!

"#$%&'()*+'
,"-./0%"1''
23#&/'
'
'
'
,/4"3-"5'6786'
'
'
'
!!!"#$%&'(&$')*+#"'$,--
*The items marked with an asterisk are the most strongly correlated with math value-added gains and most actionable for
teachers trying to improve instruction.


!"#$%&'()*+',-.#/#0#%/' !"#$%&'()*+'1/&#230%"+' !"#$%&'()*+'405&-/0'
6-"2-$0#%/'45"7-8'10-9+'
!"#$%
' '
erLalns Lo Leacher!behavlors
LhaL help sLudenLs Lo feel
emoLlonally safe and Lo rely on
Lhe Leacher Lo be a dependable
ally ln Lhe classroom. Carlng
reduces anxleLy and provldes a
sense of poslLlve afflllaLlon and
belonglng. Carlng goes beyond
nlceness", carlng Leachers
work hard, and Lhey go ouL of
Lhelr way Lo help. 1hey slgnal
Lo Lhelr sLudenLs, l wanL you
Lo be happy and successful,
and l wlll work hard Lo serve
your besL lnLeresL, your success
ls an lmporLanL source of my
personal saLlsfacLlon."



























'
!:-'0-32:-"'2%/+#+0-/0;8'2%995/#230-+'23"-'
.%"':#+<:-"'+05&-/0+=
- 1he Leacher's relaLlonshlp wlLh sLudenLs
demonsLraLes acknowledgmenL, courLesy,
respecL, and falrness.
- 1he Leacher shows slncere lnLeresL ln
sLudenLs' llves ouLslde Lhe classroom.
- 1he Leacher ls conslsLenLly concerned wlLh
and lnvesLed ln meeLlng Lhe sLudenLs'
academlc and soclo-emoLlonal needs.
- 1he Leacher ls conslsLenLly prepared Lo
provlde addlLlonal help and supporL.
!:-"-'#+'3'+0"%/>'+-/+-'%.'2%995/#08'3/&'
95053;'+5$$%"0'#/'0:-'2;3++"%%9='''
- 8especL ls evldenL beLween adulLs and
sLudenLs ln Lhe classroom and among
sLudenLs Lhemselves.
- An esLabllshed culLure of sLudenLs helplng
one anoLher ls evldenL. '
- Lessons demonsLraLe a shared sense of
humor and fun.'
- SLudenLs regularly and responslbly make
lndependenL cholces wlLhln Lhe classroom,
as Lhe classroom cllmaLe sLrongly
faclllLaLes lndependence and supporL.'
!:-'2;3++"%%9'#+'3/'#/0-;;-2053;;8'+3.-'
-/7#"%/9-/0='''
- SLudenLs are conslsLenLly wllllng Lo ask or
respond Lo quesLlons of boLh Lhelr Leacher
and peers. '
- SLudenL responses are conslsLenLly valued
and respecLed.'
1. My Leacher ln Lhls class
makes me feel LhaL
he/she really cares
abouL me.

2. My Leacher knows lf
someLhlng ls boLherlng
me.

3. My Leacher really Lrles
Lo undersLand how
sLudenLs feel abouL
Lhlngs.
*The items marked with an asterisk are the most strongly correlated with math value-added gains and most actionable for
teachers trying to improve instruction.

!"#$%&'()*+',-.#/#0#%/' !"#$%&'()*+'1/&#230%"+' !"#$%&'()*+'405&-/0'
6-"2-$0#%/'45"7-8'10-9+'
!&'(#&)%
' '
erLalns Lo classroom
managemenL. 1eachers need
skllls Lo manage sLudenL
propenslLles Lowards off-Lask
or ouL-of-order behavlors, ln
order Lo fosLer condlLlons ln
Lhe classroom LhaL allow for
effecLlve communlcaLlon and
focus. LffecLlve conLrol helps
Lo malnLaln order and
supplemenLs carlng ln maklng
Lhe classroom calm and
emoLlonally safe from such
Lhlngs as negaLlve peer
pressures. '
!:-'2;3++"%%9'-/7#"%/9-/0'#+':#>:;8'
%">3/#?-&'3/&'#/7#0#/>'0%'$"%9%0-'2%/&#0#%/+'
2%/&52#7-'0%'-..-20#7-'0-32:#/>'3/&';-3"/#/>='
''
- A varleLy of proacLlve rouLlnes are
explalned, LaughL, and lmplemenLed Lo
effecLlvely manage classroom work and
sLudenL behavlor.

