TEACHER OBSERVATION

IN PRESCHOOLS (TOP)
With adaptations for use in the Tools of the Mind curriculum evaluation
Digital Recording Version For Use with a Tablet Computer

Carol Bilbrey, PhD

Elizabeth Vorhaus, MEd
Dale C. Farran, PhD
Peabody Research Institute
Vanderbilt University
Nashville, TN 27203
(2007)
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute

TEACHER OBSERVATION
IN PRESCHOOLS (TOP)
(TOP for use with Tablet Computers)

The Teacher Observation in Preschools (TOP) is a system for observing teachers’ and assistants’
behaviors in preschool classrooms across a day-long visit. The TOP is based on a series of
snapshots of the teacher’s and assistant’s behaviors across a period of time. Each snapshot may
be, by itself, an unreliable piece of information, but collectively, they combine to provide a picture
of how the teacher and assistant are spending their time in a classroom. The TOP is used in
conjunction with the Child Observation in Preschool (COP), a system that focuses on children; the
TOP has never been used independently of the COP.

Contact Information:
Dale C. Farran, PhD
Department of Teaching and Learning
Peabody College/Vanderbilt University
Box 0230 GPC
Nashville, TN 37203
[email protected]
(615) 343-9515

CODING BEHAVIORS

Coding Procedure: Once all the children in a classroom have been identified for the COP observation,
begin to code the first sweep for the classroom by observing the teacher and assistant. Observe the
teacher’s behavior for a count of 1, 2, 3, and then begin scoring. Once scoring has been completed for
the teacher, follow the same procedure for the assistant in the classroom. Then locate the first child and
observe and score using the COP. Continue the 1, 2, 3, observation for each child in the classroom.
When observations of each child have occurred (1 sweep of the members of the classroom), begin a
second observation of the teacher and the assistant. If you cannot code a behavior, make a note of the
sweep and the problem on the notes program of your tablet or on a separate sheet of paper. Questions
regarding codes should be resolved immediately upon return from the field. Do not code when the class
is outdoors, in specials (i.e., gym or music), eating meals outside the classroom, or napping. If the
teacher/assistant is out of the classroom while the children remain in the classroom, skip that sweep;
when the teacher/assistant returns, complete the missed sweep(s), if possible.

Note: This version of the TOP was used in the Experimental Validation of the Tools of the Mind
PreKindergarten Curriculum study.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
3
VERBAL & TO WHOM
During the coding interval, look first to see if the teacher/assistant is talking or listening, and to whom.
Sometimes both listening and talking can occur within the same 3-second interval. Code whichever
occurs first, NOT both.

IS THE TEACHER/ASSISTANT TALKING OR LISTENING?

NO (N) Teacher/Assistant is neither talking nor listening to someone else.

YES (Y) Teacher/Assistant is talking.

LISTENING (L) Teacher/Assistant is listening to another person (cell phones, PA system, TVs,
and other electronic sources of sound do NOT count in coding Listening).

TO WHOM IS THE TEACHER/ASSISTANT TALKING OR LISTENING?

NO TALK/LISTEN (NT) Not talking or listening to anyone.

CHILD (C) One child.

SMALL GROUP (SG) Group of children (more than one).

SMALL GRP W/TCHR (SGT) Group of children and another teacher or assistant.

WHOLE GROUP (WG) 75% or more of the class.

WHOLE GRP W/TCHR (WGT) 75% or more of the class and another teacher or assistant.

SELF (S) Talking to self (includes talking on cell phone).

PARENT (P) Parent.

TEACHER (T) Teacher or assistant.

EXTERNAL ADULT (EA) Adult not usually in the classroom, not including parents (may
include other staff members such as the custodian,
director/principal, therapist, etc.).

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
4
SCHEDULE
This is not necessarily the teacher’s posted schedule. Rather, this is a description of types of
learning settings one would find in most preschool classrooms. Thus, this category can be
used across many varieties of curricula. The observer should be familiar with the lesson plan
for the day and be able to recognize and record the appropriate component. The teacher’s
posted schedule is the beginning point; the schedule as enacted may be different. The same
schedule code continues until 75% of the children have begun to do something different.

