know that
learning a complex measure takes time, practice, and effort. Trainers are prepared to support
the learning process for participants, so please let your trainer know if you have questions or
need assistance.
Participant Guide 1
Quick Reference Guide
The table below identifies where you can find information about specific topics within your
Pre-K–3rd CLASS Observation Training materials.
How to . . . Look here!
Set up a CLASS observation and reporting Reference Manual, p. 31

system
Conduct live CLASS observations Observation Field Guide, p. 5
Complete Activity Setting items Observation Field Guide, pp. 19 and 112
Observe across a diversity of settings ●● Observation Field Guide, pp. 7 and 121
●● Reference Manual p. 45
●● Behavioral Marker and Activity Setting
Examples (digital resource)
Recognize and reduce bias in CLASS ●● Observation Field Guide, p. 7

observations ●● Reference Manual, p. 45
Use the “NICE” CLASS Coding Process Observation Field Guide, p. 19
Reference the Glossary of CLASS terms and Observation Field Guide, p. 116
definitions
Review a sample completed observation cycle Observation Field Guide, p. 16
2 Pre-K–3rd CLASS® Observation Training

Activity: Exemplar Video Notes
Emotional Support Domain
Positive Climate
As the video plays, write the specific behaviors you observe related to this dimension
in this table. The indicators (in bold type) and guiding questions (in italics) are listed as
a reminder of the types of behaviors associated with the dimension. Leave the notes
blank if you do not observe any specific behaviors for the indicator.
Indicators and Guiding Questions Video Notes
Relationships Example: “T asks C about new baby sister.” “Cs greet

●● How does the educator connect each other at arrival.”
with the children?
●● How do the children connect
with each other?
Enjoyment
●● How can you tell that the
educator and children enjoy
their time together?
Positive communication
●● What do the educator and
children say or do to show
affection?
●● How does the educator
communicate positive
expectations about children’s
skills and efforts?
Respect
●● How do the educator and
children show consideration
and respect for each other?
Participant Guide 3
Educator Sensitivity
As the video plays, identify the behaviors related to the this dimension and use the
blank spaces provided here to write the behaviors you observe. The indicators (in bold
type) and guiding questions (in italics) are listed as a reminder of the behavior types
associated with the dimension.
Awareness
●● How do educators demonstrate
that they are aware of
children’s social, emotional,
physical, academic, linguistic,
or cognitive needs?
Responsiveness
●● How do educators respond to
children’s needs?
Addresses problems
●● How do educators address
children’s problems or
concerns?
Child comfort
●● How can you tell the children
are comfortable in the learning
setting and with the educator?

Regard for Child Perspectives
As the video plays, identify the behaviors related to this dimension and use the blank
spaces provided here to write the behaviors you observe. The indicators (in bold
Child-centered
●● How are children’s ideas and
interests incorporated into
activities?
●● How does the educator follow
the children’s lead?
Support for autonomy and

leadership
encourage children to make
choices, exercise leadership, or
take care of their own needs?
Child expression
●● What does the educator say
or do to encourage children to
share their ideas?
Allows movement
●● What evidence shows that
children are allowed to move
and wiggle freely (without
interfering with learning)?
Participant Guide 5
Classroom Organization Domain
Behavior Management
Behavior expectations
●● How does the educator provide
clear and consistent behavior
expectations for children?
●● What behavior expectations
are aligned with children’s
developmental needs and
abilities?
Proactive
●● What evidence do you see that
the educator has anticipated
and prevented potential
problems?
respond to challenging
behaviors when/if they occur?
Redirection of behavior
●● What strategies does the
educator use to redirect
challenging behavior and what
is the result?
Child behavior
●● How do children cooperate with
behavior expectations?
●● What challenging behaviors are
observed (if any)?

Productivity
Opportunities for Learning

●● How does the educator make
sure that all children have
something to do and that there
is minimal waiting?
Routines
●● How does the educator help
children know what to do?
Transitions
educator use to manage
transitions between activities?
Preparation
the educator is prepared for
activities?
Participant Guide 7
Instructional Learning Formats
Effective facilitation
●● How does the educator engage
children and get them more
involved?
Variation in approach
●● What strategies, modalities, or
materials does the educator
use to engage children?
Child interest
children are interested in
classroom activities?
Clarity of learning objectives

children aware of the purpose
of activities and where they
should focus their attention?