- 1he flow of evenLs ln Lhe classroom runs
smooLhly due Lo maLerlals belng readlly
accesslble, Llme belng used approprlaLely,
and dlsrupLlons belng managed Lo proLecL
Lhe momenLum of lnsLrucLlon.

- All sLudenLs know where Lo locaLe Lhe
resources Lhey need Lo supporL Lhelr
learnlng. 1he classroom ls organlzed ln a
way LhaL encourages Lhelr lndependence
and cholce.

!:-'0-32:-"'2%/+#+0-/0;8'93/3>-+'+05&-/0'
@-:37#%"='
- SLudenLs know whaL ls expecLed of Lhem
boLh academlcally and behavlorally.'
'
- 1he Leacher regularly revlews and
encourages hlgh expecLaLlons for good
behavlor and follows Lhrough Lo hold
sLudenLs accounLable Lo Lhe level of
expecLaLlon sLaLed. '
'
- 1he Leacher regularly asks for lnpuL from
sLudenLs Lo help faclllLaLe a conLrolled
classroom envlronmenL wlLh a balance
beLween Leacher and sLudenL conLrol. '
'
- oslLlve behavlor ls conslsLenLly
recognlzed or celebraLed and lncenLlves
are used Lo promoLe good behavlor.'
'
- SLudenLs show hlgh levels of self-
dlsclpllne.'' '
1. SLudenL behavlor ln Lhls
class ls under conLrol.

2. (ulsagree wlLh) l haLe
Lhe way LhaL sLudenLs
behave ln Lhls class.

3. (ulsagree wlLh) SLudenL
behavlor ln Lhls class
makes Lhe Leacher
angry.

4. (ulsagree wlLh) SLudenL
behavlor ln Lhls class ls a
problem.

3. My classmaLes behave
Lhe way my Leacher
wanLs Lhem Lo.

6. SLudenLs ln Lhls class
LreaL Lhe Leacher wlLh
respecL.

7. Cur class sLays busy and
doesn'L wasLe Llme.A
*The items marked with an asterisk are the most strongly correlated with math value-added gains and most actionable for
teachers trying to improve instruction.

!"#$%&'()*+',-.#/#0#%/' !"#$%&'()*+'1/&#230%"+' !"#$%&'()*+'405&-/0'
6-"2-$0#%/'45"7-8'10-9+'
!*"))$'+$%
' '
Concerns boLh "##$%& and
%'($%-presslng sLudenLs Lo
work hard and Lo Lhlnk hard.
Challenglng Leachers Lend Lo
monlLor sLudenL efforL and Lo
confronL sLudenLs lf Lhelr efforL
ls unsaLlsfacLory. SLudenLs who
do noL devoLe enough Llme Lo
Lhelr work or who glve up Loo
easlly ln Lhe face of dlfflculLy
are pushed Lo do more.
Slmllarly, sLudenLs who do noL
Lhlnk deeply or reason Lhelr
way Lhrough challenglng
quesLlons are boLh supporLed
and pushed. 1he Leacher may
ask a serles of follow-up
quesLlons lnLended Lo ellclL
deeper, more Lhorough
reasonlng.

!:-'0-32:-"'2%/+#+0-/0;8'2%995/#230-+'3/&'
-B$-20+':#>:'323&-9#2'3/&'@-:37#%"3;'
+03/&3"&+='''
- 1he Leacher accepLs noLhlng less Lhan full
efforL from all sLudenLs. She/he
conslsLenLly encourages all sLudenLs Lo
glve and achleve Lhelr besL.
- SLudenLs experlence a sense of learnlng
urgency ln Lhe class and belleve LhaL Lhey
learn a greaL deal each day.
- 1eacher and sLudenLs regularly convey
hlgh expecLaLlon messages such as, 1hls ls
lmporLanL," ?ou can do lL," and l wlll noL
glve up on you."
405&-/0+'3"-'"->5;3";8'"-C5#"-&'0%'5+-'$"%@;-9'
+%;7#/>'3/&':#>:-"'%"&-"'0:#/D#/>'+D#;;+=''
- 1he Leacher asks hlgher level Lhlnklng
quesLlons dally, and all sLudenLs respond
by consLanLly worklng and Lhlnklng hard.
- 1eacher expecLs sLudenLs Lo Lhlnk deeply,
glve reasons for Lhelr answers, and glve
examples Lo [usLlfy Lhelr declslons.
- 1he Leacher ensures LhaL lesson conLenL ls
allgned wlLh currlculum sLandards and ls
conslsLenLly rlgorous, challenglng, and
dlfferenLlaLed.
405&-/0'E%"D'&-9%/+0"30-+'323&-9#2'"#>%"'
3/&'"-7#+#%/'.%"'C53;#08='
- SLudenLs check Lhelr own work agalnsL
pre-esLabllshed crlLerla for success,
exemplars, and rubrlcs and seL Lhelr own
academlc goals ln addlLlon Lo Lhe
challenglng goals seL by Lhelr Leacher,
whlch are revlewed on a regular basls.
1. My Leacher asks
quesLlons Lo be sure we
are followlng along
when s/he ls Leachlng.A

