Progress Monitoring Tool

Progress monitoring involves repeated observation of a specific behavior for a group of focal students, quantifying those observations, and graphing what is observed. PMTs are used in multi-tiered systems of support contexts to evaluate the effectiveness of educational interventions (MTSS; McIntosh & Goodman, 2016). They are designed to efficiently and repeatedly collect data on student performance, usually to help educators reflect on what instructional approaches work best with students for whom previous educational efforts have not been fruitful (Stecker et al., 2008). This paper describes how PMTs can be used to track discussion in the classroom. Download the Progress Monitoring Tool PDF.

Teacher Field Note Template

The following template supports teachers in documenting their “noticings” in relation to the multilevel noticing framework discussed in Patterson, Athanases, Higgs & Martinez (2020). Specifically this template provides a place for teacher to first write up their noticing which they are reflecting on, followed by analysis of the interaction/moment based on noticing frameworks. Download the Teacher Fieldnote Outline PDF.

Contrasting Cases to Support Teacher Noticing of Important Features of Discussion

This tool consists of contrasting cases to help teacher-candidates and prospective teachers learn to perceive and differentiate important features related to the concepts of uptake and revoicing in classroom discussion. Contrasting cases are juxtaposed examples that are chosen to highlight distinctive features or relationships. These materials can improve noticing and can help catalyze deep conversations about the value of differing teaching approaches. Download the Contrasting Cases PDF.

Framework for Teacher Noticing and Disciplined Improvisation

Our project focuses on what teachers notice during instruction and how this affects instructional decision-making. We hypothesize that what teachers attend to, how they interpret interactions, and how they respond is affected by the lens they use to view instruction and how they decide to balance multiple competing priorities, including disciplinary knowledge, classroom discourse, and equity. We describe the ways that these different priorities (or lenses) play out during instruction in our assessment framework, which was developed to support design of teaching simulations piloted in Summer 2022. Download the Framework PDF.