CTESS ebook

• Scan the room to mentally select as many students as possible who can clearly be seen. Note that you will likely need to move about the classroom in order to be able to view, hear, and accurately record teacher and student behaviors. You may need to omit a few students from coding that you cannot clearly see. • To provide the most accurate feedback about student behavior, you should code at least 90% of students . • Determine the order in which you will observe students. A pre-determined order is important to obtain a representative sample of typical student behavior in the classroom. • Start the timer and immediately begin recording teacher behaviors. • Follow your pre-selected order, and at each 20-second cue, look at the target student and record that student’s behavior at that moment. This procedure is repeated for each target student at 20-second intervals, recycling through the students as necessary, until the end of the observation period. • Throughout each 20-second interval and for the duration of the observation, record teacher behaviors as they occur, which results in frequency counts. • At the end of the observation (20 minutes for a Formal IPOP), stop the timer. • Once you have stopped the timer, the Behavior Coding is complete and should not be modified to ensure equity across observers. • Check that the number of intervals recorded matches the total number of intervals that have occurred within the time frame. Discrepant results will void the observation. • Instructional Quality (Curriculum, Quality of Engagement Strategies, Classroom Management, and Feedback tabs) • Immediately following the direct observation, complete all rubric items. • You may add specific feedback for each of these items under “Notes.” • It is strongly advised that you remain in the classroom while completing the Instructional Quality rubric items in order to ensure accurate ratings. • If additional behaviors are observed that could have been coded after the timer is stopped, do not add them to the Behavior Coding section once the timer is stopped, but rather, use this information in your feedback to the teacher. Reflections and Planning tab • Provide the teacher with specific written feedback regarding what went well during the observation. • Also provide specific written feedback on areas for improvement in order to support the teacher in ongoing professional growth. • Mark Complete when finished answering ALL questions. This will trigger an e-mail to be sent to the teacher, alerting them that an IPOP is complete, and they can view the results on their Employee Home Page. The teacher will reflect on their IPOP data and submit a written reflection no more than five days from when the IPOP was completed. • An IPOP will be void if it is not marked complete by midnight the following day. • IPOP Summary tab • IPOP results are summarized to facilitate interpretation as to how the results relate to specific CTESS benchmarks. The summary includes a section for teachers to review their IPOP results and reflect on how the results impact their Professional Learning Goal. Teachers write 1- to 2-sentence reflections that are submitted for their administrator to review. •

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