Download Coaches TPOT Debrief for Group Time

Mindful, Practice-Based Coaching – October 2015
TPOT Debrief
Teacher:
Group Time Video
Date: 11-26-14
Coach: John
Coaching Session # 1
TPOT Observation
Length not including time stopped: 2.5 hours
TPOT Interview
Length: 45 minutes
TA involved: No
TPOT Review Meeting Scheduled for: 12-1-14
TPOT Score Summary: 82%
TPOT Overall Score: 82%
Red Flags: 1
Giving directions the same to all
students
TPOT Score:
Schedules
8 of 10
80 %
Transitions
6 of 8
75 %
Conversations 7 of 10
70 %
Engagement
6 of 9
67 %
Directions
4 of 7
57 %
Challenging Behavior:
Not observed
TPOT items to work toward:
SR 6 Teacher structures activities so that there is a clear
beginning, middle or end.
SR 10 Children who need extra support are prepared for activities
using an activity schedule OR individualized cues at the beginning
of activities.
TR 6 Instruction to begin the transition is provided to a child in an
individualized way.
TR 7 Teacher effectively guides individual children who need
extra support during the transitions.
SC 6 Teacher responds to children’s comments AND ideas by
asking questions AND making comments
SC 7 Teacher often uses positive descriptive feedback for
children’s skills, behaviors, and activities.
SC 10 Teacher uses alternative strategies when communicating
with children who are nonverbal, language delayed, or duallanguage learners.
ENG 4 Teacher-directed large- group activities are structured so
that children have opportunities to be actively engaged almost all
the time.
ENG 8 Teacher assists individual children who are exhibiting
challenging behavior within an activity to become actively
engaged.
ENG 9 Teacher modifies instruction OR activity when children lose
interest in large-group OR small-group activities.
PD 4 Teacher describes the activity expectations to children prior
to OR at the beginning of the activity.
PD 5 Teacher redirects children who are withdrawn, distracted,
OR off task to more productive activities.
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NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Mindful, Practice-Based Coaching – October 2015
TPOT Debrief
TPOT Score:
Teaming
Behavior
Expectations
TPOT items to work toward:
PD 7 Teacher individualizes directions for children who need
more support (additional prompt, nonverbal prompt along with
verbal direction, picture prompts)
9 of 9
4 of 7
100 %
57%
Social8 of 8
Emotional
Competencies
Friendship
8 of 9
Skills
Emotions
7 of 8
100 %
Problem
Solving
7 of 9
78 %
Challenging
Behavior
Family
Involvement
Family SocialEmotional
Support
5 of 5
100%
8 of 8
100 %
7 of 7
100 %
89 %
88 %
TBE 3 Children are reminded of posted behavior expectations or
rules throughout the observation
TBE 4 Teacher provides instruction OR reminders on posted
behavior expectations or rules to individual children, during play
or within small-group activities.
TBE 5 Teacher comments on appropriate child behavior, linking
the behavior to the posted classroom rules or expectations.
FR 6 Teacher provides individualized assistance to help children
maintain interactions (multiple interaction exchanges) with peers.
TEE 8 Teacher individualized instruction on emotions based on
children’s developmental needs. Procedures and materials vary
across children.
TPS 8 Teacher individualizes instruction on problem solving based
on children’s individual needs.
TPS 9 Teacher uses problem solving in interactions with children
AND models problem-solving steps.
What went well during the TPOT observation?
Teacher had rules and schedules posted; there was a balance of student lead and teacher lead activities.
Transitions were smooth for most children, teacher interacted with children during centers and some
children during group time, feedback was positive, team and assistant collaborated with each other and
the children, behavior expectations were posted, teacher does a good job with instruction around social
emotional skills, and friendship skills.
Teacher felt the group time activity went well but children seemed more engaged during small group
than large group activities. She acknowledged that many children wanted to talk and showed that by
raising their hands although some children were still calling out answers instead of raising their hands to
be acknowledged. She felt the group was somewhat unfocused and lacked engagement. She noticed
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NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Mindful, Practice-Based Coaching – October 2015
TPOT Debrief
that one child needed to be seated next to her so she asked another student to move to accompany
this.
What practices do you want to develop more fully to be successful?
I would like to see the children more engaged and participating in the group activity. I know several
students may benefit from visuals presented in the group activity and maybe a first /then chart showing
what will happen during the group activity. Also some of the students might benefit from having an
item pertaining to the activity to hold to keep them engaged. Students could also be assigned parts of
the story to role play. I also realize that I need to acknowledge when the students are following the rule
for raising their hands and be consistent in enforcing that rule so everyone gets a turn to share their
thoughts. I feel like the children were sometimes lost and may need clearer instructions.
Of the items you listed above, what practices would you like to concentrate on first?
I think in looking at my TPOT scores I feel that individualizing directions for several of the students would
be what I would like to focus on. It seems these are the students who are the hardest to engage and to
provide the appropriate redirection for. I realize that varying the way I give instructions is something
that I also need to work on for these students.
Focus of Observation (include TPOT items teacher is working toward):
Increase student engagement by providing clear specific, varied directions and activities including verbal
and visual supports (PD7), while ensuring there is a clear beginning, middle and ending to activities
(SR6).
Next Steps for Teacher:
Teacher will practice verbal and visual prompts for individualization of directions and activities and
implement verbal and visual strategies in the daily large group activities.
Next Steps for Coach:
Coach will model using verbal and visual prompts for individualization of directions and activities to
include special students. Provide materials and visual to increase engagement.
Next Observation:
Date/Time of observation:
Date/Time of debrief:
12-05-14/9-9:30 am
12-05-14/1:00 pm
Adapted from Wake County Preschool STAR Project, TPOT Summary Sheet
3
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE