Training Manual for Direct Observation of Teacher Practices and Classroom Processes (DOTPCP)

Purpose & Instructions: The goal of this observational system is for raters to accurately observe 21 keys concepts of teacher practices and classroom processes that are related to students cognitive and socio-emotional development. The instrument is designed with the intention of providing feedback to teachers in order to enhance the quality of classroom practices, increase access to safe and relevant learning opportunities and ensure accountability in providing these services. This training manual describes each of the ! concepts to be observed. or each concept, we provide! a. The actual concept to be observed b. " definition of the concept and its deeper meaning# c. " short-list of manifestations or indicants of this concept that can readily be observed in the classroom# these $indicators% are inclusive of the behavior of the teacher and students, and require the &bserver'(ater to analy)e the actions of the teacher as well as peerinteractions and individual student behavior. d. " description of the four alternative choices *observers are to choose one of the four alternatives that best depicts "hat the# observed+# and

e. ,-amples of each of the four alternative choices are presented. These e-amples may or may not be occurring in the classroom that raters are observing. "nd thus, should not be relied upon as absolute manifestations of teacher and classroom processes, but rather as possible e-amples only.

$% &ehavioral indications of positive environment bet"een teacher and students% .tudent development and learning are supported by their interactions with teachers in a safe, secure, and nurturing environment. Teachers have the ability to create an environment of respect and rapport in their classrooms by the ways they interact with students but also by the interaction they encourage and cultivate among students. Thus, we define positive climate as! A warmth and emotional connection between teachers and students, as well as between peer students.

/ndicators to consider when evaluating a positive environment may include! 0 1armth, caring, and encouragement 0 (espectful talk and turn taking 0 "ctive listening 0 2oliteness 0 airness ". There are no indications of a positive environment between the teacher and students in the classroom. 3. There are minimal indications of a positive environment between the teacher and students in the classroom. 4. There are occasional indications of a positive environment between the teacher and students in the classroom. Example: Teacher and most students show occasional appreciation and encouragement *e.g., claps, praise+ after student presentations. 5. There are regular indications of a positive environment between the teacher and students in the classroom.

Example: 6either teacher nor students show appreciation or encouragement *e.g., claps, praises+ after student presentations.

Example: Teacher shows minimal appreciation or encouragement *e.g., claps, praises+ after student presentations.

Example: Teacher and students regularly show enthusiastic appreciation and encouragement *e.g.,claps, praise+ after all student presentations.

7any students talk when teacher and other students are talking# teacher does not correct them. .tudents use demands such as $give me% or $move% and there is an absence of courtesies such as $please,% $thank you,% $e-cuse me.%

.tudents listen passively to the teacher, but tend to talk, pass notes, etc. when other students are talking. There is an absence of language courtesies such as $please,% $thank you,% $e-cuse me.%

.tudents listen to the teacher, but occasionally tend to talk when other students are talking. Teacher and students sometimes use courtesies such as $please,% $thank you,% $e-cuse me.%

.tudents regularly listen attentively to teacher. Teacher and students use courtesies such as $please,% $thank you,% $e-cuse me.

% Teacher sensitivit# to' and regard for' students( needs and efforts%

The e-tent to which the teacher is available in classroom setting and sensitive to student needs can be a key factor in promoting active student e-ploration and learning. 1e define teacher sensitivit# as! A teachers acts of listening and responding to students needs and efforts /ndicators to consider when looking at teacher sensitivit# may include! 0 8ears when students need assistance 0 "ddresses problems when students seek support 0 .tudents are comforted by teacher responses
". Teacher provides no awareness, attention or support to students needs and efforts. Example: Teacher says such things as $5ont bother me% or $/m busy%. .tudents must wait a long time before getting the teachers attention. "ctivities are much too difficult for students and no support is provided. 3. Teacher provides minimal awareness, attention or support to students needs and efforts. Example: Teacher says such things as $6ot right now%. .tudents may have to reapproach teacher several times before having a question answered. .tudents may have difficulty with an assignment and can sometimes get the teachers attention. 4. Teacher provides occasional awareness, attention or support to students needs and efforts. 5. Teacher provides regular awareness, attention or support to students needs and efforts. Example: Teacher says such things as $9et me know if you have questions% or $/m happy to help%. Teacher regularly notices when students need e-tra help'assistance and addresses these needs in a timely manner.

Example: Teacher says such things as $.ave your questions for later%. Teacher occasionally notices when students need e-tra help'assistance and sometimes addresses these needs. .tudents may have some difficulty with an assignment but will eventually get the teachers attention.

)% &ehavioral indications of negative environment bet"een the teacher and students% .tudent development and learning are supported by their interactions with teachers in a safe, secure, and nurturing environment. 8owever, teachers also have the ability to adversely affect their classrooms by the ways they interact with students and also by the interaction they encourage and cultivate among students. Thus, we define a negative environment as! An expressed negativity such as anger, hostility or aggression exhibited by teachers and/or students in the classroom /ndicators to consider when evaluating an environment for negative climate may include! 0 4oldness, insensitivity, or unresponsiveness 0 5iscouragement or disrespectful talk *sarcasm, interruptions+ 0 (udeness 0 ;nfairness
". There are no indications of negative climate and affect between the teacher and students evident in the classroom. Example: Teacher never responds to a student in a combative manner and always shows respect for students dignity. The teacher says! $9ets work on this together. /ts hard, but you will be able to do it<% 3. There are minimal indications of negative climate and affect between the teacher and students evident in the classroom. 4. There are occasional indications of negative climate and affect between the teacher and students evident in the classroom. 5. There are regular indications of negative climate and affect between the teacher and students evident in the classroom.

Example: Teacher minimally responds to a student in a combative manner and shows some respect for the students dignity. Teacher says! $/ am frustrated because you made a big mess, but / will help you clean it up.%

Example: Teacher occasionally responds to a student in a combative manner and does not always respect the students dignity. Teacher yells! $/f you arent quiet in two seconds you are going to lose all of your recess% or $/f you are going to be difficult today, were not going to do anything fun.%

Example: Teacher regularly responds to a student in a combative manner and does not respect the students dignity. " student slumps in his'her chair following a discouraging comment by the teacher such as $That was a stupid mistake%. Teacher rolls eyes

*% Teacher uses tone of voice to influence or control students% Teachers are often called to respond to inappropriate student behavior. (esponses should be in line with the agreed upon consequences of a set code of conduct. 8owever, actions and words can be driven out of anger and could thus result in threats, yelling, or the use of a voice tone that is confrontational or intimidating. /ntimidation includes mental stress, violence, abuse, and discrimination. To better understand this type of engagement and behavior, we define tone of voice to influence or control students as! The uality of a persons voice !e.g. conversational, nervous, encouraging, confrontational" used to influence and determine the behavior or actions of students .uch an environment might be identified by indicators such as! 0 8umiliation and'or verbal abuse of students 0 .arcastic tone of voice in talking with students 0 Teacher talks about students bad behavior rather than emphasi)ing good behavior 0 4hildren are often threatened to be e-pelled from the learning space instead of encouraging redirection of behavior
". Teacher does not use tone of voice to influence students to do things in a certain way. Example: Teacher disciplines individual students quietly and privately. 5isciplinary conversations are not engaged across the room, putting student and teacher in public disagreement or humiliating the students. 3. Teacher minimall# uses tone of voice to influence students to do things in a certain way. 4. Teacher occasionall# uses tone of voice to influence students to do things in a certain way. 5. Teacher regularl# uses tone of voice to influence students to do things in a certain way.

Example: Teacher minimally rebukes students when it is needed and when mistakes are serious. Teacher may tend to compare individuals telling one student! $Take a look at what .ara has done in her work.%

Example: Teacher occasionally raises voice or yells at times when rebuking students. Teacher openly compares students telling the class! $9ook at how nicely .ara is sitting. 1hy cant you behave more like her>%

Example: Teacher regularly resorts to yelling or punishing students who misbehave. /f a student refuses to stand up when asked, the teacher may yell $stand up% and then pull the student to his'her feet.

+% Teacher provides opportunities for student academic engagement%

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,ach child is a unique person, with an emotional self, an intellectual self and a physical self all rolled into her or his identity. "s children e-plore new ideas and skills, they use their emotional, intellectual and physical selves to learn. .ome children learn best through activities that involve the use of language. &thers require a lot of visual information, collecting and sorting information and games, or physical activities. 3ecause different children learn in different ways, teachers need to plan and use different kinds of activities in the lesson plan for each day. Teaching should be interactive and participatory, ensuring that all learners are involved in the lesson and should make use of developmentally appropriate teaching and learning methods. /n order to better understand how a teacher might create such an environment, we define opportunit# and student academic engagement respectively as! A time or set of circumstances that ma#es it possible to do something The degree to which all students in the class are focused and participating in the learning activity presented or facilitated by the teacher .uch environments allow children to become fully involved in learning, actively e-ploring their environments, playing and learning with others, and developing personal strengths and selfesteem while being challenged to e-cel. /ndicators to consider when evaluating whether a teacher provides opportunities for student academic engagement may include! 0 Teacher provides and encourages pro@ect or group work 0 Teacher engages students in role-play, story-telling, or games 0 Teacher facilitates peer education
". Teacher does not provide opportunities for students to ask questions and'or participate in class. Example: The lesson plan includes a teacher 3. Teacher minimall# provides opportunities for students to ask questions and'or participate in class. 4. Teacher occasionall# provides opportunities for students to ask questions and'or participate in class. 5. Teacher regularl# provides opportunities for students to ask questions and'or participate in class.

Example: The teacherAs lesson plan has the same assignment for the entire class, in spite

Example: The teacher plans same lesson for the entire class, but will follow-up if some

Example: The teacher plans lesson with three different followup activities, designed to

presentation for an entire lesson to a group of C yearolds. Teacher will only call upon students with their hands up.

of the fact that one activity is beyond the reach of some students. Teacher may ask! $1ho has an idea about this>% but only the usual few students will answer.

students have difficulty with activity. Teacher may ask questions of students such as! $Dohn, what do you think of .arahs idea>% and Dohn responds directly to .arah.

meet the varied ability levels of his students. Teacher engages entire class by asking questions such as! $5oes anyone have another idea of how we might figure this out>%

,% Teacher provides opportunities for student empo"erment through meaningful roles and-or responsibilities% $.tudent empowerment is crucial to the personal, intellectual, and educational growth of students. Teachers must reali)e their roll in this process, and acquaint themselves with empowerment strategies to implement both in their classrooms and in the curriculum.% /n order to better understand how a teacher might create such an environment, we define opportunit# and student empo"erment respectively as! A time or set of circumstances that ma#es it possible to do something The promotion or attainment of autonomy and freedom of choices for students .tudents who e-perience having choices in the classroom can feel more independent, and this enhanced sense of independence can lead to a greater liking and interest in their coursework.