Instructional Support Domain
Concept Development
Analysis and reasoning

help children gain a deeper
understanding of concepts and
use their higher-order thinking
skills?
Creativity
opportunities for children to
generate their own ideas or
products?
Integration
children connect concepts
and classroom activities to
prior knowledge or previous
Connections to everyday lives

●● In what ways does the educator
connect concepts to the
children’s lives?
Participant Guide 9
Quality of Feedback
Scaffolding
●● How does the educator check
children’s understanding?
●● What help does the educator
provide to support children’s
progress or understanding?
Feedback loops
●● What do you notice about the
back-and-forth exchanges that
follow children’s comments
or actions? How do they
help children gain a deeper
understanding or skill?
Prompting thought processes

encourage children to reflect on
their own thinking or actions?
Proving information
●● How does the educator give
children extra information that
expands or builds on their
comments or actions to support
a deeper understanding of
ideas?
Encouragement and affirmation

encourage children to persist?
How is the encouragement
focused on children’s efforts?

Language Modeling
Frequent conversation
●● What evidence do you see
of conversations between
the educator and children or
among children?
Open-ended prompts
or do to encourage extended
responses from children?
Communication extensions
repeat or expand on children’s
language or language
attempts?
Narration
or do to connect language to
objects, actions, or events in
the classroom?
Advanced language
introduce children to new
vocabulary, help children
understand the meaning of a
new word, or prompt children to
use new vocabulary?
Participant Guide 11
Activity: Emotional Support Domain
Video Observation
Positive Climate
spaces provided here to write notes. The indicators (in bold type) and guiding questions
(in italics) are listed as a reminder of the behavior types associated with the dimension.
Relationships
●● How does the educator connect
with the children?
●● How do the children connect
with each other?
Enjoyment
●● How can you tell that the
educator and children enjoy
their time together?
Positive communication
●● What do the educator and
children say or do to show
affection?
communicate positive
expectations about the
children’s skills and efforts?
Respect
●● How do the educator and
children show consideration
and respect for each other?

Negative Climate
Expressed negativity
●● How do the educator or
children express irritability,
anger, or frustration?
●● How do these expressions
escalate?
Punitive control
●● What punitive or negative
methods do educators use
to respond to challenging
behaviors or to control
children?
Disrespect
●● What do educators or children
do to hurt, belittle, or ridicule
one another?
Severe negativity
●● What severe, intense, or
sustained negative behaviors
do you see?
Educator Sensitivity
As the video plays, identify the behaviors related to the this dimension and use the
blank spaces provided here to write the behaviors you observe. The indicators (in bold
Awareness
●● How do educators demonstrate
that they are aware of
children’s social, emotional,
physical, academic, linguistic,
or cognitive needs?
Responsiveness
●● How do educators respond to
children’s needs?
Addresses problems
●● How do educators address
children’s problems or
concerns?
Child comfort
●● How can you tell the children
are comfortable in the learning
setting and with the educator?

Regard for Child Perspectives
Child-centered
●● How are children’s ideas and
interests incorporated into
activities?
●● How does the educator follow
children's lead?
Support for autonomy and

leadership
encourage children to make
choices, exercise leadership, or
take care of their own needs?
Child expression
or do to encourage children to
share their ideas?
Allows movement
children are allowed to move
and wiggle freely (without
interfering with learning)?
Activity: Classroom Organization Domain
Video Observation
Behavior Management
Behavior expectations
clear and consistent behavior
expectations for children?
●● What behavior expectations
are aligned with children’s
developmental needs and
abilities?
Proactive
●● What evidence do you see that
the educator has anticipated
and prevented potential
problems?
respond to challenging
behaviors when/if they occur?
Redirection of behavior
educator use to redirect
challenging behavior and what
is the result?
Child behavior
●● How do children cooperate with
behavior expectations?
●● What challenging behaviors are
observed (if any)?

Productivity
Opportunities for learning

sure that all children have
something to do and that there
is minimal waiting?
Routines
children know what to do?
Transitions
educator use to manage
transitions between activities?
Preparation
●● What evidence is there that
the educator is prepared for
activities?
Instructional Learning Formats
Effective facilitation
●● How does the educator engage
children and get them more
involved?
Variation in approach
●● What strategies, modalities, or
materials does the educator
use to engage children?
Child interest
children are interested in
Clarity of learning objectives

children aware of the purpose
of activities and help them to
know where they should focus
their attention?

