INITIAL PERCEPTIONS OF PRESCHOOL TEACHERS IN THE

NASCENT STAGE OF EMPLOYING THE CLASSROOM

ASSESSMENT SCORING SYSTEM AS A

PROFESSIONAL DEVELOPMENT

TOOL

A DISSERTATION

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE OF DOCTOR OF PHILOSOPHY

IN THE GRADUATE SCHOOL OF THE

TEXAS WOMAN’S UNIVERSITY

DEPARTMENT OF FAMILY SCIENCE

COLLEGE OF PROFESSIONAL EDUCATION

BY

KRISTY JOY TIPTON COX B.S., M.ED.

DENTON, TEXAS

AUGUST 2014

iii

DEDICATION

For you – my Lord, Jesus Christ,

You have always honored children and those who teach them. I dedicate this entire

journey and the final product to you – my Maker, Redeemer, and the One who loves little

children. I have never known my Father or my Faith as I know it today.

For my incredible parents – Momma, Daddy, Gma, & Two-Dad,

Growing up and into my adult years, I have been continually loved and supported in ways

that few have experienced. Thank you for teaching me well, for guiding me honestly and

for the sacrifices you made so that I might live my life with success. I love you and I pray

that this work honors your life and leaves a legacy that will make you proud.

For my passionate, silly and wonderful husband – Tom,

When we embarked on this adventure, we were children. We have grown old together

and still you love me and support me in my dreams of making this world a better place. I

could not ask for a more special partner. You are my strongest advocate and my love.

For my two amazing and accomplished children – Heath and Heather,

You continue to teach me every day that loving others, parenting well, and learning new

lessons are gifts that produce inconceivable returns on our investments. Your early years

iv

of life inspired my project. Studying alongside you for twelve years has been my joy and

privilege. Thank you for the sacrifices you made and for your wonderful support!

v

ACKNOWLEDGEMENTS

I am so grateful to the many individuals who have contributed to this work and to

my personal and professional growth throughout this long process. So many friends,

colleagues and professors have remained important to me as I pursued this dream. I have

been blessed with a committee who grew me and supported me. I am appreciative of my

chair, Dr. Karen Petty, for challenging me and for cheering for me. I have truly grown

because of our journey together. I am indebted to Dr. Joyce Armstrong and Dr. Lin

Moore who provided clear guidance and ready support. For each of you, I want you to

know that circumstances and time have created for me a thick, dark and at times

consuming mental fog. Your wisdom and this process have scrubbed every inch of my

intellect. Your gracious guidance has exposed for me and helped me to clear all of the

recesses within and surrounding my mind. I have found clarity. Thank you!

I want to express my gratitude to Dr. Sharla Snider for being instrumental to me

in my early stages of graduate school and for serving on my original committee. I will

always remember you.

Dr. Linda Ladd was a treasure who willingly shared of herself and her resources. I

could not have made it without you coming into my life when you did.

My family and many friends (that I simply do not have room to name

individually) have shaped this path and encouraged me onward. When my mother died

vi

just before my comprehensive exams, I was so heartbroken. I had never suffered a loss

that literally took me to my knees. Little did I know that I would suffer five more deaths

after Mom. You each surrounded me with prayer (and food!) and exhibited great love and

kindness. Were it not for your countless acts of care then, and in each of our additional

devastating losses, I know I would not have survived. Thank you for your prayers and for

your actions! Tom and Quata (especially), there are no words. I just love you both!

Mary Margaret, my peer debriefer and dear, special friend, thank you for stepping

in over and over again to help me toil through this information. You consistently helped

me to take a deep breath and focus on what was important. You have been an absolutely

phenomenal and immeasurable influence in my life. Angelica (notice that I named one of

my participants after you!), what a refreshing blessing and tireless ‘leafer’ you are! I am

so proud to work alongside you for children and families. Amy and Andrew, your sweet

friendship and support are amazing! Thank you especially for your help in creating a

concise and clear table when my time was limited. Sandy, you have loved and prayed me

to this place. I am so blessed to have you in my life and on this journey. We have more

time to share now! Get ready! Michan, you have taught me much and made my life easier

by doing what you do with such precision and expertise. I only wish I had met you

earlier! Amrutha, when I needed you, you came! I will carry in my heart that moment

when you helped me to figure out what I needed and we both stood there hugging and

screaming! There will forever be an association with the Divine where you are

concerned, my friend! TWU Housing staff, you are the ABSOLUTE BEST!!

vii

And finally, to the participants who made this study possible, thank you from the

depths of my being. You took a risk and I hope you will see yourselves represented

clearly and accurately throughout these pages. Go forth and teach well - For children!

viii

ABSTRACT

KRISTY JOY TIPTON COX

INITIAL PERCEPTIONS OF PRESCHOOL TEACHERS IN THE NASCENT STAGE OF EMPLOYING THE CLASSROOM

ASSESSMENT SCORING SYSTEM AS A PROFESSIONAL DEVELOPMENT

TOOL

AUGUST 2014

The primary purpose of this qualitative, phenomenological study was to capture

the initial perceptions of preschool teachers as they were introduced to the Pre-K

Classroom Assessment Scoring System™ measure and to explore what the use of this

tool meant for them regarding their ability to grow professionally.

The use of technology served as a platform for collecting data from a small cohort

of preschool teachers as they were introduced to the Pre-K CLASS™ measure as a means

of their professional development. An electronic interview tool (SurveyMonkey) and a

participant blog was designed to elicit dialogue and capture insights into the lived

experiences of these preschool educators. The data corpus was themed via the

phenomenological methodology.

Two research questions framed the study. The first research question was “How

do teachers perceive the use of the Pre-K CLASS™ as a professional development tool?”

This research question was designed to request the voice of participants regarding their

ix

perceptions about the Pre-K CLASS™ tool. The second research question was, “What

insights do teachers have regarding how Pre-K CLASS™ data can be useful for them in

order that they can grow as professionals?” The results of this study indicated that

preschool teachers recognized the Pre-K CLASS™ measure as trustworthy, beneficial

and an effective guide for their professional growth due to the tangible, helpful and

developmental manner in which resources were designed. Participants also found the

measure to offer windows of opportunity for them, their profession and the children

within their sphere of teaching influence.

x

TABLE OF CONTENTS

Page

DEDICATION ............................................................................................................ iii

ACKNOWLEDGEMENTS ........................................................................................ iv

ABSTRACT ................................................................................................................ vi

LIST OF TABLES .................................................................................................... xiii

LIST OF FIGURES .................................................................................................. xiv

Chapter

I. INTRODUCTION ................................................................................................. 1

Statement of the Problem ................................................................................. 2 Purpose of the Study ........................................................................................ 5 Research Questions .......................................................................................... 7 Theoretical Framework .................................................................................... 7 Definition of Terms.......................................................................................... 8 Researcher’s Assumptions ............................................................................. 10 Researcher’s Reflections ................................................................................ 10 Significance of the Study ............................................................................... 13

Delimitations… .............................................................................................. 14 Summary ……................................................................................................ 15

II. REVIEW OF LITERATURE .............................................................................. 17

Overview ........................................................................................................ 17 Teacher Professional Development ............................................................... 18

Teacher Professional Development and Systems .......................................... 20 Pre-K CLASS™ as a Tool for Professional Development ............................ 26 Theoretical Basis – Reflective Practice and the Use of the Pre-K CLASS™ 31

Summary ........................................................................................................ 34

xi

III. PROCEDURES FOR DATA COLLECTION..................................................... 36

Research Design ............................................................................................ 36 Phenomenology as a Research Method ........................................................ 37 Research Questions ........................................................................................ 40 Participants ..................................................................................................... 40 Methods of Data Collection ........................................................................... 41

Virtual Interviews .............................................................................. 43 Blogging ............................................................................................. 43 Email ................................................................................................ 44

Protection of Human Subjects ....................................................................... 45 Data Analysis ................................................................................................ 47 Methodological Rigor .................................................................................... 50

Data Triangulation ............................................................................. 50 Investigator Triangulation .................................................................. 51 Theoretical Triangulation................................................................... 52 Methodological Triangulation ........................................................... 53

Summary ....................................................................................................... 53

IV. ANALYSIS OF DATA........................................................................................ 55

Description of Sample.................................................................................... 55 Procedures for Collection of Data.................................................................. 59 Recruitment ........................................................................................ 59 Invitation to Participate ...................................................................... 60 Question Categories ........................................................................... 61 Procedures for Data Analysis......................................................................... 65

Themeing ....................................................................................................... 66 Peer Debriefing .............................................................................................. 67

Findings ......................................................................................................... 67 Presentation of Themes .................................................................................. 69 Research Question 1 (RQ 1) How do Teachers Perceive the use of the Pre-K CLASS™ as a Professional Development Tool? ................................ 70 Subthemes: Tangible, Helpful, Developmental ................................. 71

Research Question 2 (RQ 2) What Insights do Teachers have Regarding how Pre-K CLASS™ Data can be Useful for Them in Order that They can Grow as Professionals? ......................................................................... 73 Subthemes: Novel Viewpoints, a Chance for Classroom Climate Change ............................................................................................... 74

Trustworthy ........................................................................................ 85 Beneficial ........................................................................................... 87

Synthesis of Themes ...................................................................................... 88

xii

Summary ....................................................................................................... 89

V. SUMMARY, IMPLICATIONS AND RECOMMENDATIONS ....................... 90

Summary of Study ......................................................................................... 91 Theoretical Basis as Reflected in Themes ..................................................... 93 Reflective Practice ............................................................................. 94

Social Learning Theory...................................................................... 98 Discussion of Study Limitations .................................................................. 100 Recommendations for Future Research ....................................................... 101 Summary ..................................................................................................... 105

REFERENCES ........................................................................................................ 106

APPENDICES

A. SurveyMonkey Questionnaire Design Layout ............................................ 123 B. Electronic Mail Request for Follow Up ....................................................... 130 C. Institutional Review Board (IRB) Approval ................................................ 132 D. Consent to Participate in Research (SurveyMonkey). ................................. 134 E. Recruitment Flyer ....................................................................................... 136 F. Recruitment E-mail ...................................................................................... 138 G. Electronic Mail Invitation to Begin Study ................................................... 140 H. Demographic Information (SurveyMonkey) ...... ………………………….142 I. Electronic Interview Questions (SurveyMonkey) ....................................... 144 J. Demographic Characteristics of Participants ............................................... 146

xiii

LIST OF TABLES

Table Page

1. Percentages and Response Count of Participants Self-reporting the Type of

Program Option in which They Teach ................................................................. 56

2. Percentages Self-reporting Their Highest Level of Education Obtained............. 56

3. Research Questions with Themes and Subthemes ............................................... 68

xiv

LIST OF FIGURES

Figure Page

1. Screen capture of blog ......................................................................................... 44

2. Screen capture of SurveyMonkey Questionnaire Consent pg. 1 ........................ 46

3. Screen capture of SurveyMonkey Questionnaire Consent pg. 2 ......................... 46

4. Participants self-reported levels of education ...................................................... 57

5. Pseudonyms assigned to participants snapshot .................................................... 58

6. Screen capture of SurveyMonkey format demographic questions ...................... 62

7. Screen capture of SurveyMonkey format electronic interview questions

section .................................................................................................................. 63

8. Example of coded “Themed” transcription .......................................................... 66

1

CHAPTER I

INTRODUCTION

Early childhood practitioners within various pre-school settings across America

are required to engage in professional development annually, as defined by their

respective educational boards and licensing bodies. However, few of these preschool

teachers have the opportunity to carefully analyze and plan what professional

development steps might be beneficial to enable them to become stronger preschool

teachers. In 2007, a federal law was passed, the Improving Head Start for School

Readiness Act (U.S. Code Citation: 42 USC 9801 et seq., Public Law 110-134), which

defined professional development comprehensively for those serving preschool children

in Head Start programs. An Information Memorandum from the Office of Head Start

(OHS) followed, with reference to the Classroom Assessment Scoring System™

(CLASS) (Log No. ACF-IM-HS-08-11. Issuance date: 08/19/2008) as a “…valid and

reliable research-based observational instrument that assesses classroom quality,

including the assessment of multiple dimensions of teacher-child interactions that are

linked to positive child outcomes and later achievement.”

The Information Memorandum from the Office of Head Start (OHS) further

stated that, “…a conference report accompanying the Act suggests that OHS consider

using existing research-based methods such as the Classroom Assessment Scoring

System (CLASS) for this purpose.” On January 13, 2010 - the Improving School

2

Readiness & Promoting Long-Term Success: The Head Start Roadmap to Excellence was

published, which linked the use of the Pre-K CLASS™ tool with professional

development, program improvement and training and technical assistance. Within a few

months, use of the Pre-K CLASS™ was announced as a means of capturing Head Start

quality via the mechanism of federal program monitoring (Code of Federal Regulations

in § 1307.8, November, 2011). The present study was designed to give voice to not only

Head Start teachers but other preschool teachers whose classrooms are currently being

measured by the Pre-K CLASS™ in many classrooms across the American preschool

landscape, in order to gain their perceptions about how this assessment system could

inform and guide their professional development.

Statement of the Problem

As the body of research grows regarding long-term impacts of early life

experiences (Pianta, Cox, & Snow, 2007), early childhood teaching practices are being

scrutinized, evaluated and reported in full view of the American taxpayer (U.S.

Department of Health and Human Services, Head Start Impact Study, 2010). Publicly

funded programs serving young children and families, such as Head Start and state

sponsored preschool programs, are being required to prove that the time spent teaching

children has a benefit (Pianta, Cox, & Snow, 2007) equal to or greater than that of any

primary, secondary or college-level institution of education. This population of educators

(defined below) has the least formal education of the cohorts mentioned and is also the

lowest paid (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook

3

Handbook, 2010-11). While a significant amount of money and effort is being expended

to measure child outcomes (Pianta & Stuhlman, 2004), and most recently Head Start and

other pre-kindergarten teaching practices, little research is presently being conducted

which addresses the professional development needs of early childhood educators and

how best to meet these needs. Empirical studies have addressed professional development

as an issue for teachers in educational institutions serving children from kindergarten

throughout compulsory grades (Boardman & Woodruff, 2004; Guskey, 1997), but little

attention has been paid to teaching cohorts serving children in preschool. Nation-wide

comprehensive research of teacher needs (including professional development) has been

conducted by MetLife for over twenty-five years but no study to date has included

preschool teachers (The MetLife Survey of the American Teacher, 1984-2012).

High quality and emotionally supportive relationships between young children

and adults increase the likelihood of positive outcomes for the child (Karoly, Kilburn, &

Cannon, 2005; Pianta, 1999). Information from the National Research Council and

Institute of Medicine (2000) indicated that the vast majority of learning in the early years

and for life is predicated upon the context of the initial and ongoing emotional supports

provided by primary adults in the life of the young child (Pianta, Steinberg, & Rollins,

1995). As such, young children in warm, emotionally supportive environments have a

better opportunity to weave together positive emotions with learning (Bierman et al.,

2008; Pianta & Stuhlman, 2004). Social learning theory posits that not only do children

benefit from observing, interacting and learning from one another, but so do all humans

4

(Bandura, 1977). The more positive the learning environment, the more likely the desired

learning outcome will be reached.

In similar manner, teachers desire to work and teach within an environment that is

emotionally supportive to them in order for them to self-identify areas of needed

improvement (Ashton, 1984) and ultimately to increase their skill levels (Huitt, 2000) and

effectiveness in teaching. A teacher’s sense of efficacy is derived through experience or

performance accomplishments (Bandura, 1977). While compensation is a primary factor

in teacher job satisfaction (Arnold & Mackenzie, 1999), Thornton, Perreault, and

Jennings (2008) established that teachers will exit the career field of teaching for reasons

beyond low pay, including (a) lack of staff development (b) insufficient parental support,

and (c) administrator support. Research by Dove (2004) indicated that work-related

conditions and low levels of expressed appreciation also prompt teachers to find new

career avenues. Therefore, it could be assumed that if teachers feel valued and are

allowed to grow professionally they are more likely to feel effective as educators and

may be more likely to remain steadfast in their careers.

Additionally, teachers who believe they are effective are more likely to persist

when challenges arise and are more passionate about teaching (Guskey, 1984). Hoy

(2002) discussed two particular factors that can impact a teacher’s sense of effectiveness,

the first through vicarious experiences and the second through social persuasion.

Teachers learn about themselves and others through practice and observation. Hoy (2002)

referred to a vicarious experience for a teacher as one in which a teacher observes another

5

teacher engaged in what appears to be a successful teaching practice. The observing

teacher may then employ a similar teaching practice and thereby improve his or her

teaching habits. Teachers also learn through social persuasion, which Hoy (2002)

described as anything from motivational speeches from administration to individualized

mentor coaching designed to specifically improve that teacher’s instructional practices.

Adults gain new information through experience, as do children, and this process of

growing is rich when positive relationships are involved. Lindeman (1926) explained,

“Growth should be a process of integrating emotions with thought, an evolving capacity

for feeling more deeply and thinking more clearly" (p. 110) and continued by stating,

“Growth is the goal of life. Power, knowledge, freedom, enjoyment, creativity--these and

all other immediate ends for which we strive are contributory to the one ultimate goal

which is to grow, to become" (p. 128). The opportunity to grow is the purpose of

professional development. However, the voice of the preschool teacher has been largely

silent regarding what they believe they might need in order to grow and to become the

most effective early childhood educator.

