Mindful, Practice-Based Coaching
Chaotic Transition Video
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
Reflect on the following skills and strategies. Mark each strategy as consistent (i.e., a practice that is a fluent part of your teaching and used
regularly), inconsistent (i.e., a practice that you implement sometimes or without regularity), or not yet (i.e., a practice you are not currently
using in your classroom). Following the TPOT observation mark each strategy in the TPOT column as + (strategy/practice implemented during
the TPOT observation) or – (strategy/practice not implemented during the TPOT observation). This checklist will be used to help the teacher and
the coach identify the focus for implementing SEFEL strategies. Use the notes column to document discussion of the self-assessment and TPOT
observation.
Key:
C = Consistent I = Inconsistent NY = Not yet
TPOT: + = Yes – = No
Schedules, routines, and activities
1.
2.
3.
4.
5.
C I NY TPOT
Notes
Daily schedule is posted at eye level with visuals and
x
- Visual schedule not posted or referred to or reviewed during
reviewed throughout the day so that children are aware of
observation
the activity sequence (i.e. talk to children about what is
happening next and refer to posted visual schedule).
(SR 1), (SR 2), (SR 4)
Teacher-directed activities are shorter than 20 minutes
x
+
and children are actively engaged most of the time (i.e.
materials prepared ahead of time; activity modified or
changed if most children lose interest; fine and gross
motor movements incorporated; verbal and visual
supports provided). (SR 3)
Activities have a beginning, middle, and end. (SR 6)
x
- Activities have no clear beginning, middle or end
There is a balance of both child-directed and teacherx
+
directed activities as well as large and small group
activities throughout the daily schedule (i.e. allow time for
children to explore materials on their own during center
play; teacher provides individualized teaching in small
groups). (SR 7)
Prepares children when changes to the schedule occur and
x
- When a change happens in the schedule, no strategies are in
provide alternate activity (i.e. verbally explain, “We are
place to prepare the children for the alternative activity.
1
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Chaotic Transition Video
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not going to be able to go outside today because it is
raining, so we are going to go to the gym,” and place a
stop sign over outside time on schedule). (SR 8)
6. Redirects children or modifies activities when children are
withdrawn or off-task to more productive activities (i.e.
use rhymes such as “Hocus, pocus, everybody focus” to
bring attention back to teacher/activity). (SR 9)
7. Children needing extra support use an individual schedule
or cues. (SR 10)
-
Teacher redirects students by saying, “No! Stop!”
-
Individual students who needed extra support with materials or
visual items did not receive assistance to transition
x
x
Transitions
1. Teaches children the steps and behavior expectations of
transitions and provide lots of opportunity to practice
(i.e. review steps for washing hands during circle time;
post individualized picture cues). (TR 1), TR 4)
2. Provides individual and/or whole class warnings prior to
transitions (i.e. give a verbal 5 minute warning and set a
timer. “When the timer goes off it is time to clean up,”
five fingers countdown). (TR 2)
3. Uses transition strategies that ensure children are
actively engaged in the transition (i.e. sing songs while
moving between activities; provide books/games that
reinforce academic concepts while waiting). (TR 3)
4. Individualizes directions to start the transition. (TR 6)
5. Guides individual children who need help transitioning.
(TR 7)
6. Gives children activities to fill wait time during
transitions. (TR 8)
C I NY TPOT
Notes
x
- Opportunities to practice /teach behavior expectations during
transition were missed
x
-
No individual or whole group transition strategies were used.
x
-
Transition to outside play was chaotic and students did not
appear to understand the procedures
x
-
x
-
Individual directions were not provided to students prior to
transition
Individual students were not guided to independence during
transition
Students did not have activities to do during transition
x
-
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
Chaotic Transition Video
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Supportive conversations
1.
2.
3.
4.
5.
6.
7.
8.
9.
C I NY TPOT
Notes
Acknowledges children’s communication. (SC 1)
x
- Children attempt to get teacher attention but are not
acknowledged
Uses children’s names. (SC 2)
x
+
Has brief conversations with children (3 turns). (SC 3)
x
+
Joins in play and has brief conversations about play. (SC 4) x
+
Uses positive and supportive tone. (SC 5)
x
+
Responds to children’s ideas with questions and
x
- Teacher did not respond to children’s ideas with questions and
comments. (SC 6)
comments
Joins in play to expand interaction with other children.
x
- Teacher joined children’s play but did not use opportunities to
(SC 8)
expand interactions with other children
Has extended conversations about children’s ideas (4+
x
- See SC 6 above
turns). (SC 9)
Uses alternative strategies to communicate with children
x
- Several children were unable to communicate with other
who need support. (SC 10)
children but no alternative strategies were used
Engagement
1. Guides children to choose activities and engage. (ENG 1)
2. Uses developmentally appropriate activities. (ENG 2)
3. Communicates at eye level with the children almost all of
the time (i.e. in close proximity to children and actively
engages in activities with them). (ENG 3)
4. Structures large group so children are actively engaged.
(ENG 4)
5. Guides children to select activities or use materials to
promote engagement (i.e. get the attention of a child
who is not cleaning by inserting his or her name into the
C I NY TPOT
Notes
x
+
x
+
x
- Many students were not actively engaged. Directions were not
clear and specific for activities
x
-
Several students were not engaged in large group activities
x
-
Engagement was evident in small group activities but not large
group activities however children did not share materials or take
turns with each other.