/ndicators to consider when evaluating whether a teacher provides opportunities for student empo"erment may include! 0 Teacher develops students skills to work, individually or in groups, in their own way and with little supervision 0 Teacher teaches students to implement routines for material distribution and collection 0 .tudent have the ability to contribute to management of instructional groups or classroom transitions 0 Teacher provides opportunities for students to ask questions or give opinions for e-amples on statements from both the teacher and peer students 0 .tudents level of understanding of group work through their utili)ation of group time.
". Teacher does not establish clear roles and'or responsibilities within the classroom. Example: Teacher does not facilitate activities where students can work on their own without assistance. 7ost students ask what they are to do or look around for clues from others. 3. Teacher minimall# establishes clear roles and'or responsibilities within the classroom. 4. Teacher occasionall# establishes clear roles and'or responsibilities within the classroom. 5. Teacher regularl# establishes clear roles and'or responsibilities within the classroom.

Example: Teacher minimally facilitates activities where students can work on their own. .tudents are not sure what to do when materials are being distributed or collected. .tudents ask some clarifying questions about procedures.

Example: Teacher occasionally facilitates activities where students can work on their own. .tudents get started on an activity while the teacher takes attendance. /n smallgroup work, students have established roles, they listen to one another, summari)e different views, etc.

Example: Teacher regularly facilitates activities where students can work on their own. .tudents independently check themselves into class on attendance board and start their regular, daily assignments. .tudents are able to remind classmates of the roles that they are to play within the group.

.% Teacher ta/es students( learning interests and preferences into consideration for class activities and assignments% " teacher can provide children with the opportunity to participate and contribute to the lesson being taught in class. This does not mean that *s+ he completely disregards the lesson plans and completely follows the wishes of the students, but rather, the teacher is fle-ible and incorporates the student interests into the lesson plan. .tudents are directly impacted by the manner in which the teacher regards them in class, and can be encouraged'discouraged by the level of fle-ibility shown by the teacher in incorporating their ideas into classwork. " teacher that disregards students may not allow for any questions to be asked, or require students to be silent at all times in the class. " teacher that regards student preferences allows students to ask questions and e-press their opinion, and'or gives them responsibilities in the classroom, such as, helping take roll call at the beginning of class. " teachers consideration of the students( learning interests and preferences can be defined as! The teachers level of emphasis and incorporation of student academic perspectives, such as student interest, point$of$view, expression and autonomy in the classroom. " teachers consideration of the students learning interests and preferences can be recogni)ed by indicators such as! 0 Teachers fle-ibility on incorporating student interests'ideas. 0 Teachers encouragement'discouragement of students in e-pressing their understanding of the material they are learning. 0 .tudents share lesson related ideas and e-periences, and build upon their ideas. 0 .tudents assumption of leadership roles in the class. 0 Teachers fle-ibility on student movement in classroom. ". Teacher does not take student interests and preferences into consideration for class activities and assignments. 3. Teacher minimall# takes student interests and preferences into consideration for class activities and assignments. Example: "t some times, teacher may incorporate student ideas into the lesson, but lesson is still highly teacher driven. 1hen teaching about 4. Teacher occasionall# takes student interests and preferences into consideration for class activities and assignments. 5. Teacher regularl# takes student interests and preferences into consideration for class activities and assignments.

Example: The teacher does not incorporate student ideas or suggestions into the lesson. Teacher does not validate any student ideas'suggestions. Teacher is teaching

Example: The teacher provides occasions where students are able to e-press and discuss their ideas but the teacher may be more controlling in some instances too. 1hen teaching about

Example: Teacher allows for student e-pression and tailors the lesson in a manner that incorporates student interest.

1hen teaching about farm

about farm animals, and students shout out names of their favorite animals *cow< horse< sheep<+. Teacher reprimands them on shouting and tells them to be quiet.

farm animals the teacher hears students shout out names of favorite animals and teacher says $no shouting<< yes, a cow is an animal, now back to the lesson% and ignores any other suggestions.

farm animals, the teacher hears students shout out names of their favorite animals and teacher asks $how many like cows> how many like horses, raise your hand instead of shouting so that / can call on you<% pointing to only the animal names written on the board, keeping with @ust lesson assignment.

animals, teacher hears students shout out names of their favorite animals and teacher encourages $raise your hands instead of shouting so that / can call on you< we have cow, horse, sheep and pig on the board, are there other animals that you can think of>% Teacher encourages thought and asks $Tell me why you like the animal, is it because you can ride it or milk it or it is cute>

E. Teacher creates opportunities for groups of students to learn and engage: discuss problems' as/ 0uestions' and engage in cooperative learning activities. 1hen a teacher creates opportunities for cooperative group work, he'she is working towards creating a supportive classroom. Group work can enable a teacher to teach the lesson better, as well as students learning the skills to work and learn together. Teacher can also use group'pair activities can also teach consensus on how to resolve difference of opinion, encourage imagination and promote friendship and bonding between the children, leading to many psychosocial benefits. " teachers creation of opportunities for groups of students to learn and engage can be defined as! A teachers level of effective use of group/pair wor# to engage students in cooperative learning through discussion, as#ing uestions and collaborative activities that increase the students grasp of the lesson as well as engaging them with their peers.

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" teacher(s creation of opportunities for groups of students to learn and engage in the classroom can be recogni)ed by indicators such as! 0 Teachers recognition of the appropriate use of grouping'pairing students, such appropriate si)e of group for activity'questions, level of comple-ity of task that has to be accomplished. 0 Teachers attempts to use different types of group activities, such as pairing, large groups, and small groups to engage students in the classroom. 0 .tudents level of understanding of group work through their utili)ation of group time. 0 .tudents level of persistence and participation with the activity assigned within a group or a pair.