Review Activities: Emotional Support Domain
Part 1: Identify the Dimensions and Name the Indicators
For each of the examples, read the educator-child interactions and consider how you would sort
them at the indicator level. First identify the Pre-K–3rd CLASS dimension within the Emotional
Support domain that is the best match. Then identify which indicator within that dimension best
fits the scenario. A list of the Emotional Support dimensions and indicators is provided below for
ease of reference.
Emotional Support Dimensions and Indicators

Educator Regard for Child
Dimension Positive Climate Negative Climate
Sensitivity Perspectives
Indicators Relationships Expressed negativity Awareness Child-centered
Enjoyment Punitive control Responsiveness Support for
autonomy and
leadership
Positive Disrespect Problem Child expression
communication resolution
Respect Severe negativity Child comfort Allows movement
Example Educator-Child Interactions Name the Indicator
1. The educator snaps at some children: “You better pick up these

blocks or you won’t get recess.”
2. The educator sees that two children are having a conflict because
they both want to read the same book. She goes over to the
children and says, “I notice that both of you want to look at this
book. What can you do to make sure you both get a turn to read it?”
The educator helps the children plan which pages they will each
read to each other.
3. During circle time, the educator calls on individual children by name

and asks them to talk about their weekends. After a few of the
children share their weekend adventures, the educator thanks them
for sharing. She also comments, “Alycia, I am so glad that you got to
see your grandmother. You have been missing her.”
4. During story time, the children sit wherever they want on the rug.
Some children lie down, others sit on their knees, and others sit
with their legs crossed. When the story is over, the children go to
different areas of the room to draw a picture about the book.
Part 2: Your turn!
Create Your Own Educator-Child Interaction Example
Within the Emotional Support domain, choose a dimension and one indicator within that same
dimension. Write an example interaction to match the indicator you chose.
Educator-Child Interaction Indicator Name

Review Activities: Classroom Organization Domain
them at the indicator level. First identify the Pre-K–3rd CLASS dimension within the Classroom
Organization domain that is the best match. Then identify which indicator within that dimension
best fits the scenario. A list of the Classroom Organization dimensions and indicators is provided
below for ease of reference.
Classroom Organization Dimensions and Indicators
Instructional Learning
Dimension Behavior Management Productivity
Formats
Indicators Behavior expectations Opportunities for learning Effective facilitation
Proactive Routines Variation in approach
Redirection of behavior Transitions Child interest
Child behavior Preparation Clarity of learning
objectives
1. The educator ends a whole-group activity and says, “When it’s

your turn, please wash your hands at the sink, then find a seat at
the table for snack time. He then dismisses each child one at a
time by singing a name song, encouraging all of the children to
sing along.
2. During center time the educator walks around the room,

observing children as they work and play and asking children
relevant questions about their work. The educator spends some
time taking on the role of a cashier at the children’s grocery
store. After the educator leaves the center, the children are more
engaged.
3. As children arrive at school, the educator has coloring pages

ready on a table, with crayons available for children to color the
pages while they are waiting for the others to arrive. If the children
complete the coloring activity, there are books available to look at
on their individual spots on the rug.
4. During choice time the educator often scans the room, even when
she is working with a small group of children. She walks around
and visits children throughout the learning setting. When the
educator notices that there may be too many children in the block
area, she moves closer and intervenes to prevent any escalation.
Part 2: Your turn!

Within the Classroom Organization domain, choose a dimension and one indicator within that
same dimension. Write an example interaction to match the indicator you chose.

