Are you wondering how to improve your CLASS® scores? Coaching for early childhood educators is now available! By supporting teachers in strengthening interactions and improving instructional quality, our goal is to enhance outcomes for children with disabilities within Virginia’s Quality Birth to Five System (VQB5).
How to Improve CLASS® Scores with VQB5
VQB5 is focused on ensuring high‑quality experiences for children from birth through age five. Therefore, the main driver of this work is the CLASS® tool, which evaluates teacher–child interactions across 3 domains:
- Emotional Support
- Classroom Organization
- Instructional Support
Our coaching helps teachers grow these CLASS®‑aligned practices to support stronger student outcomes and improve CLASS® scores, resulting in improved VQB5 results. To sum it up, visit the VDOE’s VQB5 website for more details.
New Resource Available!
The VQB5 Coaching Flyer contains information pertinent to the coaching services you and your team can receive from the early childhood trio at ODU’s Training and Technical Assistance Center.
Who We Support
- Firstly, Early Childhood Special Education classrooms scoring below 3.99 on the CLASS® tool
- New teachers to include both early childhood special educators, early childhood general education teachers, and provisionally licensed teachers
- In addition, inclusion classrooms, self-contained classrooms, reverse inclusion classrooms (all settings!)
- In short, educators seeking self‑coaching tools or reflective practice resources
How to Improve CLASS® Scores: Coaching Options
According to the National Center on Quality Teaching and Learning (n.d.), the Practice‑Based Coaching framework outlines different types of coaching styles. As a result, TTAC at ODU offers multiple pathways to support teacher growth:
Expert Coaching
Focused, individualized coaching tailored to classroom needs. For example, the “expert” is referring to the person who would be your coach, while you are the expert of your classroom.
What does this look like?
- Firstly, the expert comes into the learning environment to observe an activity.
- Expert meets with education staff to provide feedback on effective practices.
- To sum it up, education staff meet in work group with facilitator/coach to discuss their practice.
Peer Coaching
Facilitated collaboration between teaching partners, for instance a fellow teacher or colleague in your setting.
What does this look like?
- For example, peer comes into the learning environment to watch an activity.
- Furthermore, peers meet to reflect on observations and provide feedback to each other.
- Above all, a coach from TTAC ODU will assist with goal setting and action planning.
Group Coaching
Targeted small‑group professional learning. The group can consist of practitioners from one site, or multiple depending on the need of the region, for instance.
What does this look like?
- Professional Learning Community (PLC). In other words, monthly or bi-monthly meetings with practices to work on in between.
- Additionally, evidence based practices and CLASS® Anchor Indicators.
Self‑Coaching
Reflection tools, checklists, on demand trainings, and resources educators can use independently.
What does this look like?
- Firstly, a coach from TTAC ODU will guide the goal setting and action planning process.
- Next, education staff uses self guided materials to structure an observation of his or her teaching practices, including videotaping while teaching.
- As a result, education staff examines data on effective practices to evaluate progress.
Why Choose Coaching to Improve CLASS® Scores?
- Strengthen CLASS‑aligned interactions
- Use evidence‑based early childhood practices
- Understand internal CLASS® scores and reports
- Engage in meaningful goal setting and action planning
- Build positive relationships and organized learning environment
- Ultimately, learn how to improve your CLASS® scores
Teachers scoring 3.99 or below receive individualized support that includes modeling, reflection, high‑impact strategies, and planning aligned to CLASS® indicators.
Why Choose TTAC @ ODU?
- Firstly, due to our deep knowledge of CLASS® and VQB5
- Subsequently, because of our expertise in inclusive early childhood practices
- On the other hand, we focus on alignment with division and state improvement goals
- Most importantly, our coaching services are free, completely voluntary, and never evaluative!
Our coaches support both special education and regular early childhood programs with professionalism, availability, and practical guidance.
⭐ What Educators Are Saying ⭐
“I appreciate your coaching and conversations with me. It’s super helpful and encouraging to me.”
“We appreciate the assistance your coaching has provided with our division data. Using this data provided some great next steps for our VPI and SPED teams to begin discussing with our newly appointed SPED director.”
“Our coach is able to assist our preschool with not only special ed students, but with other classroom concerns. She is always available, very professional, knowledgeable, and full of valuable teaching skills.”
“I truly appreciate you taking the time to be in my classroom, helping me through some hard times, and helping me create a wonderful & successful classroom all around. Your guidance and support mean the world to me.”
These testimonials reflect the heart of our work—supporting educators so they can better support children.
Contact Information
We’re here to support your growth, your classroom, and your team’s success.
📞 (757) 559‑1740
📧 dsentz@odu.edu | lgehring@odu.edu | esaxon@odu.edu
🌐 ttac.odu.edu/focus-areas/early-childhood/
📝 Coaching Interest Form: https://bit.ly/3MDBBBx
References
National Center on Quality Teaching and Learning. (n.d.). What is practice‑based coaching? U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start.