The Instruments

Teacher self-assessment related to racial and gender equity. Topics include personal/professional development, awareness and sensitivity, instruction, curriculum resources, school leadership, school environment

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The School Implementation Leadership Scale (SILS) quantifies implementation leadership focusing on behaviors supporting or inhibiting the implementation of evidence-based practices in schools. SILS subscales examine proactive leadership, knowledgeable leadership, supportive leadership, perseverant leadership, communication, vision, and availability to support the implementation of evidence-based practices. SILS uses five-point Likert-scale items with responses ranging from 0 (not at all) to 4 (to a very great extent).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Science Discourse Instrument (SDI) is an observation tool and rubric used to evaluate the quality of discussions in science classrooms. There are six categories for observation in the SDI, which are considered essential to strong discourse in science classrooms, three of the categories focus on teachers and three focus on students. The categories for teachers are: asking open ended questions; pressing for explanation; and linking discussions. The categories for students are: explanation of ideas; co-constructing ideas with peers; and critiquing the reasoning of others.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

This suite of surveys is designed to explore how secondary science teachers understand and implement the NGSS science practices. Together, the surveys measure three interconnected aspects: teachers’ epistemic orientations (views about how scientific knowledge is generated), their understanding of the purposes and ends of each science practice, and their self-reported implementation of these practices in the classroom.

The Science Teaching Efficacy Belief Instrument (STEBI) can be used to measure science teachers‘self-efficacy and outcome expectancy across all levels of teaching. The STEBI-A is the version recommended for use with in-service teachers; the STEBI-B is the version recommended for use with pre-service teachers.

It is important that teachers, rather than counselors or support staff, take the lead on delivering explicit SEL instruction. This approach allows teachers to form strong relationships with their students and integrate SEL concepts throughout all instruction so students can practice and apply SEL in multiple contexts. By taking ownership of teaching SEL, teachers also enhance their own social and emotional learning. Counselors and other support staff are great sources of knowledge on SEL and may support teachers by co-facilitating, coaching, or leading professional learning on SEL instruction. This tool helps teachers reflect on the ways they promote SEL through explicit instruction, integration into academic instruction, and through a supportive classroom climate.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

This self-assessment tool is designed to help educators (teachers, school staff, and out-of-school time professionals) reflect upon (a) their own social and emotional competencies (SEC) and (b) their capacities to implement current practices that influence student SEL or the conditions they create to support student social and emotional development.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Youth Program Quality Assessment (SEL PQA), as well as youth SEL behavior measure based on staff observation, the Staff Rating of Youth Behavior (SRYB).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

STeP is a tool that allows instructors to be evaluated by their students across a set of categories identified as critical for effective classroom instruction. Two optional open-ended questions are also included at the end allowing students to provide additional input that may not be fully captured in the body of the survey.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The 20-Item Teacher Multicultural Attitude Survey (TMAS) is a unidimensional self-report inventory of teachers' multicultural awareness and sensitivity. The survey analyzes teachers' multicultural awareness, appreciation, and tolerance. 

Developed by Tschannen-Moran and Woolfolk Hoy in 2001, the Teachers' Sense of Efficacy Scale (TSES) measures teachers’ beliefs in their ability to influence student engagement, instructional strategies, and classroom management. The scale is available in both a long (24-item) and short (12-item) form and has been used with both pre-service and in-service teachers. Grounded in Bandura’s social cognitive theory, the scale originally identified a three-factor structure corresponding to key domains of teaching efficacy: student engagement, instructional practices, and classroom management. However, a 2012 confirmatory factor analysis (CFA) study by Duffin, French, and Patrick examining the TSES with beginning pre-service teachers found strong support for a unidimensional structure. While both one-factor and three-factor models showed good fit, high inter-factor correlations (above 0.8) indicated that early-stage pre-service teachers may not distinguish between the different aspects of teaching efficacy. For this population, the researchers recommend using the total TSES score rather than subscale scores.

Developed by Tyler L. Renshaw, Anna C. J. Long, and Clayton R. Cook in 2015, the Teacher Subjective Wellbeing Questionnaire (TSWQ) is an 8-item self-report tool designed to assess teachers’ work-related wellbeing. It includes two subscales—Teaching Efficacy and School Connectedness—that can be used separately or combined into a composite Teacher Wellbeing score. Initial validation with general and high-stress teacher samples showed strong internal consistency, good construct validity, and predictive validity for psychological distress. A 2018 confirmatory factor analysis by Mankin et al. confirmed the two-factor structure and demonstrated measurement invariance across elementary, middle, and high school teachers, supporting the tool’s broad applicability. The TSWQ is suited for screening, progress monitoring, and outcome measurement in school mental health contexts. Scoring is straightforward, with no reverse scoring required. While no national norms exist, local norming is recommended for interpretation.

The Teaching for a Robust Understanding (TRU) Mathematics framework is an observation and reflection tool used to examine the key dimensions of high-quality mathematics instruction. It identifies five areas that shape strong learning environments: the richness of the mathematical content, opportunities for students to engage in meaningful thinking, equitable access to that thinking, agency and identity development, and the quality of teacher–student interactions.

The Teaching Matter Content Knowledge Assessment for Preservice Elementary Teachers is designed to measure future elementary teachers’ understanding of matter and its interactions. It focuses on content knowledge for teaching (CKT)—a combination of subject matter knowledge and the ability to apply that knowledge in classroom instruction.

TeamUP is a package of teaching and learning activities based on a theoretically grounded assessment rubric (Hastie et al., 2014). This rubric was designed to guide student learning and to assess the teamwork skills that they practice while undertaking team-based academic assignments in higher education. The focus of the TeamUP Rubric is on the fundamental teamwork behaviours that can be taught, practised and assessed so that individual students are enabled to develop their skills over time. Students use the rubric to provide anonymous peer feedback to each other; the subject coordinator then assigns individual teamwork marks, taking into account peer feedback and other evidence such as project plans and meeting minutes. The other elements of TeamUP are six lectures and six associated skills practice tutorials on topics directly relevant to the skill domains referred to in the rubric. Subscore(s): Project Planning, Fostering a Team Climate, Facilitating the Contributions of Others, Conflict Management, Contributing to the Team, Teamwork

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Technological Pedagogical Content Knowledge (TPACK) instrument is a self-efficacy survey that seeks to monitor and assess teachers' development of TPACK and seven interrelated knowledge domains. The measure is primarily aimed towards pre-service secondary mathematics teachers and can be used to longitudinally study program effectiveness at TPACK development, and to conduct large-scale multi-institutional research studies (Zelkowski, et al., 2013).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

This tool can be used to conduct culture audits as a means of assessing school-wide cultural competence, as well as how school's programs, policies, and practices reflect the perspectives and experiences of diverse groups.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Science Management Observation Protocol (SMOP) is used to conduct structured observations of science classroom practice. SMOP identifies specific teacher behaviors and classroom characteristics which influence an inquiry-based classroom. Teachers and administrators can use the protocol to support the development of quality inquiry-based practices.

The Tool for Assessing Culturally Responsive Schooling in Indigenous-serving Schools is designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous students. Schools that serve a majority of Indigenous students are generally located on or bordering Native Nations that are federally recognized as being sovereign Nations with a government-to-government relationship to the federal government, so the more generic diversity, equity, and inclusion tools that currently exist are insufficient for the unique contexts of schools in Indian Country. Thus, [this tool] can be used to identify and strengthen the integration of culturally responsive principles specifically for, with, and in Indigenous-serving schools. The intended use of this tool is to assess the degree to which culturally responsive principles are or are not present in schools serving Indigenous youth. The idea is that anyone with some familiarity of culturally responsive schooling could leverage this tool to assess either particular curricular materials, pedagogy, or policies within a school. A high overall score on the tool indicates that the unit of analysis does align to culturally responsive principles, whereas a low overall score on the tool indicates that the unit of analysis exhibits characteristics that are antithetical, or contradictory, to culturally responsive principles. The tool opens with a section for the user to note what is being observed and/or analyzed. The tool includes 23 distinct culturally responsive principles that are thematically grouped under five categories. 1. Relationality, relationships, and communities (n = 4) 2. Sociopolitical context and concepts, and specifically sovereignty, self-determination, and nationhood (n = 4) 3. Representation of Indigenous peoples (n = 5) 4. Critical understandings of diversity, and specifically race (n = 4)

These five clusters align to the broad body of theory and research on cultural responsiveness with and in Indigenous communities.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Survey is used to operationalize teachers' beliefs of their school's ability to help all chidlren learn and grow. Collects teachers perceptions about their school culture. Five key features of a school growth mindset culture include: shared leadership, open communication, professional collaboration, clear goals and school plan, and support for and belief that all students can grow and learn.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

​The Afterschool Outcome Measures Online Toolbox provides afterschool and summer programs with a means to measure program quality and student outcomes using scales that have well-established reliability and validity. The Online Toolbox includes students' reports of the quality of their experiences in their program, including their engagement in program activities, supportive relations with program staff and supportive relations with peers in their afterschool program. These student reports of program experience correlate highly with observational data of program quality. Youth reports of program quality are also linked to positive youth outcomes.​

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.