WHOLE GROUP (WG)

Whole groups occur when the entire group is meeting together and some form of content is being
discussed. If children are gradually taken out of the group for toileting and hand washing, continue to
code WG until 75% of the children have moved away from WG. If half the children are removed from
the classroom for another activity (including toileting at a hallway bathroom), the remaining children
constitute the whole group.

SMALL GROUPS (SG)

Only code SG if the students are working in small groups that are facilitated by an adult and/or are
assigned by an adult, an adult calls specific children over to participate and the activity is not optional.
The adult may have assigned one or more children to an area to work on specific tasks or with specific
materials. All children in the room must be expected to be working in small groups for this code to be
used.

CENTERS (C)
Center time (sometimes called “Activity Time” or “Free Play”) is characterized by children having
relatively more freedom about what they do and where they go, although teachers may place limitations
on children’s choices. Thus, centers can be tables where children have a limited number of choices
about what they can do (puzzles, journals) or center time can be freer play, during which children are
allowed to move about the classroom freely. Another type of center time can be seen when children are
assigned to areas but have complete freedom to choose what they do in that given center.

MAKE BELIEVE PLAY (MBP)

Make believe play is when the individual centers are set up to align with a theme and the children are
expected to enact roles and scenarios according to that theme. Children can use roles to cross center
boundaries and continue the scenarios in different areas of the classroom. (Children may not be carrying
out the roles very well or at all. What is important for coding MBP is the expectation that children will
carry out roles connected to the classroom theme.)

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
5
COMBINATION OF SMALL GROUP AND CENTERS (SGC)
If small group(s) and center time are simultaneously occurring in the classroom, then code SGC.
Confusion could occur when there are not enough adults in a classroom to have one for every small
group. If a group of children has been assigned a specific activity to complete without adult supervision
and the other children are in adult-led groups, code SG, not SGC. SGC is NOT coded for the times
during centers when a teacher may sit in a certain center to facilitate activities. Sometimes assistants are
assigned one area to monitor and even lead activities while the teacher is in another area. This usually is
NOT coded SGC.

TRANSITION (T)
Code T if the sweep takes place during a transition time, such as brushing teeth, lining up, or washing
hands. In the case of gradual transitions (such as center time to another part of the day), 75% or more of
the class must be transitioning for the sweep to be coded as such. Transitions may also begin when an
activity has clearly ended (e.g., storytime) and the next activity has not yet begun. If half of the class
transitions to the restroom in the hall and the other half remains in the room, continue to code in the
classroom. If all of the students leave the classroom, code until the teacher and students leave the
classroom; resume coding when the teacher and students re-enter the classroom.

TRANSITION WITH INSTRUCTION (TI)

Code TI if the teacher is leading an activity anytime during a transition, such as a fingerplay, singing a
song while waiting to leave classroom, making patterns with children (girl, girl, boy) in line, pretending
to be an animal while moving from activity to activity, or having children count children waiting in line.
To be coded TI, however, the expectation has to be that 75% or more of the class is supposed to be
participating. If the teacher is doing fingerplays with the small group of children who have already
assembled at the door, this is not TI until 75% of the children are involved.

For both T and TI, the code relates only to the Schedule and does not affect what
else you code for the teacher or assistant’s behavior. The teacher and assistant
can be engaged in a variety of activities during T and TI, including instruction.

OTHER (O)
Code O if the activity is something else not listed, and describe the activity. Nap/rest times that occur
with the light on and during which children are able to get a book and read on their mats are coded as O.
(If an observer encounters something in the schedule that he/she does not know how to classify, code O
and write down a detailed description for later decision making. Questions regarding codes should be
resolved immediately upon returning from the field).

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
6
MEAL TIME (MT)
Mealtime is coded if students eat in their room, including snack time. Code MT as soon as the students
have started to eat or to pass the food (in the case of many Head Start classrooms). If students are sitting
at their places but not yet allowed to eat (or the food has not been passed out), the appropriate Schedule
code is Transition.