Purpose of the Study

The primary purpose of this qualitative, phenomenological study was to 1)

capture the initial perceptions of preschool teachers as they are introduced to the Pre-K

Classroom Assessment Scoring System™ (Pianta, LaParo, & Hamre, 2009) tool and 2) to

explore what the use of this tool may mean for them regarding their ability to grow as

professionals. Research indicates that relationships and interactions between the teachers

6

and children are key to student growth (Greenberg, Domitrovich & Bumbarger, 2001).

This is the premise of the Pre-K Classroom Assessment Scoring System™ (CLASS),

which has been deemed a valid and reliable measurement tool used to code the emotional

climate of early childhood classrooms (NICHD Early Child Care Research Network,

2002) and to foster a proactive awareness within teachers that will support stronger

teaching intentionality as they cultivate positive relationships with the children they

teach. While the measurement tool is designed to capture information that will reduce the

achievement gap for children (Hamre & Pianta, 2005), the interactions and behaviors of

teachers are the major factors in the final codes assigned by Pre-K CLASS™ Observers.

Not only is this tool helpful for positive child outcomes, but these scores have the

potential to support teachers in a manner that will foster stronger professional

development outcomes according to Pianta, LaParo and Hamre (2008).

The Classroom Assessment Scoring System™ has been used in hundreds of early

childhood programs throughout America to reduce the achievement gap for children and

improve instruction (Jerome et al. 2008; LoCasale-Crouch et al., 2007). In parallel

process to teachers guiding learning outcomes of children, this researcher examined how

teachers perceive the Pre-K CLASS™ tool as a means for gaining professional expertise.

To meet this purpose, this research (a) explored participant's beliefs and

perceptions about the use of the Pre-K Classroom Assessment Scoring System™ as a

professional development tool and (b) investigated what teachers perceive would be

necessary for professional development to sustain from hearing to learning to practice.

7

Research questions were developed for this study based upon the premise that Pre-K

teachers possess critical insight as to what they need. Use of phenomenological

methodology allowed the participants to provide their lived experience (Starks &

Trinidad, 2007) of the phenomenon of the Pre-K CLASS™ as a professional

development tool and provided insight into that experience through descriptions that the

participants revealed.

Research Questions

The key questions that guided this phenomenological inquiry were:

RQ1. How do teachers perceive the use of the Pre-K CLASS™ as a

professional development tool?

RQ2. What insights do teachers have regarding how Pre-K CLASS™

data can be useful for them in order that they can grow as

professionals?

Theoretical Framework

Two theories in particular were best suited to frame this qualitative

phenomenological study: social learning theory (Bandura, 1977) and the theory of

reflective practice (Schön, 1983, 1987). Social learning theory considers the social

atmosphere of the learner and how people in relationship to the student influence the

quality of learning that occurs. Donald Schön’s theory of reflective practice (1983, 1987)

has informed many sectors, including the medical, business and educational worlds. This

research incorporated reflective practice as a foundational step towards adult learning and

8

sustained teacher change, specifically, the essential element of reflection that has the

potential ability to impact long-term, transformative teaching.

A blending of both aforementioned theoretical constructs afforded the opportunity

for both dependent (social, as in looking outward) and independent (reflective, as in

looking inward) practices as a means by which learning occurs for teachers. As such, the

most suitable manner for gathering these rich data was a study that employed a

qualitative phenomenological approach. By exploring the perceptions of preschool

teachers from various settings (including child care, public and private Pre-K and Head

Start), this researcher gained perspicacity regarding what teachers believed about their

professional growth with regard to the Classroom Assessment Scoring System™.

The researcher was interested in teacher perceptions about the Pre-K CLASS™ as

a means of professional development as it is currently the only standardized assessment

instrument that United States Office of Head Start is employing to monitor classroom

quality (Improving Head Start for School Readiness Act, 2007). Classroom quality is

measured by observing and coding interactions between children and teachers in three

broad domains: Emotional Support, Classroom Organization, and Instructional Support,

which will be discussed in more detail during Chapter 2.

Definition of Terms

A definition of major terminology is provided for the purpose of ensuring

continuity throughout the discussion.

9

Early childhood – A profession encompassing early education services to children

from birth to eight years of age (Copple & Bredekamp, 2009) but for the purposes

of this research will include the broadly defined population serving children from

3-5.

Preschool child – A child within the age range of 3-5.

Pre-K CLASS™ Trainer – A certified trainer of the Pre-K CLASS™ having been

deemed a reliable Pre-K CLASS™ Observer (see below) and having successfully

completed an annual knowledge examination on the full spectrum of Pre-K

CLASS™ domains and dimensions.

Pre-K teacher; preschool teacher; early childhood practitioner – Educator of

children ages 3-5 with varying levels of formal and informal education and career

experience. These individuals may work in federally-funded, state-funded or

tuition-based early childhood programs including Head Start, public or private

preschool, or prekindergarten programs, or child care centers.

Professional development – Growth opportunities within a particular profession

that advances the skill level of the practitioner.

Reliable or Certified Pre-K CLASS™ Observer – An individual who has

undergone in-depth Pre-K CLASS™ observation training and demonstrated

trustworthiness with the CLASS™ tool by passing a rigorous Pre-K CLASS™

reliability examination. Certified CLASS™ Observers view teacher-child

10

interactions through a prescribed Pre-K CLASS™ lens and accurately assign Pre-

K CLASS™ codes which can be used to inform teaching.

Teachstone – A for-profit company that was founded in 2008 by Robert Pianta

and Bridget Hamre (researchers who developed the Pre-K CLASS™). In

coordination with the University of Virginia’s Curry School of Education Center

for Advanced Study of Teaching and Learning (CASTL), Pianta and Hamre

founded Teachstone in response to the need for training in the Pre-K CLASS™

(and other age groups and grade levels of the Classroom Assessment Scoring

System™) in an effort to improve classroom teaching practices and thereby

reduce the educational achievement gap.

Researcher’s Assumptions

The core assumptions made by the researcher were that preschool teachers

involved in this study would be willing, capable and available to honestly reflect and

answer questions regarding the use of the Pre-K Classroom Assessment Scoring

System™ as a professional development tool. These teachers would be able to articulate

how data from the Pre-K CLASS™ could contribute to their professional development.

The participants had been introduced to the CLASS™ by a certified Pre-K CLASS™

trainer and provided (at minimum) the Teachstone prescribed CLASS™ Overview.

Researcher’s Reflections

As a Reliable CLASS™ Observer and Pre-K CLASS™ Trainer for several years,

I became aware of the need for a study such as this due to the fact that the audience to

11

which Teachstone most frequently provides Pre-K CLASS™ training precludes teachers.

Instead, the audience is most often comprised of those who will observe Pre-K teachers,

such as administrators. Having also been a passionate preschool teacher for many years at

a college laboratory school and National Association for the Education of Young

Children (NAEYC) Accredited early childhood center, I am familiar with the sometimes

disruptive classroom traffic and resulting anxiety from multiple observers who were

making judgments about the quality of instruction that I provided. However, their

feedback afforded me the opportunity to comprehend what I had done well during the

time of their assessment or to consider what I might have said or done differently. While

I grew from these experiences, I was not often queried as to my interpretations about

what I might need to do in order to further develop. Several years following the initial

experiences of having others observe me and provide feedback, our program began a

practice whereby teachers videotaped themselves during teaching moments and then,

using this film, self-assessing.

I matured tremendously as a teacher through the self-reflection that occurred and

found this avenue of professional development to be more honest and effective than

anything else that I had ever experienced in my professional development. From seeing

and hearing myself in recorded teaching sessions, I learned to catch certain tones in my

voice as I approached children and noticed high quality teaching as well as missed

teaching opportunities. I was able to change my teaching behavior as a result.

12

Years later and upon initial exposure to the Pre-K Classroom Assessment Scoring

System™ I immediately wondered how the teachers viewed the use of this assessment

because the aspect of self-reflection appeared to be absent. I considered my own years of

teaching and began inquiring, “But, what about the teachers?” and I wondered if anyone

had considered how they viewed or could utilize the Pre-K CLASS™ as an avenue for

development.

I have trained hundreds of administrators to use the Pre-K CLASS™ tool since

those early moments and additional thoughts have emerged for me about how the

teachers view this process and what their experiences with the outcome of these

observations have felt like to them. I have continued to wonder about what the teachers

have been told about why observations are taking place within their classrooms and I

have deeply desired to hear what teachers know about the results of the observations. I

have asked myself if teachers enjoy being observed and assessed or if they ever feel

threatened by this process. I ponder how much teachers own this process or if it is simply

imposed upon them by those with administrative power. From my experience as I train

and dialogue with administrators, most teachers are not being adequately trained on the

Pre-K CLASS™ and may be missing a rich professional development opportunity if

those observing them are focused solely on the score that is derived rather than the skills

that can be honed through effective self-reflection.

Other self-queries that prompted me to fully pursue this study included, “What do

teachers know about the coding process? Do teachers feel pressured to reach a certain

13

score? Do teachers see themselves as professionals who have a new opportunity to grow

via CLASS™ or do they fear the judgment of those supervising them? Are teachers being

provided with Pre-K CLASS™ observers who are positive, sensitive, respectful and

willing to regard the thoughts and gifts that teachers possess, just as the Pre-K CLASS™

requires of the Pre-K teacher in his or her relationship to the children being taught? When

instructional support is provided to the teacher from the Pre-K CLASS™ observer

regarding each domain and each dimension, is the teacher provided the same opportunity

as his or her children to have a respectful dialogue (equal to a level of high quality of

feedback) or to grow in her ability to understanding the concept of high quality

teaching?” These questions are but a few of those considered that ultimately resulted in

culmination of the two primary research questions that informed this study.

While it is clear that the scope of this research was limited and answering all of

the questions that have surfaced would not be possible, it was the hope of this researcher

that a contribution would be made to the literature by including the perspectives of some

Pre-K teachers who may have previously been silent on this topic.

Significance of the Study

This study contributes to an understanding of the professional development needs

of Pre-K teachers, based upon the nascent perceptions of those included, in order to more

fully inform those who are not only receiving professional development opportunities via

the Pre-K CLASS™ but for those who are responsible for providing it. Professional

development for prekindergarten teachers is only beginning to be explored (Whitaker et

14

al., 2006). Rather than using information about a teacher just to inform annual pay

increases or promotions, the profession of Pre-K education might be significantly

impacted if those organizing professional development opportunities knew more about

what this population of teachers deemed necessary. This information could then be

shared among educators in the primary, secondary and college level classrooms to further

inform all levels of educators. Finally, findings of this study might serve to inform

human resources managers in order to more comprehensively meet the needs of other

employees in fields outside of education.

Delimitations

While it was the desire of this researcher to seek the perceptions of Pre-K

teachers, the scope of an all-inclusive study was not possible. Delimitations provided the

researcher with clear boundaries by which the study was to be conducted. This research

consisted of only a small number of preschool teachers in a variety of early childhood

programs, newly introduced to and possessing basic knowledge of the Pre-K CLASS™

as a classroom assessment. Types of early childhood programs invited consisted of Head

Start, preschool and child care and were a blend of several models such as family-

paying/tuition-based, federally supported or state funded. It was important for this

research to include only those teachers with minimal exposure to the Pre-K CLASS™ to

reduce possible bias either in favor of or in opposition to use of the Pre-K CLASS™ tool.

The participants of this study was limited to only Pre-K teachers as they have

traditionally been recipients of the of the Pre-K CLASS™ observations and have not

15

been afforded an opportunity to voice their perceptions about the ways in which these

results can inform their teaching and aid them professionally. Pianta, La Paro and Hamre

(2008) authors of the Pre-K CLASS™ Manual state “CLASS can serve as the basis for

new models of in-service training that break away from the traditional workshop model

by focusing on providing teachers with ongoing, flexible, individualized, and

collaborative support to improve their teaching interactions with students” (p. 7). Use of

phenomenological methodology allowed the participants the opportunity to provide their

lived experience (Starks & Trinidad, 2007) of the phenomenon of the Pre-K CLASS™ as

a professional development tool and to provide insight into those experiences. Vivid

descriptions of their lived experiences were captured via two of the three intended means

of data collection: independent internet journaling via SurveyMonkey, and interactive

participant blog. Follow-up reflections submitted to the researcher via electronic mail

were not provided.

Summary

The present paucity of research with regard to effective and sustaining

professional development practices of preschool teachers is concerning. While efforts are

being made to reduce the achievement gap for children by providing respectful, sensitive

and high-quality relationships between preschool children and their teachers (Hamre &

Pianta, 2005; Jerome et al., 2008; LoCasale-Crouch et al., 2007), little research is being

conducted that will support the teachers of young children in their quest for excellent

professional development experiences. When asked, early childhood professionals were

16

able to provide valuable insight into their lived experiences (Starks & Trinidad, 2007) as

they were exposed to the Pre-K CLASS™ for the first time. The qualitative,

phenomenological, research study designed herein provided preschool educators the

opportunity to reflect on their lived situations when the Pre-K CLASS™ was first

introduced into their respective classrooms so that the voice of the one being assessed

was heard, considered and honored.

17

CHAPTER II

REVIEW OF LITERATURE

Overview

Generations of teachers have engaged in ongoing professional development in an

effort to seek out strategies that will help them to improve their teaching practices

(Guskey, 1997; Hsieh, Hemmeter, McCollum, & Ostrosky, 2009). Academic institutions

often create extensive policies which articulate the expectation that teachers earn a certain

amount of annual professional credit or continuing education in an effort to increase the

knowledge base, strategies and quality of the educators that they have employed.

Teachers, and those who hire them, identify that continued adult learning and teacher

professional development is essential (Burke, Greenglass, & Schwarzer, 1996). In

America, both public and private schools at all levels regularly adopt new curricula or

teaching philosophies and then instruct teachers regarding how to adapt to the particular

methods imbedded within the frameworks to which they prescribe (Wanless et al., 2012).

Teachers have many adjustments to make as these changes occur and often carry a heavy

load as they strive towards being an excellent employee and an exemplary educator.

Pressure to improve the academic exactitude for children began decades ago (Hanushek,

1971) and continues to be increasingly connected to teacher performance.

18

Literature suggests that among the few research-based professional development

approaches available to teachers, the concept of prevention and intervention models

(Slavin, & Shaw,1992; Snow, Burns, & Griffin, 1998) surfaces, which appears to do

more with targeting specific failures of children than how teachers could take ownership,

gain relevant insight and address all aspects of their own professional growth. Deficit

language that indicates an intervention must take place creates a distinction that outsiders

must swoop in and save the children from their teachers rather than giving voice to

teachers about their own intelligence, which can guide their teaching practice if identified

and adequately supported. So while children are faced with increased academic

expectations and outcomes (Rushton & Juola-Rushton, 2008), one might ask how the

teachers are faring. The supposition could be made that professional development within

the early childhood arena is strategically identified, carefully analyzed and automatically

matched to meet the areas of need that Pre-K teachers possess and that teachers

themselves are thoughtfully involved. Research indicates that this is not necessarily the

case (Birman et al, 2000; Garet, 2001). Within America, researchers have been busily

quantifying the results of children’s learning outcomes, but more is needed to measure,

nurture, and support teacher outcomes so that self-directed and appropriate professional

development strategies can be offered.

Teacher Professional Development

Research is frequently focused on academic-level and pre-employment teacher

preparation while missing the critical role of continued professional development for

19

teachers already engaged within the teaching profession. However, Hamre et al., (2012)

indicated that in many cases, even when teachers hail from academic training, possess

degrees and encounter professional development experiences, a shift in thinking and

practice is indicated because high-quality interactions between teachers and children

remains lackluster:

Little evidence has been found so far that a link exists between college

coursework in early childhood education and teachers’ likelihood to

engage in high-quality interactions with children. Teachers holding a

bachelor’s degree in early childhood education are typically no better at

these interactions than are teachers holding only an associate’s degree.

Neither is there much evidence that typical professional development

opportunities (such as courses and workshops) produce improvements in

the quality of teacher-child interactions (p. 88).

In other terms, even when college-level or postgraduate professional development

is provided, it does little to change the behaviors of teachers, or in essence, to help them

grow from novice to expert. Scholars from the National Research Council (2000)

explored this interesting notion of what differentiates the proficient from the apprentice

and the ability to reflectively think seems to be of paramount value:

People who have developed expertise in particular areas are, by definition, able to

think effectively about problems in those areas. Understanding expertise is

20

important because it provides insights into the nature of thinking and problem

solving. Research shows that it is not simply general abilities, such as memory or

intelligence, nor the use of general strategies that differentiate experts from

novices. Instead, experts have acquired extensive knowledge that affects what

they notice and how they organize, represent, and interpret information in their

environment. This, in turn, affects their abilities to remember, reason, and solve

problems (p. 31).

According to the National Research Council (2000), people must be able to recall

what they have learned, organize it, represent it in context, interpret the information that

they have stored and then apply it appropriately in the present situation. It would make

sense then that professional development for educators would be designed to instill these

same cognitive habits. Strategies provided through professional development should

afford teachers and those who supervise them the opportunity to grow so that, in turn,

children will make greater gains (Landry et al., 2009); yet implementing this type of

change is not easily accomplished.

Teacher Professional Development and Systems

A number of factors must be considered when teachers are introduced to the

concept of improving (changing) existing teaching tactics or adopting new teaching

strategies. First, the system of support surrounding teachers as learners must be assessed.

Teachers without individualized and system-wide supports may develop feelings of

21

isolation (Johnson & Birkeland, 2003; Kardos & Johnson, 2007) which impacts their

sense of effectiveness. In order for teachers to be at their best, they must feel supported,

be able to take risks and exhibit confidence. Both intrinsic and extrinsic in nature, the

confidence factor that teachers carry with them can be fundamentally positive or

negative. The internal picture that a teacher develops is often in part a reflection of the

external picture that is painted by administrators within that educational environment

(Burke, Greenglass & Schwarzer, 1996). Bryk and Schneider (2002) spoke to this sense

of vulnerability within teachers, “As public criticism focuses on schools’ inadequacies,

teachers need to know that their principal values their efforts and senses their good

intentions” (p. 129).

