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See how CLASS® can be used as a professional development system that enhances teaching practices and supports positive child outcomes.
In this webinar, we celebrate small moments in teaching, explore how they make a big impact, and discuss strategies to implement to make the most of them during the upcoming school year.
Teachers may be hesitant to initiate conversations on current events related to diversity, equity, and inclusion. This resource is designed to help build confidence in discussing event, by offering key strategies that build on positive relationships.
Join us to learn strategies to support the well-being of all educators, children, and families as we all continue to prioritize rebuilding efforts to recover from the COVID-19 pandemic.
Watch a discussion on understanding the critical role interactions play in supporting academic success.
Read these 3 strategies to maximize children's development and learning.
Read the top 5 concerns we're hearing from partners across the country and ways to approach them.
CLASS® observations have been a crucial component in operationalizing Louisiana’s vision for unified early childhood systems and the data are used by decision-makers at the site, system, and state level. The COVID-19 pandemic has required reconsidering how to conduct observations as well as how to use the data collected from observations. Learn how Louisiana has continued to use the CLASS® tool to maintain a focus on quality interactions in the midst of COVID-19 while also responding to the complexities presented by the pandemic.
Dallas ISD’s thoughtful, thorough, and data-informed implementation of CLASS® creates benefits that reverberate from pre-K through early elementary and beyond.
Learn ways in which teachers can draw on what we know about effective interactions to best support dual language learners during remote learning and as children return to school.
Learn about the benefits of, challenges to, and strategies for effective interactions among the adults involved in the education of students with learning differences.