We observed 6 primary-grades teachers in public and private schools in this study. Based on mid-year observations, 2 of these teachers were much more effective compared to the other 4 in producing greater student engagement and literacy progress, as determined by video and observation data of multiple content areas and as rated by the Classroom AIMS instrument. These 2 more effective teachers began the school year differently than the other teachers, again documented through observation of their teaching. Consistent with previous studies, the 2 more effective teachers did more to establish routines and procedures at the beginning of the year. In addition, compared to the less effective teachers, on the first days of school the more effective teachers offered more engaging activities, more enthusiastically introduced reading and writing, indicated higher expectations, praised specific accomplishments of students, pointed out when specific students were behaving in a praiseworthy fashion, and encouraged student self-regulation. In short, the first days of school were very different in the classes taught by the more effective teachers from those taught by the less effective teachers.
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