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Teacher: Alisha Nielson Date: 6/8/18

Weight
Distinguished Proficient Developing Unsatisfactory Possible Earned Comments
17% Classroom Environment 17 100%
Materials are in the Materials are set up Some materials are Most materials are
classroom, set up and organized with a missing or missing or
and ready for the good flow. Children unorganized or not unorganized or not
children so the can participate with prepared before prepared before
teacher doesn’t adults and peers. children arrive. children arrive.
need to leave the
classroom. The
1 materials are
organized with a
good flow to
promote
exploration. Children
can participate with
adults and peers.

(10-9 points) (8.9 - 8 points) (7.9 - 7 points) (6.9 - 0 points) 10 10


The appearance of The appearance of Some items are put Boxes and toy tubs
the classroom is neat the classroom is neat away; some are left are on cupboards,
and orderly. All and orderly. All out. Some surfaces furniture, and
surfaces are cleaned surfaces are cleaned are cleaned and countertops. Artwork
2 and wiped down. and wiped down. wiped. from previous days is
The setup of the left out. Surfaces are
classroom is warm dirty.
and inviting.
(7 - 6.3 points) (6.2 - 5.6 points) (5.5 - 4.9 points) (4.8 - 0 points) 7 7
20% Teacher Interactions with Children 20 96%
Engages in Calls all children by Calls all children by Fails to call children
meaningful name and engages in name, including by name OR calls
conversations and personal those who are late. children
interactions with conversation-- condescending or
children in all areas including those who derogatory names.
3
of the environment come late. Limits interactions to I notice you always engaging in
at their intellectual a few children.
converstion that is meaningful and
level throughout the
day. facillitates learning. I appreciate that.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Consistently employs Employs positive Occasionally employs Flat or negative
positive affect: affect: smiles, laughs, some positive affect. affect throughout
smiles, laughs, interacts with energy the day.
interacts with energy and appropriate
4
and appropriate levels of enthusiasm
levels of enthusiasm. most of the time.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Uses appropriate Aware of each child Aware of some Stays in an area for Continue to practice scanning. I did see
positioning and throughout the day children as evidenced extended periods of you move around the centers frequently
visually scans and as evidenced by by some visually time, including
which was great! Scanning will help you
moving throughout appropriate scanning and moving preparation, with
the room responding positioning, visually throughout the room limited response to see triggers before behaviors happen,
5 where needed. scanning, and but with little or no needs. Fails to notice and address them promptly.
Responds moving throughout response. when the door opens
appropriately when the room responding or others enter the
others enter the where needed. room.
room.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2
Consistently Often anticipates and Responds in a timely Unresponsive or slow
anticipates and predicts children's manner to meet to respond to
predicts children's needs and acts children's needs. children's needs.
6
needs and responds before behavior
in a timely manner. occurs.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.2
Consistently guides Often guides Distracts children to Ignores situations.
children in a way that children toward convenient activities
meets their needs appropriate activities by changing the
and preserves the that address their direction of their play
intent of their needs. or making them
7
activity; redirects forget what they
children to do what wanted to do.
they want to do in
an appropriate way.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Consistently keeps Keeps some promises Keeps some Makes unrealistic
promises--explains with some promises, but with promises with little
ideas and feelings in explanation of little or no or no explanation,
a truthful manner. context. explanation of talks down to
8 context. children, placates
them, passes
judgments without
addressing feelings.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Listens, Listens and attends Attends to children. Focus is on adult
appropriately to children's needs and plans.
questions, attends interests, abilities
and responds using and concerns.
child-understood
9 language to
individual children's
interests, abilities,
and concerns.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Provides Provides supervision, Seems to understand Appears to NOT
individualized, supports redirection, the need for understand the need
responsive uses natural supervision, support, for supervision,
supervision; consequences, and redirection, natural support, redirection,
supports redirection; provides consequences, and natural
uses natural opportunities/ opportunities/ consequences, and
consequences; and environments for environments for opportunities/
provides children to interact children to interact, environments for
opportunities/ with one another. but does not follow children to interact,
activities/environme Talks with children through in setting and does not follow
nts for children to calmly, often working the tone for these to through in setting
interact with one with some children happen. Uses the tone for these to
10 another. Encourages to use problem- guidance techniques happen. Uses
perspective taking solving skills with that distract children, guidance techniques
and empathy in consistent success. such as blowing that control children,
children. Talks with bubbles, put your such as timeout,
children calmly, with finger on your nose, stern looks,
appropriate etc. negatively-phrased
empathy, directions, shame,
consistently working etc.
together with all
children to use
problem-solving
skills.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
16% Teacher-Directed Large Group Gatherings (Gathering Time and Opening/Closing Circles) 16 96%
As first children finish As first children finish Transition is started Attempts transition
with small focus, small focus, begins a too late or too early. when children are
begins a creative, creative, engaging Transition fails to sitting and waiting,
engaging transition transition activity bring children over OR children are
activity to closing and transitions and/or prepare them simply given Invite your support teachers to assist you
circle. Transitions children to a position for closing circle and directions to sit. throughout transitions. We shouldn't
children to a position and behavior that departure. Transition have anyone cleaning after you start the
and behavior that prepares them for is so routine, it’s
