Classroom observation results from MTSS
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Date
2024-06-28
Journal Title
Journal ISSN
Volume Title
Publisher
Batumi Shota Rustaveli State University
Abstract
In recent years, the Ministry of Education, Science, and Youth of Georgia has implemented reforms to increase accessibility to inclusive education, but high-quality teaching tailored to diverse student needs remains a challenge. Teachers face obstacles in addressing students' learning, behavioral, and social-emotional difficulties, and existing resources are insufficient to ensure high-quality education for all students.
To address this gap, USAID Basic Education Program has been piloting the Multi-Layer Support System (MTSS) in 15 public primary schools starting in September 2022. MTSS includes three tiers of integrated academic, social-emotional, and behavioral support. Tier 1 involves school wide programming to meet the needs of all students. Tier 2 provides small-group interventions and targeted support for at-risk students. Tier 3 offers intensive, individualized interventions for students not responding to Tier 2.
During the 2022 – 2023 and 2023 - 2024 academic years, MTSS Tier 1 has been implemented in the pilot schools. The special program was developed combining guidelines for MTSS at the primary level and for students' social and emotional development. Based on this program and teachers’ professional standards, a teacher observation tool was created. This tool evaluates classroom practices in four sections: 1) Creating connections with children, 2) Promoting social-emotional competencies, 3) Organizing lessons, and 4) Teaching and assessment.
Each section contains 5-8 indicators, with observers marking "yes" or "no" to denote whether a teacher meets the criteria. Definitions accompany each indicator to ensure accurate and objective observations. Data is collected through a special application, Tangerine: Coach, allowing centralized analysis.
Scores for each indicator represent the proportion of affirmative observations, calculated as the ratio of "yes" responses to the total responses. Education specialists from Ilia State University conducted observations using this observation tool, involving 346 teachers from the 15 pilot schools.
The research revealed several findings: 1) Promotion of social-emotional competencies scored lower compared to other sections; 2) Grades 3 and 4 recorded higher scores in all areas compared to grades 1-2 and 5-6, with Grade 5 scoring the lowest in all sections; 3) The lowest scores were found in assessing students with special needs.
Description
Inclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024
Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State University