Second, the professional development system should be designed in such a way

that the atmosphere created is collegial. In a large-scale study of 400 Chicago elementary

schools whereby the relationships between trust and student achievement were examined,

Bryk and Schneider (2002) underscored the importance of teacher-to-teacher

relationships, finding that when teachers trusted one another they felt more comfortable

to implement new teaching practices. Bryk and Schneider (2002) noted that these

relationships were characterized by relational trust which included respect, personal

regard, competence in role responsibilities, and personal integrity (Bryk & Schneider,

2003), similar to the kind of social support that may be provided by teacher-coaches or

mentors. Having a strong professional relationship with other teachers may also increase

teacher self-efficacy (Yost, 2002), which has been found to relate to increased program

22

implementation (Han & Weiss, 2005). Teachers’ access to each other for support can

make or break the success of a newly implemented system.

However, beyond the importance of teacher-to-teacher relationships, very recent

research conducted regarding a program entitled the Responsive Classroom® approach

(Wanless et al., 2012) revealed that third, administrators play an important role as well.

Those in leadership must be genuine in their care and concern for the teachers within

their sphere of influence, as well as authentic in their desire to implement new strategies

that may require teachers to reframe or totally transform their teaching practices.

Although Wanless et al. (2012) studied two cohorts of teachers responsible for

educating elementary age children and not preschool children, she and her colleagues

learned (via this mixed methods study of 88 third and fourth grade teachers) several

factors that could be applicable to the population that the present study explored. During

focus group sessions regarding teachers’ perceptions of how the Responsive Classroom®

approach was being implemented, teachers made comments that “money and fame”

seemed to be primary motivators for principals and “…it wasn’t like because it was a

good thing for students…” (Wanless et al., 2012, p. 44). Specifically, teachers in the

Responsive Classroom® approach study revealed perceptions that several elements were

essential to the successful outcomes of teacher professional development.

First, it was critical that principals or leadership be truly motivated to implement

[professional development] to improve child outcomes. Second, leadership had to be

23

committed to consistently embodying the intervention philosophy across school

programs. Third, it was important to provide supplemental resources and time for

successful implementation such as books, materials, and flexibility of schedules in order

to embed practices throughout each school day. Stated differently, teachers in this study

perceived that administrative leaders created a culture and community that had the

potential to foster rich human interactions and deep personal and professional

connections via the mechanism of professional development that they selected and

enforced. Administrators can also be the biggest barrier to the hoped-for change that can

occur as the result of effective professional development (Wanless et al., 2012).

However, adopting any new philosophy around adult learning is a major enterprise and

should be cautiously approached (Lloyd & Modlin, 2012).

Principals of school programs implementing the Responsive Classroom®

approach (Wanless et al., 2012) were more likely to have teacher buy-in and success

when the administrators were motivated at a level beyond that of simply seeking some

type of recognition for trying something new. These administrators also had to exhibit

consistent adherence to the practices being employed and needed to offer more than just

words of support (although verbal encouragement was central also); they had to provide

their teachers with tangible backing, both the time and the necessary supplies needed to

be successful (Wanless et al., 2012). With all of these features in place, teachers still

required intensive professional development, including multiple workshops and highly

individualized coaching conducted on location and via email (Wanless et al., 2012).

24

Finally, Wanless et al. (2012) found that the teachers who felt most successful expressed

that they were safe in taking risks and truly fortified by their leaders via the time, space

and social supports provided to try the strategies that were introduced through the

Responsive Classroom® approach.

Therefore, while recent trends in America have reframed the overall minimum

qualifications of many early childhood professionals, requiring preschool teachers to be

earning or in many cases to possess a college degree prior to employment, it is clear that

the climate in which professional development occurs plays a significant part in how

successful teachers will continue to be as they implement what they have learned. Putting

into practice any new idea requires the ability to think (Koppich & Knapp, 1998).

Educated early childhood professionals continue to be afforded opportunities to grow and

develop in creative ways (Kennedy & Thomas, 2012) alongside the children they are

guiding, but the field could be better informed if the teachers were asked what it is that

they need.

Although sparse, research is emerging with regard to early childhood professional

development and strategies that appears to be producing results (Whitaker et al., 2006;

Pianta et al., 2008; Downer, Kraft-Sayre, & Pianta, 2009). One such strategy for helping

Pre-K teachers use data to inform teaching practices involves a web-mediated coaching

structure entitled MyTeachingPartner™ in conjunction with the Pre-K Classroom

Assessment Scoring System™. Use of this combination of professional development

supports has provided one helpful response to the largely unanswered need of how early

25

childhood teachers can alter professional practice in a manner that improves outcomes for

children. Using MyTeachingPartner™ early childhood educators work with their

assigned coaches multiple times weekly via telephone, email and the use of a web-based

interface over a ten-month period to analyze their video-taped classroom interactions

with children. Research by Pianta et al., (2008) described the effects of

MyTeachingPartner™ with regard to improved interactions between teachers (N = 113)

and children in a state-funded Pre-K program (Pianta et al., 2008). During this study,

teachers assigned to receive MyTeachingPartner™ consultation via the internet

combined with specific feedback directed at interactions showed considerable increases

in quality interactions, as rated by independent reviewers, verses those teachers who only

viewed videos of a professional nature. Other school districts have also found application

to teacher professional development through the use of video-taping teachers during

classroom instruction time and follow-up review (Dieker et al., 2009; Kennedy &

Thomas, 2012).

Finally, it is important to note that countless early childhood programs such as

child care centers still do not require any type of formal education of their teachers, with

a high school diploma or a GED often being the only educational requirement (Bureau of

Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-

2013). Knowledge and experience brought with the Pre-K teachers upon employment is

important but the professional development experiences that will follow are essential to

the success of the educational environment (Fixen, Naoom, Blasé, Friedman, & Wallace,

26

2005; Joyce & Showers, 1995; Joyce & Showers, 2002; Trivette, Dunst, Hamby,

O’Herin, 2009).

Pre-K CLASS™ as a Tool for Professional Development

The Pre-K Classroom Assessment Scoring System™ (CLASS) has been deemed

by the authors to be a valid and reliable measurement tool used to code the emotional

climate of early childhood classrooms and foster a proactive awareness within teachers

that will support stronger intentionality as educators cultivate positive relationships with

the children they teach (Pianta et al., 2008). Development of the Pre-K CLASS™ tool

was based upon widespread research findings and a large literature review from the

National Institute of Child Health and Human Development (NICHD) Study of Early

Care, Early Child Care Research Network (ECCRN; 2002); work conducted by Pianta et

al. (2002) and the National Center for Early Development and Learning (NCEDL) Multi-

State Study of Pre-Kindergarten and the Statewide Early Education Programs (SWEEP)

study (LoCasale-Crouch et al., 2007; Mashburn et al., 2008; Pianta et al., 2003). Two

major studies were completed during the NCEDL (Early et al., 2005) whereby 694

preschool classrooms and 730 kindergarten classrooms were examined over the course of

a two-day period in the spring and fall in order to determine CLASS™ scores.

Specifically, teachers’ use of instructionally and emotionally supportive interactions was

measured across 11 states in 700 state-funded Pre-K classrooms using the Pre-K

CLASS™ (Pianta et al., 2008) and the Early Childhood Environmental Rating Scale –

Revised (Harms, Clifford, & Cryer, 1998). The average ratings of Instructional Support

27

were meager, ranked as 2 on a 7-point scale, signifying that interactions between teachers

and children were not indicative of the nature of teaching that produces significant

children's learning gains (Hamre & Pianta, 2005).

The Pre-K Classroom Assessment Scoring System™ (CLASS) is an observation

instrument that has a specific focus on teacher and child interactions within three

dimensions: Emotional Support, Classroom Organization, and Instructional Support

(Pianta et al., 2008). Assessments are completed through classroom observations by

trained, reliable Pre-K CLASS™ observers. The overall emotional climate of the

classroom has been determined to be critical in reducing the achievement gap for children

facing two particular risk factors: (a) children with high behavioral referrals and (b)

children from homes with low maternal education. Research indicated that an

emotionally supportive classroom yielded positive results in the outcomes of these at risk

children (Pianta et al., 2008). In fact, it could be noted that the Emotional Support domain

of the Pre-K CLASS™ links most closely to empirical studies conducted on parenting

practices and related child outcomes as first noted by Baumrind (1971), in her seminal

classification of parenting styles. Three particular styles were noted by Baumrind (1971)

as most prevalent in families and can be applied to behaviors linked with the CLASS™

Emotional Support domain: authoritative parenting is manifested by patterns of warmth,

consistency, and non-punitive discipline. Pre-K CLASS™ refers to the emotional support

dimensions of positive climate, teacher sensitivity and regard for student perspectives

(Pianta et al., 2008). Baumrind distinguished that authoritarian parenting was less warm

28

with harsher discipline and inconsistency while the Pre-K CLASS™ dimension of

negative climate specifically encompasses negative affect, punitive control, sarcasm and

disrespect and other forms of severe negativity (Pianta et al., 2008). Baumrind noted a

final parenting style, permissive, was marked by low levels of supervision (Maccoby &

Martin, 1983) and bears some similarity to behaviors measured within the Pre-K

CLASS™ regarding teacher sensitivity. The ability of parents and teachers to be aware of

and responsive to the needs of children is critical to children’s development. Just as

parenting styles have been found to relate to children’s classroom adjustment (Kauffman

et al., 2000), teacher interactions with children are the primary vehicle of student

development (Greenberg, Domitrovich, & Bumbarger, 2001; Hamre & Pianta, 2007).

In similar manner, teachers desire to work and teach within an environment that is

emotionally supportive to them (Burke, Greenglass, & Schwarzer, 1996) in order for

them to self-identify areas of needed improvement (Ashton, 1984) and ultimately to

increase their skill levels (Huitt, 2000) and effectiveness in teaching. A teacher’s sense of

efficacy is derived through experience or performance accomplishments (Bandura, 1977).

While compensation is a primary factor in teacher job satisfaction (Arnold & Mackenzie,

1999), Thornton, Perreault, and Jennings (2008) established that teachers will exit the

career field of teaching for reasons beyond low pay, including lack of staff development

and insufficient parental and administrator support. Research by Dove (2004) indicated

that work-related conditions and low levels of expressed appreciation also prompt

teachers to find new career avenues. Teachers who believe they are effective will more

29

often persist when challenges arise and are more passionate about teaching (Guskey,

1984).

Hoy (2002) discussed two particular factors that can impact a teacher’s sense of

effectiveness, the first through vicarious experiences and the second through social

persuasion. It could be assumed that teachers learn about themselves and others through

practice and observation, just as children do. Hoy (2002) described that a vicarious

experience for a teacher includes moments when one teacher observes another teacher

engaged in what appears to be a successful teaching practice. The observing teacher may

then employ a similar teaching practice and thereby improve his or her teaching habits.

Teachers who are surrounded by stronger teacher peers show improved performance as

indicated by Jackson and Bruegmann (2009).

Teachers also learn through social persuasion, which Hoy (2002) noted to be

inclusive of individualized mentor coaching designed to specifically improve that

teachers’ instructional practices or motivational speeches from administration. A

coaching experience is described as an interaction that highlights strengths as well areas

that require attention (Rush & Shelden, 2011).

Adults gain new information through experience, as do children, and this process

of growing is rich when positive relationships are involved. Adult learners are most

successful when they are able to build upon and advance existing capacities, and cultivate

fresh and innovative expertise as a result of what they have learned (Hanft, Rush, &

30

Shelden, 2004). Lindeman (1926) explained, “Growth should be a process of integrating

emotions with thought, an evolving capacity for feeling more deeply and thinking more

clearly" (p. 110) and continued by stating, “….Growth is the goal of life. Power,

knowledge, freedom, enjoyment, creativity--these and all other immediate ends for which

we strive are contributory to the one ultimate goal which is to grow, to become” (p. 128).

As such, teachers have a tremendous role in creating a learning environment that is either

positive or negative (Birch & Ladd, 1997). Research has indicated that the opportunity

for student success is largely predicated upon the interactions between the teacher and the

student (Curby, Grimm, & Pianta, 2010) and not merely the content of the subject taught

(Howes, 1997). While what is taught is important, how it is taught is critical (Connor,

Son, Hindman, & Morrison, 2005). Beyond simply telling children about particular

subjects, teachers must be able to connect with young children in real and very

meaningful ways (Rimm-Kaufman, LaParo, Downer, & Pianta, 2005) in order for

children to imbed the knowledge.

Teachers who are able to develop closer relationships with their students exhibit a

higher sensitivity to the needs of their students, a richer regard for student viewpoints and

a more positive overall classroom environment (Pianta, Hamre, & Stuhlman, 2003).

However, few teachers enter their careers with an in-depth understanding of these vital

elements which are so helpful in reaching children effectively. As educators gain practice

within their discipline, it would be useful to understand from their perspectives what

31

helps them to gain the most from their experiences and then apply what they have

discovered to their teaching.

Few professional development structures currently offer teachers the prospect of

such powerful learning but some interest and momentum is gaining (Dieker et al., 2009;

Sheridan, Edwards, Marvin, & Knoche, 2009; Rush & Shelden, 2011; Wanless et al.,

2012).

Theoretical Basis – Reflective Practice and the Use of the Pre-K CLASS™

One avenue of professional growth can be routed through the process of reflective

practice (Schön, 1983, 1987), in which the practitioner takes personal responsibility for

analyzing her professional behavior in an effort to change and ultimately improve

performance. The challenge in undertaking such analysis is often in finding a starting

place. With the Pre-K Classroom Assessment Scoring System™, a standardized tool is

used to observe the interactions between children and their teachers in an effort to

improve teaching practices and thereby, child outcomes (Pianta et al., 2008). Anecdotal

observation notes articulate specific indicators and behavioral markers within ten

dimensions found within each of three domains. These observational notes detail

specifically what was observed using a common language and definition for each one of

the CLASS™ dimensions (Pianta et al., 2008). Observations using the Pre-K CLASS™

are conducted in twenty-minute increments a minimum of four times and a maximum of

six times throughout the day (with some exceptions) (Pianta et al., 2008). Anecdotal

32

notes are captured, sorted and a score is then derived (from a Likert-type scale ranging

from 1 to 7). While the numerical scores of these observations would not be the focus of

reflective practice for the teacher, higher scores in all dimensions (except for Negative

Climate) do indicate stronger outcomes for children (Pianta et al., 2008).

Consequently, if the score is not the issue, rather the behaviors of the teacher,

reflective practice and ultimate change would emerge as the anecdotal feedback is shared

with the teacher by an effective Pre-K CLASS™ observer, as is reflected in the work of

Bandura (1977) and Schön (1983, 1987). Moving away from a single loop process, which

refers to the repeated attempt to change behavior based upon the same methods employed

over and over again; double loop processing would offer a true opportunity for reflective

practice and professional change Schön (1983). Double loop processing refers to a

method of analyzing the original goal, reflecting on the desired outcome and possibly

rejecting the goal in favor of another, more appropriate aim which facilitates positive,

real and sustained change. Applied in the setting of a preschool classroom, ownership of

the teaching goal and the behavior required to reach that objective belongs to the teacher,

not an outside entity. Rather than an external observer informing a teacher about his or

her strengths and weaknesses and setting new goals for that teacher, the teacher takes

charge of her professional growth through a facilitated coaching conversation (Rush &

Shelden, 2011). This higher level approach liberates the teacher and thereby empowers an

informed professional development outcome. Behavior is managed based upon positive,

honest and solid information that is shared in manner that feels supportive and safe (Rush

33

& Shelden, 2011). The coach is a protagonist who can marshal the capabilities,

exchanges, and outcomes of the one being coached. This avenue of support facilitates a

much more meaningful comprehension of the practices in question, allowing the coached

to reveal for themselves what is working effectively and what may be needed to improve.

Consistent with the literature on adult learning, coaches begin with what the adult

already knows and then scaffolds that to increasing knowledge and skills (Bransford et

al., 2000). Contrast this with a more typical workplace evaluation whereby the teacher

receives little to no valid feedback from her supervisors. These types of evaluations are

more commonplace, perfunctory and often perceived as either threatening or not helpful.

In fact, a broad spectrum of employee evaluations do not provide constructive feedback

(Prendergast, 1999) nor do they provide any type of robust information that will improve

the performance of teachers, whether new to the profession or long-standing (Weisburg et

al., 2009). Insight on this disparity was provided by Weisburg et al., (2009) in a study

conducted across 12 school districts within four states.

The authors of The Widget Effect: Our National Failure to Acknowledge and Act

on Differences in Teacher Effectiveness summarize the usefulness of present teacher

evaluation systems:

Not surprisingly, school administrators spend very little time on what is a

largely meaningless and inconsequential evaluation process. Most teacher

evaluations are based on two or fewer classroom observations totaling 76

34

minutes or less. Across all districts, 64 percent of tenured teachers were

observed two or fewer times for their most recent evaluation, for an

average total of 75 minutes. Probationary teachers receive little additional

attention despite their novice status; 59 percent of probationary teachers

were observed two or fewer times for their most recent evaluation, for an

average total of 81 minutes, a mere six additional minutes. Clearly,

effective evaluation amounts to far more than how much time an

administrator spends in a teacher’s classroom, but the infrequency and

brevity of administrator observations underscores their inattention to

performance (p. 20).