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
Mindful, Practice-Based Coaching
Chaotic Transition Video
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Clean-up Song, provide a visual cue to prompt them to
pick up toys). (ENG 5)
6. Provides choices and options when possible during large
group, small group, and center times. (ENG 6)
7. Provides positive descriptive feedback and/or choices
when challenging behavior is occurring in the classroom
(i.e. “I see you are having a hard time sitting in circle. Do
you need a chair, or would you like to go to our safe
space?”). (ENG 8)
8. Redirects children or modifies activity when children are
withdrawn or off-task to more productive activities (i.e.
use rhymes such as “Hocus, pocus, everybody focus” to
bring attention back to teacher/activity). (ENG 9)
x
-
x
-
No positive descriptive feedback was noted. Teacher said, “No!
and Stop!” to stop inappropriate behavior during transition.
Teacher tells children what not to do instead of what to do.
-
Teacher physically moves children who are not lining up
correctly during transition to outside play.
x
Providing directions
1. Uses directions that are short, simple and specific (i.e.
“Use your walking feet”). (PD 1)
2. Tells children what to do rather than what not to do.
(PD 2)
3. Describes activity expectations before beginning activity.
(PD 4)
4. Redirects children or modifies activity when children are
withdrawn or off-task to more productive activities (i.e.
use rhymes such as “Hocus, pocus, everybody focus” to
bring attention back to teacher/activity). (PD 5)
5. Checks in with children to make sure they understand the
directions (i.e. ask children to repeat directions or give the
directions to another child) cue to prompt them to pick up
toys). (PD 6)
6. Individualizes directions for children who need more
C I NY TPOT
Notes
x
- Directions are multi step and vague
x
-
Teacher tells children, “NO! and “Stop!” but not what to do
x
-
Expectations are not discussed before beginning the transition
x
-
Children who had difficulty with transition were not provided
modified directions or materials to increase engagement
x
-
Children were not asked to repeat directions in order to assure
they understood what to do.
x
-
Directions were not modified for children needing more support
4
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
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support (i.e. When a child does not respond to a whole
group direction such as “Get your coats and line up” the
teacher repeats the direction in smaller steps – “Get your
coat. [pause] Line up.”). (PD 7)
Collaborative teaming
C
1. All adults engage with children during activities/routines.
(CT 1)
2. Adults use positive tone with each other. (CT 2)
3. Adults know what to do in the classroom. (CT 3)
4. All adults entering room engage with children. (CT 4)
5. All interactions between adults are related to the
classroom. (CT 5)
6. Roles are shared between adults. (CT 6)
7. All adults provide instruction. (CT 7)
8. Children initiate positive interactions with all class adults.
(CT 8)
I NY TPOT
Notes
x - Teacher Assistant spends most of her time cleaning, hand
washing and diapering children
x
+
x - Teacher assistant does not interact with students in center or
group times
x - Speech therapist does not engage with other children when
visiting the classroom
x
+
x
x
x
-
See number CT 1 and number CT 3
See number CT 1 and Number CT 3
Children do not interact with the Teacher Assistant
independently
Behavior expectations
1. Establishes and displays no more than five rules for a
given area (circle or center area, hallways, outdoor play
areas, bathrooms, etc.), connecting them throughout the
day to the school’s or LEA’s behavior expectations. (TBE 1)
2. Reviews and facilitates learning of posted behavior
expectations and rules with children prior to and during
individual-, small-, large-group activities, and during
transitions. (TBE 2).
C I NY TPOT
x
+
x
-
Notes
Review of rules and expectations only occurs first thing in the
morning at morning group
5
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
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Chaotic Transition Video
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3. Gives whole-class reminders of behavior expectations.
(TBE 3)
4. Gives individual children reminders of expectations
during small group or play. (TBE 4)
5. Comments on positive behavior, referring to the rules.
(TBE 5)
6. Uses naturally occurring opportunities to facilitate
discussions which will allow children to think critically
about the importance of following behavior expectations
and rules in the school environment. (TBE 7)
x
-
x
-
x
-
x
-
Children are given whole group reminders to line up but no
expectations as to the expected behavior
No reminders for individual children about behavior
expectations
No connection between the behavior to the rules, why do we
need to line up orderly etc.