2. My Leacher asks
sLudenLs Lo explaln
more abouL answers
Lhey glve.A

3. ln Lhls class, my Leacher
accepLs noLhlng less
Lhan our full efforL.A

4. My Leacher doesn'L leL
people glve up when Lhe
work geLs hard.*

3. My Leacher wanLs us Lo
use our Lhlnklng skllls,
noL [usL memorlze
Lhlngs.A

6. My Leacher wanLs me Lo
explaln my answers --
why l Lhlnk whaL l Lhlnk.

7. ln Lhls class we learn a
loL every day.

8. ln Lhls class, we learn Lo
correcL our mlsLakes.A
*The items marked with an asterisk are the most strongly correlated with math value-added gains and most actionable for
teachers trying to improve instruction.


!"#$%&'()*+',-.#/#0#%/' !"#$%&'()*+'1/&#230%"+' !"#$%&'()*+'405&-/0'
6-"2-$0#%/'45"7-8'10-9+'
!)"#,-.%
' '
Concerns Leacher behavlors
LhaL promoLe undersLandlng.
lnLeracLlons LhaL clear up
confuslon and help sLudenLs
persevere are especlally
lmporLanL. Lach sLudenL
comes wlLh parLlcular gaps ln
undersLandlng and wlLh boLh
correcL and lncorrecL
lnLerpreLaLlons of Lhe world
around Lhem. 1o be mosL
effecLlve, Leachers should be
able Lo dlagnose sLudenLs' skllls
and knowledge, and Lhey need
mulLlple ways of explalnlng
ldeas LhaL are llkely Lo be
dlfflculL for sLudenLs Lo grasp.
1eachers also musL [udge how
much lnformaLlon sLudenLs can
absorb aL any one Llme, and
Lhey should dlfferenLlaLe
lnsLrucLlon accordlng Lo
lndlvldual maLurlLy and
lnLeresL.
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
'
!:-'0-32:-"'2%/+#+0-/0;8'."39-+';-3"/#/>'03+D+'
5+#/>'3'73"#-08'%.'&-7#2-+'.%"'-B$;3#/#/>'0:#/>+'
2;-3";8F'2:-2D#/>'.%"'5/&-"+03/&#/>F'5/+2"39@;#/>'
2%/.5+#%/F'3/&'3+D#/>'+05&-/0+'0%'93D-'0:-#"'
0:#/D#/>'7#+#@;-='
- 1eacher shows conslsLenL experLlse ln
explalnlng dlfflculL and complex concepLs
expllclLly.'
- 1he Leacher surfaces mlsconcepLlons and
clarlfles conLenL for sLudenLs of all ablllLles ln
a varleLy of dlfferenLlaLed ways.'
- lf sLudenLs are confused, Lhe Leacher has a
varleLy of sLraLegles ln hls/her reperLolre Lo
fosLer clarlLy. '
- 1he clarlLy of Lhe Leachlng provldes sLudenLs
wlLh confldence Lo compleLe Lasks
successfully. '
- 1he Leacher provldes many opporLunlLles for
successful work Lo be modeled Lhrough Lhe
conslsLenL use of exemplars, crlLerla for
success, and rubrlcs. '
- lL ls evldenL LhaL sLudenLs are able Lo galn
more knowledge and deeper undersLandlng
Lhrough Leachers' explanaLlons and
clarlflcaLlons. '




1. lf you don'L
undersLand
someLhlng, my
Leacher explalns lL
anoLher way.A

2. My Leacher knows
when Lhe class
undersLands, and
when we do noL.

3. (ulsagree wlLh)
When s/he ls
Leachlng us, my
Leacher Lhlnks we
undersLand even
when we don'L.