Activity: Instructional Support Domain
Video Observation Notes
Concept Development
Watch the video and read the sample notes, then predict a range for each indicator by
using the indicator summaries on the field guide face page. Confirm the range that fits
best for each indicator by referencing the descriptive paragraphs in your field guide.
Analysis and Reasoning Range:
Guiding Question Sample Notes
●● How does the educator The educator frequently asks questions that encourage
help children gain a deeper analysis and reasoning. For example: “Something
understanding of concepts and happened?” “What happened?” “How can you play quickly?”
develop higher-order thinking “How can you play slow?” “What are some ways you can play
skills? slowly?”
“Tell me why” (a few times).
Conversation about why a C (child) was predicting a certain
number of bows:
“How do you know there are two bows and not three?”
[C said something about space.]
T said, “That’s right. There’s no place for that one.”
Some predicting about the book and what the character
would cook: “Something’s happening. What happened?”
Comparison and classification of slow and fast. “What did
we do to build?” “I wonder where you can __.” “What are you
thinking?” “What do we do now?” A few—“How do you know?”
Some rote questions: “What’s tempo?” “Who do you see?”
“What do you see?”
Analysis and reasoning question: “What happened to our
tempo?”
Prediction: “I wonder how many bows long.”
The educator asks some questions that require higher-
order thinking. During the rhythm stick activity, she says,
“If it’s slow and the music changes, what’s gonna happen?”
During the bow activity, she asks, “How do you know it’s two
bows long?”
There is extended comparison of fast and slow tempos
during the rhythm sticks activity. (“Something changed . . .”
“Faster!”)
Creativity Range:
●● How does the educator provide The educator occasionally asks brainstorming questions,
opportunities for children to such as, “You can start seeing what you can do with these
generate their own ideas or instruments” and “Show me some things you can do with
products? the instruments.”
“You can use your own ideas.” At the start of the stick
activity, Cs could come up with their own ideas about how to
use them: Children can brainstorm how to “play” their sticks
slowly.
Integration Range:
●● How does the educator The educator reminds the children about when a music
help children gain a deeper teacher came and “rested” the violin.
understanding of concepts and The educator asks if the children remember a French song
develop higher-order thinking they sang and if they have been using rhythm for lots of
skills? things.
The educator said, “That reminds me of the song that went
faster.”
The educator shows the children a photograph of a time they
compared the size of a child to blocks.
“Now we’re going to be playing with rhythm sticks. Do you
remember when we did it before?”
Educator discusses how they previously used them for
French and Mexican songs, and now they would use them for
a song with no words and do slow and fast.
With the bows, educator showed them a picture of a
measuring activity they did previously.
The educator connects concepts by having the children
transition to small group at a “slow tempo.”
At the beginning of the rhythm sticks activity, the lead
educator talks about singing French and Mexican songs
and playing the rhythm sticks high and low, and then
explains what they’re going to do with the sticks that day.
Before the bow-measuring activity, the lead educator shows
the children pictures of the class measuring with plastic
builders, and then tells the children they’re going to be
measuring with bows.

Connections to Everyday Lives Range:
●● In what ways does the educator The educator connected running on the playground and
connect concepts to the tiptoeing to a fast or slow tempo.
children’s lives? She relates tempo to the children’s lives, asking, “When you’re
running on the playground, what’s your tempo?” and “When
you’re tiptoeing, what’s your tempo?”
Quality of Feedback
Scaffolding Range:
●● What help does the educator When a couple of the children don’t put their sticks in rest
provide to support children’s position, the educator says, “Copy me . . . copy Miss Kelly,”
progress or understanding? and holds up her sticks to show them.
When some children don’t get up from circle when their color
is called, the educator says, “I see two friends on orange.”
“Move your body to the music (building on the fast and slow
concept).” “See if you can see it in your hand, Jax.”
The music changes. “What happens when it goes fast?”
Feedback Loops Range:
Guiding Questions Sample Notes
●● What do you notice about the There are back-and-forth exchanges around the illustrations
back-and-forth exchanges that in the book, the tempo changing, and counting bows. These
follow children’s comments or exchanges are not frequently sustained.
actions? The educator asks some follow-up questions. For instance,
●● How do they help children gain a child calls out, “But does the music change?” and the
a deeper understanding or educator asks, “If the music changes, if it is slow, and then it
skill? changes, what’s gonna happen?” When Katie says the tape is
two bows long, the educator asks, “How do you know?”

