In a recent meeting held by the Tennessee Department of Education, key discussions centered around the observation protocols for teachers and leaders, particularly focusing on early childhood education. As the meeting unfolded, participants were reminded of the critical role that certified staff play in observing educators, with permissions managed through the administration tab for those conducting observations.

A significant highlight was the introduction of the observation summary report, which provides a comprehensive overview of the status of observations and walkthroughs across schools. This report details the total number of observations, including enhanced and scored observations, as well as a breakdown by domain. Districts can utilize this report to gauge their progress in completing required observations, ensuring accountability and transparency in the evaluation process.

Attention then shifted to the specific requirements for preschool teachers, particularly those in Voluntary Pre-Kindergarten (VPK) and special education. Starting in the 2025-2026 school year, all VPK and special education preschool teachers will be mandated to undergo observations using both the CLASS assessment scoring system and the CLASS environment tool. These observations, aimed at providing coaching feedback, must be conducted by reliably trained district staff. Importantly, while these observations are essential for early learning, they are not tied to formal evaluations.

For districts that utilize a team rubric for evaluations, flexibility remains a key theme. Educators will have the option to choose between the team rubric or the CLASS evaluation rubric for their pre-K teachers. However, they must still conduct the required CLASS observations, as only one type of observation can be recorded in the TN Compass system for evaluations. This decision will be made through a flexibility survey to be completed later this spring.

As the meeting concluded, it was clear that the Tennessee Department of Education is committed to enhancing the quality of early childhood education through structured observation protocols, ensuring that all educators receive the support and feedback necessary for their professional growth. The implications of these discussions will resonate throughout the state as districts prepare to implement these new requirements in the coming school year.