4. My Leacher has
several good ways Lo
explaln each Loplc
LhaL we cover ln Lhls
class.

3. My Leacher explalns
dlfflculL Lhlngs
clearly.
*The items marked with an asterisk are the most strongly correlated with math value-added gains and most actionable for
teachers trying to improve instruction.

!"#$%&'()*+',-.#/#0#%/' !"#$%&'()*+'1/&#230%"+' !"#$%&'()*+'405&-/0'
6-"2-$0#%/'45"7-8'10-9+'
!"/(,0"($%
' '
Concerns Leacher behavlors
LhaL make lnsLrucLlon
sLlmulaLlng, lnsLead of borlng.
CapLlvaLlng Leachers make Lhe
maLerlal lnLeresLlng, ofLen by
maklng lL seem relevanL Lo
Lhlngs abouL whlch sLudenLs
already care. 8raln research
esLabllshes clearly LhaL
sLlmulaLlng learnlng
experlences and relevanL
maLerlal make lessons easler Lo
remember Lhan when Lhe
experlence ls borlng and Lhe
maLerlal seems lrrelevanL.
!:-'0-32:-"'5+-+'3'E#&-'"3/>-'%.'+05&-/0G
2-/0-"-&'0-32:#/>'+0"30->#-+F'9%&-;+'%.'0-32:#/>F'
3/&'$"#/2#$;-+'%.';-3"/#/>'0%'23$05"-'3/&'93#/03#/'
0:-'#/0-"-+0'%.'+05&-/0+:
- 1he Leacher conslsLenLly makes learnlng
lnLeresLlng, en[oyable, and challenglng.
- Lessons are lnLrlgulng, relevanL, and hook Lhe
aLLenLlon of sLudenLs from Lhe sLarL of Lhe
lesson Lo lLs concluslon.
- 1he Leacher fosLers cognlLlve connecLlons by
lncludlng real-llfe appllcaLlons.
- 1he Leacher fosLers a hlgh-level Lhlnklng
envlronmenL LhaL bullds curloslLy and leads
sLudenLs Lo ralse addlLlonal quesLlons.
- lnLeresLlng and relevanL homework acLlvlLles
exLend engagemenL beyond Lhe classroom.
- ApproprlaLe Lechnology ls used Lo engage
sLudenLs, asslsL ln dlfferenLlaLlon, and help
sLudenLs make meanlng of concepLs.
405&-/0+'&#+$;38'%/>%#/>'-/>3>-9-/0'E#0:'
;-3"/#/>'320#7#0#-+='
- SLudenLs see Lhe value ln Lhelr learnlng, are
ready Lo Lake rlsks, and are eager Lo ask and
answer dlfflculL quesLlons.
- SLudenLs are conslsLenLly engaged and
capLlvaLed by maklng cognlLlve connecLlons
Lhrough experlenclng real-llfe appllcaLlons.
- SLudenL work reflecLs a hlgh level of academlc
quallLy, efforL, and (when appllcable)
personal connecLlon wlLh conLenL.



1. (ulsagree wlLh) 1hls
class does noL keep
my aLLenLlon -- l geL
bored.

2. My Leacher makes
learnlng en[oyable.

3. My Leacher makes
lessons lnLeresLlng.

4. l llke Lhe ways we
learn ln Lhls class.
*The items marked with an asterisk are the most strongly correlated with math value-added gains and most actionable for
teachers trying to improve instruction.

!"#$%&'()*+',-.#/#0#%/' !"#$%&'()*+'1/&#230%"+' !"#$%&'()*+'405&-/0'
6-"2-$0#%/'45"7-8'10-9+'
!&'-$#%
' '
Concerns seeklng sLudenLs'
polnLs of vlew by asklng Lhem
quesLlons and lnvlLlng Lhem Lo
express Lhemselves. When
sLudenLs expecL LhaL Lhe
Leacher mlghL call on Lhem Lo
speak ln class, Lhey have an
lncenLlve Lo sLay alerL. ln
addlLlon, bellevlng LhaL Lhe
Leacher values Lhelr polnLs of
vlew provldes poslLlve
relnforcemenL for Lhe efforL
LhaL lL Lakes Lo formulaLe a
perspecLlve ln Lhe flrsL place.
lurLher, lf sLudenLs are asked
Lo respond noL only Lo Lhe
Leacher, buL Lo one anoLher as
well, a learnlng communlLy
may develop ln Lhe classroom,
wlLh all of Lhe aLLended soclal
relnforcemenLs.