Conversely, use of a professional development tool such as the Pre-K

Classroom Assessment Scoring System™ (Pianta, LaParo, & Hamre, 2009) with

early childhood educators is designed to help target specific behaviors that will

inform sustained change in the professional performance of the preschool

educator. The feedback provided by a certified Pre-K CLASS™ observer has the

potential to support teachers in a manner that will foster stronger professional

development outcomes (Pianta, LaParo & Hamre, 2008).

Summary

This chapter examined existing professional development practices and

professional development systems within the field of education (Dieker et al.,

35

2009; Sheridan, Edwards, Marvin, & Knoche, 2009; Rush & Shelden, 2011;

Wanless et al., 2012) while noting the scarcity of literature specific to the area of

early childhood professional development.

Teachers, and those who hire them, have established that continued adult

learning and teacher professional development is essential (Burke, Greenglass &

Schwarzer, 1996). While professional development was a common objective

across a wide variety of educational settings, use of a valid and reliable

assessment tool to determine the effectiveness of teacher change following

professional development was uncommon. Within the literature reviewed,

teachers were rarely provided the opportunity to share their expertise regarding

the entire process of their assessments, professional goals or desires for

professional experiences that informed their teaching (Birman et al, 2000; Garet,

2001). Research indicated that existing professional development structures do

little to inform teacher change.

In addition to discussing the existing practices of teacher professional

development within the literature, this chapter also examined the Pre-K CLASS™

tool as a means for early childhood educators’ professional development in

conjunction with two theoretical constructs that addressed reflective practice and

subsequent behavior change within adults.

36

CHAPTER III

PROCEDURES FOR DATA COLLECTION

The primary purpose of this qualitative study was to illuminate the initial

perceptions of preschool teachers after they were introduced to the Pre-K Classroom

Assessment Scoring System™ (CLASS™) tool (Pianta, LaParo, & Hamre, 2009) and to

glean what they determined this tool could mean for their professional growth. This

chapter provides the research design and methods that were used to address the research

questions presented. The sections that follow contain a discussion of the research

methodology selected and a summary of the chapter.

Research Design

Employing a qualitative phenomenological approach, the researcher examined the

initial perceptions of preschool teachers in the nascent stage of utilizing the Pre-K

CLASS™ as a professional development tool. The design and purpose of this research

was created to uncover, give voice to and develop an understanding of the perceptions of

preschool teachers regarding how this classroom assessment and measurement tool could

best inform their teaching practices as they grow professionally.

The use of a phenomenological approach for this study was a naturally good fit in

that descriptive phenomenology fosters an opportunity for participants to describe their

perceptions about an assessment tool that is being used by outside observers in their

37

classrooms to quantify and qualify their teaching interactions with children (Pianta,

LaParo, & Hamre, 2009). Research of this caliber focuses on the thoughts and feelings of

a few participants in order to examine their perceptions about an individual reality.

Phenomenology illuminates particularities as they present themselves to

consciousness (Sokolowski, 2000). The use of a phenomenological approach for this

study was selected to sanction the participants to consider and then describe their

perceptions about the use of the Pre-K CLASS™ as a tool for their professional growth

and development and to offer insight into what these perceptions meant to them, which is

an enlightened nature of revelation according to Moustakas (1994). As participants and

the researcher interfaced, a new community of learners was born. Shared knowledge was

examined via one of three typologies of qualitative data, text (Ryan & Bernard, 2000).

The written word served as a proxy for experiences, which were then analyzed in order

for descriptive phenomenon to emerge.

Phenomenology as a Research Method

From an historical perspective, the phenomenological approach to research

gestated slowly, emerging over time and following a period whereby deep personal and

societal exploration of philosophical thinking began to come about. Historians trace the

roots of existentialist philosophy back to the Christian Church in the nineteenth century

(Eliade & Adams, 1987). This philosophical position originated with Christian theologian

and Danish theorist/philosopher Søren Kierkegaard, who is considered the father of

existentialism (Eliade & Adams, 1987; Magrini, 2012). Although existentialism is

38

commonly considered to have emanated from Kierkegaard, academicians often credit

Jean-Paul Sartre as the principal who adopted the term (Magrini, 2012). The

existentialist believes that reflective intelligence encompasses all facets of the human

experience, not simply the cognitive realm but also the behaviors, the sentiments,

textures, feelings and moods of each individual (Macquarrie, 1972).

The landscape of phenomenology examines human behaviors, ways of thinking,

biases, and motives behind human intentions (Giorgi, 2009) simply to find the

phenomenon within these lived moments. In other words, how one lives is purely enough

to explore, rather than the cause and effect that other types of sciences might seek to

understand. In similar fashion, van Manen (1990) determined that phenomenology is an

exploration of the essence of one’s lived experience. In order for one to fully explore the

lived experience, one must practice intentionality as consciousness, as noted by Husserl

(1970). In phenomenological research, it is a common underpinning that as lived

experiences are intentionally explored, phenomena emerge, are illustrated and clarity is

realized.

Phenomenology is particularly suited to the exploration of the experiences that

preschool teachers encounter as Pre-K CLASS™ observers enter their teaching

environments and position themselves to code the interactions that they witness. Trained

Pre-K CLASS™ observers (Pianta, LaParo, & Hamre, 2009) typically move into a space

that is essentially the teaching territory belonging to that community of learners. In this

39

study, teachers were afforded the opportunity to describe what these observations felt like

and meant to them as the ones being observed.

Qualitative research of this nature affords a deeper look into data collected rather

than breadth. How people arrive at an understanding of the world in which they live takes

place moment by moment. Left unexamined, these experiences collect in a type of mental

repository and can create a sort of mindless and unquestioned acceptance that this way of

being simply is and can never change (van Manen, 1990). Apprehensions can be formed

or feelings of acceptance can emerge as a perceived reality. McMillan and Schumacher

(1993, p. 479) defined qualitative research as, “…an inductive process of organizing data

into categories and identifying patterns (relationships) among categories.” The richness

of a qualitative study lends itself to an understanding of individual or collective

experiences and often brings to the surface voices that have previously been disregarded

(Creswell, 2007).

The phenomenological method in human science endorses that researchers

employ at least three participants (Giorgi, 2009) while there remains a great deal of

discourse on this topic. A minimum of seven participants were included, although the

original desire and intent was to include as many as 30 preschool educators. While more

participants would have certainly enriched the data, seven participants proved to provide

both rich and multi-dimensional commentary. For a study of this nature and given the

response to the questionnaire and the participant blog, seven participants were

appropriate (Mason, 2010). Reviewing a sample of 560 doctoral studies in which

40

qualitative approaches were selected and qualitative interviews served as the method of

data collection, Mason (2010) found 57 phenomenological studies whereby a range of

between seven and 89 participants had been included.

Research Questions

Two key questions guided this phenomenological inquiry:

RQ1. How do teachers perceive the use of the Pre-K CLASS™ as a professional

development tool?

RQ2. What insights do teachers have regarding how Pre-K CLASS™ data can

be useful for them in order that they can grow as professionals?

Participants

The targeted participants for the study were preschool educators who had recently

been trained on the Pre-K CLASS™ and had been provided (at minimum) the Teachstone

prescribed Pre-K CLASS™ Overview. Preschool teachers are the observed in the case of

the Pre-K CLASS™. The essence of the Pre-K CLASS™ is to arrive at a standardized

numerical value that evaluates the overall classroom environment based upon the three

prescribed domains of Emotional Support, Classroom Organization and Instructional

Support. Rather than being passively evaluated (regardless of how expert the CLASS™

observer might be), in this type of research, participants were given a voice about the Pre-

K CLASS™ experience and encouraged to express their thoughts, opinions, biases and

feelings. The lived experiences of participants gave recognition to the needs that these

preschool teachers have regarding how the Pre-K CLASS™ may either inhibit or support

41

their professional growth and provided novel insight that certified Pre-K CLASS™

observers can use to promote effective professional development opportunities and

subsequent follow-up. This research design permitted participants to provide firsthand

accounts of their perceptions regarding the Pre-K CLASS™ and how the scores and data

obtained through observation may be best introduced to them or used by them so as to

promote change in the form of more effective teaching.

Methods of Data Collection

Qualitative researchers frequently conduct focus groups or interviews and record

audio or video of these interactions. Field notes or transcripts are generated and then

analyzed. However, for the purposes of this research, use of technology was explored as

another type of respectful entry into the lived experiences of the participants. The

impressions that preschool teachers have experienced as they are exposed to the use of

the Pre-K CLASS™ were illuminated in order to allow them to reflect honestly with

themselves and the researcher. Use of these three types of data collection provided many

benefits to the qualitative researcher as well as to those participating. The somewhat

anonymous nature that the use of technology afforded participants was helpful during this

type of data collection. This can be summarized by Suler (2004, 2005), who speaks to a

particular advantage of online responses, a disinhibition effect, which creates an

atmosphere in which people are more inclined to share information than they would if in

person. Because use of the Pre-K CLASS™ data is currently a factor in determining

future funding in federally funded Head Start programs, the use of technology afforded a

42

helpful sensitivity to potentially concerned participants. Data collection captured for this

research via SurveyMonkey was anonymous and much more discreet than if the

participant had met with the researcher in person. This offered the possibility of a more

honest, self-informed, not to mention cost-effective and efficient assemblage of

responses.

According to Biddix (2008), use of virtual interviewing via computer-mediated

communication (CMC) is practical and offers several benefits to the researcher and

participants including ease of transcription and reducing factors of travel, time and

expense. Gathering the perceptions of teachers in a variety of geographic areas at a point

in which they are most vulnerable to fresh perspectives regarding the use of a new type of

assessment tool was critical in gaining insights into the thoughts of teachers as they were

being assessed. Finally, in spite of the less than traditional style of qualitative

interviewing selected for this phenomenological research, Englander (2012, p. 25)

reinforced that the “…phenomenon is the object of investigation, not the person, although

obviously, a person is required to describe the phenomenon. Hence research is an

occasion to become acquainted with the phenomenon, not an attempt to become

acquainted first and foremost with the person in all his or her complexity.” While the

researcher was able to gain critical information about the perceptions of the respondent, a

personal relationship with each individual was not necessary.

43

Virtual Interviews

The process of data collection was designed to be three-fold and in each regard,

the use of technology was present. First, data were collected via seven semi-structured

and open-ended questions asked of each preschool educator via SurveyMonkey

(Appendix A), a web-based survey instrument. Rossi, Wright, and Anderson (1983)

indicated that surveys have been a long-standing, accepted and widely employed means

of conducting social science research, although tools such as SurveyMonkey did not exist

at the time of their determination. Using a web-based, electronic system such as

SurveyMonkey afforded the researcher in-the-moment entry into the world of each

participant at the point in which the initial feelings and thoughts regarding the Pre-K

CLASS™ were most present, which is especially accommodating in phenomenological

research. Rather than being prohibited from interaction with participants due to time or

distance, the researcher was able to capture noteworthy insights from participants

electronically.

Blogging

Second, in addition to the use of SurveyMonkey as an independent form of

participant internet journaling, an interactive participant blog was created. This blog was

established in order for participants to further examine and dialogue with one another

regarding their perceptions of the use of the Pre-K CLASS™ as a professional

development tool.

44

Figure 1. Screen capture of blog page created for preschool teachers to share their

perspectives about the Pre-K CLASS™ measure as a means of professional development.

Email

Finally, at the conclusion of the study, a letter via electronic mail was submitted

to all participants from the researcher (Appendix B) requesting any final follow-up

thoughts, perceptions and participant reflections about the use of the Pre-K CLASS™ as

a means of professional development. Participants were contacted via the email address

supplied by them (within the SurveyMonkey questionnaire) in order to provide all parties

closure and a final space in which to air their perspectives about how the Pre-K

CLASS™ measure was perceived as being useful to them. None of the participants

responded to this request.

45

Use of two of three discrete types of electronic data collection afforded

participants the ability to ponder and process what they were thinking, feeling and

experiencing in the lived moment. The purpose of this fluid entry into a safe, private

space was to allow deep, personal reflection and a written recording of what was hoped to

be an iterative and evocative internal self-dialog, which is necessary according to the

theory of reflective practice (Schön, 1983, 1987). Use of SurveyMonkey and the

participant blog permitted the participant to cross the threshold from their lives as Pre-K

teachers into a journaling experience, similar to a diary, whereby the participant was

allowed to intentionally and imaginatively document the perceptions that rose to the

surface of their consciousness and in so doing, provided a vehicle for deepening their

understanding of how the use of the Pre-K CLASS™ could support them professionally.

Such a personal and salient glimpse into the self has great potential to be beneficial but

also poses a risk that was articulated to all participants before they agreed to take part.

Protection of Human Subjects

In accordance with the Institutional Review Board (IRB) at Texas Woman’s

University, this study was conducted with the intention and specific effort to protect all

participants who elected to offer their insights into use of the Pre-K CLASS™ as a means

of teacher professional development (Appendix C). Informed consent was provided by

the researcher to each participant, acknowledging any risks, explaining the purpose of the

study, how research would be conducted, the means by which records would be stored

46

and an acknowledgement of individual rights to participate voluntarily or withdraw at any

point (Appendix D).

Figure 2. Screen capture of SurveyMonkey questionnaire, consent to participate section, page 1.

Figure 3. Screen capture of SurveyMonkey questionnaire consent to participate section, page 2.

47

All methods of data collection were password protected and housed

electronically. Any material that the researcher deemed necessary to print during data

analysis was kept in the home of the researcher, anonymized and kept in a locked filing

repository.

Data Analysis

The importance of trustworthiness with regard to data collection and analysis is

critical to all forms of research, although the qualitative approach to trustworthiness

differs significantly from quantitative research. According to Morrow and Smith (2000)

qualitative research is emic, whereby the discovery of categories of meaning from

individuals is considered; and idiographic, focusing upon a small number of participants

or even one individual. This approach is in stark contrast to one that is etic or nomothetic,

a more quantitative methodology (Pike, 1967). Etic refers to categories taken from

existing theory and operationalized by the researcher. Nomothetic, unlike idiographic, is

based upon standardized methods of obtaining knowledge from a larger participant

sample.

A small number of participants in this study unearthed and examined their

perceptions about a standardized assessment that is designed to measure their interactions

with children. Although the researcher and the participants were not engaged in a face-

to-face interaction, credibility of data was achieved because the participants were

provided numerous opportunities to consider, write, process, re-visit and add to their

perceptions throughout a two-week timeframe at least three times and in three different

48

text-capturing methods, with the option of entering as many entries via the participant

blog as they deemed necessary. Even though participants did not elect to respond to the

final email requesting follow-up thoughts, the data that were provided via the responses

to the virtual interview via SurveyMonkey and within the participant generated blog

offered rich insights into their perspectives as well as the opportunity for their own self-

reflection about the ways in which the Pre-K CLASS™ had been perceived.

SurveyMonkey allowed the researcher to enable certain parameters and limit

others. Participants in this study were afforded an occasion to journal their thoughts based

on the series of seven questions within a web-based framework that captured all writing

for the researcher. However, because participants also had the opportunity to share in the

blogging experience, a second series of technologically based reflective openings were

made available to assemble the participant generated text.

The written word of participants, provided via two of the three originally intended

means included the responses to SurveyMonkey and the participant blog. All of the

written responses were captured by the researcher, followed by organization of the data

and careful analysis. The researcher assigned codes, read and re-read the text provided by

the participants, color-coded words and phrases, revisited that process and then themes

were identified. The researcher became immersed in the data, involving manifold

evaluations. Evidence that saturation had been established was indicated when the

investigator was able to swiftly navigate the data in order to compare and contrast easily.

49

All data collected was in the form of text provided by participants and gathered

electronically in response to open-ended and other questions asked by the researcher. For

this reason, transcription was not necessary. Narrative data were mined from the actual

participant text, solicited via the responses to interviews within SurveyMonkey and

internet participant blogging. Verbatim quotations from each participant gave rise to the

coded and themed (Saldaña, 2009) results. Insight into the lived experiences of the

preschool teachers who were subject to the Pre-K CLASS™ as a new professional

development tool was achieved.

Saldaña indicated that data analysis is interpretive in nature. He further described

that the concept of “themeing” (p. 13) the data is derived from the notion that

“…qualitative researchers are not algorithmic automatons” but that if researchers are

“…carefully reading and reviewing the data before and as we are formally coding them,

we can’t help but notice a theme or two” (p. 13). These themes were not rigidly derived

nor were the outcome designed to be generalizable but rather reflective of several

revelations which included multiple realities.

Analysis of the data commenced as the researcher read, re-read and considered

the transcribed responses of the participants. Three complete readings of all data

collected took place before codes were assigned and themeing (Saldaña, p. 13)

commenced. The first reading introduced the researcher to the general content captured

by participants. The second reading afforded the researcher the opportunity to begin

noting possible similarities among the responses or outstanding nuances that should be

50

revisited. The third reading reconsidered any similar words or phrases and begin

capturing themes that were emerging in relation to the research questions posed.

Following the third reading, the researcher began to assign codes to responses. Themes

surfaced and quotations that expressed each theme were highlighted, considered and

captured.

Finally, Saldaña (2009) noted that this approach is “…more applicable to

interviews and participant-generated documents and artifacts than researcher-generated

field notes” (p. 141), which dovetails appropriately with the methods of the data

collection selected for the present study, which was steeped in the use of technology and

participant generated responses.