Coding Notes:
 If children are sitting at tables doing different activities at each table and an adult is involved,
code the schedule as SG.
 If the children are at tables and they are all doing the same worksheet and the teacher is
monitoring the work, code the schedule as WG. (Graphics Practice in Tools is an example.)
 For Tools of the Mind Play Planning, code the activity as SG if each group (or most groups) is
receiving help from the teachers.
 If MBP and centers are occurring during the same time, code the schedule as the grouping that
has the most centers involved. If a classroom is doing half MBP centers and half free choice
centers, code MBP as schedule.
 Code only one classroom sweep during mealtime in the classroom. This would mean coding the
entire class one sweep during breakfast and one sweep during lunch if the meals occur in the
classroom.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
7
PROXIMITY
Proximity describes who is near the teacher/assistant regardless of whether they are interacting.
Proximity includes anyone within 3 feet of the teacher/assistant, or approximately an adult-arm’s reach.
If the teacher/assistant is in a defined area of the room (enclosed on 3 sides), anyone else in that area
(e.g., the library corner) would be coded as in proximity.

TEACHER (T)
Teacher/assistant is within 3 feet of an adult (e.g., other teachers/assistants, parent visitors, “grannies,”
etc.) and no children are within 3 feet.

CHILD (C)
Teacher/assistant is near a single child (no other child within 3 feet).

CHILD ADULT (CT)

Teacher/assistant is near a single child and another adult.
**This is coded as SGT on the tablet computer version of the TOP used in the Tools project.

SMALL GROUP (SG)

Teacher/assistant is within 3 feet of a small group of children (at least 2 children).

SMALL GROUP ADULT (SGT)

Teacher/assistant is within 3 feet of a small group of children and another adult.

WHOLE GROUP (WG)

Teacher/assistant is with the whole group. (75% or more of the group of children constitutes whole
group.)

WHOLE GROUP ADULT (WGT)

Teacher/assistant is with the whole group and another adult.

SELF (S)
Teacher/assistant is alone or set apart from others. Reaching around 3 feet, the teacher/assistant could
not touch anyone else. Proximity to Self is also coded when a teacher/assistant is leading a whole group
activity and is standing behind a barrier such as a podium or bookshelf.

Coding Notes:
 If the teacher/assistant is in an open area, proximity includes anyone within 3 feet of the
teacher/assistant.
 Remember to look around the teacher/assistant. For example, if a teacher/assistant is in a center
area, code the teacher as in proximity to the children in that center, even if the children are not
necessarily within an arm’s reach.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
8
 If ALL children are seated at desks or tables and could form an unbroken chain by touching one
another, and the teacher/assistant is within an arm’s reach of the whole group, code WG.
 Attend carefully to the presence or absence of the assistant during whole group instruction.
When the assistant is not there, the teacher is in proximity to the whole group; when the assistant
is there, code WGT for Proximity for both teacher and assistant.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
9
TASK
This category captures the task/activity with which the teacher/assistant is engaged. Code teacher
independently of what the children are doing. The emphasis is on what the teacher/assistant is enacting.

INSTRUCTION (I)
In a preschool classroom, instruction is broadly defined. It involves any learning activity during which
the teacher is interacting with a child or children. Instruction could involve activities that are typically
considered academic (e.g., math or literacy), as well as activities in which the focus is art, music,
puzzles, or blocks. Instruction also occurs without materials, as in a discussion of why children should
be kind to each other. Level of engagement and the extent and type of direct teaching going on are
coded separately. When Instruction is coded, codes for Material and Focus MUST be entered as well in
order to describe the learning activity. If the assistant is actively participating in an activity led by the
teacher (e.g., singing the song, doing the hand motions), code the assistant as instructing.

ASSESSMENT (AT)
Teacher/assistant is administering an assessment or test. Assessment includes taking anecdotal notes
about students, during which the teacher may be observing but not directly interacting with the children.
When Assessment is coded, Material and Focus MUST be coded as well to describe the content of the
assessment.

ADMINISTRATIVE (AD)
Teacher/assistant is engaged in an activity that is required by the school (paperwork, attendance,
speaking to a parent, or talking on the phone for a school-related reason). Teacher/assistant checking
school or system website for e-mail alerts would also be AD.

MANAGERIAL (MA)
Teacher/assistant is engaged in an activity that is required to run a classroom. The teacher must be
actively engaged. Examples include lining children up, organizing children to move from one activity to
another, passing out materials, and describing what children are going to do in centers. For example, if
the teacher asks the class to turn around so everyone can see or tells the class to change centers or small
groups, Task would be coded as MA. MA is coded instead of Instruction if the teacher is passing out
materials but has not really started to engage children in focusing on them.

