S. No.	Item	Opinion	Responses			Mean
			Frequency		%
1.	Teachers have deep knowledge of how learning requires progressing through different tiers of capacities, catalysts, and competences.	SD	-		-	4.95
		GD	1		4.1
		PD	1		4.2
		PA	4		16.7
		GA	10		41.7
		SA	8		33.3
2.	Teachers are aware that in order for pupils to attain both surface and deep understanding, they must use a variety of learning methodologies.	SD	-		-	5.04
		GD	1		4.1
		PD	1		4.2
		PA	3		12.5
		GA	10		41.7
		SA	9		37.5
3.	Differentiation is used by teachers to make sure that all pupils are effectively and meaningfully learning the lesson’s objectives.	SD	-		-	4.37
		GD	2		8.3
		PD	-		-
		PA	3		12.5
		GA	15		62.5
		SA	4		16.7
4.	Teachers are experts in adaptive learning; they know where pupils fall on the spectrum from beginning to capable to proficient, when they are and are not learning, and what to do next. They may also establish an environment in the classroom that supports these learning objectives.	SD	-		-	5.00
		GD	1		4.1
		PD	-		-
		PA	4		16.7
		GA	12		50.0
		SA	7		29.2
5.	Teachers can present a variety of ways of understanding and interacting, as well as a variety of practice chances.	SD	-		-	4.91
		GD	1		4.2
		PD	2		8.3
		PA	2		8.3
		GA	12		50.0
		SA	7		29.2
6.	Both teachers and students use a variety of learning tactics.	SD	-		-	4.91
		GD	1		4.2
		PD	-		-
		PA	1		4.2
		GA	8		33.3
		SA	14		58.3
7.	Teachers apply the “backward design” concepts, starting with the learning intents and working backwards to the results (success criteria), then moving on to the activities and resources required to meet the success criteria.	SD	-		-	5.08
		GD	-		-
		PD	1		4.1
		PA	3		12.5
		GA	13		54.2
		SA	7		29.2
8.	Every student receives instruction on purposeful practice and focus.	SD	-		-	4.95
		GD	1		4.2
		PD	-		-
		PA	2		8.3
		GA	17		70.8
		SA	4		16.7
9.	There are procedures in place that allow teachers to view learning from the perspective of students.	SD	-		-	5.00
		GD		-		-
		PD		1		4.2
		PA		3		12.5
		GA		15		62.5
		SA		5		20.8