Prompting Thought Processes Range:
●● How does the educator “It’s gonna need to go fast too. That’s the opposite of slow,
encourage children to reflect on Fletcher.”
their own thinking? “How fast you are, Katie, that is what it means. It means the
speed.”
“How do you know something’s changing?” “Something’s
about to happen with the tempo.” “How do you know there’s
two bows and not three?” C said something about space.
Educator said, “That’s right. There’s no place for that one.”
The educator occasionally asks the children to explain their
thinking (“How do you know something’s changing? . . . How
do you know it’s two bows long and not three bows long?”).
Providing Information Range:
●● How does the educator “It’s gonna need to go fast too. That’s the opposite of slow,
clarify or build on children’s Fletcher.”
comments or actions verbally or “How fast you are, Katie, that is what it means. It means the
nonverbally? speed.”
Encouragement and Affirmation Range:
●● How does the educator The educator makes encouraging comments that increase
encourage children to persist? children’s involvement. She says, “That’s a good question,”
“You were already thinking,” “That’s right, there’s no place for
that one . . . you got it!”
Language Modeling
Frequent Conversation Range:
●● What evidence do you see The educator frequently responds to children contingently
of conversation between and has brief back-and-forth exchanges with them, but she
the educator and children or ends exchanges before they develop into conversations.
among children?
Open-Ended Prompts Range:
●● What does the educator say A few “tell me whys” and “how do you know?”
or do to encourage extended “Tell me what you see.”
responses from children?
Communication Extensions Range:
●● What child comments does the “You guess it might be loud and soft,” “It’s gonna need to go
educator repeat, expand, or fast too. That’s the opposite of slow.”
extend? “'How fast you are Katie. That is what it means. It means the
speed.”
“It got faster, Jax!”
“That’s right, there’s no place for that one!”

Narration Range:
●● What does the educator say “Fletcher’s on the ground, kind of like he’s drumming.”
or do to connect language to “Campbell is playing the violin with his sticks.”
objects, actions or events in the
“You guess it might be loud and soft,” ''It’s gonna need to go
classroom?
fast too. That’s the opposite of slow,” ''How fast you are Katie.
That is what it means.”
“I’m passing your sticks.” “C is playing violin” & “Fletcher is
playing his sticks on the ground.”
Advanced Language Range:
●● How does the educator The educator uses a variety of words, such as bonjour, violin,
introduce children to new quickly, and measure. Sometimes she maps new or unfamiliar
vocabulary, connect new language for the children. She defines hola, rest, and tempo.
words to familiar words, or The second educator maps instrumental as “a song with no
prompt children to use new words.”
vocabulary?
Review Activities: Instructional Support Domain
them at the indicator level. First identify the Pre-K–3rd CLASS dimension within the Instructional
Support domain that is the best match. Then identify which indicator within that dimension best
fits the scenario. A list of the Instructional Support dimensions and indicators is provided below
for ease of reference.
Instructional Support Dimensions and Indicators
Dimension Concept Development Quality of Feedback Language Modeling
Indicators Analysis and reasoning Scaffolding Frequent conversation
Creativity Feedback loops Open-ended prompts
Integration Prompting thought Communication

processes extensions
Connections to Providing information Narration

everyday lives
Encouragement and Advanced language

affirmation
Example Educator-Child Interactions Name of Indicator
1. Children in the art area are commenting on each other’s work. Luisa
asks Jayden, “Hey, how did you make that?” Jayden points to the
materials he used and moves his hand across the page to show Luisa
how he made his picture. The two children continue the exchange
about the picture and talk to other children in the art area.
2. While looking at pictures of classmates when they were babies and

discussing how much they have grown, Gaby says, “See that dress
I’m wearing in that picture? My baby sister wear that dress now!”
Gaby’s teacher says, “Yes, you were once small enough to wear that
dress, but it doesn’t fit you anymore. Just like in yesterday’s story,
Peter’s Chair. Peter tried to sit in a chair from when he was a baby,
but do you remember what happened? Right, he was too big, and the
chair was too small, just like the dress is too small for you now. You
have all grown, like Peter grew.”

Example Educator-Child Interactions Name of Indicator
3. While building with Lincoln Logs, Ava becomes frustrated when the
roof won’t stay on her building. The educator says, “Ava, you are
working so hard, your log cabin is almost done! Keep trying different
ways to attach the roof. I know you can do it!” Ava smiles and tries
again, successfully completing her building.
4. Tyler tells the educator, “All frogs are green.” The educator asks
Tyler why he thinks all frogs are green and Tyler says, “Because at
my house all the frogs in my aquarium are green.” The educator
continues the back-and-forth conversation with Tyler, asking several
questions, and reminds Tyler of a book they recently read with frogs
of many different colors. Tyler says, “Oh, I remember, there were blue
and brown frogs too! Frogs are lots of colors!”
Part 2: Your turn!

