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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 PD 5 Teacher redirects children who are withdrawn, distracted, OR off task to more productive activities. 1 NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF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 2 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