C H ILD C A R E P O LIC Y R ES EAR C H C ON S OR T I UM P R OJ EC T B R IE F
Assessment & Coaching for Pre K-3rd Grade Teachers
in Low Performing Mississippi Schools
Early Childhood Institute, Mississippi State University
Project Description
This project consisted of assessing the quality of
teacher-student interactions in early childhood
classrooms (K-3) in two low-performing school
districts/ failing or in risk of failing in the state of
Mississippi. The research based observation tool
Classroom Assessment Scoring System (CLASS™)
was utilized to assess participating classrooms.
CLASS™ was designed by leading child
development and educational researchers to evaluate
the quality of early childhood programs through
teacher-student interactions. Sufficient empirical
evidence exists that demonstrates the importance of
quality teacher-student interaction in relationship
with learning and developmental gains of young
children.
Therefore, this valuable observation tool was
utilized through a pre-test/post-test research design.
In response to the findings of the CLASS™ preassessment,
an
individualized
professional
development protocol was designed for participating
teachers/classrooms. After 10 weeks (40 hours) of
one-to-one coaching, by trained CLASS™ coaches,
the teachers/classrooms were assessed again.
The results of this study clearly supported the
efficacy of the intervention/coaching model utilized
within this project to enhance teacher- student
interactions and to guide student development and
learning.
Research Questions


What are current teaching weaknesses in
relationship to teacher-student interactions
within classrooms of low-performing school
districts in MS?
Can the one-on-one individualized coaching
intervention model, provided by trained
consultants on CLASS™, improve classrooms
ratings on each domain and dimension of this
observational tool to increase teacher- student
interactions?
Sample
The sample included 12 randomly selected K-3
teachers/classrooms within low-performing school
districts in the state of MS.
Methods
This study used a mixed methods approach
including
quantitative
and
qualitative
methodologies. Procedures and data collection
measures included:
 Thorough training for all classroom coaches on
all domains & dimensions of the CLASS™.
 Reliable external evaluator on CLASS™
conducted
pre-assessment
on
each
teacher/classroom participating within the study.
 Developed individual professional development
plan/protocol for each teacher/classroom based
on pre-assessment CLASS™ results.
 Implemented 10 weeks (40hours) of one-on-one
coaching (based on CLASS™ dimensions)
through the following techniques: Modeling,
observation, indirect and direct feedback,
viewing of exemplar CLASS™ teaching videoclips & discussions, teacher/classroom video
observation, and teaching reflectivity.
 Reliable external evaluator on CLASS™
conducted post-assessment on each classroom
participating within the study.
 Qualitative research was conducted throughout
the 10 week period (examples include; teacher
feedback questionnaires, coaching logs &
records, daily coaches protocol, anecdotal
notes).
 Compiled data and completed final evaluation
report of study.
 Refinements made to coaching/intervention
model based on actual findings in order to
conduct a larger statewide assessment of
teaching effectiveness based on teacher-student
interactions.
interactions, the evidence is limited based on the
sample size.
Progress Update
Pre-assessment CLASS™ results indicated that the
domains of Emotional Support and Classroom
Organization had average ratings in the mid-range.
The average rating for the Instructional Support
domain was in the low range. Regard to Student
Perspectives (CLASS™ dimension #4) was
discovered to be the weakest dimension in teacherstudent interactions and teaching effectiveness.
Classrooms were mainly teacher directed and
instruction based more on rote memorization than
higher order thinking skills. Additional specific
findings were found throughout this study
Results of the analysis of differences between preassessment and post-assessment results indicated
positive and significant intervention effects. There
was a definite improvement in teacher-student
interactions in the classrooms of participating
teachers.
Furthermore, results of the inferential
tests indicated that the changes observed were likely
a result of the professional development provided
and not likely to be the result of chance.
Topics/areas that can be discussed publically include
the coaching/intervention model utilized within this
study, vital dimensions of the evidence based
observation tool CLASS™, findings of this study
and implications for future studies, as well as
projected plan for scale up of the project throughout
the state of MS.
Implications for policy/practice
While there is evidence of support for project
outcomes, especially in improving teacher-student
Therefore, ongoing efforts should be focused on
replication of the study within additional low
performing school districts in MS. However, the
differences found between the pre intervention phase
and the post intervention phase of this study cannot,
and should not, be ignored.
Implications for Research
According to numerous large-scale research studies,
higher measures of quality teacher-student
interactions are directly associated with higher
measures of student achievement.
The
coaching/intervention model utilized in this study
was effective in improving teacher-student
interactions.
In addition, through the use of
measures of student achievement as a dependent
variable of this replicated study more valuable
research findings can be continued.
For more information:
Contact
Cathy Grace, Ed.D. Professor Emerita Curriculum,
Instruction and Special Education
Director Early Childhood Institute, Mississippi State
University
CGrace@colled.msstate.edu
Melina Vaughan, Ph.D. Interim Associate
Director, Early Childhood Institute, Mississippi
State University mnv1@colled.msstate.edu
(662)325-9402
Lynn Darling, Ph.D. Interim Executive Director,
Early Childhood Institute, Mississippi State
University ldarling@colled.msstate.edu
Key Topics
Please select all that apply and briefly describe/explain.
This information will be used internally in planning the CCPRC Annual Meeting.
Other (please describe)
Teaching Effectiveness
How can we provide a more continuous ongoing support to teaching
effectiveness/quality, as well as enhance teacher-student relationships? In
addition, how can administrators develop more supportive relationships among
teachers? How can we guide teachers into being more supportive of one
another and not “close the door” (so to speak) in their classrooms each day? In
relationship to cost, how can school districts provide more meaningful
professional development geared towards the individual needs of each teacher?
How can learning & teaching opportunities be enhanced daily? How can
classrooms get the most out of teaching?