Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

Abstract

AbstractIn the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral management strategies in elementary school. The present article briefly describes the CSS methodology and psychometric properties. The CSS consists of a three-part assessment: (a) direct classroom observation, (b) Strategy Rating Scales of instruction and behavioral management, and (c) a classroom checklist. A teacher case example is presented to illustrate the CSS's clinical utility in schools. Implications for school psychological practice are outlined.Keywords:: Teacher behaviorassessmentprofessional development NotesColor versions of one or more of the figures in the article can be found online at www.tandfonline.com/usep.1. Busk and Serlin's (Citation1992) single-subject ES was used to assess change in teacher behavior from baseline to posttests. The ESs were calculated by subtracting the mean of the treatment phase from the mean of the baseline phase and dividing the sum by the standard deviation of the baseline. The number of data points per phase was used in these computations rather than the number of participants. This method is sometimes referred to as the No Assumptions approach because there are no assumptions made about the normality of the distribution or the equality of variances.Additional informationNotes on contributorsLinda A. ReddyLinda A. Reddy, PhD, is a Professor of School Psychology at Rutgers University. Her research interests include classroom assessment, ADHD assessment and intervention, and test development and validation. She is currently the principal investigator of two measurement development grants funded by the US Department of Education and author of numerous articles and books. She is a Fellow of APA and the President of APA Division 16 (School Psychology).Christopher M. DudekChristopher M. Dudek, MEd, is a research analyst on the School System Improvement Project, funded by the US Department of Education (Dr. Reddy, PI). His research interests include the development and validation of school assessments linked to targeted professional development efforts. He is a coauthor of numerous professional presentations and publications.