Classroom Observations

Assessors should allow, at minimum, one hour for direct observation, plus up to 30 minutes (optional) for supplemental observation (such as indoor and outdoor learning environments) for each classroom in the program. Assessors will need to strategically plan their observation schedule by consulting each classroom’s daily schedule. The core one-hour observation should take place when it can overlap a few contexts (such as small or large group, mealtimes, transitions). Final scores for observational measures should be assigned as close as possible to the conclusion of the core and clean-up observation periods to support data integrity. Assessors should identify a location within the ELP where they can score without disruption to classroom activities. The TSM (Technical Scoring Manual) should be accessible during the on-site visit and consulted as needed during this scoring process. 

The following guidelines can help ensure that the classroom observation process is conducted as unobtrusively as possible and will help to make the site visit a positive experience for everyone involved: 

Assessors can begin a classroom assessment if the group includes at least one awake child and one teaching staff member. The Assessor should not begin an observation if no children have arrived, if all children have departed for the day, or if all children that are present are asleep. 

It is important that the daily schedules for each classroom are requested and received from the director before the assessment so that the Assessor can adequately plan his or her day. When scheduling the classroom assessment, the Assessor should prioritize the toddler and preschool classroom assessments to begin during the morning cognitive readiness block. The school-age classroom assessment should begin in the afternoon when the school-age program begins. Infant classroom assessments can be done anytime during the day. A minimum 30-minute time block should be allotted between observations so that assessment notes can be reviewed and measures that relate to consistency can be scored immediately. 

Classroom assessment observations should last, at minimum, one hour. This means that the Assessor stays with children and staff for a one-hour block, wherever they are. However, there are exceptions to the one-hour rule. If the class moves to an activity where the group is led by someone other than the primary teacher(s) (for example, music or Spanish class), the Assessor may pause the observation. The Assessor is allowed an additional 30 minutes of observation if he or she is unable to adequately observe indoor and/or outdoor group environments.  

 The one-hour observation should not be broken up. In order to ensure that the Assessor is focused on the interactions of the class that he or she is observing, the Assessor must not observe multiple classes at the same time. 

Upon starting each observation, the Assessor should confirm the names of the teaching staff present and the status of other adults present (parents or volunteers). The Assessor does not need to ask classroom staff about children with special needs or dialogue with them about what the children are currently doing. Talk should be kept to a minimum. 

Assessors are required to use the notetaking document provided in Engage. They should note what happened during the assessment observation period. It may also be helpful to make criteria-specific notes in the margins throughout the tool next to the applicable measure. Assessors should be sure to note what was observed that led to negative scoring for specific criteria. Assessors should be sure to keep the observation notes objective, stating the facts and describing what is seen and what occurs during the one-hour observation. General information regarding the program, the weather, or situations should not be noted unless those topics directly pertain to and have affected the assessment observation. Use of the Engage notetaking document will support data integrity by ensuring that the Assessor captures the evidence needed to adequately and accurately score each measure and to assign scores immediately following the observation. 

Classroom-level scores are based on the observations of the primary teachers in each classroom. Primary teachers are teachers who are in the classroom the majority of the time and have regular, consistent contact with the children. Observing interactions from all primary teachers will give a more accurate depiction of the climate of the classroom and the experiences of the child. Longevity is not necessarily a factor in this determination. Assessors should consider all verbal and nonverbal behaviors of the primary teachers that are directed toward one or more children in the classroom. The Assessor will score based on the primary teachers’ attempts to support and engage children, not on a child’s response to teacher behavior (that is, the teacher is scored based on quality of stimulation and input). For example, if a teacher asks a child a question to encourage the child to communicate, the teacher will receive credit for attempting to elicit language even if the child does not respond. 

If a substitute or floater is taking the place of the usual primary teacher for the day, that substitute or floater must be observed as the primary teacher. 

Assessors should not interfere with classroom activities in any way, remaining as unobtrusive as possible, positioning themselves within earshot or visual observation of the teachers, and moving if they are in the way of teachers or children. 

The Assessor may walk around to get a better vantage point during the observation. 

The Assessor may sit in a chair or on the floor. Assessors should not sit on other furniture such as shelves, tables, the children’s chairs near an activity table, or play equipment. 

Assessors should refrain from talking to other Assessors when in the classroom.  

The Assessor should try to keep a pleasant or neutral facial expression so that children and/or staff members are neither drawn to nor concerned about the Assessor’s response to them. 

If an Assessor witnesses the possible failure of a required measure during an observation, the Assessor should then notify the director of the non-met measure and allow the director until the end of the assessment visit to correct or amend the issue.