Opportunities throughout the day such as line up time are not
used to discuss the importance of the behavior expectations.
Positive descriptive feedback
C
1. Gives positive descriptive feedback for transitioning.
(TR 5)
2. Gives positive descriptive feedback for skills, behaviors,
and abilities. (SC 7)
3. Gives positive descriptive feedback for engagement.
(ENG 7)
4. Gives positive descriptive feedback for following
directions. (PD 3)
5. Adults give each other positive descriptive feedback
about their classroom work. (CT 8)
6. Gives positive descriptive feedback, referring to the
behavior expectations, throughout day. (TBE 6)
7. Gives positive descriptive feedback for using social skills
and appropriately expressing emotions (TSC 6)
8. Gives positive descriptive feedback for children who are
working together, helping each other or engaging in
friendship behaviors. (FR 2)
9. Gives positive feedback and publicly recognize children
who have been “good problem solvers.” (TPS 6)
I NY TPOT
Notes
x - Teacher says, “No! Stop!” does not use positive descriptive
feedback
x
- No descriptive feedback around skills, behaviors, and abilities
x
-
Positive feedback on behaviors was not descriptive
x
-
Feedback was positive but not descriptive, for following
directions
Adults do not comment on children’s work to each other,
positively
No positive, descriptive feedback on behavior expectations
noted
No positive, descriptive feedback on using social skills or
expressing emotions was noted.
Positive feedback was not noted for children working together,
helping each other in centers, large or small group times.
x
-
x
-
x
-
x
-
x
-
Feedback and recognition of children who used problem solving
skills was not noted
6
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
Chaotic Transition Video
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
Teaching social-emotional competencies
1. Uses naturally occurring opportunities to teach social
emotional skills throughout the day. (TSC 1)
2. Provides children with planned opportunities to practice
friendship skills (i.e. working together, role playing).
(TSC 2)
3. Uses a variety of strategies to teach social emotional
skills. (TSC 3)
4. Uses group settings (both large and small) to teach social
emotional skills. (TSE 4)
5. Uses and models expected behaviors while describing the
behavior(TSC 5)
6. Facilitates children’s reflection on their use of social
emotional skills. (TSC 7)
7. Gives positive descriptive feedback for using social skills
and appropriately expressing emotions (TSC 6)
8. Individualizes social emotional skills instruction for
specific children. (TSC 8)
C I NY TPOT
Notes
x
- Opportunities throughout the day are not utilized to teach social
skills, including transition time
x
+
x
-
x
-
x
-
x
-
x
-
x
-
Children are not provided with a variety of strategies for social
emotional skills
Teacher uses large group time but not small group time to teach
social skills
Teacher does not model expected behaviors while describing the
behavior
Students are not given an opportunity to reflect upon their use
of social emotional skills
Teacher does not provide descriptive, positive feedback around
expressing emotions
No attempts to individualize instruction around social skills for
specific children
Teaching friendship skills
1. Encourages children to play together. (FR 1)
2. Uses multiple strategies and materials (discussion,
puppets, books) in group activities to teach friendship
skills (helping others, taking turns, organizing play). (FR 3)
3. Provides children with planned opportunities to practice
friendship skills (i.e. working together, role playing).
(FR 4)
C
x
x
x
I NY TPOT
-
Notes
Multiple strategies not observed for teaching friendship skills
+
7
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
Chaotic Transition Video
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4. Explicitly teaches how to initiate and respond to peers.
(FR 5)
5. Provides individualized assistance to help children
maintain interactions. (FR 6)
6. Supports peers to help friends learn skills (peer buddies,
play routines and roles). (FR 7)
7. Models friendship skills in interactions with children and
other adults. (FR 8)
8. Facilitates children’s reflection on use of friendship skills.
(FR 9)
9. Individualizes social emotional skills instruction for
specific children. (TSC 8)
x
-
x
-
x
-
x
-
x
-
x
-
No attempt to teach children helping others, turn taking,
organizing play skills
Several students did not initiate and respond to peers
appropriately during small group play, had difficulty turn taking
and entering play with others. Teacher said stop and share.