Methodological Rigor

Participants were afforded the freedom to reflect and respond regarding their

perceptions of the Pre-K CLASS™ measure in more than one manner for the purpose of

improving methodological rigor within the present qualitative study. In addition to this

form of data triangulation, three other helpful forms of triangulation which informed the

present study were employed. First illustrated by Denzin (1970), these are investigator

triangulation, methodological triangulation and theoretical triangulation.

Data Triangulation

Data triangulation refers to the gathering of information through multiple

sampling strategies, whereby a variety of data is collected in several ways, at different

times and in varying situations. In this study, different types of preschool programs were

51

represented by participants who were recruited from public school or state-funded

programs, federally funded Head Start classrooms, tuition-based, or blended funding

models. Establishing this form of qualitative triangulation served to strengthen research

by creating an intentional strategy that affords opportunities for a wider variety of types

participants to share their perspectives. In addition, findings can be cross checked against

participants included in order to compare similarities and differences.

For the purposes of this study, data triangulation was also achieved as participants

were afforded the opportunity to participate in a SurveyMonkey interview and through

the use of a participant blog, thereby offering more than one standpoint of participant

perspectives. By so doing, the integrity of the information provided by participants could

be maintained. However Sipe and Ghiso (2004), reminded scholars that coding is a

“…judgment call” and that “…category building involves our subjectivities, our

personalities, [and] our predispositions” (pp. 482–3). Researcher bias may surface as a

result but can be openly addressed through bracketing, resulting in enhanced regulation

of preconceptions that might cloud the data collected (Golafshani, 2003).

Investigator Triangulation

Triangulation may also be achieved through the use of more than one researcher

to collect and interpret data, also known as peer debriefing. At the close of this data

collection exercise, peer debriefing commenced, whereby a professional peer was

solicited to provide consultation to the researcher regarding the credibility of data-based

themes that emerged, possible biases that might have developed or other interpretations

52

of data that required further exploration (Lincoln & Guba, 1985). Peer debriefing is “…a

process of exposing oneself to a disinterested peer in a manner paralleling an analytical

session and for the purpose of exploring aspects of the inquiry that might otherwise

remain only implicit within the inquirer's mind" (Lincoln & Guba, 1985, p. 308). The

peer debriefer selected for this study was provided de-identified raw data by the

researcher following all coding and themeing (Saldaña, p. 13). The peer debriefer served

as a second set of eyes for the purposes of examining; exploring, discussing and assuring

that the researcher captured the perspectives of the participants and limited researcher

bias that can naturally arise within human interactions.

Theoretical Triangulation

Another method of triangulation includes theoretical triangulation, which denotes

the use of more than one theoretical position when interpreting data. Two theories were

selected to frame this qualitative phenomenological study and were also used to interpret

the data. These two theories included social learning theory (Bandura, 1977) and the

theory of reflective practice (Schön, 1983, 1987). Social learning theory considers the

social atmosphere of the learner and how people in relationship to the learner influence

the quality of learning that occurs. Use of technology created the opportunity to protect

both the ideas of and the relationship to participants and also offered a fresh sense of

innocence, not marred by body language or preconceived notions about the researcher or

the participant and their points of view. As data were considered, the relationship

between the participant and the researcher created a unique learning opportunity for the

53

both the participant and the researcher (Walther, 1992) which was not clouded by the

potential complications of face-to-face relationships. While personal interactions might

have offered some additional understanding, these connections could have also hindered

objectivity.

Additionally, Schön’s theory of reflective practice (1983, 1987) postulated that

adult learning coupled with sustained change begins with the ability to reflect, that

essential element of personal pondering that has the potential ability to impact long-term

transformative behavioral change. In the case of this study, both the participant and the

researcher were immersed in reflective practice. Data were provided, contemplated and

explored in a manner which mirrors the theory of Schön’s reflective practice.

Methodological Triangulation

Finally, methodological triangulation employs more than a single method of

gathering data. Participants were asked to process and revisit their perceptions in three

unique manners in order to effectively contrast and validate the data (Arksey & Knight,

1999). Methodological triangulation was achieved as participants engaged in a

SurveyMonkey interview and use of a participant blog, although the opportunity for a

concluding follow-up conversation with the researcher via electronic mail was not

accepted.

Summary

This chapter described the methodology of the present study, a qualitative,

phenomenological approach in which participant data was collected in order to capture

54

the initial perceptions of preschool teachers after they were introduced to the Pre-K

Classroom Assessment Scoring System™ (CLASS™) tool (Pianta, LaParo, & Hamre,

2009) in an effort to discern what they determined this tool could mean for their

professional growth. This chapter provided the research design and methods that were

engaged to address the research questions posed.

55

CHAPTER IV

ANALYSIS OF DATA

The present study illuminated the initial perceptions of preschool teachers after

being introduced to the Pre-K Classroom Assessment Scoring System™ (CLASS™) tool

(Pianta, LaParo, & Hamre, 2009) in order to explore what these teachers determined this

tool could mean for their professional growth. This chapter describes the results of the

research conducted. Data collection processes and questions asked of participants are

detailed and the chapter will conclude with a synthesis of the phenomena that emerged.

Description of Sample

Twenty-four preschool teachers meeting the criteria of being newly introduced to

the Pre-K Classroom Assessment Scoring System™ (CLASS™) tool (Pianta, LaParo, &

Hamre, 2009) were invited to participate in this study via email. Twelve individuals did

not join the study while five participants withdrew prior to completion of the study.

Seven electronic interviews were completed with one-hundred percent of the questions

asked of them answered.

The following relevant demographic data was collected via SurveyMonkey from

the seven remaining participants. Four participants reported they were preschool teachers

in federally funded programs while one participant was employed with an independent

56

school district. One worked within a private pay preschool setting and another participant

defined the preschool program as blended funding.

Table 1

Percentages and Response Count of Participants Self-reporting the Type of

Program Option in which They Teach

Participants had a minimum of one year teaching experience and a maximum of

twenty-three. Three participants had no prior experience with the Pre-K Classroom

Assessment Scoring System™ tool while the additional four had varying levels of

exposure. One commented that her Head Start had “used it in our program the last few

years as an assessment program” while others mentioned a range of personal experience

that spanned from being “introduced to CLASS recently as it is newly implemented at my

place of employment” to being “CLASS reliable” and having “also been evaluated by my

Re sp o nse Pe rce nt

Re sp o nse Co unt

15.0% 115.0% 10.0% 00.0% 055.0% 415.0% 10.0% 00.0% 00.0% 0

070sk ip p e d q ue stio n

Blended state and private pay preschool

Other

State funded preschool

Blended state, private pay and federally funded Head

a nswe re d q ue stio n

State subsidized child care

None of the above

Answe r Op tio ns

Federally funded Head Start

Other (please specify)

Private pay child care

Parent’s Day Out

57

director with the CLASS tool”. None of the participants had previous experience with

any other version of the Classroom Assessment Scoring System™.

Six participants reported that their highest level of education obtained was a

bachelor’s degree. One indicated having earned a master’s degree in ECE – 4th grade.

Of the other degree majors indicated, one participant reported that she had a bachelor’s

degree in interdisciplinary studies with an early childhood certification and another with

interdisciplinary studies, K-4 certified. Alternatively, one participant documented a

bachelor’s degree in Social Sciences with a concentration in education. One participant

simply said, “I do not have a teaching certificate” while another commented, “I am State

[sic] certified.”

Figure 4. Participants self-reported levels of education

58

Table 2

Participants Self-reporting Their Highest Level of Education Obtained

Finally, neither names nor the gender of participants were requested nor were they

provided. Instead, in order to protect the identity of each participant, a respondent

identifier was assigned by SurveyMonkey to each individual. For the sake of ease in

sorting, coding and writing, pseudonyms were assigned to comments.

Figure 5. Pseudonyms assigned to participants snapshot of demographic

information

Re sp o nse Pe rce nt

Re sp o nse Co unt

0.0% 00.0% 00.0% 00.0% 085.7% 614.3% 10.0% 0

70sk ip p e d q ue stio n

Some high school

Master’s Degree

High school diploma

a nswe re d q ue stio n

Answe r Op tio ns

Bachelor’s Degree

GED

Doctorate Degree

W ha t is yo ur hig he st le ve l o f e d uca tio n? (Answe r o ne )

Associate’s Degree

59

Procedures for Collection of Data

Recruitment

A recruitment flyer (Appendix E) was emailed to the principal investigator’s

professional contacts requesting participants for this research study. The researcher is a

Certified Family Life Educator and member of the National Council on Family Relations

and a lifetime member of the National Association for the Education of Young Children,

as well as a member of other professional affiliations, which afforded the opportunity to

utilize email list services of colleagues to which the researcher had access to request

recruitment of appropriate participants. Participants were recruited by means of these

numerous professional affiliations through snowball sampling (Creswell, 2007), in which

participants who were experiencing the phenomenon of being a preschool educator

during the early stages of using the Pre-K CLASS™ as a means of professional

development were located by others. Therefore, preliminary contact by the researcher

was made with colleagues who were most likely to be able to reach teachers meeting the

criterion prescribed. Not only was enlistment via these means a viable technique of

broadening the search for appropriate participants, the method of participant selection

afforded sensitivity to possible power differentials by adding a degree of separation

between the researcher and the participant. Participants were not requested to divulge

information regarding how they were contacted.

60

Invitation to Participate

Sixty-one potential participants contacted the researcher via the email address

provided on the recruitment flyer (Appendix E) and expressed interest in the study. An

individually tailored email was sent to each participant explaining that recruitment would

continue until enough participants were recruited. Individuals expressing interest that did

not meet the criteria were contacted via email and thanked for their willingness to

participate.

Twenty-four participants meeting the criteria prescribed were contacted for

inclusion via the email address that they provided upon initial contact with the researcher

(Appendix F). An explanation of the parameters of the study was provided within the

email as were links to the internet-based and password protected questionnaire were

submitted to the final twenty-four candidates (Appendix G). Following the

SurveyMonkey questionnaire, an automatically generated link to the password protected

blog was provided with instructions detailing how to access the blog and information

regarding the length of time that it would be available to the participants (Appendix A).

The private blog link was also shared with instructions about how this blog could be

used, the length of time that it would be available to participants, who would be allowed

access to it and what participants would be asked to discuss. Third and finally,

participants were provided information regarding the researcher’s electronic mail address

and advised that at the close of the study, a concluding opportunity would be provided in

61

order to offer insights into any additional perceptions that surfaced about the Pre-K

CLASS™ as a means of professional development.

Acknowledgement of risks and protection of human subjects, consent forms and

demographic queries were imbedded within the SurveyMonkey questionnaire (Appendix

A).

Question Categories

Six demographic questions and an additional seven interview questions were

fashioned based upon the work of Patton (2002). Questions that were established

included those of a demographic nature, experience and behavior questions, opinion and

value questions, feeling questions, knowledge questions, and sensory questions. Each

type of question will be briefly highlighted.

Demographic and background questions were asked of each participant to help

the researcher understand their professional expertise, experiences, educational levels and

status of funding for the preschool program in which they worked. Demographic and

background questions preceded the additional electronic interview questions.

62

Figure 6. Screen capture of SurveyMonkey format demographic questions Experience and behavior questions were described by Patton (2002) as questions

that would have the participant describe experiences or actions in which they have

engaged. An example of an experience or behavior question in the case of this study

would be asking the preschool teacher to describe the experience of being assessed by a

certified Pre-K CLASS™ observer. The question asked in this category allowed the

researcher to garner how the teacher perceived her role of being the recipient of a

standardized observation through her eyes.

The second type of question used in this interview was an inquiry based upon

feelings. Questions of this nature focus on the emotions that participants have with the

phenomenon. The feeling question for this survey requested that participants described

how they felt about the actual Pre-K CLASS™ tool.

63

Knowledge questions inquire about what participants know. A knowledge

question for this study asked participants about what they knew about the purpose of the

Pre-K CLASS™.

Opinion and value questions were also employed in an effort to gain insight into

what Pre-K teachers thought was important for them regarding the use of the Pre-K

CLASS™ as a means of professional development. A focal point of this study was the

perceptions of preschool teachers, which are opinion based and valued laden.

A sensory reflection was also employed to help the participant elicit the corporeal

essence of the atmosphere as she was observed within her classroom. Teachers were

asked to reflect upon their tangible surroundings when being observed by a certified Pre-

K CLASS™ observer by remembering a time when they had experienced a Pre-K

CLASS™ observation.

Figure 7. Screen capture of SurveyMonkey format electronic interview questions section All of these questions were scripted (Appendix I) and deposited into the web-

based, electronic system, SurveyMonkey (Appendix A). This afforded the researcher in-

64

the-moment entry into the world of each participant at the point in which the initial

feelings and thoughts regarding the Pre-K CLASS™ were most present, which is

especially revealing in phenomenological research. Rather than being prohibited from

interaction with participants due to time or distance, the researcher was able to capture

insights from participants electronically. Seven participants responded to the

questionnaire, completing it entirely.

Second, in addition to the one time use of SurveyMonkey as an independent form

of participant internet journaling in response to the open-ended questions provided by the

researcher, an interactive, open-ended participant blog was created. This blog was

established in order for participants to reflect upon the initial responses within the

questionnaire and then to dialogue with one another regarding their perceptions of the

use of the Pre-K CLASS™ as a professional development tool. The blog afforded

participants an additional platform to share their perceptions as many times as they

wished for two weeks (following the initial response to the SurveyMonkey

questionnaire). Participants were able to revisit any ideas that emerged during that period

of time and write about perceptions regarding the use of the Pre-K CLASS™ as a

professional development tool. A total of seven participant blogs were collected.

Individual and interactive entries were included. Participants did not sign off as had been

requested by the researcher (Appendix A). The use of time stamping between

SurveyMonkey and blog entries served to provide the researcher with information that

65

allowed a secondary plan of identification for the purposes of classifying participant

responses.

Finally, at the close of the study, an email was submitted to all participants from

the researcher (Appendix B) requesting final follow-up thoughts, perceptions and

participant reflections. Participants did not provide a response to this request which made

data collection less robust.

Use of the two of three originally intended discrete types of electronic resources

provided participants the occasion to ponder and process what they were thinking, feeling

and experiencing in the lived moment. The purpose of this fluid entry into a safe, private

space was to allow deep, personal reflection and a written recording of what could be an

iterative and evocative internal self-dialog, which is necessary according to the theory of

reflective practice (Schön, 1983, 1987). Employing SurveyMonkey and the participant

blog permitted each participant to cross the threshold from their lives as Pre-K teachers

into a journaling experience, similar to a diary, whereby the participant could

intentionally and imaginatively document the perceptions that surfaced and in so doing,

provided a vehicle for deepening their understanding of how the use of the Pre-K

CLASS™ could support them professionally.

Procedures for Data Analysis

All data collected was in the form of text provided by participants and gathered

electronically in response to open-ended and other questions asked by the researcher. For

this reason, transcription was not necessary. Narrative data were mined from the actual

66

participant text, solicited via the responses to interviews within SurveyMonkey and

internet participant blogging. Information collected was coded, themed (Saldaña, 2009)

and analyzed in order to gain insight into the lived experiences of the preschool teachers

who were subject to the Pre-K CLASS™ as a new professional development tool.

Question and Response Q: From the perspective of a Pre-K teacher, what are your initial impressions of the Pre-K Classroom Assessment Scoring System™?

Participant: Angelica

Codes: Exciting, respect, belief, captures the depth of teaching young children, chance to learn as a teacher, beneficial, chance to improve

Themes: Opportunity, Beneficial, Trusted

“The initial impression I had of the Pre-K classroom assessment was, WOW! Who would have thought there was so much behind teaching preschool. The more I learned about the system the more I became consciously aware of the children's needs, the learning environment, and become a high quality educator.”

Figure 8: Example of coded, “Themed” transcription

Themeing

Three complete readings of all data collected took place before codes were

assigned and subsequent themes and concepts within themes emerged. The first reading

introduced the researcher to the general content captured by participants. The second

reading afforded the researcher the opportunity to begin noting possible similarities

among the responses or outstanding nuances that should be revisited. At this juncture, the

researcher began chronicling the wave of concepts that began floating to the

consciousness by creating several types of color-coded documents or code-books. The

process of horizonalization allowed the researcher to afford each participant comment

equal value, hence capturing the horizon of their experience, while phenomenological

reduction helped the researcher to eliminate repetitive statements (Moustakas, 1994). The

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third reading reconsidered any similar words or phrases and begin capturing themes that

were emerging in relation to the research questions posed. Invariant constituents were

captured during the third reading and the researcher began to assign codes to responses

following. Explicit and implicit themes and concepts within themes surfaced and

quotations that expressed each theme were highlighted.

Peer Debriefing

The use of more than one researcher to collect and interpret data, also known as

peer debriefing provided insight and helpful interpretations of data that required further

exploration (Lincoln & Guba, 1985). Peer debriefing is “…a process of exposing oneself

to a disinterested peer in a manner paralleling an analytical session and for the purpose

of exploring aspects of the inquiry that might otherwise remain only implicit within the

inquirer's mind" (Lincoln & Guba, 1985, p. 308). De-identified raw data was emailed to

the peer debriefer by the researcher following all themeing (Saldaña, p. 13) so that codes

and themes could be critically explored. The peer debriefer served as a second set of eyes

for the purposes of scrutinizing data captured. Numerous telephone discussions helped

the researcher to bracket assumptions or preconceived notions thereby supporting the

important assurance that the researcher captured, with as much accuracy as is humanly

possible, the perspectives of the participants.