MONITOR (MO)
Teacher/assistant passively observes children during transition time, small group, whole group, or center
time. Teacher/assistant is not usually attending to materials (which would be coded MA) but scanning
the room to determine what children are doing. Assistant may be sitting at the edge of a group of
children scanning for behavioral problems.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
10
BEHAVIOR APPROVING (BA)
Teacher/assistant use approving verbal comments, facial expressions, or a physical contact with the
children. These include comments of approval, verbal praise, and affection such as, "I like the way you
are sitting,” “Kiss your brain,” or “Pat yourself on the back.” Approving facial expressions can include
whenever the teacher smiles, winks, or nods at one or more children in response to behaviors. This is a
code for behavior approving not a general social interaction code. Behavior approving is used to
reinforce a particular behavior; it says to the child that whatever he or she is doing, the teacher wants it
to continue or approves of it. Behavior approving can also be used in addressing the whole class, e.g., “I
like the way everyone has worked hard this morning.” (Hugging a child as the child enters the room
during the morning would be coded Social.)

BEHAVIOR DISAPPROVING (BD)

Teacher/assistant use disapproving facial expressions, verbal comments, tone of voice, and/or physical
contact with children. Disapproving facial expressions could include frowning, grimacing, side-to-side
head-shaking, gesturing etc. Verbal comments include yelling, scolding, berating or making fun of the
child, and threats (if …then statements threatening to take away a privilege or issue a punishment).
Verbal comments do not have to be negative; as long as the intent is to change the child’s behavior, code
BD. The teacher or assistant’s intention is to say to the child, “I want you to do something different
from what you are doing.” If the teacher/assistant forcibly holds a child, grabs, hits, shakes, or pushes a
child into position, code BD. Behavior Disapproving should be distinguished from Managing; when
teachers tell the whole group “All eyes on me” or “Criss-cross applesauce,” Managing is coded.
However, if the teacher begins to berate the whole group for poor behavior, code BD.

PERSONAL/CARE (PC)
Teacher/assistant performs personal care tasks for children. These tasks can include tying shoes,
brushing teeth, fixing clothes, and helping with nose-blowing. PC also includes supervising children
engaged in a personal care activity. At mealtime Personal Care is coded when teachers are serving food
and assisting children in opening their food.

SOCIAL (SOC)
The Social code is used for personal conversation or physical contact that has no learning content.
Social may include conversations about home life, costumes at Halloween, family, etc. if the observer
judges the conversation to be spontaneous and without links to the curriculum. SOC can be difficult to
distinguish from Instruction. SOC can include highly valuable interactions, but social interactions tend
to be less purposeful and more personal. Typically, if both Material and Focus can be coded, Task
should be coded as Instruction. If both Material and Focus cannot be coded, Task may be coded SOC.
Social interactions can occur between two adults (e.g., “What did you see on TV last night?” or “Where
are you going after work?”) or between an adult and a child (e.g., “Did your Mommy get you those new
shoes?” or “I am so happy to see you!”).

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
11
NONE (N)
Teacher/assistant is not doing anything or doing something completely unrelated to the class (e.g.,
personal conversation on a cell phone, visiting the restroom, checking personal e-mail). If teachers are
eating their own lunch and not monitoring children, code N. If teachers are working a puzzle
themselves and not involving children, code N.

Coding Notes:
 Assessment does not include scaffolding individual children during Tools of the Mind Play
Planning; this would be coded as Instruction.
 If a child is redirected individually in order to stop a behavior (e.g., “Kyle, turn around so you
can see”), the comment is coded BD. However, if the teacher is making a similar statement to
the whole group in order to tell the class where to look or how to proceed, the comment would be
coded MA. The teacher can, however, make disapproving comments to the entire class, which
would be coded BD.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
12
LEVEL OF INSTRUCTION
Level of instruction describes the instruction that is occurring at the moment. The levels are dependent
on the type of interactions occurring. When Instruction or Assessment has been coded, Level of
Instruction MAY NOT be coded 0.

NONE (0)
The teacher/assistant is not instructing or assessing children. Level of Instruction is coded 0 when
Administrative, Managing, Monitoring, Personal Care, Behavior Approving, Behavior Disapproving,
Social, or None has been coded under Task.

