Early Childhood Education (ECE)

Field Practice 58/59 Final Evaluation Form

Student: __Leanne Stretton_______________

Date/Semester___February 2016/4th

Semester____
Age Group ______FDK_______________ Host Site/Educator:Robert Munsch P.S./Mrs.
Loisel/Mrs. Iraini
Students will prepare reflections of their learning journey and identify how they
have demonstrated each evaluation criteria section. They will electronically
submit their reflections to their College Evaluator and Host Educator by week 6 of
placement.
Dated Signature of Host Educator: ______Bev
Loisel_____________________________________________
Status as determined by College Evaluator (Please Highlight):

PASS FALL

Field Evaluation Sections Include:

1. Designing Curricula
2. Creating Quality Learning Environments
3. Supporting Childrens Learning:
4. Building Responsive relationships
5. Promoting safe, healthy and quality early learning environments.
6. Demonstrating Professional Knowledge and Behaviour
RATING SCALE
Exceeds Expectations

Meets Expectations

Working towards

Exceeds expectations of a Semester 4 ECE student. Independently

performs this competency/skill following instruction within this specific
practice setting and seeks appropriate support.
Consistently meets expectations of a Semester 4 ECE student. Minimal
supervision required to perform this competency/skill following
instruction within this specific practice setting. Seeks support most of
the time as required.
Inconsistent in meeting expectations of a Semester 4 ECE student.
Requires assistance and guidance to perform this competency/skill
and/or does not seek support as required.

Unsatisfactory

Difficulty meeting expectations of a Semester 4 ECE student. Requires

direct supervision to perform competency/skill. Support sought
inappropriately.

Not Applicable ( N/A)

Competency/skill not utilized or assessed at this agency or to this date.

NOTE: A passing grade will ONLY be accredited to students whose final evaluation
is graded at a meets or exceeds expectation level in all areas AND has passed the
Professional Review at Mid-Term and Final
Host Educator: Please indicate your assessment by placing a ( check)
in the appropriate column
SECTION 1: DESIGNING CURRICULA
Outcome: Designing Curricula: Demonstrate the ability to design play-based meaningful
early learning curricula through observed competencies, interests, and ideas (working
theories) of the children
Section 1: Designing
Curricula:

Observes, identifies and

documents the learning
and thinking of individual
children and groups of
children
Demonstrates an
understanding of the
continuum of
development
Interprets observations
and plans play- based
experiences based on
child initiated ideas
(working theories),
interests and
developmental
competencies of the
children.
Assists, designs and
implements quality playbased environments and
experiences
Shows evidence of using
resources to build
meaningful experiences
that are built from
childrens interests, ideas
and learning

Exceeds
Expectatio
ns

Meets
Expectatio
ns

Workin
g
Toward
s

Unsatisfactor
y

Not
Applicable
.

1. Leanne puts a lot of thought into the observations she makes. She constantly tries to
connect and forward student learning through these observations.

Section 2: Creating Quality Learning Environments

Outcome: Build inclusive early learning environments that support diverse,
equitable and accessible developmental and experiential learning opportunities for
all children
Section 2:
Creating Quality Learning
Environments
Recognizes that all
children have different
learning styles and
considers this when
designing creative
environments & learning
opportunities.
Recognizes childrens
unique characteristics
when preparing
experiences and
environments for
learning( Cultural,
linguistic, personality,
developmental)
Promotes learning
opportunities in a natural
environment that fosters
an appreciation for the
outdoors, sustainable
practices and good
stewardship
Recognizes individual
abilities as well as
differences, strives to
celebrate differences and

Exceeds
Expectatio
ns

Meets
Expectatio
ns

Workin
g
Toward
s

Unsatisfactor
y

Not
Applicable
NA.

provide options within

the learning environment
Works towards
establishing relationships
with children and their
families

2. Leanne is able to differentiate learning to meet the needs of the students based on
the observations she makes.

Section 3. Supporting Childrens Learning:

Outcome: Use a variety of observation and documentation strategies to review,
support and promote childrens learning
Section 3:
Supporting Childrens
Learning:
Uses observations of
children to objectively
see childrens
competencies and
potential. This impacts
their own thinking about
the learning and
teaching process.
Observations:
Understands that
observing, documenting
and interpreting the
childs learning process
is an integral part of
planning rich play-based
experiences for children
Thoughtfully able to use
the role of an observer
and researcher in
understanding the play

Exceeds
Expectatio
ns

Meets
Expectatio
ns

Workin
g
Toward
s

Unsatisfactor
y

Not
Applicable

interests, ideas and

theories of the children
to choose appropriate
related materials
matching the childrens
skill and knowledge.
Recognizes the
importance of the
reflective process in
using observation to
inform and to support
pedagogical
documentation.