Findings

Two research questions framed the present study. The first research question was

“How do teachers perceive the use of the Pre-K CLASS™ as a professional development

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tool?” This research question was designed to request the voice of participants regarding

their perceptions about the Pre-K CLASS™ tool. The second research question was,

“What insights do teachers have regarding how Pre-K CLASS™ data can be useful for

them in order that they can grow as professionals?” This research question was designed

to elicit from participants ideas about how the Pre-K CLASS™ tool could influence their

professional development. Participants in this study made frequent connections between

their perceptions about the Pre-K CLASS™ and how the use of this measure could be

useful for them professionally. Therefore, five major themes informed the two research

questions. The first research question revealed one theme within which three subthemes

emerged. The second research question exposed three themes with two sub-themes and

five discrete concepts woven throughout the themes.

Table 3

Research Questions with Themes and Subthemes

RQ1. How do teachers perceive the use of the Pre-K CLASS™ as a professional development tool?

Themes Subthemes

Effective tour guide of preschool teachers

Tangible

• Visual • Hands-on

Helpful

Developmental

RQ2. What insights do teachers have regarding how Pre-K CLASS™ data can be useful for them in order that they can grow as professionals?

Themes Subthemes

(continued)

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Windows of opportunity

Novel viewpoints/Inside-Outside

• Elicits outside support

• Redefines internal focus

A chance for classroom climate change

• Illuminates the needs of children

• Defines a standard

• Professional elevation

Trustworthy

Beneficial

Presentation of Themes

Two research questions guided the present study and were intended to give voice

to participants regarding their perceptions about the Pre-K CLASS™ tool and to elicit

from participants ideas about how the Pre-K CLASS™ tool could influence their

professional development. The following is a presentation of the themes that emerged as

a result of the research conducted.

Participants in this study were able to reveal a variety of perspectives about the

Pre-K CLASS™ measure and presented attitudes that were largely concentrated upon the

positive prospects that they believed the Pre-K CLASS™ presented to them as

professionals.

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RQ1. How do Teachers Perceive the use of the Pre-K CLASS™ as a Professional

Development Tool? Effective Tour Guide of Preschool Teachers

Using the SurveyMonkey questionnaire and participant blog, respondents within

this study expressed views that the Pre-K CLASS™ measure created a clearly articulated

means by which they could grow professionally. They verbalized a belief that the Pre-K

CLASS™ was for them an effective tour guide that they could follow to improve their

performance.

Participants reported that the Pre-K CLASS™ provided teachers with targeted

opportunities for professional development. Participants expressed that the Pre-K

CLASS™ measure was a dependable source (that it showed them where they were) and a

constructive tool (that it showed them how to go further). It created for them the potential

to steer themselves toward specific behaviors that would grow them as educators.

Participants made connections regarding how this research-based measure could inform a

shift in the preschool arena by defining areas of professional need and creating the

opportunity to grow individual teachers. Alehy, a teacher with 23 years of teaching

experience, said it this way:

The thing I like most about the CLASS is that it is more appropriate for

evaluating what goes on in the “early childhood” classroom than the PDAS. The

CLASS is broken down in to specifics where the PDAS is broader.

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Amber, a participant with far less teaching experience than Alehy wrote:

…it is a good way for an individual to make sure they are providing and

maintaining all the things that young children need, to see how they are doing in

these specified areas, and to also see where they have room for growth as a

professional and teacher.

Subthemes: Tangible, Helpful, Developmental

Three subthemes within the theme of effective tour guide materialized. Teachers

within this study were able to learn from their Pre-K CLASS™ experiences due to the

tangible, helpful and developmental ways in which the measure was supplementing their

professional development.

Tangible. One manner in which participants found the Pre-K CLASS™ to be the

most effective was through observation feedback and the exemplar videos that have been

created by Teachstone to promote effective teaching practices. Angelica, a teacher of two

years said she valued being able to see in the videos “…real experiences, how teachers

handle different situations.” Amber, who had three years of teaching experience at the

time of this study said that both feedback and the exemplar videos from Teachstone were

valuable to her but that she needed more:

…it would be nice if when we are observed by those who are trained in the

CLASS scoring system we also receive a feedback sheet. This way we can work

on these areas and also so those in the administrative seat know what type of

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professional development to plan. I also feel like it would be helpful if the videos

were a bit longer so we might see a complete picture during trainings.

August articulated that the videos helped to create a tangible vision for her, a

“bar” or standard within the profession of early childhood that she believed “should be

held high”. However, she expressed that the classrooms represented within the films did

not seem to epitomize her personal reality as a Head Start teacher by stating, “…some of

the short videos that we were able to watch were not realistic to our Head Start

classroom.”

Helpful. The idea of the Pre-K CLASS as effective tour guide also unearthed the

subtheme of helpful. Amber expressed that she viewed the Pre-K CLASS™ as a measure

that helped to guide “professional development… based on the needs of the teachers and

tailored to the weakest areas on their CLASS observation.” Ami said that the Pre-K

CLASS™ served to “improve my relationship with children to provide them the safest

emotional climate possible” while also expressing her “hope that it would be an indicator

of future prof.[sic] dev. [sic] needs”.

Developmental. While all three subthemes were reflected within Anna’s words

when she mentioned the importance of understanding the tool and what it actually

evaluated, the subtheme of developmental was more pronounced. She found the Pre-K

CLASS™ materials to be both tangible and helpful for her but also developmental in

nature. Anna shared that her program used the Pre-K CLASS as a professional

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development resource when preparing less experienced educators as they entered her

program:

Reading over the material and reading over how they evaluate our classroom and

how the top rated classrooms are, it helps to make it my classroom better and we

use it as a teaching tool for new teachers and assistants and aides when they come

in.

Whether teachers had many years of experience or very few (Appendix J),

participants within this study expressed that the Pre-K CLASS™ measure offered a

developmental and dynamic means by which their teaching practices could be improved

due to the nature in which it effectively guided them on the road towards enhanced

performance.

RQ2. What Insights do Teachers have Regarding how Pre-K CLASS™ Data Can

be Useful for Them in Order that They Can Grow as Professionals?

Windows of Opportunity

All participants in this study viewed the Pre-K CLASS™ measure in an optimistic

manner and articulated that this assessment and the results therein were not only

important for them as professionals but also had the potential to really benefit children by

facilitating a better understanding of the needs of the children within their sphere of

influence. These perspectives created a series of opportunity categories: (a) novel

viewpoints/inside-outside and (b) a chance for classroom climate change. Within each of

these subthemes became visible additional discrete classifications. As participants shared

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their perspectives regarding novel viewpoints, it was notable that they described use of

the Pre-K CLASS™ as a stimulant to outside support while offering the possibility for

personally redefining their internal professional development focus. The Pre-K CLASS™

offered participants newly attuned internal professional lenses as well as helpful external

lenses that provided participants with evidence which they could employ to create

classroom climate change. The chance for change within the classroom was revealed to

expand outwardly as national standards influenced the expectation of classroom quality,

thereby elevating the profession. Finally, two additional themes framed responses of all

participants. The perspective that the Pre-K CLASS™ measure could be trusted and was

considered beneficial to adults and children was voiced throughout the responses

captured. Additional discussion and examples of each element will be further described.

Subthemes: Novel Viewpoints, a Chance for Classroom Climate Change

Two subthemes within the theme windows of opportunity materialized. Teachers

within this study were able to learn from their Pre-K CLASS™ experiences due to the

opportunity that the Pre-K CLASS provided to them through outside observation and

internal reflection. They also expressed an awareness of the ways in which use of this

measure could support changes both within their personal classrooms and more broadly.

Novel viewpoints/inside-outside. Preschool teachers employed the

SurveyMonkey questionnaire and blog to discuss their unique perspectives about the Pre-

K CLASS™ tool, a standardized measure that is used to observe the interactions between

children and their teachers (Pianta et al., 2008). With the Pre-K CLASS™ measure,

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anecdotal observation notes articulate specific indicators and behavioral markers within

ten dimensions found within each of three domains. These observational notes detail

specifically what was observed using a common language and definition for each one of

the CLASS™ dimensions (Pianta et al., 2008). Observations using the Pre-K CLASS™

are conducted in twenty-minute increments a minimum of four times and a maximum of

six times throughout the day (with some exceptions) (Pianta et al., 2008). Anecdotal

notes are captured by a professional who comes into the classroom. The individual who

comes from the outside sorts behaviors noted and a score is then derived (from a Likert-

type scale ranging from 1 to 7). While the numerical scores of these observations would

not be the focus of reflective practice for the teacher, higher scores in all dimensions

(except for Negative Climate) do indicate stronger outcomes for children (Pianta et al.,

2008).

Analysis of the data collected in the present study revealed a subtheme that the

Pre-K CLASS™ offered the opportunity for both external support and an internal

motivation to recalibrate teaching practices. Trained Pre-K CLASS™ observers (Pianta,

LaParo, & Hamre, 2009) typically enter into a space that is essentially the teaching

territory belonging to that community of learners. In this study, teachers were afforded

the opportunity to describe what these observations felt like and meant to them as the

ones being observed. Novel points of view presented by the outsider (the Pre-K

CLASS™ observer) were revealed as critical in providing teachers with new information.

Teachers in this study revealed that the data derived and shared created the potential to

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shift teaching behaviors although the process was not categorized as necessarily

comfortable.

Angelica, a relatively new teacher with only two years of experience as an

educator, spoke of her feelings regarding when she was observed by a certified Pre-K

CLASS™ observer. “It was overwhelming! I was nervous because of all the components.

Even though I try to work on these daily, there are some things that I could use more

training on.” Specifically, regarding her professional development and what the Pre-K

CLASS™ could provide to help her, Angelica said, “I like to see real experiences, how

teachers handle different situations.”

Anna expressed similar feelings regarding her reflections on the Pre-K CLASS™

observation conducted in order to assess her teaching. Even though she has been teaching

for over eleven years and has had experience with other types of professional assessments

she stated, “It was a little overwhelming. I have been assessed for many years but when

the CLASS started and we did not know much about it, I was nervous and worried but

did the best I could” while later stating, “I like it. It is very helpful in the classroom and

also to see in action from an outsider.”

Amber, with three years of teaching experience said:

When I think about CLASS I feel anxiety. Anxiety that I will not be able to meet

up to the standard that I set for myself and that others have for me even when I

work my hardest to incorporate it all.

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Twelve year teacher, Ami simply selected the term “non intrusive” to describe her

experience of being observed with the Pre-K CLASS™ measure, while August, a 23 year

teaching veteran said that being observed with the Pre-K CLASS™ tool gave her a

feeling of being “overwhelmed” and went on to mention that the idea of being assessed

with the Pre-K CLASS™ made her feel a bit unbalanced because of the changes

expected:

Its [sic] a lot of changes in the way we have been taught to teach in the past. I'm

not saying there [sic] bad changes, I believe it's for the better, it's [sic] just goes

against ideas and routines we have used for years. We are all creatures of habit

and change is never easy.

Alehy, another teacher of 23 years has a bit more experience with the Pre-K

CLASS™ measure, although her program is still in the nascent stage of using the Pre-K

CLASS™ to support professional development. She recalled that she was “nervous and

overwhelmed initially. However, this is my 5th year of exposure to the CLASS and each

year I become more knowledgeable about its expectations.”

Ayleen, a participant with only a year of teaching experience said she felt that the

Pre-K CLASS™ assessment “…helps me to understand what I can do to be the best

educator. As a new teacher CLASS helps me check myself in the classroom.”

While four of the seven commenters mentioned the term “overwhelming” when

they reflected upon the observations that they had experienced by certified Pre-K

CLASS™ observers, they used that term to qualify an uncertainty about what they might

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not yet understand about the measure rather than feeling that the Pre-K CLASS™

observation in and of itself was an overwhelming experience. Ayleen was not fazed by

Pre-K CLASS™ observations however and said that when observed she felt “like a

normal class day”. Amber put it this way:

At first I felt anxious and nervous about someone I did not know or was

comfortable with being in my classroom to watch me. However once she was in

the room I was able to focus on the teaching and my worries left me.

August had a similar point of view: Any observation is nerve wracking, most students act diferent [sic] when there is

a stranger in the room. I was a little intimidated because I knew that they would

be looking for so many different examples covering areas different than any that

we had ever been screened for before.

All respondents reflected a hopeful outlook in that ultimately they understood the

results would be supportive to them as they continued to grow professionally even if the

initial use of the tool was created some disequilibrium, as expressed by Alehy when she

reflected upon being observed with the Pre-K CLASS™ measure, “It was somewhat

unnerving, but I know what I want to accomplish with my kids. So, I continued to do

what I always do, teach.”

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However, in order for these teachers to grow in the most effective manner,

participants mentioned that they required some specific types of support. For instance,

Amber articulated:

I am a newer teacher in the Pre-K setting, so I am just now learning about the

CLASS reviewing system. I definitely think CLASS will be a good tool to use for

schools in regards to observing for the Early Childhood setting. It is a good way

for an individual to make sure they are providing and maintaining all the things

that young children need, to see how they are doing in these specified areas, and

to also see where they have room for growth as a professional and teacher. In my

own experience it would be nice if when we are observed by those who are

trained in the CLASS scoring system we also receive a feedback sheet. This way

we can work on these areas and also so those in the administrative seat know what

type of professional development to plan. I also feel like it would be helpful if the

videos were a bit longer so we might see a complete picture during trainings.

Besides the manual that the Pre-K CLASS™ provides for training, video clips

located within a Teachstone video library are a vital aspect of the Pre-K CLASS™,

especially for teachers who are initially learning what the Pre-K CLASS™ measures.

These brief exemplar clips (sometimes seconds long, sometime a minute or two) reveal

actual preschool classrooms in action and tie the behaviors and interactions witnessed to

specific Pre-K CLASS™ dimensions within overarching domains. Subscriptions to the

Teachstone exemplar video library can be purchased so that teachers and Pre-K

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CLASS™ trainers can learn from what they see and put similar actions into practice. For

credentialing purposes, longer videos (typically about twenty minutes in length) are used

to assess the reliability of those seeking Pre-K CLASS™ certification. Amber’s mention

of the Teachstone videos needing to be longer indicated that she desired more visual

examples in order to maximize her learning about the expectations of the Pre-K

CLASS™ but she noted that the purpose of the Pre-K CLASS™ is “…to observe

teachers and let the centers know what areas they need to improve on.”

Anna stated that her belief about the intent of the Pre-K CLASS™ measure was to

support teachers in achieving the best possible early childhood classroom atmosphere.

I believe it is used to assess each individual teacher on how well the classroom is

ran [sic] and if they are doing what is expected of an early childhood educator and

creating those positive and safe environments for the children. Reading over the

material and reading over how they evaluate our classroom and how the top rated

classrooms are, it helps to make it my classroom better and we use it as a teaching

tool for new teachers and assistants and aides when they come in.

A similar belief was expressed by all participants, noting that the measure had the

capability of not only gauging what is observed but also defining for teachers’ effective

classroom teaching behaviors. Ayleen noted that she believed the purpose of the Pre-K

CLASS™ is “…to help educators and admins have a set standard of expectations in the

class. These standards help give the students the best interactions with educators within

the class” while Alehy said that she sees the purpose of the Pre-K CLASS™ as one that

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will help her, “to improve” her “teaching skills.” August said she felt the purpose of the

Pre-K CLASS™ is “…to make sure the time we spend with our students is effective in

everyway [sic], by supporting educational and emotional needs.”

Angelica said:

The purpose behind the Pre-K Classroom Assessment Scoring System is to see

which teachers are the most effective. Also providing a window of opportunity for

teachers to increase the educators [sic] knowledge and become more effective. I

use each component as a learning opportunity. I focus on the ones that I know I

need help on by selecting trainings that can prepare me to become a better

teacher.

A chance for classroom climate change. Data mined from preschool teacher’s

responses about the Pre-K CLASS™ tool in the present study uncovered an additional

subtheme within the windows of opportunity theme that furthered their perspectives

about use of the Pre-K CLASS™ measure. Within this subtheme appeared three concepts

about the use of the Pre-K CLASS™ measure: 1) an opening to reshape classroom

practices within preschool settings 2) based upon the needs of children and 3) reflective

of a national set of standards that the Pre-K CLASS™ defines. Of note, preschool

teachers in this study illustrated the potential for a metamorphosis of teaching practice

went beyond what occurred in a single classroom with Pre-K CLASS™. Global in

reference, the potential for preschool classroom transformation was appreciated at both

the micro and macro levels by participants.

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Ayleen articulated it this way:

CLASS is fairly new to me and my school. As a newer preschool teacher I

appreciate the checks and balances it offers to me. I can sit and look back at my

week and see if I have met CLASS expectations. If I am lacking in an area I can

work to grow there. I also feel as though it helps set a bar in those schools that

implement CLASS. I am a believer that the bar should always be raised and

CLASS is a great way to do so.

Within the blog, August agreed with Ayleen’s comment but added a concern

about how relevant the videos in the Teachstone video library were to her particular

situation:

I also believe that the bar should be held high, but some of the short videos that

we were able to watch were not realistic to our Head Start classroom. The teacher

in most of the videos were working with a small group of children and you could

hear or see that there was additional staff. We have 16 to 20 students in our rooms

with one teacher and an aide.

In like fashion, Amber stated: I too believe that some of the short videos were not realistic because of the class

sizes on the video. I have 20 students as well, and when I was watching the videos

it was hard to get a good idea of what it should look like.

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However, what Angelica noticed was that the Pre-K CLASS™ compared her

relationships with children and her resulting teaching behaviors to those of other teachers.