11 prepares them for
transition, other than one person
the lesson. boring.
departure and is delegated to set up small focus. You are
responsive to more than welcome to tell you support
classroom routines, teachers it is time to gather on the tape.
children, and builds Delagating this will help your transitions
classroom
run smoother. I will discuss this in post
community.
lab.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4) (1.3 - 0 points) 2 1.8
Immediately gets Immediately gets Attention getter is a Attention getter is
children’s attention children’s attention question or an oral missing.
with an interesting with an interesting narrative. I like that you have a prop to engage the
and dynamic introduction as children. Something to do instead of
introduction as evidenced by
asking questions is play a game with
evidenced by attention given to
attention given to the teacher. them to get their attention. We have
12
the teacher. The already preassessed them so we don't
introduction is necisarilly need to ask questions when
developmentally we start gathering time. Questios are a
appropriate and
good way to peek their interest if we are
based on gathering
time content.
creative about it.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.7
Teaches planned Follows plan with Follows plan with Is unprepared and
content with minor deviations. deviations that unfamiliar with
flexibility and Knows the sequence reflect lack of lesson plan content.
13 effectiveness. and content without preparation. Relies extensively on
extensively referring Frequently refers to written notes.
to written notes. written notes.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Provides Teaches ITBE/overall Gathering time Gathering time
developmentally goals in activities are activities are not
appropriate developmentally developmentally developmentally
opportunities and appropriate ways appropriate for most appropriate for most
time to explore the that are apparent to of the children in the of the children in the
14 ITBE/overall goals in children in gathering group. group.
ways that are time.
apparent to children
in gathering time.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Uses multi-sensorial, Uses a variety of Teaching strategies Teaching strategies
hands-on, effective, effective and creative are limited. Visual are closed-ended
creative teaching teaching strategies aids used effectively, questions and/or
strategies that use that use actual but are not large lecture-style
actual objects when objects when enough for all presentations.
possible, or high possible, or high children to see, or
quality, creative quality, creative are not creative and
15
visual aids when visual aids when of good quality.
logical. Teaches logical. Teaches
before assessing. before assessing.
Asks appropriate Asks appropriate
open-ended open-ended
questions. questions.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Communicates Communicates Communicates Does not set
expectations (where expectations (where unclear expectations expectations.
to sit, how to to sit, how to or attempts to
interact, etc.) from interact, etc.) from communicate
the beginning with the beginning with expectations with
reminders reminders limited success.
throughout gathering throughout gathering
time. Signals time. Attempts to
16 support teachers signal support
when needed teachers when
and/or adjusts needed.
teaching strategies
and activities to re- Expecially during gathering time you
establish were flexible to behaviors going on and
expectations.
you let your support teachers help you.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Maintains children’s Maintains children’s Engages children Little or no
interest and interest and using gimmicks (“Put engagement with
engagement engagement most of your finger on your children.
throughout the the gathering time. nose,” “If you can
gathering time. Reads and follows hear me …” or asking
Reads and follows cues of children to children to raise
cues of children to make gathering hands).
make gathering activities responsive
activities responsive to the children.
to the children and Invites children to be
17 engages children in active participants in
content. Invites activities and
children to be active conversation, allows
participants in them time to
activities and respond, and
conversation, allows appropriately
them time to manages children’s I would like you to find ways like a game
respond, and responses. to get their attention right away. I love
appropriately how you keep them engaged in multiple
manages children’s
ways like quetsions, actions, and songs.
responses.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.8
Engages the children Engages the children Engages the children Uses “cutesy” tone of
through enthusiastic through enthusiastic through enthusiastic voice, talks too
affect (facial affect (facial affect (facial quietly, or mumbles.
expressions) and expressions) and expressions) and Talks down to
appropriate tone of appropriate tone of appropriate tone of children.
voice (expressive, voice (expressive, voice (expressive, Condescending.
animated, energy) animated, energy) animated, energy) Rushes through or
and volume. Sustains and volume. Sustains and volume. Sustains takes too long on
an appropriate pace an appropriate pace an appropriate pace content.
(not too fast or slow) (not too fast or slow) (not too fast or slow) Inappropriate turn-
18 while maintaining a while maintaining a while maintaining a taking and waiting.
calm learning calm learning calm learning
environment. Has no environment. Has environment. Has
gaps or down time; few gaps or down gaps or down time.
includes narration time. Minimizes turn Some turn taking
during transitions. taking and waiting and/or waiting for
Minimizes turn for participation. participation.
taking and waiting
for participation.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
20% Child-Directed Activities 20 100%
Ensures a balance of Ensures a balance of Ensures a balance of Balance is off and/or
activities throughout activities throughout activities throughout some developmental
the room and across the room and across the room and across domains are missed
developmental developmental developmental OR focus is primarily
domains. Some domains. Some domains. Activities on one
activities meet more activities meet more are processed developmental
than one than one focused. domain. Activities
developmental developmental are developmentally
domain and the domain. Some inappropriate and
children participate activities teach the product focused.
19 in meaningful ways. ITBE (overall
Some activities teach goals)/social
the ITBE(overall competency
goals)/social building/anchors.
competency Activities are
building/anchors. processed focused.
Activities are
processed focused.