". Teacher does not group students to facilitate their interaction about problems, questions and activities. Example: The teacher never breaks the class into groups or pairs to work on the lesson.

3. Teacher minimall# groups students into pairs or larger groups to facilitate their interaction about problems, questions and activities.

4. Teacher occasionall# groups students into pairs or larger groups to facilitate their interaction about problems, questions and activities.

5. Teacher routinel# groups students into pairs or larger groups to facilitate their interaction about problems, questions and activities.

Example: The teacher breaks the class into groups or pairs but this leads to chaos in the class. .tudents dont know where to go or what they are supposed to do in the group. " lot of the teachers time is spent in dealing with this transition.

Example: The teacher breaks up the class into groups or pairs, and children mostly complete the transition on their own, taking their lesson materials and supplies with them, though they do not understand the group work and teacher has to repeat directions or re-instruct the group..

Example: The teacher breaks up the class into groups or pairs and children easily complete the transition on their own, and start working on the lesson or ask questions amongst themselves. /t is clear that the students are used to working in pairs'groups.

F. The teacher uses instructional learning formats to aide students in understanding and mastering the material they are being taught. There are many instructional methods that a teacher can use to help students learn. 5iscussion is distinct because it enables the teacher to further student learning beyond recitation and rote learning. /t also is a good way to incorporate all students in the class. "n effective teacher will encourage students to make connections between the new lesson and concepts that they have already learnt. 3y using different forms of reasoning such as contrasts and comparisons, a teacher also helps e-pand the students understanding of the lesson being taught in class.

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" teachers use of instructional learning formats to aide students in understanding' anal#sis' and reasoning can be defined as! A teachers effectiveness, appropriateness and variety in using different methods of instruction in lessons and class activities to enhance students in understanding, analysis, and reasoning. " teachers use of instructional learning formats to aide students in understanding, analysis, and reasoning can be recogni)ed by indicators such as! 0 The e-tent to which the teacher uses open ended questions to invite students to discuss the lesson. 0 The variety of discussion aides that the teacher uses to engage students to discuss the lesson. 0 The e-tent to which the teacher calls on students that do or do not raise their hand to answer. 0 The level of enthusiasm that students display in participating in class discussion. ". Teacher does not use discussion and'or activities to aide students in understanding, analysis and reasoning. Example: The interaction between teacher and students is primarily one-way# the teacher is the only one speaking. Teacher does not discuss, only asks close-ended questions and does not promote any discussion. 3. Teacher minimall# uses discussion and'or activities to aide students in understanding, analysis and reasoning. 4. Teacher occasionall# uses discussion and'or activities to aide students in understanding, analysis and reasoning. Example: The teacher is attempting to create interaction and discussion by occasionally calling on both students who are and are not raising their hands. 8e'she challenges students to provide reasoning and e-amples for their comments. 5. Teacher routinel# uses discussion and'or activities to aide students in understanding, analysis and reasoning. Example: The teacher initiates interaction and discussion topics. Teacher keeps the discussion going by including as many children as possible, building on their answers and using open ended questions.

Example: The teacher asks a few thought-provoking questions but only a few students are involved. Teacher mostly says. $1hat do you think about this>% instead of discussing from different angles. Teacher does not engage those students that do not raise their hands to answer and focuses on those students that are already involved.

1H. Teacher lin/s current sub1ect matter and activities to instructional concepts and ob1ectives (short2 or long2term)%

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9esson plans are designed to build upon the students understanding about a particular sub@ect or concept. 3ut the manner in which the teacher makes that link between new lessons and old concepts is critical to student understanding of the sub@ect matter. " teachers lin/s current sub1ect matter and activities to instructional concepts and ob1ectives (short2 or long2term) can be defined as! The teachers integration and use of current sub%ect matter and activities to build upon, strengthen, and reinforce the short and long term instructional concepts and ob%ectives of the class. " teachers links current sub@ect matter and activities to instructional concepts and ob@ectives *short- or long-term+ can be recogni)ed by indicators such as the frequency with which! 0 The teacher presents lessons'activities as continuation of past lessons. 0 The teacher links current work to past lessons and upcoming lessons. 0 The teacher reinforces the underlying concepts and learning ob@ectives that span lessons for multiple days. 0 The students relate current classwork to previous class work. 0 .tudents connect to or build upon concepts learnt in the past. ". Teacher does not link current sub@ect matter and activities to instructional ob@ectives and concepts. 3. Teacher minimall# links current sub@ect matter and activities to instructional ob@ectives and concepts. Example: Teacher rarely reference any prior lessons, and students are visibly confused and cannot understand the connection at all. 4. Teacher occasionall# links current sub@ect matter and activities to instructional ob@ectives and concepts. 5. Teacher regularl# links current sub@ect matter and activities to instructional ob@ectives and concepts.

Example: Teacher does not reference any prior lessons.

Example: .ometimes the teacher makes reference to past lessons and connects them to the current sub@ect matter. 7any students recall the past lesson but find it difficult to connect the current activity to past lessons and ask the teacher for help.

Example: Teacher starts the lesson by reminding the class of the past lesson. Teacher encourages students to connect the past concepts learnt with the current classwork and deliberately reinforces lesson ob@ectives throughout the class.

11. Teacher tal/s about the connection-lin/age bet"een "hat students are stud#ing in the classroom and their ever#da# life e3periences.

