Student Name__Amber

Metz____________________________
Date
_6/22/2015__________
Observer _Sister
Brown_________________________________________
_

Sco
re

Comments

Please note: The lesson plan hard copy must be in the

lesson plan or faculty box, and the lesson plan must reflect
the revisions suggested by faculty, or the implementation
score is reduced by 10%.

1
1

Lesson plan for faculty is in box.

Followed faculty suggestions on plan

1
Lab Time
Relating to Children

Greets children by name;

Stays at childs eye level appropriately
throughout the day.
Room Awareness

2
2

2
2

Aware of each child throughout the day as

evidenced by visually scanning and moving
throughout the room.
Responds in a timely manner to meet children's
needs or when people enter the classroom.
Attentive to children; avoids adult-related tasks

Seems to be aware of what is happening inside

and outside

You rotated well throughout the room

and looked up when the door alarm
went off. Continue to work on the
balance of standing up to monitor
and getting down at the children's
level. This is so tricky, but you had
moments of implementing this
perfectly, and moments to improve.
Keep working and improving in this
area! :)

Leadership

Provides direction for adults in the room (for

example, lets adults know what they need to
do to ensure an activity's success and help
children develop; reminds adults of appropriate
behaviors such as awareness and positioning;
redirects ADULTS to areas of the room where
they are needed and provides rotation to
provide variety).

2
Facilitating Learning and
Development

Demonstrates flexibility in responding to the

interests and needs of children (for example,
builds upon ideas and actions initiated by
children, provides support and encouragement
only as necessary for children to independently
accomplish tasks, Uses childrens peers to re-

This comes
with
practice
and
confidence
as you work
together
with your
team.

engage children, Recognizes opportunities to

meaningfully engage children in self-selected
activities).

Provides opportunities for children to

physically, socially and cognitively engage in
learning experiences throughout each aspect of
the self-selected activity time.
Encourages children to discover for themselves
with active participation.

Self-Selected
Activity selection and
adaptation

2
2

2
2

1
2
2
2

2
2
2
2

Ensures a balance of activities throughout the

room and across developmental domains.
Activities are interesting throughout the room
as evidenced by children's participation
throughout the day in multiple areas of the
room.
Some activities provided sustained interests.
Some activities provided sustained social
interaction.
Activities that fail to teach and engage children
are replaced with more appropriate activities.
Outdoor play is set up and follows the plan.
Adequate time is available for outdoor play.
Some activites teach the ITBE.
Dramatic play has an obvious script and props
that support the script and children's play.

2
Clean up
Preparation for the transition

Gives adequate warning (5 minutes is typical).

Appropriately cues children and teachers that it
is time to clean up; actively involves children in
clean up, giving children specific tasks when
needed.
Prioritizes Clean up

2
2

2
2

Cleans gathering area in a timely manner to

ensure the next transition is smooth and timely.
Provides direction for "messier" areas of the
room to get cleaned first or with the most
children.
Encourages children to clean throughout the

Dramatic play was especially popular

with groups of children. I think
someone was at sensory and art
almost the whole time. :) Math was
the least popular - not sure I ever saw
a child there.
I think I would have switched out the
math center for something more
engaging
All three activities outside were set
up and used by the children. :)

day as they finish a project or make messes.

Transition to
gathering

Begins transition immediately as first children

complete clean up.
Utilizes a creative, engaging transition activity
with a clear connection to ideas to be
emphasized.
Transitions children to a position and behavior
that prepares them for the next activity.

Your transition song brought over all

but two, but they came over before
the song was finished.
I like the last verse you made up to
have the children sit down and be
ready to listen.

Gathering
Time
Intro

Immediately gets childrens attention with an

interesting introduction as evidenced by where
they are paying attention.

They loved
helping Carl
pick his
transportati
on. :)

Implementation
Follows plan with minor deviations.
Opportunities to explore the ideas to be
emphasized are apparent in gathering time.
Knows the sequence without referring to the
lesson plan.
Knows stories, songs, finger plays well and
presents them with enthusiasm.
DAP

Gathering time activities are developmentally

appropriate for the children in the group.

