Metro Nashville Public Schools Pre-K Partnership Project

About the Magic 8™ Classroom Practices

preK kids
After the first year of the MNPS-PRI Partnership, ELC teachers adopted goals based on the “Magic 8™” — a list of eight classroom practices found to be most closely associated with children’s academic and self-regulation outcomes based on data from MNPS Early Learning Center classrooms.

Click on the links below for more information on each topic, its association with children’s outcomes, and professional development materials to support teachers in implementing these practices.

  1. Reducing time spent in transition

  2. Improving level of instruction

  3. Creating a positive climate

  4. Increasing teacher listening to children

  5. Planning sequential activitiesmagic8ball

  6. Promoting associative and cooperative interactions

  7. Fostering high levels of involvement

  8. Providing math opportunities

Development of the Magic 8™

After the 2014-15 school year, Early Learning Center teachers and administrators wanted to find out which specific classroom practices were most strongly influencing their children’s academic gains. PRI used data collected across the year to identify classroom practices most closely associated with better outcomes for children. In the 2015-2016 school year, PRI and MNPS leaders and teachers worked collaboratively to measure progress toward increasing the prevalence of those key practices.

  • PRI conducted child assessments in both the fall and spring of the 2014-15 school year.
  • Classrooms were observed 3 times during the first year.
  • A lot of variability was found among classrooms across many different aspects.
  • PRI analyzed findings across each year to identify what qualities of classrooms were most associated with greater achievement gains for children.
  • These classroom practices/qualities became key “ingredients” for defining aspects of quality in ELC classrooms, and were coined the Magic 8™.
  •  ELC principals, MCLs, and teachers used the Magic 8™ to set goals for themselves in 2015-16.
  •  While progress was made towards those goals in many areas, considerable variability persisted in 2015-16. Thus, the same patterns of associations between the Magic 8™ classroom practices and children’s achievement gains were evident in the 2015-16 school year analyses as well.


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About the Magic 8™ Classroom Practices