She was able to understand herself as a professional in comparison to others within her

program and as well, at a national level. As she learned more about what the Pre-K

CLASS™ measured, she discovered that she was able to modify her instruction to meet

the individual needs of children and reconfigure her classroom environment; all aspects

that she hoped would be evident in the next round of Pre-K CLASS™ observations:

It actually shows me what the standards are for national, our agency level and

where I am rated and I use it to work on improvements in my room and with staff

to make each area better and when the next assessment comes around I hope my

improvements show. Also I take the suggestions from the observer and implement

them to help improve my teaching and my room as well.

Participants found the Pre-K CLASS™ tool to be useful in helping them grow

professionally. Honor to be a member among those within early childhood workforce was

also reflected among those responding. Recognition that research and the public were

focused upon preschool classrooms highlighted not only a certain level of awe and

responsibility but also a consciousness of the need for integrity when shaping the lives of

young children.

When responding to how the Pre-K CLASS™ could be most effective as one

means of her professional development, Anna said she would need “to be trained

thouroughly [sic] in all the dimensions of class [sic] and understand why we use it as an

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assessment and how it can improve me as a teacher and my helpers in my room and other

co-workers…” Anna also mentioned that being trained on topics that the Pre-K

CLASS™ tool defines and understanding the Pre-K CLASS™ “would be helpful to all

staff” and that she would need to “continue learning and training on CLASS yearly and

throughout the year”. Amber noted:

Professional development could be developed based on the needs of the teachers

and tailored to the weakest areas on their CLASS observation. I feel like in order

for the CLASS system to be used in an effective manner, a trained observer would

need to share the individuals score and not just a summary to each center. This

way the individuals would have a better chance of improving on themselves as

professionals and teachers.

Angelica’s reaction was emphasized by excitement when she first considered the

Pre-K CLASS:

The initial impression I had of the Pre-K classroom assessment was, WOW! Who

would have thought there was so much behind teaching preschool. The more I

learned about the system the more I became consciously aware of the children's

needs, the learning environment, and become [sic] a high quality educator.

August’s response indicated the need for detailed feedback: It could be very helpful, but I think they could be more specific and it would be

nice if someone would show us what the right way is instead of just telling us

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what we did wrong. It's great like I said if training is available to actually show

you how to do it right not just tell you or have you read it. I am a very visual

learner. I think it is a tool to help us to work towards and maintain a positive

climate in our classrooms.

Anna revealed a growing sense of awareness about the potential implications

regarding the use of the Pre-K CLASS™ measure by noting that, “once we used the

program more than once I realized how important it is and why it is used to assess our

program” while Ami, the most perfunctory of responders stated that she thought of the

Pre-K CLASS™ measure as a “…great measuring tool that measures the climate of the

classroom… and the relationships of the adults and the children.”

Ami expressed that she felt “confident” when thinking about the Pre-K CLASS™

while Anna said she was “overwhelmed, but remind myself what I am here for and why

we need to be assessed and that I can always be improved.” Finally, Angelica said,

“When I think about the Pre-K Class, I feel like it is a useful tool to help me become a

high quality educator.”

Trustworthy

Qualitative researchers are charged with unearthing and understanding both what

is stated and what is not said during interviews and during the data analysis process. At

the manifest level, researchers use the directly observable information that is procured to

classify themes while also recognizing the value and meaning of what is not said as a

form of latent data (Boyatzis, 1998). According to Maxwell (2005) the researcher is

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“… the research instrument in a qualitative study, and your eyes and ears are the tools

you use to make sense of what is going on (p. 79)." Many themes within the present study

were quite explicit, coded relatively quickly and easily confirmed. The researcher also

recognized latent themes that developed. Based upon the comments provided, the Pre-K

CLASS™ measure was framed within positive experiences and viewed by participants in

this study as implicitly trustworthy.

Participants indicated that the Pre-K CLASS™ reflected accurately what needed

attention within their teaching behaviors. While coding for themes, the researcher

discerned a mindfulness of the Pre-K CLASS™ measure as implicitly trustworthy.

Participants consistently used terms such as “help”, “improve”, “better”, and “important”

when reflecting upon their perceptions of the Pre-K CLASS™. An undertone of

confidence was noted that the Pre-K CLASS™ was available to preschool teachers in

order to provide accurate information that would support them as they sought to improve

their individual performance.

In a particularly telling statement that expressively represents this theme, Anna

said of the Pre-K CLASS™ measure:

I use it to make improvements in my room to make sure I am giving 100% and

that I am being the best teacher and caregiver that I can be. Showing the results

according to national standards, our agency standards and where [sic] my

standards in my room can help me make improvements in my room and my

teaching and with my coworkers to make sure that we are doing our best. If I am

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low in one area, I read up on that area on how I can improve and do what I can to

bring that score up in that area and overall.

In a similarly robust comment from Angelica, the implicit trust of the Pre-K

CLASS™ as a valuable tool for enhancing teacher professional development was made

clear:

Pre-K Class is a learning tool for me to become a highly effective teacher. I use it

to select trainings to improve in the areas that are low. It also makes me

consciously aware of my teaching, regards [sic] for the students, and how my

classroom is perceived by others.

Ayleen commented: This helps me to continue to grow as an educator. If [sic] allows me to measure

myself and how I can continue to benefit my students. I use CLASS to measure

my self [sic] outside of my observation time. I can look back at my week and

note specific moments that correspond with CLASS.

Beneficial

The final theme that encapsulates participant comments from preschool teachers

included within this study is beneficial. Repeatedly, participants spoke of the

advantageous and favorable outcomes that they believed the Pre-K CLASS™ could

create for them and the children they were influencing. Angelica said this, “When the

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class [sic] observation is completed the feedback helps me to find out which objectives I

need to work on. I choose trainings and any other opportunity of learning to better my

self [sic] as an educator.”

Statements such as this were woven throughout the initial impressions and the

expressed beliefs of preschool teachers within this study.

Synthesis of Themes

Preschool teachers within this study viewed the Pre-K CLASS™ measure in an

enthusiastic manner and articulated that this assessment and the results therein were not

only important for them as professionals but also had the potential to categorically benefit

children. Preschool educators who used the data provided by the Pre-K CLASS™ had the

opportunity to develop a better understanding of the needs of the children within their

sphere of influence. The perspectives shared by participants unearthed a series of themes

and subthemes. As participants shared their perspectives regarding the Pre-K CLASS™

as an effective tour guide and one that could offer windows of opportunities, they

discussed the tangible and helpful nature of the tool, and the novel viewpoints that it

provided to them so that they could shift their attention to changing behaviors within their

professional sphere of influence. It was notable that they described use of the Pre-K

CLASS™ as a stimulant to outside support while offering the possibility for personally

redefining their internal professional development focus. Newly attuned outside and

inside Pre-K CLASS™ lenses provided participants with evidence which afforded them

the occasion to create classroom climate change. The chance for change within the

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classroom was revealed to expand outwardly as national standards influenced the

expectation of classroom quality, thereby elevating the profession. The perspective that

the Pre-K CLASS™ measure could be trusted and was considered beneficial to adults

and children was voiced throughout the responses captured.

Summary

This chapter presented the results of the study which illuminated the initial

perceptions of preschool teachers after being introduced to the Pre-K Classroom

Assessment Scoring System™ (CLASS™) tool (Pianta, LaParo, & Hamre, 2009) in

order to explore what these teachers determined this tool could mean for their

professional growth. Data collection processes, questions asked of participants and

responses of participants were detailed.

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CHAPTER V

SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS

Qualitative in nature, the present study employed a phenomenological approach to

provide a forum for preschool teachers whereby the researcher could capture perspectives

about the use of the Pre-K Classroom Assessment Scoring System™ (CLASS™) tool

(Pianta, LaParo, & Hamre, 2009) as a means of informing their professional

development. Preschool teachers were invited to share their unique and expert voices

about a tool that is used by others to measure their progress and to determine their

successes or challenges as an educator. While the intent was to include many participants,

the representativeness of responses was limited but thereby posed a truly enlightening

opportunity to wonder openly about why so few actually replied. In addition, on that road

to discovery, the researcher also gained powerful insight into the perspectives and worlds

of those who did respond.

Two research questions framed this study and provided fertile ground in which

essential themes (van Manen, 1990) could take root, grow, weave together and emerge in

a manner that created an interpretive and discerning opportunity for scholarly discovery.

RQ1. How do teachers perceive the use of the Pre-K CLASS™ as a

professional development tool?

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RQ2. What insights do teachers have regarding how Pre-K CLASS™

data can be useful for them in order that they can grow as

professionals?

This chapter will discuss a summary of the study, themes that emerged within the

context of the theoretical foundations for this study, and make recommendations for

future research.

Summary of the Study

Illuminating the initial perceptions of preschool teachers with regard to the Pre-K

CLASS™ was the goal of this study. Preschool teachers were invited to impart voice

into this study and were asked to explore what they determined this tool could mean for

their professional growth. The idea of giving a platform to this audience was critical in

the mind of the researcher, where the voice and perceptions of the teacher being

evaluated are rarely considered as their professional development opportunities are

created. Use of phenomenological methodology allowed the participants the opportunity

to provide their lived experience (Starks & Trinidad, 2007) of the phenomenon of the

Pre-K CLASS™ as a professional development tool and to provide insight into their

perceptions of those experiences. Vivid descriptions of their lived experiences were

captured via two of the three means of data collection: independent internet responses to

a SurveyMonkey electronic interview and an interactive participant blog. While the final

electronic mail was submitted to all seven participants, requesting closing thoughts or

additional reflections, no response was provided. However, based upon the textural

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descriptions that were provided by the participants, four major themes were identified

with five sub-themes and seven discrete concepts woven throughout the themes.

The results of this study indicated that preschool teachers recognized the Pre-K

CLASS™ measure as trustworthy, beneficial and an effective guide for their professional

growth due to the tangible, helpful and developmental manner in which resources were

designed. Participants also found the measure to offer windows of opportunity for them,

their profession and the children within their sphere of teaching influence. Critical to this

study, however, is that the sample size was very small and not what had been anticipated.

While some individuals among the sixty-one who agreed to take part in this study did not

meet the criteria prescribed, others who dropped off between the time that they were

recruited and decided to join and the time that each round of research began could have

offered greatly needed additional evidence.

Advancing the narrative of preschool teachers would be best represented by

preschool teachers. Disenfranchised individuals often struggle with the ability to express

their opinions or to even contemplate the rich value that their perspectives provide

(DeVault, 1999). This population may remain silent because sometimes they have been

conditioned to believe that they have nothing worthwhile to say (Lather, 2009).

Qualitative research seeks to challenge dominant ideology and creates a safe space in

which humanity can articulate accounts of their experiences (Solorzano & Yosso, 2002).

The exquisiteness of qualitative research is that all participants are active players in the

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construction of knowledge. To this researcher, even those who did not offer specific data

shared a role in constructing knowledge.

As a qualitative researcher, the purpose of studying the perspectives of others is to

draw in people with stories and viewpoints to share and in so doing “to privilege this

voice, to 'free' the authentic voice from whatever refrains it from coming into being, from

relating the truth about the self" (Mazzei & Jackson, 2009, p. 1). So, in this study, a

virtual classroom for preschool educators was constructed in order include them in the

national dialogue about the Pre-K CLASS™ measure as a means of supporting their

professional development. This virtual classroom was designed to give them a safe place

in which they could examine how they felt about their specialized career advancement.

Over time, seven pre-school teachers entered this space and willingly opened themselves

up to the researcher and each other while sharing their unique perspectives about the Pre-

K CLASS™ measure. Authentic voices were heard. However, there was an echoing void

left by those who did not loan their perspectives to the study as these viewpoints were not

included.

Theoretical Basis as Reflected in Themes

The use of a phenomenological approach for this study was selected to sanction

the participants to truly think about and then describe their perceptions about the use of

the Pre-K CLASS™ as a tool for their professional growth. Offering an array of

questions designed to elicit careful consideration of their realities allowed participants to

offer insight into what these perceptions about the Pre-K CLASS™ meant to them, which

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is considered an enlightened nature of revelation according to Moustakas (1994).

Participants in this study shared many experiences and perspectives that highlighted the

Pre-K CLASS™ measure as a helpful tool for professionals that would ultimately benefit

children. According to the participants, preschool educators who use the data provided by

the Pre-K CLASS™ have the opportunity to develop a better understanding of the needs

of the children within their spheres of influence. Beyond simply knowing about those

needs however, teachers in this study realized that transformational change in their

teaching practices could be achieved if Pre-K CLASS™ observations provided them with

suitable individualized varieties of professional development. Participants expressed the

need for training, but also naturally leaned into self-reflection as a means of progress.

Reflective Practice

The avenue of professional growth can be routed through the process of reflective

practice (Schön, 1983, 1987), in which the practitioner takes personal responsibility for

analyzing her professional behavior in an effort to change and ultimately improve

performance. Participants in this study were implicit in their understanding that the Pre-K

Classroom Assessment Scoring System™ offers a standardized tool which is used to

observe the interactions between children and their teachers in an effort to improve

teaching practices and thereby, child outcomes (Pianta et al., 2008). Participants referred

to the anecdotal observation notes collected by certified Pre-K CLASS™ observers and

the videos that reflect the types of teaching behaviors that the Pre-K CLASS™ measures.

Participants found these Pre-K CLASS™ resources to be supportive for their professional

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growth due to their tangible, helpful and developmental nature. These resources provided

them with tools that supported self-reflection and changed teaching practice by supplying

examples of other classrooms that were functioning successfully. Participants also valued

the feedback that they were provided by certified Pre-K CLASS™ observers because it

allowed them to view themselves through the eyes of others. They internalized this

feedback for self-improvement, which is the heart of reflective practice.

The “feedback” that participants discussed followed observations conducted using

the Pre-K CLASS™ measure. Participants indicated variability regarding how

information was shared with them. Anecdotal observations were collected in order to

specifically capture indicators and behavioral markers within ten dimensions found

within each of three domains of the Pre-K CLASS™. These observational notes detailed

specifically what was detected within each twenty-minute cycle using a common

language and definition for each one of the CLASS™ dimensions (Pianta et al., 2008).

Participants in the study viewed these data points as a means as an opportunity to reflect

and improve. Preschool teachers expressed that the Pre-K CLASS™ tool reflected an

established high set of standards that they could aspire to achieve, one that would not

only benefit them professionally but that was set for the ultimate educational advantage

of the children within their classrooms. The teachers in this study viewed the Pre-K

CLASS™ as a means by which the bar could be raised within the field of early childhood

education. There was an assumption that quality could be or should be improved, which

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is reflective of a deep process of transformational thinking known as double loop

processing (Argyris & Schön, 1974, 1978, 1996).

Schön (1983) discussed the importance of double loop processing, which offers a

true opportunity for reflective practice and professional change. In this stage of

contemplative analysis, individuals take an empowered approach towards challenges that

allow for questions, rather than simply correction of a particular behavior or way of

being, which is more of a single loop process. Participants in this study revealed that the

Pre-K CLASS™ gives preschool teachers a window of opportunity for analyzing their

original notions of a prescribed teaching methodology. One teacher articulated that the

Pre-K CLASS™ has helped her “to understand what I can do to be the best educator. As

a new teacher CLASS helps me check myself in the classroom.” In the light of Schön’s

explanation of reflective practice and double loop processing, it is apparent that creating

personal opportunities for adjusting teaching strategies is more about exploration and

wonder regarding what is best in the teaching and learning moment than one right way of

teaching or about correcting teacher performance. Professional development that

addresses what teachers believe they need based upon their practice, reflection and

analysis can offer novel opportunities to create change at all levels of the educational

environment.

While teachers in this study occasionally made references to weaknesses in their

teaching, the researcher actually heard more strengths-based comments with regard to

what the Pre-K CLASS™ could reinforce for them. One teacher said, “I know what I

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want to accomplish with my kids. So, I continued to do what I always do, teach.” In other

words, teachers believed the Pre-K CLASS™ allowed them to remain autonomous

enough to teach effectively while still challenging them to continuously improve. The

heart of double loop processing is about questioning the governing variables of a given

habit, behavior, or type of norm. By subjecting these particular ways of being to critical

scrutiny via double loop processing, individuals can make incredible strides toward

positive, real and sustained change. Rather than perceiving the Pre-K CLASS™ as an

instrument of judgment, teachers within this study welcomed the resource as well as the

necessary change that would transform the way that they do business in the classroom.

Individuals who took part in this study took personal responsibility for their own

growth, while only occasionally mentioning the Pre-K CLASS™ observer. Applied in

the setting of a preschool classroom, ownership of the teaching goal and the behavior

required to reach that objective was seen as belonging to the teacher, not an outside

entity, although at times participants mentioned needing to know what of their particular

behaviors exactly required the most attention, based upon the observations completed by

Pre-K CLASS™ observers. However, instead of an external observer informing a teacher

about his or her strengths and weaknesses and setting new goals for that teacher,

participants in this study determined that the teacher was personally accountable for

reaching a higher level of professional attainment.

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Social Learning Theory

Social learning theory suggests that not only do children benefit from observing,

interacting and learning from one another, but so do all humans (Bandura, 1977).

Participants in this study indicated that this is how the Pre-K CLASS™ has been used to

support their teaching performance. Observations using the Pre-K CLASS™ are

conducted in twenty-minute increments a minimum of four times and a maximum of six

times throughout the day (with some exceptions) (Pianta et al., 2008). A score is derived

using a Likert-type scale ranging from 1 to 7 which is determined based upon observation

conducted. While the numerical scores of these observations are not the focus of

reflective practice for the teacher, higher scores in all dimensions (except for Negative

Climate) do indicate stronger outcomes for children (Pianta et al., 2008). In the

transcripts collected, two preschool teachers actually mentioned a score but did so only

within the analysis of their own behaviors. While teachers were aware of a composite

score in relation to the Pre-K CLASS™, they largely focused their comments on the

behaviors of the teacher in question and the reflective practice that could prompt ultimate

change, as is revealed in the work of Bandura (1977) and Schön (1983, 1987).

