The Effects of Using the Essential Skills Inventory on Teacher Perception of High-Quality Classroom Instruction

Abstract

This study explores the efficacy of using the Essential Skill Inventories (ESI) to increase high-quality instruction in the early learning years. Kindergarten and first- and second-grade teachers, who were identified as using the ESI with fidelity, assessed their own teaching skills and behaviors, reflecting on these before and after use of the ESI. These teachers report improvements in the teaching skills and behaviors associated with early learning success, including systematic assessment, instructional design, differentiated instruction, understanding the whole child, and building relationships with students.

Keywords:

• early childhood
• elementary
• formative assessment
• instruction
• systematic measurement