!:-'2;3++"%%9'#+'3/'-/7#"%/9-/0'.%"'%$-/'
&#+25++#%/F'&-@30-F'3/&'+05&-/0'-/>3>-9-/0='
- 1he Leacher provldes genulne and plenLlful
opporLunlLles for sLudenLs Lo share ldeas,
vlews, and oplnlons.
- SLudenLs are confldenL abouL speaklng up and
sharlng Lhelr LhoughLs abouL Lhe work Lhey
are dolng.
- 1he Leacher and sLudenLs work LogeLher ln
creaLlng a learnlng envlronmenL LhaL values
dlverse vlews and oplnlons and where all
conLrlbuLlons are respecLed.
- 1he Leacher asks for and acLs upon
suggesLlons for lmprovlng sLudenL learnlng
experlences and ls ready Lo adapL Leachlng
approaches Lo classroom dynamlcs.
- SLudenL cholce and lnpuL and descrlpLlve,
lndlvlduallzed Leacher feedback help Lo
dlfferenLlaLe lnsLrucLlon.






















1. My Leacher wanLs us
Lo share our
LhoughLs.

2. SLudenLs geL Lo
declde how acLlvlLles
are done.

3. My Leacher glves us
Llme Lo explaln our
ldeas.

4. SLudenLs speak up
and share Lhelr ldeas
abouL class work.

3. My Leacher respecLs
my ldeas and
suggesLlons.
*The items marked with an asterisk are the most strongly correlated with math value-added gains and most actionable for
teachers trying to improve instruction.


!"#$%&'()*+',-.#/#0#%/' !"#$%&'()*+'1/&#230%"+' !"#$%&'()*+'405&-/0'
6-"2-$0#%/'45"7-8'10-9+'
!&'1&),2"($%
' '
Concerns how Leachers help
sLudenLs Lo organlze maLerlal
for more effecLlve encodlng ln
memory and for more efflclenL
reasonlng. 1hese pracLlces
lnclude revlewlng and
summarlzlng maLerlal aL Lhe
end of classes and connecLlng
ldeas Lo maLerlal covered ln
prevlous lessons. 1eachers
who excel aL consolldaLlon Lalk
abouL Lhe relaLlonshlps
beLween ldeas and help
sLudenLs Lo see paLLerns.
1here ls a large body of
evldence supporLlng Lhe
hypoLhesls LhaL Lhese Lypes of
lnsLrucLlonal acLlvlLles enhance
reLenLlon by bulldlng mulLlple
braln paLhways for reLrlevlng
knowledge and for comblnlng
dlsparaLe blLs of knowledge ln
effecLlve reasonlng.
!:-'0-32:-"'2%/+#+0-/0;8'$;3/+'3/&'#9$;-9-/0+'3'
+5993"#?#/>'+0"30->8'30'0:-'-/&'%.'0:-';-++%/'3/&'
3++-++-+'E:30':3+'%"':3+'/%0'@--/';-3"/-&'@8'
+05&-/0+'%.'3;;'3@#;#0#-+=''
- 1he Leacher conslsLenLly summarlzes Lhe
conLenL of Lhe lesson and helps sLudenLs
make connecLlons among ldeas Lo enhance
sLudenL learnlng.
- 1he Leacher makes regular and effecLlve
checks Lo ascerLaln lf sLudenLs have masLered
Lhe skllls and concepLs belng LaughL, lncludlng
sLudenL-cenLered summarlzlng acLlvlLles Lo
see whaL sLudenLs have masLered or
mlsundersLood.
- 1he Leacher provldes speclflc, descrlpLlve,
conclse feedback on sLudenL work, drawlng
upon exemplars, crlLerla for success, and
rubrlcs shared wlLh sLudenLs aL Lhe beglnnlng
of Lhe unlL or lesson. 1he lnformaLlon ls used
Lo asslsL Lhe Leacher's plannlng, Leachlng and
reflecLlon cycle.
- Learnlng ls sLrongly focused on bulldlng upon
prevlously acqulred knowledge and skllls and
esLabllshed goals.

1. My Leacher Lakes Lhe
Llme Lo summarlze
whaL we learn each
day.

2. My Leacher checks Lo
make sure we
undersLand whaL
s/he ls Leachlng us.A

3. We geL helpful
commenLs Lo leL us
know whaL we dld
wrong on
asslgnmenLs.

4. 1he commenLs LhaL l
geL on my work ln
Lhls class help me
undersLand how Lo
lmprove.*