Secondary CLASS Domains, Dimensions, Indicators, and Behavioral Markers

Domain

Dimension

Indicator

Behavioral Marker

Emotional Support

Positive ClimateTeacher SensitivityRegard for Student

Perspectives

Example – Positive Climate:

RelationshipsPositive affectPositive communicationsRespect

Example – Relationships: Physical proximity, peer interactions, shared positive affect, social conversation

Classroom Organization

Negative ClimateBehavior Management

Productivity

Example – Productivity: Maximizing learning time Routines Transitions Preparation

Example –Preparation: Materials ready and accessible, knows lessons

Instructional Support

Instructional Learning Formats

Content Understanding Analysis and InquiryQuality of Feedback

Instructional Dialogue

Example – Analysis and Inquiry Facilitation of higher-order

thinking Opportunities for novel application Metacognition

Example – Opportunities for novel

application: Open-ended tasks, presents cognitive challenges, students apply previous knowledge/skills

Student Engagement

Active engagement

Responding, asking questions, volunteering, sharing ideas, looking at the teacher, active listening, manipulating materials, lack of off-task behavior

Emotional Support Domain

• How teachers help students develop• Warm, supportive relationships with teachers and peers• Enjoyment of and excitement about learning• Motivation to engage in learning activities• Feelings of comfort in the classroom• Willingness to accept academic and social challenges• Appropriate levels of autonomy

Positive Climate

Indicators• Relationships• Positive affect• Positive communications• Respect

Reflects the emotional connection between teachers and students, and the warmth, respect, and enjoyment communicated by verbal and non-verbal interactions.

Teacher SensitivityIndicators

• Awareness• Responsiveness to academic and social/emotional needs and cues• Effectiveness in addressing problems• Student comfort

Reflects the teacher’s timely responsiveness to the academic, social/emotional, behavioral, and developmental needs of individual students and the entire class.

Regard for Adolescent Perspectives

Indicators• Flexibility and adolescent focus • Connections to current life• Support for autonomy and leadership• Meaningful peer interactions

• Captures the degree to which the teacher is able to meet and capitalize on the social and developmental needs and goals of adolescents by providing opportunities for student autonomy and leadership. Also considered are the extent to which student ideas and opinions are valued and content is made useful and relevant to adolescents.