Within the Instructional Support domain, choose a dimension and one indicator within that same
dimension. Write an example interaction to match the indicator you chose.
Notetaking for CLASS Observations
As a CLASS observer, effective notetaking is a key skill to practice and develop over time.
Follow these guidelines as you refine your notetaking skills, and review examples of effective
and ineffective notetaking.
Record Objective Evidence

Objective evidence is based on what the observer saw and heard during the observation
cycle. This is distinct from subjective evidence, which is biased on the observer’s opinion,
interpretation, or feelings about what they saw and heard.
★ Remaining objective is essential. All observers will encounter moments when they see and
hear things they like or dislike. Effective observers notice that they are having this reaction,
interrupt those thoughts, and continue documenting only the facts of what they see and hear,
grounding their observations in the field guide. Reliable observers must maintain objectivity
while observing, notetaking, and coding.
Ineffective Effective
The teacher seemed happy sitting on rug—great T on rug w/ Ch @ large group time. T & Ch
lesson! Center time—T spent too much time at & LOL—matched. T moved to each center to
computer table. Not fair to kids who had to wait. T talk to Ch. T: “What are you going to build with
only talked to one boy at the Lego table and ignored Legos today?” C: “I’m gonna make a house with
the rest. T should have asked all the boys what they lots of rooms.”
were going to build.
Take Concise Notes

Concise notes are brief yet comprehensive and provide sufficient evidence to support codes.
Shorthand is a helpful tool. Excessive or scripted notes are ineffective because they document
unnecessary details and distract an observer from noting important ongoing classroom
interactions.
The child excitedly ran to the teacher and said, “Look Ch -show T artwork C: “Look @my princess.”
at my princess!” The teacher leaned down on the . . . “I made a race car.” T on level. T&C
child’s level and responded, “Great job!” Overall, the LOL!!! FBL—race cars & speed. GJ III Peer talk—
children showed great comfort with the teacher and artwork.
frequently the teacher smiled when the children
smiled and they also got excited together about the
pictures several times. The teacher and the boy in the
red shirt had an extended feedback loop about race
cars and the speed they have on the race track.

Include Specific Details
Notes with specific details about CLASS-aligned behaviors help an observer assign indicator
ranges and dimension codes. These details help the observer reliably evaluate key educator-
child and peer interactions for depth (quality and impact), duration (how long), and frequency
(how often). Details to note include direct quotes (especially in the Instructional Support
domain), children’s responses, and with whom and how key interactions occurred.
Read story. Prediction ?s during story: “What do you think will

Prediction questions II answer IIIII happen when Max takes the note to the grocer?”
& “Which cake do you think Grandma will eat
Why/how? II
first?” 5 Ch answered.
T: “Why do you think that?” II (Ch answer)
Document both Educator and Child Behaviors

The specific behavior of educators and children and their responses to educator-child and peer
interactions provides key information about the impact and quality of these interactions. The
CLASS tool is a measure of interactions between the adults and children as well as interactions
among children.
T asks rote questions — “What did Max knock T asks mostly rote ?s “What did Max knock over?”
over?” ‘What color is Ruby’s cake?” “Who did she & “What color is Ruby’s cake?” Ch point or say
give it to?” T asked one why question and one real color. Most kids looking away or playing for 5
world about strawberry cake. minutes. T not aware. C calls out, “I think the cake
is strawberry!” T pauses & asks “Why do you think
that?” C: “Because it’s pink.” T: “Ohh, who likes
strawberry cake?” All kids answer.
Tips and Reminders for Reliability Testing Success
After this training, you will complete the Reliability Test to achieve your observer certification.
Remember that you have three attempts to pass. It’s normal to feel some anxiety around testing,
but the vast majority of test takers—about 92%—who keep at it do pass by the third attempt. The
following tips will help set you up for success.
Before the Test

●● Plan to start your first test attempt within 2 weeks of this training.
●● Plan to observe the videos and code the interactions over a few days. Coder fatigue
can interfere with your objectivity and your ability to code accurately, so it’s important
to spread the testing process out over a few days to give yourself time to take breaks in
between videos.
●● Plan to spend no more than 40 minutes coding each video.
●● Make sure you have a high-speed internet connection. A slow internet connection can
interfere with taking the test, and the videos will not stream properly.
●● Locate a quiet place where you can avoid the possibility of distractions to observe the test
videos and code the interactions.
During the Test