3. Leanne takes anecdotal notes, photos, and checklists to ensure she is documenting
student learning on a regular basis.

Section 4. Building Responsive Relationships

Outcome: Establish and maintain intentional and responsive relationships with individual
children, groups of children, families and team and families.
Section 4:
Building Responsive
Relationships
Relationships with
Children
Intentionality in relationships
with children: Being present
and in the moment with the
child; individualized
connections that grow
relationships and extending
learning through building
relationships.( engagement,
eye contact, narration of play,
animated playfulness, open
ended questions)
Attuned to the needs of

Exceeds
Expectati
ons

Meets
Expectati
ons

Workin
g
Toward
s

Unsatisfact
ory

Not
Applicable
NA.

children and fosters the

understanding and expression
of emotions, feelings and
empathy
Works to identify prosocial
behaviours and advocates for
respectful dialogue between
children
Promotes techniques which
are respectful, supportive and
supports childrens attempts
at self-regulation.
Relationship with Adults

Participates as a member of
the team in an open,
respectful and professional
manner showing positive
attitudes towards team
members and families and
conduct becoming of an ECE
professional
Initiates and engages in
welcoming and authentic
relationships with families
showing attention to
inclusiveness and agency
expectations for student
involvement.

4. Leanne has put herself into the role of ECE in the FDK classroom to the fullest.

Section 5. Promoting safe, healthy and quality early learning environments.

Outcome: Assess, develop and maintain safe, healthy and quality early learning
environments based on current legislation, agency policies and evidence-based practices in
early learning.
(Standards of practice quote pg. 17, ECE Standards pg. 12,)
Section 5:
Promoting safe, healthy
and quality early
learning environments.
Obtain and become
familiar themselves with
information concerning

Exceeds
Expectatio
ns

Meets
Expectatio
ns

Workin
g
Toward
s

Unsatisfactor
y

Not
Applicable
NA.

relevant medical
conditions,
exceptionalities,
allergies, food
restrictions, and medical
requirements
Plan and adapt
equipment, practices, or
experiences to enhance
safety and accessibility
for children both indoors
and outdoors
Responds appropriately
to unsafe and emergency
situations
Supervise effectively
including: positioning in
the room, scanning
regularly and avoiding
unnecessary adult
conversation
Implement practices that
promote personal and
team safety and model a
healthy lifestyle
Promote regular, healthy
physical activity in all
children, both indoors
and outdoors.

5. Leanne has been very involved in the safety and wellbeing of the FDK classroom
environment.

Section 6. Demonstrating Professional Knowledge and Behaviour

Outcome: Professional Knowledge and Behaviour , Accountability and Ethical Standards:
Pedagogy related to early learning, daily actions demonstrate ethical practice as well as
written, verbal, nonverbal and electronic communication ( ECE Program Standards) Code of
Ethics and Standards of Practice http://collegeofece.on.ca/en/Public/News/Pages/The-Code-of-Ethics-andthe-Standards-of-Practice.aspx

Section 6:
Demonstrating Professional
Knowledge and Behaviour

Exceeds
Expectati
ons

Meets
Expectati
ons

Working
Towards

Unsatisfact
ory

Not
Applicable
NA.

Works collaboratively with

mentors through active
listening, embracing
feedback and using it to
facilitate change: modeling
respectful interactions, and
displaying an open attitude
to the mentoring process
Professionalism is clearly
shown through all forms of
communication: writing
shows attention to detail, all
verbal communication is
respectful, open and honest
and nonverbal
communication is consistent
with the intended message
Professional knowledge
relating to childrens
development and best
practices is understood and
applied
Communicates information
comprehensively, concisely,
accurately, objectively and in
a timely manner. Attention to
confidentiality in and outside
of the workplace is evident.
Practices in compliance with
the ECE Code of Ethics and
Standards of Practice

6. Leanne has been 100% involved and collaborative throughout her placement.

Host Educator Summary

Leanne has been a dedicated team member throughout her placement. She
was truly part of our team, not just a student fulfilling her placement

obligations. She completed all her tasks for her assignments, but also went
above and beyond and helped with other aspects of planning and
implementing activities and caring for the students in the class. She will be

an invaluable addition to any FDK team.