LOW LEVEL INSTRUCTION (1)

There is a low level of instructional demand. The teacher could be interacting with the materials but the
observer cannot recognize the intent to teach a specific academic skill. Developmental demands of fine
motor and gross motor skills such as cutting with scissors, working puzzles, and building using blocks
would be coded as 1. Other examples include playing a CD of songs and singing songs that do not have
instructional content.

BASIC SKILLS INSTRUCTION (2)

The focus is on learning specific skills such as counting or recognizing letters. In level-2 instruction, the
correct answer is predetermined and the goal is to have the children learn the correct response/answer, or
children may have no opportunity to respond. The teacher/assistant can be directly instructing children,
reading a story, asking close-ended questions about a story, singing songs or doing word plays that
involve the children practicing specific skills, or asking low level questions (e.g., “What letter is this?”).

SOME INFERENTIAL LEARNING (3)

Teacher/assistant is interacting with children using at least some open-ended questions in which the
answer is not predetermined. The teacher may be asking a mix of closed-ended and open-ended
questions (what, when, why, or how) and allowing children to participate. For example, if the teacher
poses an open-ended question but does not give children time to answer, it is not a genuine question and
her behavior would be coded as level 2 not 3. It is important to wait an extra second or two to see if the
teacher is genuinely waiting for children to respond before deciding between a code of 2 or 3.

HIGH INFERENTIAL LEARNING (4)

Teacher/assistant is interacting with children in exploration of a topic using inferential, open-ended
questioning that has several turns. Children are participating, sharing information, and directly
interacting with the teacher and with each other. The teacher may be purposely making connections
between the information being taught and the children’s outside world, or between one set of
experiences and another (e.g., a book read in class, previously). Questioning and discussion by children
and the teacher make links among learning contents for the child, and the child is actively involved in
constructing the links.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
13
MATERIAL
This code is a classification of the material of the activity with which the teacher/assistant is
engaged. It is NOT a code of the learning focus. Material also captures the content of the
lesson a teacher may be teaching when children do not have their own materials (e.g.,
teacher is reading a book, or the teacher and children are doing math finger plays).

MATH (M)
Math materials are defined as materials that were specifically designed to facilitate only the teaching and
learning of math (number, comparing number, operations, shape, comparing shapes, composing shapes,
spatial reasoning, measurement, patterning, classification). These materials are typically found in
instructional material catalogs or are made by teachers to aid in math instruction.
 Numbers: counters, counting wands, counting jars, abacuses, unifix cubes, plastic/magnetic
numbers, number stamps, any material that associates numeral to quantity (e.g., number cards and
loose objects, peg number boards, counting cakes, two-part number match-up puzzles), calculators,
fraction circles, number lines, hundreds boards, materials/worksheets that require quantity
comparison (more/less), place value units, real or pretend money, calendars (considered math
materials because they involve a sequence of numbers)
 Shapes: attribute blocks, geometric solids, magnetic shapes, foam shapes (not blocks), shape
sorters, shape cards, tangrams, geoboards, shape stencils
 Measurement (including length, volume, weight, area, and time): balance scales, rulers, yardsticks,
measuring cups, measuring tapes, calendars, clocks, sand timers, thermometers, inch cubes,
materials used to compare sizes (e.g., nesting cups, sequenced graduated cylinders, stacking rings)
 Patterning: patterning materials such as pattern strips or tags, pattern blocks, and cutouts
 Classification/Sorting: collections for sorting and classification (e.g., keys, buttons, colored tiles)
 Some materials may be listed under one heading but used for other skills (e.g., inch cubes used for
counting, patterning, or measurement).

LITERACY (L)
Materials related to reading/writing print, vocabulary, and comprehension or other materials made by
teachers to aid in literacy instruction.
 Reading: books, sequencing cards that tell a story, magnetic alphabet letters, letter stamps, letter
playdough cutters, floating foam letters, name-recognition materials (name tags, name cards),
picture-recognition materials (e.g., pictures of the daily schedule)
 Writing: recording tools (e.g., pencils, markers, white board, letter and numeral stencils)
 Other: puppets (finger-size and larger), flannel boards