●● Watch each video completely.
●● Spend 40 mintues or less coding each video.
●● Do not assign codes for a video if you cannot hear or see all of it. If you experience
technical difficulties with any of the videos, contact Teachstone for assistance at contact@
teachstone.com.
●● Set aside your personal experience and knowledge, and view classrooms only through
the CLASS lens.
●● View and code each video separately. Try not to compare videos to each other.
●● Write concise notes with specific behavioral observations, including what both the
educators and children say and do.
●● Be sure to consider the experience of all children in the learning setting when assigning
codes.
●● Be sure to consider the depth, frequency, and duration of the interactions you observe
when assigning codes.
●● Use a holistic view of the dimension as well as the range (low, mid, or high) for each of the
indicators when scoring dimensions.
●● Use the field guide as your only scoring guide, and always use your field guide when
coding. Refer to it often for guidance and clarification, and be sure to refer to the
descriptive pages when assigning codes.
●● Get help, if needed. If you do not pass your first or second test attempt, reach out to your
trainer or Teachstone at contact@teachstone.com for reliability testing support before you
start your third attempt.

After the Test
●● Continue to practice your coding skills and improve your speed. The goal is to code
reliably within 10 minutes.
●● Learn more. Check out our Observation Supports trainings.
●● Stay connected. Join the CLASS Learning Community and visit our blog.
Notes

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PRE-K – 3RD

Copyright © 2022 Teachstone, Inc. All rights reserved. | V5.1

Quick Reference Guide  2

Activity: Exemplar Video Notes  3

Activity: Emotional Support Domain Video Observation 12

Activity: Classroom Organization Domain Video Observation 16

Review Activities: Emotional Support Domain  19

Review Activities: Classroom Organization Domain 21

Activity: Instructional Support Domain Video Observation Notes  23

Review Activities: Instructional Support Domain  30

Notetaking for CLASS Observations  32

Tips and Reminders for Reliability Testing Success  34

What can I expect during the training?

How to . . . Look here!

Set up a CLASS observation and reporting Reference Manual, p. 31

Conduct live CLASS observations Observation Field Guide, p. 5

Recognize and reduce bias in CLASS ●● Observation Field Guide, p. 7

Use the “NICE” CLASS Coding Process Observation Field Guide, p. 19

Review a sample completed observation cycle Observation Field Guide, p. 16

2 Pre-K–3rd CLASS® Observation Training

Indicators and Guiding Questions Video Notes

Relationships Example: “T asks C about new baby sister.” “Cs greet

Indicators and Guiding Questions Video Notes

4 Pre-K–3rd CLASS® Observation Training

Indicators and Guiding Questions Video Notes

Support for autonomy and

Indicators and Guiding Questions Video Notes

6 Pre-K–3rd CLASS® Observation Training

Indicators and Guiding Questions Video Notes

Opportunities for Learning

Indicators and Guiding Questions Video Notes

Clarity of learning objectives

8 Pre-K–3rd CLASS® Observation Training

Indicators and Guiding Questions Video Notes

Analysis and reasoning

Connections to everyday lives

Indicators and Guiding Questions Video Notes

Prompting thought processes

Encouragement and affirmation

10 Pre-K–3rd CLASS® Observation Training

Indicators and Guiding Questions Video Notes

Indicators and Guiding Questions Video Notes

12 Pre-K–3rd CLASS® Observation Training

Indicators and Guiding Questions Video Notes

Indicators and Guiding Questions Video Notes

14 Pre-K–3rd CLASS® Observation Training

Indicators and Guiding Questions Video Notes

Support for autonomy and

Indicators and Guiding Questions Video Notes

16 Pre-K–3rd CLASS® Observation Training

Indicators and Guiding Questions Video Notes

Opportunities for learning

Indicators and Guiding Questions Video Notes

Clarity of learning objectives

18 Pre-K–3rd CLASS® Observation Training

Emotional Support Dimensions and Indicators

Example Educator-Child Interactions Name the Indicator

1. The educator snaps at some children: “You better pick up these

3. During circle time, the educator calls on individual children by name

Educator-Child Interaction Indicator Name

20 Pre-K–3rd CLASS® Observation Training

Classroom Organization Dimensions and Indicators

Example Educator-Child Interactions Name the Indicator

1. The educator ends a whole-group activity and says, “When it’s

Quick Reference Guide 2

Activity: Exemplar Video Notes 3

Activity: Emotional Support Domain Video Observation 12

Activity: Classroom Organization Domain Video Observation 16

Review Activities: Emotional Support Domain 19

Review Activities: Classroom Organization Domain 21

Activity: Instructional Support Domain Video Observation Notes 23

Review Activities: Instructional Support Domain 30

Notetaking for CLASS Observations 32

Tips and Reminders for Reliability Testing Success 34