CTESS ebook

Appendix C – IPOP Coding Manual

Instructional Priorities Observation Protocol (IPOP) – Instructions

The IPOP is the direct observation component of the Instructional Quality Rating element for the Canyons Teacher Effectiveness Support System (CTESS). • Only fully certified administrators may conduct a formal IPOP as part of CTESS in order to provide systematic feedback to teachers for ongoing professional growth. • Informal IPOPs may be conducted by instructional coaches or peers (as well as administrators), for the purpose of educator feedback and growth. General Information section • This section includes information about the observed lesson, such as subject taught, class activity, and learning objective. Behavior Coding section • This is a timed, direct observation of both teacher and student behaviors during classroom instruction. • These behaviors are directly observable, are well-defined, and require minimal inference on the part of the observer. • Student behaviors are recorded in 20-second intervals (a different stude nt’s behavior is coded every 20 seconds). • Teacher behaviors are recorded as they occur, resulting in frequency counts. These are instructional strategies that the observer rates using rubrics. • Ratings are completed immediately following the timed Behavior Coding, based on the instruction observed during the direct observation. Reflections and Planning section • This section is primarily for feedback to the teacher as to what went well, along with suggestions for improvement. Using a tablet (preferred) or a laptop, login to CTESS Dashboard o Click on the name of the teacher you will be observing o Under “Observations,” select “NEW” and then select “IPOP” from the drop -down menu. This will open an electronic IPOP template. • General Information tab • Complete the items in this section (e.g., grade, subject, class activity) prior to beginning the IPOP. • Behavior Coding tab • Prior to starting the timer for the IPOP observation, situate yourself in the classroom so that you are not distracting or conspicuous, but can easily see the majority of students and the teacher. • 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 student and teacher behaviors. You may need to omit a few students from coding that you cannot clearly see. PROCEDURE • Instructional Quality section •

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