The authors advocate for the central role of standardized classroom observations in improving teaching quality and educational outcomes. They argue that such observations can assess teachers' behavioral interactions with students, analyze sources of error, predict student learning, and guide improvements through specific supports. The CLASS framework, a theoretically driven and empirically supported conceptualization of classroom interactions, is introduced to organize and measure these interactions. The framework includes three domains: Emotional Supports, Classroom Organization, and Instructional Supports. The authors highlight the importance of emotional support, effective classroom organization, and high-quality instructional practices in promoting student development. They also discuss methodological challenges, such as psychometric issues and cost efficiency, and emphasize the need for rigorous research and investment in measurement studies. The article concludes by suggesting that standardized classroom observations can leverage improvements in educational outcomes and teacher preparation programs.The authors advocate for the central role of standardized classroom observations in improving teaching quality and educational outcomes. They argue that such observations can assess teachers' behavioral interactions with students, analyze sources of error, predict student learning, and guide improvements through specific supports. The CLASS framework, a theoretically driven and empirically supported conceptualization of classroom interactions, is introduced to organize and measure these interactions. The framework includes three domains: Emotional Supports, Classroom Organization, and Instructional Supports. The authors highlight the importance of emotional support, effective classroom organization, and high-quality instructional practices in promoting student development. They also discuss methodological challenges, such as psychometric issues and cost efficiency, and emphasize the need for rigorous research and investment in measurement studies. The article concludes by suggesting that standardized classroom observations can leverage improvements in educational outcomes and teacher preparation programs.