If your program is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to make sure teachers are effectively putting it into practice. Developed by highly respected creators of the Pyramid Model for classrooms enrolling children 2–5 years of age, the TPOT™ is an in-depth tool that measures how well teachers are implementing practices related to universal, targeted, and individualized supports. A trained administrator conducts a classroom observation and teacher interview, uncovering detailed information about the quality of 14 key teaching practices, noting red flags that indicate areas for immediate support, and observing how teachers respond to challenging behaviors. TPOT™ results show schools which practices are being implemented successfully—and what teachers need to focus on to ensure positive social-emotional outcomes for young children.
TPOT™ helps schools:
- Support effective implementation of the proven PBIS-based Pyramid model
- Promote social-emotional competence in young children
- Implement strategies to prevent and address challenging behavior
- Compare implementation across classrooms, teachers, and programs
- Identify where teachers need extra professional development and support
- Guide coaching efforts
TPOT™ At a Glance
Developers: Lise Fox, Ph.D., Mary Louise Hemmeter, Ph.D., & Patricia Snyder, Ph.D.
Areas assessed: Teachersâ€™ implementation of key practices that promote social-emotional competence, such as responsive interactions, classroom preventive practices, social-emotional teaching strategies, and capacity to provide individualized interventions
Age range: For early childhood classrooms that serve children 2–5 years of age
Who conducts it: A trained administrator
Where itâ€™s conducted: Early childhood education classrooms and programs
Time to complete: 2 hours for the classroom observation and 15 to 20 minutes for the interview with the teacher
See which domain of school readiness in the Head Start Child Development and Early Learning Framework this tool addresses.
|Product dimensions:||8.50(w) x 10.90(h) x 0.80(d)|
About the Author
Dr. Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities (www.flcic.org ). Lise was the Principal Investigator of the Technical Assistance Center for Social Emotional Intervention (www.challengingbehavior.org) funded by the Office of Special Education Programs. Dr. Fox is engaged in research and training efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support.
Mary Louise Hemmeter, Ph.D., is Associate Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. She will join the faculty at Vanderbilt University in the fall of 2005. Dr. Hemmeter has been involved in a number of training and technical assistance activates at the local and national levels related to he providing effective instruction, promoting children's social-emotional development, and preventing and addressing challenging behavior. Her research focuses on effective instruction, challenging behavior, and translating research to practice. She completed a 50year term on the Division of Early Childhood's board, during which time she served as President. She serves on the editorial boards of the major journals in early childhood and early childhood special education.
Patricia Snyder is the David Lawrence Jr. Endowed Chair in Early Childhood Studies and Director of the Center for Excellence in Early Childhood Studies at the University of Florida. She has more than 35 years experience in early intervention and early childhood as a direct service provider, program administrator, faculty member, and researcher. She is former editor of the Journal of Early Intervention and is an associate editor for Topics in Early Childhood Special Education. Her research focuses on embedded instruction for early learning, young childrenâ€™s social-emotional competence, professional development, and measurement of early childhood outcomes. She has been a principal investigator or co-principal investigator for a number of funded research and technical assistance projects focused on these research emphasis areas. Dr. Snyder has authored more than 85 articles and book chapters, has served on the editorial boards for seven professional journals, and presented more than 400 seminars, workshops, and presentations at state, national, and international conferences. She served two terms as a principal member of the early intervention and early learning in special education review panel for the Institute of Education Sciences, is a member of the Division for Early Childhood Recommended Practices Commission, and has received numerous awards for her research, teaching, and service contributions to the field, including the Mary E. McEvoy Service to the Field and Merle B. Karnes Service to the Division awards from the Division for Early Childhood of the Council for Exceptional Children.
Table of Contents
About the AuthorsAcknowledgments1. Introduction to the Teaching Pyramid Observation Tool2. Overview of Pyramid Model and the Teaching Pyramid Observation Tool3. Using the TPOT4. TPOT Scoring Guidance5. Scoring the Teaching Pyramid Observation Tool and Summarizing Results6. Using the TPOT in Coaching to Promote Effective Practices: Case Studies7. Technical Features of the Teaching Pyramid Observation ToolReferencesAppendix A: FAQsAppendix B: ResourcesIndex