Structural Supports to Promote Teacher Well-Being
Category: Teacher and Leader Development
Instrument Overview
The CARES Observational Assessment Tool (CARES) is a classroom observation protocol designed to capture how teachers use culturally responsive practices in their daily instruction. It focuses on five core areas of culturally responsive teaching, which together give districts a structured way to look at how teachers build relationships, draw on students’ backgrounds, create inclusive classroom climates, and support meaningful engagement. The tool is based on 30-minute classroom observations and is commonly used in upper-elementary through high school settings.
Districts can use CARES for professional learning, coaching, and program evaluation. It is not meant for formal teacher evaluation but instead helps schools understand patterns in instruction and identify areas where teachers may need more support. Developed as part of research efforts supported by the Measures of Effective Teaching Project, the tool was refined from an early 41-item version to a shorter 19-item version. CARES offers districts a practical way to observe culturally responsive teaching and link those practices to student engagement and classroom climate.
Organization
Collection Category(ies)
Content
Grades
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade
Languages
English
Respondent
Observer
Administration Information
Length
19 items
Qualifications
Training required
Access and Use
Developer
Meredith P. Franco, School of Education and Human Development, University of Virginia Jessika H. Bottiani, School of Education and Human Development, University of Virginia
Price
None indicated
Contact
Meredith P. Franco: Meredith.Franco@virginia.edu
Jessika H. Bottiani: jessika.bottiani@virginia.edu
Open Access
Yes
Psychometrics (additional guidance)
Psychometric References
Franco, M. P., Bottiani, J. H., Debnam, K. J., Bonifay, W., Pandey, T., Karras, J., & Bradshaw, C. P. (2024). The CARES classroom observation tool: Psychometrics of an observational measure of culturally responsive practices. Journal of School Psychology, 107, 101381.