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"n effective teacher will present e-amples and create connections that connect class lessons to everyday life. /t is hard for students to conceptuali)e and understand their lessons if classroom studies are far removed from the students real life e-periences. Therefore the quality of these linkages by the teacher is important because the students will be encouraged to use them in real life. "nd thus, a weak connection to everyday life by the teacher may mean that the students are also going to make weak connections. &n the other hand, a strong connection made by the teacher will enable students to see better the connection outside the classroom. This may be something as simple *but critical+ as sounding out names of stores or adding up the number of people walking they see on their way home from school. /n special regard to conflict )ones, this may also mean that the teacher is also helping his'her students develop coping skills for life outside the classroom. " teachers connection-lin/age bet"een "hat students are stud#ing in the classroom and their ever#da# life e3periences can be defined as! The connection of classroom lessons and real life that the teachers creates for his/her students to apply their lessons in their everyday life experiences outside the classroom. " teachers connection'linkage between what students are studying in the classroom and their everyday life e-periences can be recogni)ed by indicators such as! 0 Teacher uses local community e-amples instead of book e-amples. 0 Teacher relates lesson to real-life e-periences that children are facing, e.g., how to deal with stressful events and ways of keeping oneself safe. 0 Teacher applies lessons to real life skills, such as using multiplication, instead of simple addition to count items faster, or sounding out difficult words. 0 .tudents offer their own connections and e-amples to the lessons and their everyday life. ". Teacher makes no effort to connect classroom studies to students everyday life e-periences. Examples: The teacher uses abstract language that is hard to understand. There are no real-life e-amples given 3. Teacher makes minimal effort to connect classroom studies to students everyday life e-periences. 4. Teacher makes an occasional effort to connect classroom studies to students everyday life e-periences. 5. Teacher makes a regular effort to connect classroom studies to students everyday life e-periences.

Examples: The teacher rarely makes real-life connection, which are often glaringly obvious, to the lesson, but misses out most all other connections.

Examples: The teacher makes a few strong real life connections and attempts to provide students an understanding on how their class lesson is applicable in real life.

Examples: The teacher makes strong real life connections with the class lesson.

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for any lessons. /n a lesson about plants teacher @ust states $ plants need sunlight, nutrients from the soil and water to grow.%

Teacher uses e-amples from the book which may not be relevant to the childrens real life e-periences.. /n a lesson about plants teacher @ust states, $2lants need sunlight nutrients from the soil and water to grow, all plants around you need these three things.% "nd moves on.

Teacher teaches $2lants need sunlight nutrients from the soil and water to grow. This is why plants are planted outside where they can get sunlight and we regularly water them. (emember when the grass plot turned brown> /t wasnt getting any water.%

Teacher teaches $2lants need sunlight nutrients from the soil and water to grow. 1hat kind of plants have you seen growing in the school, near your home>% 5o you take care of plants at home,do you put them in the sun, give them water> 2romoting students to chime in with their ideas.

12. Teacher facilitates learning through e3ploration' application and use of instructional materials and activities% The materials used by the teachers in a classroom are as important as the teachers themselves. 7aterials and activities do not need to be e-pensive, instead, the relevancy to the lesson and age'grade appropriateness are far more important to student learning. Therefore, a teachers facilitation of learning through e3ploration' application and use of instructional materials and activities can be defined as! The teachers use and application of age appropriate, lesson relevant, student interest provo#ing instructional materials and activities to #eep students interested in the lesson and further along their learning. " teachers facilitation of learning through e-ploration, application and use of instructional materials and activities can be recogni)ed by indicators such as! 0 Teacher is using materials that support the learning goals of the lesson. 0 Teachers lesson in'directly incorporates the materials and activities. 0 7aterials and activities ask students to perform thinking *intellectual+ tasks. 0 .tudents appear un'interested by these activities. ". Teacher ma/es no effort to facilitate 3. Teacher makes minimal effort to facilitate learning 4. Teacher makes an occasional effort to 5. Teacher makes a regular effort to

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learning through e-ploration, application and use of course materials and activities. Example: The teacher does not make any effort to supplement his'her teaching with any course material and'or activities.

through e-ploration, application and use of course materials and activities.

facilitate learning through e-ploration, application and use of course materials and activities. Example: The teacher uses a few activities, most are appropriate, yet a number are not appropriate nor interest the ma@ority of the students.

facilitate learning through e-ploration, application and use of course materials and activities. Example: The teacher mostly uses age appropriate and'or relevant materials and'or activities that interest most students that are en@oying and following the activity.

Example: The teacher supplements with inadequate, out of date activities and'or uses materials that are age inappropriate for the students and only somewhat successful in supporting the lesson ob@ectives.

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1:. Teacher provides students "ith specific feedbac/ that focuses students( attention on the process of learning rather than 1ust getting the correct ans"er or finishing an activit#% Teacher feedback is an essential element of a rich instructional environment# it allows the teacher to gauge the level of understanding of each student as well as the class as a whole. 1ithout it, students are constantly guessing about how they are doing and how their work can be improved. Therefore, the teachers feedback must be constructive and substantive and provide students the guidance they need to improve their performance, rather than focus on getting the correct answer or finishing an activity. Teacher feedbac/ can be defined as! &nformation about reactions to a students performance of a tas#, etc., which is used as a basis for improvement in the student efforts to mastering a s#ill or lesson /ndicators to consider when evaluating teacher feedbac/ may include! (egular use of questions, prompts, and assessments to determine if students understood the lesson 0 .tudent contributions to assessment criteria 0 The availability of a variety of feedback from teacher "65 peers 0 The careful consideration and integration of assessments in instruction 0 eedback which is ! I /nstructive vs. personal I 4larifying vs. too abstract or too detailed I requent vs. perfunctory I "ppropriate to the level of the students conceptual understanding vs. abstract
". Teacher gives no feedbac/ about student learning process - their effort or responses. 3. Teacher gives minimal feedbac/ that focuses on student learning process - their effort or responses. 4. Teacher gives occasional feedbac/ that focuses on student learning process J their effort or responses. Example: Teacher goes over the hardest questions, e-plaining parts of the process that were tricky, and asks students to 5. Teacher gives regular feedbac/ that focuses on student learning process - their effort or responses.

