Research shows that effective teachers are the most important factor contributing to student achievement. Although curricula, reduced class size, funding, family, and community involvement all contribute to school improvement and student achievement, the most influential factor in the classroom is the teacher. Yet it has become clear that the professional development needed to support teachers and how effectively they function within classrooms is often lacking or ineffective. In many parts of the globe, teachers who need the most professional development (e.g. new or underqualified) often receive the least. Internationally, there is also a recognized need for improved instruments and methodologies to gauge elements of classroom quality and effective teaching. Particularly in low-income and fragile contexts, where many teaching personnel are underprepared and under resourced, more rigorously developed and culturally attuned observation tools have the potential to provide much needed feedback to teachers in a continuous cycle of improvement. In our previous RLO grant (Toward the Development of a Rigorous and Practical Classroom Observation Tool: The Uganda secondary school project), we developed and validated the Teacher Instructional Practices and Processes System (TIPPS) with learning outcomes in secondary schools in Uganda. Using this observational tool, we examined the quality of teaching practices and classroom processes through live observations. Subsequently, we developed a pre-school version of the TIPPS in Ghana that was found to have meaningful associations with both learning and socio-emotional outcomes. We also piloted a primary school version of the TIPPS in India, where an NGO is using the TIPPS as a guide to provide teacher feedback. To date, we have not had the opportunity to systematically employ TIPPS as a feedback tool in a supportive fashion to improve teaching practices, student learning and teacher outcomes. Creating this cycle of continuous improvement is the goal of the present investigation, albeit in a new cultural context. To test this in the Honduran context is an idea that grew organically, thanks in large part to the yearly gatherings of RLO colleagues that allowed for cross-pollination of ideas and discussions on topics of interest. Since our first RLO meeting in London, we have been speaking with Erin Murphy-Graham and her team about how we could join forces to augment the impact of the Sistema de Aprendizaje Tutorial program (Tutorial Learning System or SAT) in Honduras. The current proposal represents one-half of two parallel, collaborative but separate investigations. Murphy-Graham's proposal seeks a deeper understanding of which SAT pedagogical practices are effective (as assessed by the TIPPS) in impacting student learning and social and emotional outcomes, as well as how pedagogical practices effect teacher motivation by examining an intensive SAT condition without the addition of feedback. In this way, she hopes to recommend improvements to her partners in the SAT program. Our parallel proposal, which would operate in tandem with her existing intervention work, serves to further our objectives to both extend TIPPS' cross-cultural reach and systematically test its use as a feedback tool in the context of an optimally supportive structure. Using the SAT programming, we seek to develop an empirically-based, robust feedback mechanism that cultivates improvement in a continuous cycle of change