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
14
SCIENCE (SC)
Materials related to exploring physical science and nature or other materials made by teachers to aid in
science instruction.
 magnifying glasses, microscopes, binoculars, nature collections (seashells, stones, leaves, etc.),
transparent Plexiglas color paddles, mystery bags/feely boxes, seeds, plants, care of classroom
pets, weather aprons, science photo cards (e.g., life cycle sequencing cards, science photo library),
discovery bottles (filled with various liquids), magnets, sink/float materials, flashlights, prisms,
mirrors, simple machines (levers, pulleys, gears, inclined planes, pendulums, rack & pinion gears,
gear trains), plastic stretch/collapse tubes, stethoscopes (real), butterfly habitats,
sand/water/beans/rice and all sensory materials (In the sand/water/sensory table are often multiple
materials (e.g., measurers, trucks, figures). If the child is primarily playing with these materials,
code them instead of Science.)
 Food is also considered to be a science material when used in a learning context (e.g., counting or
talking about food groups), including during mealtimes if the teacher/assistant begins to use the
food to teach a science lesson.

SOCIAL STUDIES (SS)

Materials related to understanding people, emotions, community helpers, globes, and maps. Often, SS
Material and Focus are coded the same because the discussions do not involve artifacts.
 Includes discussions about empathy, honesty and other character content, including discussions
of how to behave in class and why (e.g., why it is a good thing not to hit your neighbor).
 Does NOT include a reminder of classroom rules unless there is a discussion of the reasons for
the rules.
 Circle time conversations that involve sharing personal information
 However, if children are hearing a book read to them about community helpers, code L for
Material (but SS for learning Focus). If teachers are discussing the roles of various characters
(e.g., cashiers, waiters, doctors) prior to make believe play, code SS. However, if teachers are
demonstrating and modeling how to act like one of the roles, code D for Material (but SS for
learning Focus).

TOYS & GAMES (T)

Materials that are toys or related to play or fine motor activity.
 Games: all commercial games, including board games, card games, playing cards (52 card deck)
(code teacher-made games according to instructional content)
 Puzzles: all puzzles, including self-correcting, floor puzzles, etc.
 Blocks: unit blocks, LEGOS, hollow blocks, Lincoln Logs, building manipulatives of all types
 Nonstandard Measuring: includes nonstandard measurement tools such as string, Popsicle sticks,
shoes, and materials for filling/dumping/pouring (e.g., cups, buckets, funnels at the sand/water
table)
 Fine Motor: bead stringing, lacing, pegboards, clothespins, locks and keys, sewing, lockboxes,
stickers
 Other: woodworking, pretend animals, people, road signs, vehicles, Mr. Potato Head, etc.
Permission from author must be
requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
15

ART (A)
Materials related to the arts.
 Visual Art: crayons, chalk, paint brushes, playdough, clay, scissors, collage materials, easel
painting, hole punches, tape, glue, pipe cleaners, wire, discussion/admiration of art posters (does
not include recording tools, such as pencils and markers, which are coded L)

MUSIC/MOVEMENT (M/M)
 Music: singing, musical instruments (sticks, sand blocks, drums, cymbals, tambourines, maracas,
tone blocks), dance props (streamers, scarves), music tapes/CDs, dancing to music
 Fingerplays to Music: Tools of the Mind Freeze Games and partner fingerplays
 Gross Motor: walking cans, balance boards, balance beams, beanbag toss, yoga, “shaking the
wiggles out”, “going on a bear hunt” (with no music), any materials/ activities relating to large
muscle movement and control in the classroom, hallway, or gym (outside time is not coded)

DRAMATIC (D)
Materials relating to pretend (fantasy) play.
 Clothes, hats, play phones, baby dolls, action figures, figurines, fake food, fake utensils, doll
houses, dress-up clothes, pretend stoves/refrigerators, cash registers, costumes (When items such
as blocks are used as symbolic play materials, code the materials as Toy; capture the dramatic
play under learning Focus.)

COMPUTER (C)
Activities conducted on computers, SMART Boards/Tables, or iPads are coded C.

WORKSHEET (W)
A worksheet is any prepared piece of paper that includes or implies instructions about what to do. It
includes cut and paste worksheets as well as coloring book pages.

TV/VIDEO (TV)
Includes any inanimate source of sound, including PA systems, televisions, CD players, audio tapes or
CDs in the listening center (If the teacher has other materials, such as a book, code that as the material,
even if also accompanied by music or a story from a CD player.)