Example: Teacher corrects a students work without e-plaining the changes.

Example: "fter getting the correct answer from one student, teacher moves on to ne-t question, without checking if the class understood the

Example: Teacher circulates among students while they are working, and gives individuali)ed feedback to most.

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concept. Teacher reads out loud the answers, without any e-planations, for students to check their answers.

correct their errors.

.tudents are aware that for this particular teacher, the correct answers are not as valuable as $showing their work% on how they got to the answer.

$*% 4caffolding: Teacher guides students "ho are having a hard time understanding a concept or ans"ering a 0uestion% " teacher can create a step-by-step support structure *scaffolding+ to help students understand and learn sub@ect matter. This scaffolding works by building on the base concept, and then slowly e-panding by verbal instruction, guiding practice *such as doing a problem on the board or sounding out a word+ and then re-iterating the entire concept as a whole. This step-by-step help enables the teacher to simultaneously help students at different levels of understanding and helps children grasp the lesson better. Thus, we define scaffolding as! The manner in which a teacher facilitates student learning by brea#ing down a concept into smaller parts, and providing feedbac#, prompts, hints, and assistance to aid the students learning and mastery of the concept. 4caffolding may be displayed by indicators such as! 0 Teacher describes the thought process behind the concept 0 Teacher gives e-amples and guides students through them 0 Teacher gives appropriate hints and assistance to students by their level of understanding 0 .tudents who have understood the concept are helping their peers ". Teacher does not offer guidance to students who are having a hard time understanding a concept or answering a question. 3. Teacher offers minimal guidance to students who are having a hard time understanding a concept or answering a question. 4. Teacher offers occasional step by step guide to students who are having a hard time understanding a concept or answering a question. 5. Teacher offers regular guidance to students who are having a hard time understanding a concept or answering a question.

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Examples: The teacher does not aid students in understanding the concept or breaking it down to help them understand step-bystep. " teacher teaching multiplication @ust says $multiply 1HF with 2 and the answer is 21E% without stopping to answer the students who are raising their hands or cannot do the question.

Examples: The teacher offers insufficient or barely appropriate guidance.

Examples: The teacher offers some guidance and attempts to break down the concept to make it easier for the students.

Examples: The teacher reinforces the underlying concept and builds understanding through step-by-step guidance and hints.

" teacher teaching multiplication says, $we did a simpler version of these two days ago, B times 12 is C2, so 1HF times 2 is 21E%. 7ost of the students asking for the teachers attention do not get it and teacher continues on the lesson.

The teacher teaching multiplication says, $start from the right and multiply the bottom 2 with 1HF to get 21E% but the connection is not strong and prompts children to ask e-planatory questions such as $what happens to the number that was carried over> 8ow can / multiply with Kero>%

$(emember from last lesson! when we multiply B and 12 the answer is C2, because we break it up into two parts, BL2M12 the 1 carried over and was added to the answer of BL1 MB. .imilarly, when we multiply 1HF and 2, the answer is 21E because we can break it up into three parts, FL2 M 1E, HL2MH, so the 1 that carried is added to the H *HN1M1+, and 1L2M 2, and thus our answer is 21E.

$+% 5anguage modeling: &# modeling and spea/ing in advanced language' the teacher promotes students( language development and understanding% Teachers use of language represents a model of accurate grammar and vivid vocabulary, and enables students to imitate such language, making their own more correct and advanced. 9anguage modeling captures the quality and amount of the teachers ability to use stimulating language during interactions with students. Thus, we define language modeling as! The correct use of new and advanced language that attempts to extend students understanding of more complex language. 5anguage modeling may be displayed by indicators such as! 0 0 0 ". Teacher does not Teacher uses a variety of vocabulary terms to e-plain and clarify information 4orrect and imaginative use of language "bsence of content errors and clear e-planations of concepts 3. Teacher minimall# 4. Teacher occasionall# 5. Teacher regularl#

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use'model advanced language use to promote students language development and understanding Examples: The teacher does not recast student responses using more comple- or unfamiliar language. The teacher does not encourage students to e-periment with new language.

uses'models advanced language use to promote students language development and understanding Examples: The teacher minimally recasts student responses using more comple- or unfamiliar language. The teacher minimally encourages students to e-periment with new language.

uses'models advanced language use to promote students language development and understanding Examples: The teacher occasionally recasts student responses using more comple- or unfamiliar language. The teacher occasionally encourages students to e-periment with new language. The teacher occasionally elaborates on the childs speech, e-plains unfamiliar vocabulary and stimulates interaction among children.

uses'models advanced language use to promote students language development and understanding Examples: The teacher regularly recasts student responses using more comple- or unfamiliar language. The teacher regularly encourages students to e-periment with new language.

The teacher does not elaborate on the childs speech, e-plain unfamiliar vocabulary and stimulate interaction among children.

The teacher minimally elaborates on the childs speech, e-plains unfamiliar vocabulary and stimulates interaction among children.