2
Material Effectiveness

2
2

2
2

Visual aids used effectively; large enough for all

children to see; creative and of good quality
Uses actual objects

You're pictures worked well :)

Communicates expectations (where to sit, how

to interact, etc)
Maintains childrens interest and engagement
throughout the gathering time.
Uses appropriate voice tone (expressive,
animated, energy, not too cutesy) and
volume.
Invites children to participate in activities and
conversation, allows them time to respond, and

You got a little bit lucky today because

there are only 10 children here today, but
even so, you did well to capture and
maintain the children's attention. When it
got noisy, you were able to gather their
attention back to you.

Teaching Strategies/
Methods

2
2

2
2

You asked questions about which

object with wheels you were talking

responds appropriately.

Asks appropriate open-ended questions or

engages children in content rather than overusing gimmicks (Put your finger on your nose,
"If you can hear me, . . . ", etc., or asking
children to raise hands).

1
2

2
2

Shows the ability to use a variety of methods

and material to teach a concept.
Teaches before assessing
Pacing/ Rate

2
2

2
2

Sustains an appropriate pace while maintaining

a calm learning environment.
Ensures that there are no gaps or unplanned
down time
Uses narrative to transition between activities.

about, but it would have been good

to have them go a little deeper.
"When would you want to use a
scotter? " "When would you choose a
bus rather than a car?"
Your gathering time was only 8
minutes long, so it would have been
good to teach your ITBE in another
way to reinforce the concepts since
you had the time...

Transition to Small Group

Uses a theme related transition that effectively

gets children to the next activity quickly and
with minimal confusion.All children are
engaged during the transition. Avoids the "turntaking" approach that requires some children to
wait while other children are moved.

2
Leadership

Is aware of the room during groups and helps

children and teachers as needed.
Prepares the room for checkout by sending
children's work home, preparing their lockers,
and getting ready for closing circle.

Closing
Has an interesting transition to closing circle
that draws children to the large group area.

2
2

2
2

Activities are interesting, fun, and demonstrate

effort to try something new (not the same old
boring filler stuff). At least one story is
presented in a way besides reading a book.
Includes a music and/or movement activity.
Children can actively participate in activities.
Teaches concepts (instead of merely
entertaining children) in most other activities.
One meaningful activity to review/assess ideas

Your transition brought everyone over

(except the one who was working
with a teacher at small focus), but as
soon as it was over, they scattered
again and it took a minute to bring
them back together again. Your
transition should bring them over and
then help them be ready for the next
activity (sitting, usually).

You did well to review, but your

review could have used a little
"oomph" to add a little more interest.
Nice job at explaining expectations
with the parachute. I like the second
song better as far as moving to a fast

to be emphasized.

2
2

Has enough activities planned to keep children

engaged for 15-20 minutes
Is prompt and ready for children to depart.

2
2
Professionalis
m

tempo quicker. That was really fun

and the children followed directions
very well. :)
I'm not sure why, but you had more
wait time between activities during
closing circle than you did at any
other time. I don't think you paused
at all during your gathering time, but
you had long pauses between all the
activities in closing circle.

Dress

Well groomed, dresses appropriately, looks

professional, and has modest coverage

2
Promptness

Punctual; keeps day on schedule

Professional Conduct

Maintains confidentiality in all matters (e.g.

ensures material is removed from copy
machine). Follows program policies and
procedures.

2
Relating with Families
Professionally

Greets, speaks, and interacts positively with

families.

2
Demeanor

Enthusiastic, maintains appropriate eye

contact, smiles and appears excited to be
there, projects voice, is not reliant on lesson
plan, and appears to be in charge

2
Communication

Uses professional language (e.g., avoids OK,

umm, alright, "kids," "you guys," "good job"
). Uses professional vocabulary relevant to the
content and appropriate to the age of the
learners. Uses respectful nonverbal
communication. Maintains composure in
difficult situations.

2
Team Relations

2
122

117

96%

Is friendly to and respectful of all team

members.

You had a great day where you gave

the children several opportunities to
learn and engage with wheels. You
were more in control of the day then I
remember you being in Toddler Lab.
You took charge of the day and made
sure the children followed your
expectations. You are increasing in
skills and confidence - it's very
impressive and I'm excited to see
your growth! :)