Teaching Pyramid Observation Tool (TPOT?) for Preschool Classrooms (eng)

Available in packs of 5, these are the 32-page forms needed to conduct the Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms observational assessment. 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 support teachers to effectively use the practices. 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 provides information on how well teachers are implementing practices related to universal, targeted, and individualized supports.

This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. Learn more about TPOT

See how this product helps strengthen Head Start program quality and school readiness.

View our recorded webinar: Using the Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms presented by Lise Fox, Ph.D., Mary Louise Hemmeter, Ph.D., Patricia Snyder, Ph.D.

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. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood.

Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers.

She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)–funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and practice-based coaching, a model for supporting teachers in implementing effective practices.

She is currently the PI on on an IES–funded development project on programwide supports for implementing the Pyramid Model, a co-PI on an IES developmental project on implementing the Pyramid Model in infant–toddler settings, and a co-PI on an IES efficacy sutdy examining approaches to supporting teachers in implementing embedded instructions.

She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Children’s Division for Early Childhood (DEC). She received the Mary McEvoy Service to the Field Award from the Division for Early Childhood.

Patricia Snyder, Ph.D., is a Professor and the David Lawrence Jr. Endowed Chair in Early Childhood Studies at the University of Florida. She is the founding director of the Anita Zucker Center for Excellence in Early Childhood Studies. Dr. Snyder has worked for more than 40 years in the interdisciplinary field of early childhood studies. Her research interests focus on embedded instruction for early learning; social-emotional foundations of early learning; professional development, including practice-based coaching; and early childhood assessment and measurement.