Social learning theory adopted the belief that all people learn through watching

others (Bandura, 1977). The Pre-K CLASS™ provided examples of social learning

theory in practice and participants were clear that they learned from watching the

behaviors of other teachers when they viewed the video exemplars. However, Bandura

also posited that simply having knowledge of a concept does not necessarily transform

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the learner. Knowing does not always produce doing. An extrinsic experience coupled

with the intrinsic motivation or attitude to accomplish change is also necessary. The

ability to apply in the moment what people have witnessed in the behaviors of others

reveals that an adjustment of some nature has occurred. Participants in this study

disclosed a keen awareness that the areas of focus in the Pre-K CLASS™ were not

standard fare for them and that it was necessary for them to observe others in order to

master the teaching behaviors that the Pre-K CLASS™ postulates as critical in the

behavioral markers.

During the discussion of how the Pre-K CLASS™ could support teachers with

their professional development, participants recalled training videos supplied by

Teachstone and discussed how these videos gave participants visual reminders of what to

do to adjust their responses to children and how to apply these new strategies within their

teaching repertoires. They trusted that the Pre-K CLASS™ was designed to help them

but they expressed some disequilibrium about how to make these approaches work best

for them. The videos helped and the feedback from the observer helped, but they

articulated a need for even more training. One participant mentioned that “hands on

visual training” and being “able to ask questions” during training were important if the

Pre-K CLASS™ was to be a successful tool for professional growth.

Also, the teachers in this study were a bit distracted by the Teachstone videos that

they felt represented teaching environments that appeared to be vastly different from the

classrooms in which they were teaching. They genuinely expressed appreciation for what

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the training videos revealed to them about the application of a Pre-K CLASS™ approach

but wondered how they could relate those particular strategies to much larger groups of

preschool children, which was revealed to be their teaching realities. Participants

expressed a need for any type of training that offered them graphic ideas of what this type

of teaching “should look like” and the desire for the any style of professional

development that would “actually show you how to do it right not just tell you or have

you read it.”

Discussion of Study Limitations

After recruitment and the invitation to participate in this research study was

emailed to those expressing interest, an initial round of electronic interviews was

completed over a two week period, producing three responses within the SurveyMonkey

questionnaire and participant blog. Participants did not respond to the follow up email,

limiting the data that was collected. An original analysis was conducted and themes were

derived from codes assigned by the researcher. This first review determined that

insufficient data were collected due to the low number of participants and therefore

would not produce the best possible study. Consequently, a second round of participants

was then recruited and another two week period commenced. Once again, after many

agreed to share their perspectives, only four actually responded during the second

collection. The sum total of the data sets within both rounds of research produced seven

completed SurveyMonkey questionnaires and seven blog entries. Participants in neither

round of research provided responses to the request for final thoughts via email.

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Qualitative research is not a method born of statistics and generalizable norms. It

is instead, a strikingly unpretentious yet incredibly complex method of inquiry that loses

its power if post-positivistic values of nomothetic facts attempt to cloud it. Given this

truth however, the researcher in the present study had fully expected to recruit, obtain and

retain participants in much higher quantities than prevailed. This study was designed to

invite active participation in the analysis of the professional development needs of

preschool teachers based upon the Pre-K CLASS™. It was with a deep respect of the

voices of preschool teachers that this study was conceived. The very small sample size

limits the data set considerably.

Recommendations for Future Research

While the present study provides important perspectives and wisdom from the

field of Early Childhood Education, additional qualitative studies that give voice to

preschool teachers is recommended. In the mind of this researcher, the purpose of all

scholarly investigation is to seek answers while embracing the notion that further inquiry

will always be necessary. Phenomenon procreate! With every question that is answered,

many more questions are born. Moustakas (1994) noted that research begets more

research. While qualitative research does not promise representativeness of the greater

population, the perspectives unveiled offer insight into the lived experiences of those

participating, which can and should prompt additional inquires. In this vein of thought,

seven recommendations for future research have been identified.

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1) It is recommended that a comprehensive content analysis of the literature

regarding the professional development of preschool educators be conducted

to determine what, if any, new approaches toward professional development

are finding success. The paucity of research on the topic of early childhood

professional development prompted this study and additional exploration of

this topic is critically needed at a time in our nation’s history when federal,

state and local decision makers are more focused than ever upon universal

preschool. Should a change of this nature occur in the near future, American

society may be ill-equipped to adequately prepare, retain and continue to

grow teachers within the early childhood classroom with effective and

change-oriented professional development strategies.

2) It is recommended that researchers continue along the line of inquiry in

which this study engaged by asking informed preschool teachers and other

early childhood professionals what they believe they need in order to grow

most effectively as professionals. The voice of participants in the present

study is important and powerful but very small (Mason, 2010) in terms of

responses and could be broadened with supplementary studies. Additional

points of view are necessary in order to make the critical changes that will

move the field of early childhood education forward. Professional

development that is operationally defined and intentional might offer support

to the profession within those states that continue to simply require clock

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hours. Perhaps additional studies of this nature could be one step towards

building the field of early childhood education in a manner that fosters the

profession as an active, viable, competitive and respected career choice.

3) It is recommended that a large scale analysis be conducted that explores

perceptions of respect regarding the field of early childhood education as a

career choice. The research should focus on both an insider’s level of (a)

feeling respected and (b) having respect for the profession, as well as an

outsider’s view of the field in order to determine a new type of national re-

branding that will build the future workforce. The ultimate goal should be to

increase the internal and external respectability of early childhood

professions, one that elevates the profession and will expand recruitment of

high-achieving, very well educated, child-focused and reflective practitioners.

4) It is recommended that research be conducted that explores the ownership of

professional development within the field of early childhood education.

Researchers should examine what motivates preschool teachers to improve

and who owns the entire process of professional improvement. Questions to

be considered would include the use or absence of professional development

plans, types of professional development available and offered (coaching,

workshops, conferences, continuing education, etc.).

5) It is recommended that researchers conduct an in-depth examination of the

parallel process between what the Pre-K CLASS™ indicates for preschool

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teachers in relationship to their children and the relationships between

preschool educators and those who lead them. Questions would address such

issues as (a) how teachers are being provided observation feedback, (b) how

teachers are led, managed, or coached, (c) how teachers are regarded by

leadership, and (d) how teachers are provided autonomy, etc. These parallel

processes could be precisely explicated from the Pre-K CLASS™ measure

and a new measure for Certified Pre-K CLASS™ Observers could be created

that informs their behaviors. .

6) It is recommended that this study be considered for replication within

organizations that are currently using the Pre-K CLASS™ as a means of

current or future professional development for teachers. Outside research

entities could be employed to conduct the research and inform leadership of

the results or organizations could create an anonymous survey and blog

similar to the tools used herein in order to elicit responses from preschool

teachers. Responses could be used by leadership to adjust current

organizational practices in order to improve the overall climate that teachers

experience with regard to professional growth.

7) It is recommended that preschool teaching organizations employ a strategy of

filming teachers for personal reflection and analysis. While this form of

action research is not typically included in recommendations for future

research, the researcher in this case believes that this would be a simple and

105

practical first step for any entity that wishes to begin the organizational

journey toward professional excellence. With appropriate parental

permissions and viewing time, preschool teachers could step into the world of

the observer instead of maintaining the role of the observed, which is a

powerful means to a promising end.

Summary

The phenomenological study of the perceptions of preschool educators in the

nascent stage of employing the Pre-K CLASS™ as a means professional development

has been summarized. A summary of the study, the themes that emerged within the

context of the theoretical foundations for this study, and recommendations for future

research were presented.

106

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APPENDIX A

SurveyMonkey Questionnaire Design Layout

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APPENDIX B

Electronic Mail Request for Follow Up

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Dear Pre-K CLASS™ Research Participant, Thank you for taking the time to participate in my study entitled "Initial Perceptions of Preschool Teachers in the Nascent Stage of Employing the Classroom Assessment Scoring System (CLASS™) as a Professional Development Tool". This email serves as your final opportunity to express any additional thoughts or perceptions about how the Pre-K CLASS™ tool can help you to grow professionally. As I mentioned in the email that initiated this study (below), I would appreciate a response regarding your thoughts on the Pre-K CLASS™ by [date] at 7:00 p.m. Every comment that you have included in either the SurveyMonkey, blog or in your email response to me will be collected and analyzed to determine ways in which the Pre-K CLASS™ might be used to help you grow as a teacher. Thank you so much for supporting this project. Feel free to reply to this email with your final thoughts. For children, Kristy Joy Cox, ABD, M.Ed., CFLE Doctoral Candidate shamow@twu.edu 806.793.9877

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APPENDIX C

Institutional Review Board (IRB) Approval

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APPENDIX D

Consent to Participate in Research (SurveyMonkey)

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TEXAS WOMAN’S UNIVERSITY

CONSENT TO PARTICIPATE IN RESEARCH (SurveyMonkey) Title: Initial Perceptions of Preschool Teachers in the Nascent Stage of Employing the Classroom Assessment Scoring System as a Professional Development Tool Investigator: Kristy Joy Cox Shamow@twu.edu Advisor: Karen Petty, Ph.D. kpetty@mail.twu.edu Explanation and Purpose of the Research You are being asked to participate in a research study being conducted as part of my dissertation through Texas Woman’s University. The purpose of this research is to understand and capture your initial perceptions of the Pre-K Classroom Assessment Scoring System™ (Pre-K CLASS) tool and to explore what the use of this assessment tool may mean for you regarding your ability to grow as a professional. You have been asked to participate in this study because you have been identified as a preschool teacher in a program where the Pre-K CLASS™ is being used as a tool for your professional development. The information from the study will help inform researchers, policy makers and the general public about your experiences, perceptions and thoughts about how the Pre-K CLASS™ can be used to help you grow professionally. Description of Procedures You will be asked to volunteer to participate in three separate online sessions during the course of a three-week period. The first session will take place within a private, password protected SurveyMonkey questionnaire, whereby the total time for this session is expected to be no more than 45 minutes. Following the SurveyMonkey questionnaire, you will be provided the address to a password protected blog and be given a confidential passcode whereby you may use the blog for two-weeks to discuss any perceptions that you have which may have emerged since your SurveyMonkey questions were answered. You will be able to read, consider and respond to other blog responses by other participants. Because you will be working within a private, confidential space, it is important that you keep your identity and that of the program where you teach private. Please do not disclose your name or any other form of personal or employment related identification within that blog. The expected timeframe for the blog is no more than 30 minutes and will be available as needed until it closes to all participants within two weeks. Finally, you will receive and be asked to respond to the researcher via email with any closing thoughts, perceptions or ideas regarding the Pre-K Classroom Assessment Scoring System as a means of professional development. Your email response to the researcher is expected to take no more than 15 minutes. The total amount of time requested of you during that two-week timeframe should be no more than 90 minutes. In order to be a participant in this study, you must be 18 years of age or older.

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APPENDIX E

Recruitment Flyer

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ATTENTION PRESCHOOL TEACHERS!

Are you a teacher of children between 3-5 years old? Does your school use the Pre-K Classroom Assessment

Scoring System™ (Pre-K CLASS™)? Do you have ideas about how the Pre-K CLASS™ can help

you grow professionally?

If you answered yes to these questions, you are invited to participate in a research study through Texas Woman’s University entitled “Initial Perceptions of Preschool Teachers in the Nascent Stage of Employing the Classroom Assessment Scoring System™ as a Professional Development Tool.”

Individuals wishing to participate in the study should contact Kristy Joy Cox, Doctoral

Candidate at the number or e-mail below. The internet will be used to collect data regarding your perceptions, thoughts and ideas about how the Pre-K CLASS™ can be

useful for your professional development.

Your involvement in this study is completely voluntary and you may withdraw from the study at any time.

There is a potential risk of loss of confidentiality in all email, downloading and internet

transactions.

For more information, please call or email: Kristy Joy Cox shamow@twu.edu 806.793.9877

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APPENDIX F

Recruitment E-mail

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You are being asked to participate in a research study being conducted as part of my dissertation through Texas Woman’s University. The purpose of this research is to understand and capture your initial perceptions of the Pre-K Classroom Assessment Scoring System™ (Pre-K CLASS™) tool and to explore what the use of this assessment tool may mean for you regarding your ability to grow as a professional. You have been asked to participate in this study because you have been identified as a preschool teacher in a program where the Pre-K CLASS™ is being used as a tool for your professional development. The information from the study will help inform researchers, policy makers and the general public about your experiences, perceptions and thoughts about how the Pre-K CLASS™ can be used to help you grow professionally. Your involvement in this study is completely voluntary and you may withdraw from the study at any time. There is a potential risk of loss of confidentiality in all email, downloading and internet transactions. If you would like additional information concerning this study, I would be happy to speak with you individually by phone or in person. If you have any questions, feel free to contact me at shamow@mail.twu.edu or by phone at 806.793.9877. I look forward to hearing from you and gaining insight into your experiences. Sincerely, Kristy Joy Cox Doctoral Candidate Texas Woman’s University Department of Family Sciences

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APPENDIX G

Electronic Mail Invitation to Begin Study

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Pre-K CLASS™ Study - Begin Now! Dear Pre-K CLASS™ Research Participant, Thank you so much for your willingness to provide input into my study entitled, "Initial Perceptions of Preschool Teachers in the Nascent Stage of Employing the Classroom Assessment Scoring System (CLASS) as a Professional Development Tool". Recruitment was a lengthy process and I appreciate your patience. This email serves as my invitation for you to proceed. This is a completely Internet-based research study, with three steps. You will be asked to 1.) complete a SurveyMonkey questionnaire, 2.) engage in a password protected Blog and 3.) respond to a final email from me. There are three sections to complete within the SurveyMonkey questionnaire. The first section is the "Consent to Participate". Once you have thoroughly read, understand and agree to the information presented, you may accept the conditions and continue into the "Demographic" section or you may decide not to participate and can simply close the survey. If you agree and continue to the "Demographic" section, you will be asked a few questions about your experience and level of education. When you have completed that short section, you will then be asked a series of 7 open-ended questions that are very important to my research. This section is entitled: "Electronic Interview Questions". At the close of the entire survey, you will then see an address to a password protected blog, with a username and pass code. Please copy and keep this information to yourself to protect all participants. For the next two weeks (culminating on [date], 2014) you may enter the blog as often as you wish to document additional thoughts related to this study. 1.) Decide on a name (an alias, not your name) that you will use each time you blog. 2.) Please sign off using that name each time. 3.) You may then communicate with other selected participants, read what they have written and move about the blog as you wish. At midnight on [date], the blog will close and all information recorded there (as well as within the SurveyMonkey questionnaire) will be collected and included in my analysis. On [date], you will receive a final email from me (from this email address to the email address that you provide) asking if you have any additional thoughts about the Pre-K CLASS. Please return a response to me no later than [date] at 7:00 PM. This information will be collected and included in my analysis also. You may begin (effective today) by clicking on the following link: https://www.surveymonkey.com/s/prekCLASSpreschoolteacherperceptions. Only those receiving this email should complete this link. Please do not forward this email or any information therein to others. Once again, please allow me to express my heartfelt appreciation for your willingness to participate. For children, Kristy Joy Cox, ABD, M.Ed., CFLE Doctoral Candidate shamow@twu.edu 806.793.9877

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APPENDIX H

Demographic Information (SurveyMonkey)

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1. How many years have you been teaching preschool (age range of children 3-5)?

(open-ended response) 2. On which type of campus do you presently teach?

• State funded preschool • Private pay child care • State subsidized child care • Blended state and private pay preschool • Federally funded Head Start • Blended state, private pay and federally funded Head Start • Parent’s Day Out • None of the above • Other

3. Do you have any prior experience with the Pre-K Classroom Assessment Scoring System (CLASS)? Please answer yes or no. If yes, please explain. (open-ended response)

4. What type of teaching certificate do you possess? (open-ended response)

5. Do you have any prior experience with any other version of the Classroom Assessment Scoring System? Please answer yes or no. If yes, please explain. (open-ended response)

6. What is your highest level of education? (Answer one) • Some high school • GED • High school diploma • Associate’s Degree • Bachelor’s Degree • Master’s Degree • Doctorate Degree

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APPENDIX I

Electronic Interview Questions (SurveyMonkey)

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1. From the perspective of a Pre-K teacher, what are your initial impressions of the

Pre-K Classroom Assessment Scoring System™?

2. What do you believe to be the purpose of the Pre-K Classroom Assessment

Scoring System™?

3. Please complete this sentence: “When I think about the Pre-K CLASS™, I

feel…” Explain.

4. How could the information derived from observations conducted in your

classroom by trained observers using the Pre-K Classroom Assessment Scoring

System™ be helpful to you as a means of professional development?

5. What are some ideas that you have had regarding the Pre-K CLASS™ as a tool to

help you in your professional development?

6. Think for a moment about a time when a Pre-K CLASS™ observer entered your

room to observe you. What did that experience feel like to you?

7. “In order for the Pre-K CLASS™ to be most effective for me as a means of

professional development, I would need…”

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APPENDIX J

Demographic Characteristics of Participants

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School Funding Source Count

Federal Head Start 4

State 1

Private 1

Blended 1

Overall Teaching Experience Years

Least 1

Most 23

Highest Education Level Count

Bachelor's 6

Master's 1

Certified Teacher Count

Yes 4

No 1

Not specified 2