Class scoring system

Standard Operating Procedure (SOP): Class Scoring System Expectations & Teacher Supervision

Department: Curriculum & Instruction

Purpose To ensure consistent implementation of the classroom scoring system used to monitor curriculum fidelity, instructional quality, and classroom environment. This SOP outlines staff expectations and provides guidelines for supporting teachers who are not meeting expectations.

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Scope

Applies to all lead and assistant teachers in classrooms using the designated scoring rubric (e.g., CLASS®, ECERS, internal walkthrough tools).

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Policy Statement

All classroom staff must maintain quality standards outlined in the class scoring rubric. Scores reflect teaching effectiveness, emotional and instructional support, classroom management, and learning environment quality. Failure to meet these expectations requires immediate support and accountability measures.

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Class Scoring System Expectations

Teachers are expected to:

1. Understand the Rubric:

   • Participate in mandatory training on the scoring tool.

   • Demonstrate knowledge of scoring criteria in daily practice.

2. Meet Benchmark Scores:

   • Strive to meet or exceed target scores across all domains (e.g., Emotional Support, Classroom Organization, Instructional Support).

   • Use feedback and coaching to improve practice.

3. Engage in Self-Assessment and Reflection:

   • Review their own scores and reflections quarterly.

   • Collaborate with coaches to set goals and action plans.

4. Be Observation-Ready:

   • Maintain instructional quality at all times, not just during scheduled observations.

   • Post lesson plans visibly, manage transitions, and ensure high-quality teacher-child interactions.

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Observation & Scoring Process

• Frequency: Formal observations will occur three times per year (fall, winter, spring) and informal walkthroughs monthly.

• Tools Used: [Insert name of scoring tool: e.g., CLASS®, ECERS, internal checklist]

• Observers: Directors, instructional coaches, or trained assessors.

• Documentation: All scores and notes will be documented in the digital platform and shared in follow-up coaching meetings.

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Supervision of Teachers At Risk of Non-Compliance

A teacher is considered “at risk” if:

• They score below benchmarks in two or more domains.

• There is a consistent pattern of poor performance during walkthroughs.

• They fail to implement feedback after two consecutive coaching sessions.

Support and Accountability Steps:

1. Notification & Documentation

   • Provide a formal written notice of concern.

   • Document specific scoring areas below standard and provide evidence (observation notes, photos, videos if applicable).

2. Action Plan Development

   • Create a 30-day improvement plan with specific goals, strategies, and support resources.

   • Assign a coach or mentor to conduct weekly follow-ups.

   • Include scheduled modeling, co-teaching, or peer observation opportunities.

3. Progress Monitoring

   • Conduct midpoint review after two weeks.

   • Conduct follow-up observation at 30 days.

   • Document growth, challenges, and next steps.

4. Escalation If No Improvement

   • If progress is insufficient, move to performance improvement plan (PIP) through HR.

   • Consider classroom reassignments, additional training, or employment review based on the severity of performance gaps.

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Professional Development Support

• Access to monthly PD sessions targeting weak scoring areas (e.g., behavior management, questioning techniques).

• Peer learning groups or PLCs (Professional Learning Communities).

• Video modeling and reflective practice sessions.

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Communication & Accountability

• Maintain transparency with the teacher throughout the process.

• Keep all documentation in the staff development file.

• Supervisors must report monthly updates on at-risk teachers to the Director of Education.

✅ Supervisor CLASS® Observation Checklist

Observer Name: _______________________
Date: ________________
Teacher Observed: _____________________
Classroom/Age Group: __________________
Observation Start Time: ________________
Observation End Time: ________________

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I. Pre-Observation Preparation

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II. Observation Focus Areas by Domain

1. Emotional Support

2. Classroom Organization

3. Instructional Support

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III. Additional Observational Data

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IV. Post-Observation Steps

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V. Follow-Up Actions (If Applicable)