3. Teachers

Two levels of analysis are considered pin the learning assessment that involves teachers:

o   Classroom level Assessment instruments and simple practices are used by teachers to assess the students’ performance and  changes in behavior and attitudes.

o   Teacher level Tools are for self-assessment of their teaching practices as well as personal behavior and attitudes. The tools aim to help teachers reflect on their teaching and encourage professional development.

Class observation tool for teachers (from the Learning to Be project)

This tool was designed for teachers to be able to observe and assess each student in the classroom. This Tool is based on the five SEL Core Competencies and the main goals for social and emotional learning

The class observation sheet consists of 3 parts:

1)    Students’ Social and Emotional Skills Observation Table. This table includes a list of SEL categories to be observed in the students’ behaviour during the lesson. Once a week the teacher is asked to make short notes for each student according to the different SEL categories 

2)    Let’s picture our classroom situation In this table, the teacher marks specific experiences or situations in which the students may be involved during the week  and which affect the student’s behaviour (e.g., negative experiences/situations: conflicts, bullying, disruptive behaviour; or positive experiences/situations: high student engagement, celebrations, class successes). Observing such experiences/situations will help the teacher to become better aware of what is happening in class and plan how to respond to these situations.

3)    Reflection on my practice This part is meant for the teacher to evaluate his/her teaching practices and their impact on the students, with the aim of developing professional competences related to a  specific domain

School engagement: Psychological Sense of School Membership

The students’ emotional engagement as indicated by their feelings about their school and about their relationships with teachers and peers was measured using items from the Psychological Sense of School Membership (PSSM; Goodenow, 1993; You, Ritchey, Furlong, Shochet, and Boman, 2011) tapping Caring relationships and Acceptance.   

The items are scored on a four-point scale from strongly disagree (1) to strongly agree (4) and then summed to form a total score.   

My school climate

My school climate points out the strengths of the school and brings attention to the challenges that need to be addressed. The items are scored on a four-point scale from strongly disagree (1) to strongly agree (4) and then summed to form a total score.