Student Final Self- Evaluation (provided for Host Educator and College
Evaluator in Week 6)

Students will prepare a reflective summary to give to their Host Educator

prior to a final meeting to assess progress in the placement. Using the
criteria outlined in the Host Educators final evaluation, students will provide
a reflective summary for each section and outline their successes or
challenges at meeting professional expectations. They are also asked to
complete the conclusion questions.
Field Evaluation Sections Include:

Designing Curricula

Creating Quality Learning Environments

Supporting Childrens Learning:

Building Responsive relationships

Promoting safe, healthy and quality early learning environments.

Demonstrating Professional Knowledge and Behaviour

Conclusion Section.
How did you grow as an educator?
I have learned so much about the functions of the full day kindergarten classroom. Its very
different from early child care centers, and there is a lot more pressure to meek FDK curriculum
expectations, and its more difficult to find tie to take anecdotal notes, record observations, and
make experiences based on interests. Through this experience I have developed confidence,
allowing me to excel and grow as an educator. I am have become more efficient at exploring
inquiries in a faster paced educational environment, and how to present ideas with the

opportunity for inquiries, and open ended prompts. I have learned how to ask important
questions in calibration with other educators, and have identified working theories by looking
deeper.
What did you learn about yourself?
I have learned that working with children is exactly what I should be doing with my life. I am a
reflective teacher and learner, and wanting to know more, understand, and connect learning and
working theories is what is going to make me successful in this field.

Student Final Evaluation:

Students will prepare a reflective summary to give to their Host Educator prior to a final
meeting to assess progress in the placement. Using the criteria outlined in the Host Educators
final evaluation, students will provide a reflective summary for each section and outline their
successes or challenges at meeting professional expectations. They are also asked to complete
the conclusion questions.
NOTE: Also submit to D2L drop box folder for your College Evaluator
Field Evaluation Sections Include:
Designing Curricula

I thoroughly enjoyed taking anecdotal notes and jotting down observations, and taking pictures
of the children at play in order to help me capture moments of interests and competencies, and
being able to build off of that. I was able to identify an interest, and then build an experience
making sure to structure the plans around FDK curriculum, almost always involving both
language and math expectations. It was amazing to see the children enjoying my experience,
with it having such a strong curriculum influence, while they were playing.
Creating Quality Learning Environments

There are so many levels of development in the classroom in all of the domains. When I was
creating experiences, I made sure there was more than one way to participate and play, especially
if the experience included reading and writing development. I needed to make sure it could be
enjoyed by all, and when explaining the experience, I started to explain the experience and then
would offer varying levels of difficulty. For example, in a castle building experience with small
blocks, the main idea was to follow or create a blue print. I offered an example of a blue print,
some students could follow my diagram, then I offered paper and pencils for the children to draw
their design, or suggested they put their idea down on paper first and then follow their own blue
print. I also would place a list of key words in each experience to help with writing.
Supporting Childrens Learning:

Being able to support childrens learning at a high quality level involves acquiring a lot of soft

skills first before being able to be considered experienced at pin pointing childrens
competencies and potential. I believe I have achieved a certain level of comfort, one where the
whirl wind in your head from a room full of kindergartens has calmed, and you can stop, slow
down, and be in the moment. Connecting with the children was easy for me, learning the
regulations and routine was quick, and building relationships with the other educators was a
pleasure. The only thing left after accomplishing this, was being in the moment with the children,
listening, observing, teaching them how to learn, taking anecdotal notes and documenting with
photos.

Building Responsive relationships

I honestly felt like a part of the team, an equal in all ways. There was a full circle of respect
between myself and the other educators, myself and the children, the other educator to the
children, everyone was equal. I often forgot that I was a student, and I was the person I wanted to
be, a team player, a teacher, and a learner.
Promoting safe, healthy and quality early learning environments.

Learning the health and safety procedures was important to do immediately. Fire evacuation,
medical conditions and allergies, epi pens etc.
Playing with the children at outdoor time, modeling physical and emotional wellbeing.
Demonstrating Professional Knowledge and Behaviour

Conclusion Section.
How did you grow as an educator?
I have learned so much about the functions of the full day kindergarten classroom. Its very
different from early child care centers, and there is a lot more pressure to meek FDK curriculum
expectations, and its more difficult to find tie to take anecdotal notes, record observations, and
make experiences based on interests. Through this experience I have developed confidence,
allowing me to excel and grow as an educator. I am have become more efficient at exploring
inquiries in a faster paced educational environment, and how to present ideas with the
opportunity for inquiries, and open ended prompts. I have learned how to ask important
questions in calibration with other educators, and have identified working theories by looking
deeper.
What did you learn about yourself?
I have learned that working with children is exactly what I should be doing with my life. I am a
reflective teacher and learner, and wanting to know more, understand, and connect learning and
working theories is what is going to make me successful in this field