1. Secondary CLASS Observation Training
Secondary CLASS Domains, Dimensions, Indicators, and Behavioral Markers
Emotional Support
Positive Climate
Teacher Sensitivity
Regard for Student Perspectives
Example –
Positive Climate:
Relationships Positive affect Positive communications Respect
Relationships: Physical proximity, peer interactions, shared positive affect, social conversation
Classroom Organization
Negative Climate
Behavior Management
Productivity
Productivity:
Maximizing learning time Routines Transitions Preparation
Preparation: Materials ready and accessible, knows lessons
Instructional Support
Instructional Learning Formats
Content Understanding
Analysis and Inquiry
Quality of Feedback
Instructional Dialogue
Facilitation of higher-order thinking Opportunities for novel application Metacognition
Opportunities for novel application: Open-ended tasks, presents cognitive challenges, students apply previous knowledge/skills
Student Engagement
Active engagement
Responding, asking questions, volunteering, sharing ideas, looking at the teacher, active listening, manipulating materials, lack of off-task behavior
Domain
Dimension
Indicator
What to Know
This slide is included in the participant guide training notes.
What to Say and Do
Explain that Student Engagement is an additional dimension, which measures student involvement and focus and that it is the product of the other domains.
Explain that behavioral markers are specific interactions and behaviors that define each indicator.
Explain that observers take notes on specific behaviors when conducting observations, and use the behavioral markers to decide how to code a particular dimension.
Point out that there may not be evidence of every behavioral marker at all times in a classroom, but effective classroom interactions for each dimension do include evidence of each indicator.
Tell teachers that the Secondary CLASS Manual provides more information about indicators and behavioral markers for each dimension.
Note that later in the presentation, participants will learn more about the framework of the CLASS measure and learn how to make decisions about where individual interactions fit best.
Behavioral
Marker
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2. Emotional Support Domain
Secondary CLASS Observation Training
Emotional Support Domain
How teachers help students develop
Warm, supportive relationships with teachers and peers
Enjoyment of and excitement about learning
Motivation to engage in learning activities
Feelings of comfort in the classroom
Willingness to accept academic and social challenges
Appropriate levels of autonomy
What to Know
This slide is included in the participant guide training notes.
What to Say and Do
Refer participants to the Emotional Support section of the Secondary CLASS Manual.
Point out that within the domain of Emotional Support, the focus is on the emotional environment in the classroom, including how teachers promote positive relationships and how they help students find enjoyment in learning, feel comfortable in the classroom, and experience appropriate levels of independence.
Ask participants to share why they think Emotional Support is important and how it is linked to students’ learning.
Copyright © 2012 Teachstone Training, LLC.
All rights reserved.

3. Secondary CLASS Observation Training
Positive Climate
Indicators
Relationships
Positive affect
Positive communications
Respect
Reflects the emotional connection between teachers and students, and the warmth, respect, and enjoyment communicated by verbal and non-verbal interactions.
What to Say and Do
Tell participants that in classrooms that have high Positive Climate
There is evidence in the interactions between the teacher and students that they enjoy being together.
There are often smiles and joint laughter.
The teacher enjoys being with the students as evidenced by behaviors such as respectfully listening to what students say and joining in the students’ activities.
Ask participants to turn to the Positive Climate face page in the Secondary CLASS Manual.
Remind participants how information is displayed in the manual:
Indicators are the bold terms listed along the left side of the page.
Under each bold indicator are the behavioral markers for that indicator.
The descriptive pages following the face page provide more in-depth information about what each indicator of the dimension may look like at the low, mid, and high range of the scale.
Briefly review the indicators and behavioral markers listed on the face page. Share examples to help participants develop a deeper understanding of the indicators and behavioral markers.
If necessary, explain that affect is another word for feelings or emotions. To describe shared affect, refer participants to the definition under high Positive Climate. Read aloud the text describing shared affect: “Teacher and student affect is shared such that when the students show excitement and enthusiasm, so does the teacher, and the teacher smiles and laughs with the students.”
Tell participants that as they begin to watch videos and assign scores, it is important to refer to the descriptive text about each dimension. Model and invite this throughout the training. It is not sufficient to rely solely on the face page.
Identify the indicators of Positive Climate:
Relationships
Positive affect
Positive communications
Respect
Copyright © 2012 Teachstone Training, LLC.
All rights reserved.

4. Secondary CLASS Observation Training
Teacher Sensitivity
Indicators
Awareness
Responsiveness to academic and social/emotional needs and cues
Effectiveness in addressing problems
Student comfort
Reflects the teacher’s timely responsiveness to the academic, social/emotional, behavioral, and developmental needs of individual students and the entire class.
What to Say and Do
Ask participants to turn to the Teacher Sensitivity face page in the Secondary CLASS Manual.
If necessary, remind participants how information is displayed in the manual:
Indicators are the bold terms listed along the left side of the page.
Under each bold indicator are the behavioral markers for that indicator.
The descriptive pages following the face page provide more in-depth information about what each indicator of the dimension may look like at the low, mid, and high range of the scale.
Ask participants to silently read and highlight (or underline) key words from the definition. Pause to allow time for them to complete the task.
Explain that Teacher Sensitivity refers to the teacher’s awareness of and responsiveness to students’ academic and social needs. The sensitive teacher serves as a secure base for students, providing them with the supports they need to actively explore and learn.
Identify and explain the indicators for Teacher Sensitivity:
Awareness
Responsiveness to academic and social/emotional needs and cues
Effectiveness in addressing problems
Student comfort
Provide examples of evidence of student comfort:
A student approaches a teacher to show his work.
A student raises her hand to answer a teacher’s question because she is willing to take risks.
Copyright © 2012 Teachstone Training, LLC.
All rights reserved.

5. Regard for Adolescent Perspectives
Secondary CLASS Observation Training
Regard for Adolescent Perspectives
Indicators
Flexibility and adolescent focus
Connections to current life
Support for autonomy and leadership
Meaningful peer interactions
Captures the degree to which the teacher is able to meet and capitalize on the social and developmental needs and goals of adolescents by providing opportunities for student autonomy and leadership. Also considered are the extent to which student ideas and opinions are valued and content is made useful and relevant to adolescents.
What to Say and Do
Ask participants to turn to the face page for Regard for Adolescent Perspectives in the Secondary CLASS Manual.
If necessary, remind participants how information is displayed in the manual.
Identify the indicators of Regard for Adolescent Perspectives:
Flexibility and adolescent focus
Connections to current life
Support for autonomy and leadership
Meaningful peer interactions
Explain that Regard for Adolescent Perspectives encompasses a teacher’s ability to show flexibility and to follow the students’ lead. This does not mean that the teacher fails to provide structure and routine. Rather, it means that the teacher has the ability to respond to the students’ interests and ideas and is flexible to the extent that is appropriate.
For example, a teacher who is high in this dimension might notice that several students are interested in adventure stories and others are interested in fantasy novels. She might plan a unit that includes several novel choices from both genres that share similar themes. A teacher who is low in this dimension might select one book for the whole class to read as a group, regardless of individual student’s interest in the book’s topic.
Copyright © 2012 Teachstone Training, LLC.
All rights reserved.