No support for children to help each other through peer buddy
assignments, or center assignments
Teacher does not model friendship skills in interactions with
children or other adults
No opportunity for students to reflect on friendship skills
No individualization of social emotional instruction for individual
students was observed
Teaching children to express emotions
1. Uses a variety of strategies to teach emotion words.
(TEE 1)
2. Teaches multiple positive and multiple negative
emotions. (TEE 2)
3. Include instruction using a variety of materials (books,
puppets, games etc.)and strategies to recognize feelings
in self and others in the daily lesson plan. (TEE 3)
4. Labels and helps children talk about emotions. (TEE 4)
C I NY TPOT
x
+
x
+
x
-
No evidence of using a variety of materials and strategies to
recognize feelings in self and others
x
-
x
-
Children who are upset or hurt are not encouraged to express
their feelings
A child who was angry did not use calm down strategies to get
himself under control Teacher did not assist the student with
steps to calm down
No attempts by the teacher to model or label her own feelings
of frustration when the children had difficulty lining up
Children do not comfort a child who is hurt
Individualization around teaching emotions and using a variety
5. Provides children with strategies to use when they are
angry in order to calm down. (TEE 5)
6. Models or labels own emotions or ways to express
emotions. (TEE 6)
7. Teaches children to respond to others’ emotions. (TEE 7)
8. Individualizes emotion instruction; procedures and
Notes
x
-
x
x
-
8
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
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materials vary for specific child. (TEE 8)
of materials was not observed.
Teaching problem solving
1. Supports children as they work through the problemsolving process in naturally occurring situations. (TPS 1)
2. Engages children in generating solutions to common
classroom problems. (TPS 2)
3. Explicitly teaches problem-solving steps using visuals.
(TPS 3)
4. Provides visual reminders about problem-solving
steps and possible solutions. (TPS 4)
5. Notes problem situations and use those as examples
during group situations to talk about how to problem
solve. (TPS 5)
6. Facilitates children’s reflection on use of problem solving
skills. (TPS 7)
7. Individualizes instruction and use different
procedures and materials to teach problem
solving based on children’s individual needs.
(TPS 8)
8. Uses problem solving in interactions with children
and model problem-solving steps (TPS 9)
C I NY TPOT
Notes
x
- Problem solving steps not displayed or evident in classroom
x
-
x
-
Students are not engaged in generating solutions to problems
that occur in the classroom
No problem solving visuals are evident in the classroom
x
-
No visual reminders available in classroom
x
-
Problems are not discussed and used to talk about solutions
x
-
Students are not given an opportunity to reflect on use of
problem solving steps
Individualization around teaching problem solving steps and
individualization of materials for problem solving was not
observed
x
x
-
-
Opportunities for interactions with children and opportunities to
practice and model problem solving steps are not addressed
Challenging behavior interventions
1. Initiates functional assessment process (refers to team,
starts taking data). (PCB 1)
2. Collects data on behavior’s function and shares with
team. (PCB 2)
3. Gives the team classroom strategies for behavior plan.
(PCB 3)
C I NY TPOT
x
+
x
+
x
-
Notes
Teacher is not familiar with a behavior plan
9
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
Chaotic Transition Video
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
4. Implements behavior plan strategies and components.
(PCB 4)
5. Collects data to monitor child’s behavior plan progress.
(PCB 5)
x
-
x
-
Teacher is not familiar with the strategies and components of
behavior plan
Teacher does not feel she should be responsible for collecting
more data on students
Connecting with families
1. Offers families ongoing opportunities to visit classroom.
(COM 1)
2. Sends home periodic info from school or teacher.
(COM 2)
3. Represents families in the classroom (family photos).
(COM 3)
4. Provides at least monthly info to parents about
classroom. (COM 4)
5. Sends home regular celebrations of child’s
accomplishments. (COM 5)
6. Individualizes communication to family based on
knowledge of family situation. (COM 6)
7. Uses different methods of communication with
different families. (COM 7)
8. Offers bi-directional communication systems
(families have a space to write back). (COM 8)
C I NY TPOT
x
+
x
+
x
+
x
+
x
+
x
+
x
+
x
+
Notes
Supporting family pyramid use
1. Provides social-emotional information to families. (INF 1)
2. Provides families with community resources for socialemotional development AND challenging behavior.
(INF 2)
3. Sends home strategies for families on S.E. skills or
prosocial behavior. (INF 3)
C
x
x
I NY TPOT
+
+
x
-
Notes
Teacher has difficulty identifying what skills to target for families
10
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
Chaotic Transition Video
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
4. Works with families to develop home strategies to
address challenging behavior. (INF 4)
5. Supports parents in taking behavior data at home
(observation notes, ABC data). (INF 5)
6. Involves families on team to develop behavior plans.
(INF 6)
7. Individualizes to support families with specific
social concerns about their child. (INF 7)
x
-
Teacher has difficulty identifying what skills to target for families
x
-
Teacher does not understand data collection for behaviors
-
Teacher does not see the role of the family in a behavior plan
for school
Teacher has limited knowledge of resources for the family
x
x
-
Material has been adapted from the following sources:
Instructional Practices Checklists; http://modules.nceln.fpg.unc.edu/foundations/module-intro
Center for Social Emotional Foundations of Early Learning; http://csefel.vanderbilt.edu
Teaching Pyramid Observation Tool (TPOT), (Lise Fox, 2014)
11
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