Mindful, Practice-Based Coaching
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
C I NY TPOT
Notes
1. Daily schedule is posted at eye level with visuals and
reviewed throughout the day so that children are aware of
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), (SR 5)
2. Teacher-directed activities are shorter than 20 minutes
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)
3. Activities have a beginning, middle and end (SR 6)
4. There is a balance of both child-directed and teacherdirected 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)
5. Prepares children when changes to the schedule occur and
provide alternate activity (i.e. verbally explain, “We are not
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
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withdrawn or off-task to more productive activities (i.e.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)
Transitions
C
I NY TPOT
Notes
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)
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
Supportive Conversations
C
I NY TPOT
Notes & Implementation
C I NY TPOT
Notes & Implementation
1.
2.
3.
4.
5.
6.
Acknowledges children’s communication. (SC 1)
Uses children’s names. (SC 2)
Has brief conversations with children (3 turns). (SC 3)
Joins in play and has brief conversations about play. (SC 4)
Uses positive and supportive tone. (SC 5)
Responds to children’s ideas with questions and
comments. (SC 6)
7. Joins in play to expand interaction with other children.
(SC 8)
8. Has extended conversations about children’s ideas (4+
turns). (SC 9)
9. Uses alternative strategies to communicate with children
who need support. (SC 10)
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
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
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
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)
Providing Directions
C
I NY TPOT
Notes & Implementation
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.
3. (PD 2)
4. Describes activity expectations before beginning activity.
(PD 4)
5. Redirects children or modifies activity when children are
withdrawn or off-task to more productive activities (i.e.
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
use rhymes such as “Hocus, pocus, everybody focus” to
bring attention back to teacher/activity). (PD 5)
6. 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)
7. Individualizes directions for children who need more
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 I NY TPOT
Notes & Implementation
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)
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
Behavior Expectations
C I NY TPOT
Notes & Implementation
C I NY TPOT
Notes & Implementation
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).
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)
Positive Descriptive Feedback
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
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AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Mindful, Practice-Based Coaching
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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)
Teaching Social-Emotional Competencies
C I NY TPOT
Notes & Implementation
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
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
specific children. (TSC 8)
Teaching Friendship Skills
C I NY TPOT
Notes & Implementation
C I NY TPOT
Notes & Implementation
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)
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)
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,
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
4.
5.
6.
7.
8.
puppets, games etc.)and strategies to recognize feelings in
self and others in the daily lesson plan. (TEE 3)
Labels and helps children talk about emotions. (TEE 4)
Provides children with strategies to use when they are
angry in order to calm down. (TEE 5)
Models or labels own emotions or ways to express
emotions. (TEE 6)
Teaches children to respond to others’ emotions. (TEE 7)
Individualizes emotion instruction; procedures and
materials vary for specific child. (TEE 8)
Teaching Problem Solving
C I NY TPOT
Notes & Implementation
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)
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
8. Uses problem solving in interactions with children
and model problem-solving steps? (TPS 9)
Challenging Behavior Interventions
C I NY TPOT
Notes & Implementation
C I NY TPOT
Notes & Implementation
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)
4. Implements behavior plan strategies and components.
(PCB 4)
5. Collects data to monitor child’s behavior plan progress.
(PCB 5)
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)
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
Teacher Skills and Strategies Checklist/TPOT Scores/Implementation Plan
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)
Supporting Family Pyramid Use
C I NY TPOT
Notes & Implementation
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)
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)
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