The teacher regularly elaborates on the childs speech, e-plains unfamiliar vocabulary and stimulates interaction among children.

$,% Teacher as/s students open2ended 0uestions to facilitate learning% Ouestioning and discussion are important techniques used by teachers to make connections among concepts and deepen student understanding. 1hile it is critical that teachers ask questions that serve to e-pand students comprehension of a sub@ect, not all questions must be at a high cognitive level. &ccasionally, for the purposes of review, teachers ask students a series of *usually low-level+ close-ended questions in a type of verbal qui). Thus, we define open2ended 0uestions as! 'uestions of high cognitive challenge that often have multiple correct answers, enhance learning by inviting more elaborate responses, and encourage students to critically reflect on uestions before answering, such as, (Tell me about...) or (*hat do you thin#+) or (,ow do you #now+) Open2ended 0uestions may be displayed by indicators such as! 0 ,ffective use of student responses and ideas

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8igh levels of student participation in discussion

"nd Close2ended 0uestions as: 'uestions of low cognitive challenge that re uire no more than a one$word answer or short sentence and that do not encourage students to critically reflect on uestions. -or example, (*hat is this+) or (,ow many were there+) or (*ho is this+) Close2ended 0uestions may be displayed by indicators such as! 0 0 Ouestions that test students understanding of an event Ouestions with one correct answer

". Teacher does not ask questions of any type.

3. Teacher asks minimal question*s+ that are mostly specific and'or close-ended. Examples: The teacher asks minimal questions, but when s'he does, they are close-ended questions that require a one or two word answer, such as, $/s B the correct answer>% or $1hat is the name of...%

4. Teacher asks occasional open-ended questions in con@unction with predominately closedended questions. Examples: The teacher occasionally asks openended questions to engage students, but mostly the teacher asks close-ended questions.

5. Teacher regularl# asks openended questions in con@unction with closedended questions.. Examples: The teacher uses different techniques to ensure all students contribute to the discussion by asking questions such as, $1hat happened on this dateP>% and $1hat might have happened ifP>%, but also $1ho is this> and $1hen did this happen>% The teacher asks questions that require students to put together language to e-press an idea or think deeply about their responses, but also asks close-ended questions that tests students understanding of a concept or event.

Examples: The teacher does not ask any questions to verbally test students understanding of course material.

Teacher interactions with students is limited, with the teacher predominantly lecturing.

1hen the teacher asks questions, they are often of low-cognitive challenge and require single correct responses.

The teacher uses some low-cognitively demanding questions, but s'he will occasionally ask students questions designed to promote thinking and understanding.

1C. 6epetition and e3tension: Teacher repeats and-or e3tends student responses%

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,ffective teachers are skilled at offering feedback and building upon student responses and making use of their ideas. The teacher acknowledges students comments and offers feedback to develop understanding, personal improvement or to recast the information in a more comple- form. Thus, we define repetition and e3tension as! Teachers ability to expand learning and understanding by ac#nowledging students responses by reiterating what students say, and building directly on students contribution. 6epetition and e3tension may be displayed by indicators such as! 0 0 0 0 ". Teacher does not repeat or e-tend students responses. Examples: 1hen students comment or ask questions, the teacher does not respond to the comment'answer the question. Teacher confirms students comments by paraphrasing the information Teacher recasts information using more advanced language to further understanding Teacher effectively elaborates on student responses and ideas Teacher sei)es on a teachable moment by asking follow-up questions 3. Teacher minimall# repeats but does not e-tend students responses. Examples: The teacher minimally repeats student responses, but does not build on students answers by adding relevant comments or connecting to previously learned concepts. The teacher might say, $Qes, the answer to R? is 1B,% but the teacher will not continue by saying why that is the correct answer and s'he will not e-plain how to get 1B as an answer. 4. Teacher occasionall# repeats or e-tends students responses. Examples: The teacher occasionally repeats and builds on student responses by adding relevant comments or connecting to previously learned concepts. 5. Teacher regularl# repeats or e-tends students responses. Examples: The teacher regularly reiterates students response and builds on students responses to questions.

Teacher only gives general comments or praise to the class about their progress.

The teacher most often will only let the students know if their answer is correct or incorrect, but occasionally, the teacher will say, $S .tudent says that P.., and this is related to what we learned last week when we.....%

The teacher may say, $S .tudent @ust e-plained..... Thats a great observation S .tudent...."nd that is something well look more at ne-t week when we... 5oes anyone else have another idea>%

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1E. 4tudent engagement-disengagement: 4tudents are disengaged or engaged in classroom learning and activities (i%e% volunteering information or ideas' responding to teacher prompts and-or activel# manipulating materials)% "s the foundation of student engagement, activities and assignments have the capacity to promote learning that is intellectually stimulating and thoughtful. .tudents that are highly engaged are interested in what the teacher is saying and voluntarily offer meaningful thoughts during discussions, debates and when answering questions. Thus, we define student engagement, as well as active and passive engagement, respectively as! 4tudent engagement The degree to which all students in the class are focused and participating in the learning activity presented or facilitated by the teacher. 7ctive engagement .tudents are attentive to the teacher, and clearly demonstrate their interest in the lesson by volunteering relevant information, as#ing uestions !to teacher or other students", responding to uestions or ma#ing full use of materials provided by teacher. Passive engagement .tudents loo# as if they are listening to the teacher, but who do not respond to teacher prompts, answer uestions or use materials to their full capacity. " classroom with engaged students may be displayed by indicators such as! 0 0 0 0 0 ". Man# students are disengaged from classroom learning and activities, and few, if any, are engaged even passively. Example: 7any students are distracted, wandering around disrupting the class, or talking with peers about .tudents actively participating in class! raising their hand, volunteering information .tudent enthusiasm, interest, problem-solving .tudents are attentive to teacher .tudents engaged in selected activities! group work, role-play, games or stories .tudent reflection on what they have done or learned 3. " small number of students are disengaged from classroom learning and activities, and a small number are engaged, though primarily passively. Example: " small number of students are distracted, wandering around disrupting the class, or talking with peers about something other than the 4. " small number of students are activel# engaged in classroom learning and activities, and an even smaller number are disengaged. Example: " small number of students are actively engaged in the lesson *raising their hand, volunteering information, working on an activity+, 5. Man# students are activel# engaged in classroom learning and activities, and a few, if any, are disengaged.

