CLASS in Action: Measuring What Really Matters The Interactions in a Classroom
…And How CLASS Supports Teachers

Research has long confirmed what many educators know in their hearts: the interactions between children and their teachers play a direct and powerful role in children’s learning and development.

The CLASS tool (Classroom Assessment Scoring System) was developed to measure these critical interactions—from infancy through third grade—across a wide range of classroom settings, including Infant, Toddler, Preschool, Transitional Kindergarten, Kindergarten, First, Second, and Third Grade, and this tool supports the teacher(s) so they can improve their interactions with the children.

Studies have shown that the years from birth through third grade represent a time of tremendous brain development and growth. During this window, the quality of interactions between educators and children has a lasting impact. The CLASS tool was designed to assess and improve those interactions by providing educators with meaningful feedback they can use to reflect on and enhance their teaching practices.

So, what does CLASS actually measure?

In my recent CLASS Observer Training, one of the first things I learned is that the tool is organized around three key domains:

1. Emotional Support (ES) – Looks at how teachers help children feel safe, build strong relationships, and develop a love for learning.
2. Classroom Organization (CO) – Focuses on how teachers manage behavior, time, and attention to maximize learning opportunities and support self-regulation.
3. Instructional Support (IS) – Observes how educators promote deeper thinking, problem-solving, and language development, including the quality of feedback and opportunities for children to expand on their ideas.

Each domain contains specific dimensions and indicators, and trained observers are responsible for rating the quality and frequency of these interactions during observation cycles. Observers must carefully place what they see into the correct dimension and score it on a scale from 1 to 7, representing low to high-quality interactions.

It’s a tool that is both straightforward and deeply nuanced, requiring focus, training, and a solid understanding of child development and educational best practices. I’ve already completed three full days of training and have been studying the CLASS tool for over a month—and I’m still learning!

The Department of Education has adopted CLASS for use in specific early learning programs, particularly those receiving funding support. I believe that’s a step in the right direction.

As an educator and advocate for quality interactions in the classroom, I fully support the use of this tool. When used well, CLASS empowers educators to grow, reflect, and offer children the kind of interactions that truly make a difference.  My next post will cover my experience with CLASS when I was observed in my classroom.