NONE (N)
No activity with academic/learning-related materials. Cannot be coded if Instruction or Assessment has
been coded under Type Task, but must be coded for all others.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
16

CAN'T CODE (CC)

If an observer encounters materials/content that he/she does not know how to classify, code CC and
write down a detailed description in note section for later decision making. Questions regarding codes
should be resolved immediately upon return from the field.

Coding Notes:
 Materials are materials and always coded the same – multiple learning foci may be seen with the
same materials. These foci do not change the Material code.
 If more than one material is being used, code the most essential material. Materials are the
mechanism for delivering the learning focus. With multiple materials, decide the primary
mechanism delivering the learning.
 In cases without tangible materials, Material and Focus are coded the same.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
17
FOCUS
These capture the learning content of the teacher or assistant’s activity. Materials can be
used to learn many different things. In this coding category, capture the intent or content
focus of the learning regardless of the materials being used. Material and Focus are
independent of each other. Just because a teacher/assistant has material of a certain type
does not mean that he or she will be using it a certain way. Focus captures the content of
the teacher’s instruction. For example, if a teacher has a book (coded as a Literacy
material), but is using it to teach counting the number of pages, or the book is about
numerals, then the Focus code would be Math.

Learning focus also can occur without materials, as when the teacher initiates a discussion
of the reasons people feel they way they do (emotions), or if the teacher is leading a
discussion about a book read the day before. In cases without tangible materials, Material
and Focus are coded the same.

LANGUAGE ARTS (LA) (Code-based)

Code LA if the learning focus is on learning letter sounds and names and/or writing and spelling.
 recognizing alphabet
 practicing letter sounds
 writing single letters, not words or connected text
 spelling
 naming numerals without reference to their quantitative characteristics
 naming shapes with no discussion of definitional aspects of the shape

READING (R)
Code R if the focus is on connected text with meaning.
 browsing through a book or magazine
 storytelling
 scaffolding reading or pretend reading
 reading aloud
 having the class listen to a recorded story while illustrating with a book
 listening to story read by child

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
18
LITERACY (L)
Code L if the focus is literacy-related (i.e., LA and R occurring together).
 scaffolding invented writing or tracing
 taking dictation or scaffolding the writing of text with meaning
 illustrating a self-created book
 name writing or recognizing the names of other children in the class
 writing related to thematic play (e.g., Play Planning in Tools of the Mind)
 conversations and communication for the purpose of language development (e.g., Share the
News in Tools of the Mind)
 teaching concepts of print such as the author, illustrator, front and back of a book

MATH (M)
Code M if the focus is math-related (number, comparing number, operations, shape, comparing shapes,
composing shapes, spatial reasoning, measurement, patterning, classification).
 identifying numbers and quantity
 writing or tracing numbers (but only when accompanied by an understanding of quantity
associated with the number)
 sequencing numbers
 adding and subtracting
 drawing or tracing shapes

SCIENCE (SC)
Code SC if the focus is science-related (related to exploring physical science and nature).
 color mixing with colored water or paint
 talking about or exploring senses

SOCIAL STUDIES (SS)

Code SS if the focus is social studies (related to understanding people, history, character,
social/behavioral skills and emotions).
 discussions about empathy, honesty and other character content, including discussions of how to
behave in class and why (e.g., why it is a good thing not to hit your neighbor)
 circle time conversations that involve sharing personal information
 Pledge of Allegiance or School Pledge

DRAMA (D)
Code D if the focus is drama related.
 roles are being described or enacted
 scenarios are being developed
 play revolves around a specific theme; theme is discussed in terms of roles involved
 teacher takes part in make believe play with children at centers

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
19
OTHER (O)
Code O if the focus is on anything other than language arts, reading, literacy, math, science, social
studies, or drama. Typically, the Other code involves playing with toys (building with blocks, puzzles,
matching, etc.) or doing an art or music activity.

NONE (N)
Code N if Material code is None.

Coding Notes:
 When teachers are watching a video/TV with the children, Focus is coded according to the
content if it is an educational program and coded O if it does not have a learning focus.
 Identifying, writing, or tracing numerals in the absence of information about the mathematical
nature of the numbers is not coded as Math. Code recognizing the shape of numbers as
Language Arts (code-based).
 In Tools of the Mind, the activities Remember & Replicate and Patterning are coded as Math.