Example: 7any students are raising their hands, are actively participating in the discussion and'or activities, while a few, if any, students are

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something other than the teachers planned activity'lesson.

teachers planned activity'lesson, while a small number of students are passively engaged in an activity *copying from the board, completing a worksheet+.

while an even smaller number of students are disengaged *distracted, wandering around disrupting the class, or talking with peers about something other than the teachers planned activity'lesson+.

disengaged *distracted, wandering around, disrupting the class or talking with peers about something other than the teachers planned activity'lesson..

1F. 8ender ine0ualit#! Differential amounts of time and effort in teaching and-or supporting activities directed to"ard bo#s and girls% Teachers interactions show that they are interested in and care about their students. Teachers have the responsibility to understand, support and consider the needs of all students in the classroom by spending equal amounts of attention on both boys and girls. 8ender ine0ualit# refers to! The underlying or recogni/able attention, support or interest the teacher shows towards boys in the classroom, to the exclusion of girls. 8ender ine0ualit# in the classroom may be displayed by indicators such as! 0 0 0 0 0 0 0 0 0 Teacher not taking into account the different needs and interests of both boys and girls 3oys receiving more attention or academic help from teacher ;nresponsive or dismissive of girls in the classroom 3oys have unequal access to materials 8igh e-pectations of only boys through verbal and nonverbal behaviors Grouping students for activities based on gender Teacher ignoring a question from a girl and calling on a boy Teacher does not mediate inappropriate gender-based behavior among students 5iscrimination may be caused by unequal school fees, biased language and physical barriers, which can e-clude girls.

". Teacher spends almost all time and effort teaching and'or supporting the boys, to the e-clusion of girls, in the classroom. Examples:

3. Teacher spends more time and effort teaching and'or supporting boys than girls in the classroom, but girls do receive some minimal instruction and support. Examples:

4. Teacher spends a little more time and effort teaching and'or supporting boys than girls in the classroom. Examples:

5. Teacher spends e0ual amounts of time and effort teaching and'or supporting both boys and girls in the classroom. Examples:

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The teacher spends almost of time supporting the boys in the classroom *asking them questions, providing help on work+, while ignoring or dismissing the comments of girls in the classroom. The teacher does not regulate and address inappropriate or unfair behavior of boys against girls in the classroom.

The teacher spends more time supporting the boys in the classroom *asking them questions, providing help on work+, while providing minimal support to girls.

The teacher spends a little more time supporting the boys in the classroom *asking them questions, providing help on work+, than the girls.

The teacher addresses the needs and engages with both girls and boys in the classroom by taking turns calling on each student whose hand is raised, helping boys and girls who are having problems with work.

/f boys in the classroom e-hibit discriminatory behavior against girls, the teacher will often not address the offense, but rarely the teacher will minimally support girls by addressing the offense.

The teacher will often address the needs of both boys and girls and will mostly ensure that both boys and girls have equal instructional support and access to materials.

The teacher addresses unequal treatment of girls by ensuring equal access to school materials and the teacher creates teachable moments when regulating any unfair treatment of girls.

!% 4elective instruction: Differential amounts of time and effort in teaching and-or supporting selected students on the basis of perceived abilit# or class status (not gender)% Teachers have the responsibility to facilitate classroom activities that ma-imi)e learning opportunities for all students regardless of perceived ability level or social class. The pattern of a teachers instruction can prevent the development of students academic performance. Thus, we define selective instruction as!

The underlying or recogni/able attention, support or interest the teacher shows towards select students !often based on perceived ability or social class excluding gender" in the classroom, to the exclusion of the other students.
4elective instruction in the classroom may be displayed by indicators such as! 0 0 0 0 0 Teacher not taking into account the different academic needs of all students in the classroom .elect students receiving more attention or academic help from teacher Grouping students for activities based on favoritism or academic ability or social class Teacher ignoring a question from one student and calling on another student ;nresponsive or dismissive of some students in the classroom

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". Teacher spends almost all time and effort teaching and'or supporting a tiny select group of students in the classroom. Example: The teacher spends almost all time and effort on a few select students, and disregards the needs and development of the rest of the students.

3. Teacher spends more time and effort teaching and'or supporting select students in the classroom. Example: The teacher spends more time and effort on a few select students, and spends a little time on the needs and development of the rest of the students.

4. Teacher spends a little more time and effort teaching and'or supporting several select students in the classroom. Example: The teacher supports all students in the classroom, but spends a little more time with a few select students in the classroom.

5. Teacher spends e0ual amounts of time and effort teaching and'or supporting almost every student in the classroom.

Example: The teacher divides their attention equally between all students in the classroom by taking turns calling on different students, offering help to students individually and taking the individual needs of students into consideration.

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