Teaching Pyramid

Infant–Toddler Observation

™

Scale (TPITOS)

for Infant–Toddler Classrooms

RESEARCH EDITION

Kathryn M. Bigelow, Judith J. Carta, Dwight W. Irvin, and Mary Louise Hemmeter

Get an inside look at the TPITOS tool!

This excerpt includes filled-in samples of several pages from the tool including Observational and Interview Items, Red Flags, and the Scoring Summary Profile. The Teaching Pyramid Infant–Toddler Observation Scale (TPITOSTM) for Infant–Toddler Classrooms, Research Edition, is an assessment instrument designed to measure the fidelity of implementation of practices associated with the Pyramid Model in center-based infant and toddler classrooms. The TPITOS provides a snapshot of the adult behaviors and classroom environment variables associated with supporting and promoting the social-emotional development of infants and toddlers.

The TPITOS Scoring Form is made up of Items, or categories, of teacher practices. The three types of Items are:

1. Observational Items: Practices observed through direct observation.
2. Interview Items: Practices reported by the observed teacher during the follow-up interview.
3. Red Flags: Practices that are not consistent with the Pyramid Model.

There are 13 Observational and Interview Items. Within each of these Items are two to nine Indicators that describe a specific aspect of teacher behavior. There are 11 Red Flags, each of which includes examples and nonexamples of the Red Flag behavior.

The TPITOS is completed based on a 2-hour observation of an individual teacher in an infant or toddler classroom (birth to 3 years) and a follow-up interview with the teacher being observed. The goal is to follow and record the behavior of one teacher across as many routines as possible, including free play (e.g., children are free to select toys from shelves), structured group activities (e.g., circle time), care routines (e.g., diapering or toileting), and outdoor activities (e.g., sandbox play). The observer should see at least three different types of routines, for a minimum of approximately 15 minutes per routine, within the 2-hour observation period.

USING THE TPITOS SCORING FORM

The observed conditions in a classroom should be representative of typical conditions for that setting. Observation times should be structured so that the teachers and children present, and the routines observed, are typical for that setting. Ideally, at least three children should be present, and at least three different routines should be observed during the 2-hour observation. The number of routines observed may vary depending on the setting and time of day. When multiple routines are not observed, it will then be important to determine if more observation time is needed.

BEFORE STARTING THE OBSERVATION

Prior to starting the observation, complete page 1 of the TPITOS Scoring Form and add the following:

1. date of observation,
2. program/center,
3. classroom,
4. teacher name or identification code (ID),
5. observer name or ID,
6. start time of the observation,
7. number of adults present when the observation begins,
8. number of children present when the observation begins, and
9. age range of the children present.

Before the observation you must ask the teacher the following two questions and record the responses:

• “Are there children present today who are unable to communicate with you in the same way as other children in the class because they have language delays or disabilities? If yes, how many?”
• “Are there children present today who need information presented to them in a different way because they are dual language learners (DLLs)? If yes, how many?”

DURING THE OBSERVATION

During the observation period, it is recommended that observers take extensive notes on the practices teachers use within each routine. Then, after the observation and interview, observers should use these notes to score the Indicators in the TPITOS Scoring Form. Use the Schedule of Activities on page 2 of the TPITOS Scoring Form to record the activities or routines observed, approximate start and end times, the total number of minutes for each activity, and any relevant notes for each activity.

Because the observation is designed for both infant and toddler classroom environments, some Items and Indicators are not relevant for every environment (e.g., Items addressing challenging behavior or peer interactions are pertinent for toddlers but not infants, in most cases). For Indicators that do not apply as readily to infant care settings, the word toddlers is used and underlined. These Indicators may be scored as N/A if they are not applicable to the age group you are observing. When observing in a mixed-age setting, observers should use discretion and good judgment to determine the best approach to such Items.

OBSERVATIONAL AND INTERVIEW ITEMS

The Observational and Interview Items appear on pages 3–15 of the TPITOS Scoring Form. To score these Items, record Y for Yes, N for No, or N/A for Not Applicable in the appropriate cells based on the presence or absence of the Indicators. The Indicators for which N/A can be scored are identified with a N/A.

For Items 1–7, provide a score for each Indicator during each type of routine observed. For instance, if you observed free play, a structured group activity, and a care routine, each Indicator receives a score under each routine.

For Items 12 and 13, provide a score based on teacher reporting during the interview. These Items are identified by Int. in the Notes column. Determine the score for each Indicator based on the teacher’s responses.

SCHEDULE OF ACTIVITIES

The grid below provides a place for you to record information as you conduct the observation, including the activities or routines observed, their start and end times, total length of time observed in each routine, and any notes regarding those activities. During the observation period, it is recommended that observers also take extensive notes on the practices teachers use within each routine.

TEACHER PROVIDES OPPORTUNITIES FOR COMMUNICATION AND BUILDING RELATIONSHIPS

TEACHER RESPONDS TO CHILDREN IN DISTRESS AND MANAGES CHALLENGING BEHAVIORS

RED FLAGS

Red Flags are practices that are inconsistent with the Pyramid Model. Circle Yes or No based on the presence or absence of Red Flags for the teacher, entire classroom, or both as indicated.

OBSERVATIONAL/INTERVIEW ITEMS SCORING SUMMARY

RED FLAGS SCORING SUMMARY