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

Introduction

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, 2) Interview Items, and 3) Red Flags.

Observation Types

• Observational Items: Practices observed through direct observation.
• Interview Items: Practices reported by the observed teacher during the follow-up interview.
• 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.

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. 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.

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.

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.

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

Notes: