TIPS (Teacher Intentionality of Practice Scale) measures 7 research-based, classroom-tested teacher controllable actions that lead to greater student success. TIPS descriptive rubric is written so that Level 3 (proficiency) or above is the target for all K-12 teachers in all disciplines. TIPS is designed to guide teacher professional development and can be used as a measure for teacher effectiveness.
The following resources are available:
TIPS Needs Assessment helps teachers and programs identify where their greatest needs and greatest strengths reside relative to the 7 core indicators found on TIPS. For details in accessing the instrument, please contact Jeff Marshall, firstname.lastname@example.org for details.
PDF: TIPS is available as PDF file for individuals or groups to print and use as needed. Note that the PDF may not always display properly in some browsers, so save the file after opening to view properly. Download PDF. Please use proper citations if you use the instrument: TIPS is copyrighted. All rights reserved. Marshall, J. C.; Alston, D. M.; & Smart, J. B. (2015). TIPS: Teacher Intentionality of Practice Scale. Retrieved from Clemson University’s Server, www.clemson.edu/iim.
Electronic Support: For schools or research programs that will be gathering numerous TIPS observations, support is available to help gather, analyze, and report TIPS data all electronically using Android or iOS products. For more details see: http://www.media-x.com/marshall-educational/
Consulting Support: For additional guidance relating to professional development or specific research projects relating to TIPS and/or teacher effectiveness, please contact Jeff Marshall directly.
Articles regarding TIPS:
Marshall, J. C. (2016) The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success. Alexandria, VA: ASCD.
Marshall, J. C., Smart, J. B., & Alston, D. M. (2016). Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold professional development. Teaching and Teacher Education, 59, 159-168. doi:10.1016/j.tate.2016.05.007