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
20
TONE/AFFECT
This code captures the tone/affect of the teacher/assistant. The code reflects the positive or negative feel
of the classroom and the interaction of the teacher/assistant with the children during the 3-second
observation.

VIBRANT (V)
Teacher/assistant is having a strong positive interaction with the children. Teacher/assistant is smiling
and/or laughing with the children. Teacher/assistant exhibits genuine excitement about teaching.

PLEASANT (P)
Teacher/assistant is having a positive interaction with the students. He/she shows a genuine interest and
attention to the child and/or activity. The teacher/assistant nonverbally communicates a positive
acknowledgement or appreciation of the children’s efforts (looking directly at the child, eyebrows up,
nodding, leaning forward toward the child, etc.).

FLAT (F)
The teacher/assistant is neutral and shows no expression. He/she may be involved in the activity but
does not show indications of affect regarding that activity.

NEGATIVE (N)
Teacher/assistant is looking displeased and is exhibiting annoyance or disappointment (frowning,
headshaking, negative gestures, eye rolling, sighing etc.). The teacher may use mild threats to establish
control (e.g., “quiet or you will lose recess,” “I’ll put you in time out”).

EXTREME NEGATIVE (EN)

Teacher/assistant is strongly negative with his or her verbal and/or physical approach to the children.
Teacher/assistant may be using sarcasm toward a child, yelling at children, or insulting them.
Teacher/assistant may be physically moving children from place to place by dragging or pulling (rather
than guiding).

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
21
TOP CODING FOR SPECIFIC TOOLS CURRICULUM SITUATIONS

Share the News and Tell Your Neighbor during Story Labs
Material: Literacy
Focus: Literacy (since we cannot know if the children are actually talking about the topic assigned)
** Soc/Soc is coded only for conversations outside the context of instruction

Play Planning – Color Wheel

Task: MA when the teacher is only asking a child to choose a center (picking a clothes pin) but not
talking about what role the child will play

Teacher and student discussing what role the child will take in the center
Material: Literacy
Focus: Drama
Social Studies if teacher is talking about the role in general (e.g., what cashiers do, generally)

Teacher asks child to draw a picture or write name on his or her play plan
Material: Literacy
Focus: Literacy

Graphics Practice
Material: Literacy
Focus: Other unless it is one of three clear content areas – letters, shapes, or numbers

Mystery Question
Material: Literacy if the question is in text form
Math if there are only shapes and patterns visible
Focus: Varies with question topic (e.g., patterns – Math; color – Science)

Weather Graphing
Material: Math
Focus: Math
Science if discussion turns to seasons or weather properties

Reviewing Schedule for the Day

Material: Literacy
Focus: Social Studies

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
22
Math if focus changes to sequencing

Message of the Day

Material: Literacy
Focus: Literacy if focusing on lines or message
Language Arts if pointing out the letters

I Have Who Has Game

Material: Varies with card content (colors – Science; numbers – Math; children’s names – Literacy)
Focus: Same as Material

Play Practice
Material: Drama
Focus: Social Studies

Permission from author must be

requested to use measure.
For research purposes only.
TOP Manual
Adapted for evaluation of the Tools of the Mind curriculum
Bilbrey, C., Vorhaus, E., & Farran, D.
Peabody Research Institute
23
TOP coding sheet as it appears on tablet. Drop down menus have code letters.
No No Talk WG Teacher Instruction 0 none Math Literacy Vibrant
Yes Child SG Child AssessT 1 low Literacy LangArts Pleasant
Listen Sm Grp Centers SG MAnage 2 skills SCience Reading Flat
SGT SGC SGT Behavior 3 inf SocStudies Writing Negative
Wh Grp Transition WG Approving 4 hi inf Toy Math ExtremeNeg
WGT TInstruction WGT Dissapp. Art SCience
Self MealTime Self Pers/ Care Music/Move SocStudies
Parent Other CT MOnitor Dramatic Drama
Teacher ADmin Computer Other
Ext Adlt SOCial Worksheet None
None TV / video
None
Can’t Code

Time SW Verbal To Schedule Prox Task Level of Materials Focus Tone

Whom Instrct. Affect
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Permission from author must be

requested to use measure.
For research purposes only.