(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Provides rich, safe Provides many rich, Provides some rich, Provides few or no
and healthy activities safe and healthy safe and healthy rich, safe and healthy
that are responsive activities where indoor and outdoor indoor and outdoor
to the diverse children play, opportunities for opportunities for
backgrounds and actively explore, children to play, children to play,
abilities of children, create, and actively explore, actively explore,
where children play, participate in multi- create, and create, and
actively explore, sensory, hands-on, participate in multi- participate in multi-
create, and and first-hand sensory, hands-on, sensory, hands-on,
participate in multi- experiences and first-hand and first-hand
sensory, hands-on, throughout the experiences. experiences. Does
and first-hand indoor and outdoor not allow children to
experiences environment. express, ask
throughout the questions, construct
indoor and outdoor knowledge, or reflect
environment. Most about the world in
20
activities promote a which they live.
variety of play
(isolated, parallel
and cooperative)
and support positive
communication,
interactions, and
relationship-building
(sharing, taking
turns, trading,
working together).
Appears to be
teaching children
rather than a
lesson/activities.
(2.5-2.3 Points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Adapts and Most activities are Some activities Activities fail to
facilitates activities based on child (based on child engage children,
(based on child interests and interests and prevent potentially
interests and development and development) challenging behavior,
development) to minimize/prevent minimize/prevent and/or promote a
minimize/prevent potentially potentially variety of play.
potentially challenging or challenging or
challenging or disruptive behaviors. disruptive behaviors.
disruptive behaviors. Most activities Few activities
Adjusts environment promote a variety of promote a variety of
to make it more child- play (isolated, play (isolated,
directed and adapts parallel and parallel and
activities to promote cooperative) and cooperative) and
21 a variety of play support positive support positive
(isolated, parallel and communication, communication,
cooperative) support interactions, and interactions, and
positive relationship-building relationship-building
communication, (sharing, taking (sharing, taking
interactions, and turns, trading, turns, trading,
relationship-building working together). working together).
(sharing, taking
turns, trading,
working together.

(2.5-2.3 Points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Social interaction Several activities Some prepared Few or no activities
and productive play provide sustained activities provide provided sustained
are facilitated by social interaction sustained social social interaction or
teachers; children and/or play. interaction and/or play.
22 demonstrate play.
prolonged
interaction and
engagement.
(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Activities and child Teacher responds Activities are age Activities are
goals are integrated. effectively to needs appropriate. inappropriate for
Teacher responds of individual Teachers attempt to children in
effectively and children, based on respond to some classroom.
creatively to needs previously-discussed individual needs.
23
of individual children goals, while
while implementing implementing lesson
lesson plan. plan.

(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.4
Activities that fail to Activities that fail to Activities that fail to Activities that fail to
teach and engage teach and engage teach and engage teach and engage
children are quickly children are replaced children are not children are not
replaced with more with more replaced with more replaced with more
appropriate activities appropriate appropriate appropriate
that are ready to go. activities. activities, although activities.
24
alternate activities
are available, OR a
few materials are
added to existing
activities.
(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Outdoor play is set Outdoor play is set Outdoor play is set Outdoor play is not
up and follows the up and follows the up and follows the set up and/or does
plan. Additional plan. Additional plan. Adequate time not follow the plan.
activities added if activities added if is available for Or adequate time is
needed. Adequate needed. Adequate outdoor play. not available for
time is available for time is available for outdoor play.
25 outdoor play. outdoor play.
Playground is
cleaned
independently by
team after the
children leave.
(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Dramatic play has an Dramatic play has an Dramatic play is set Dramatic play is not
obvious script obvious script and up with limited set up or set up is
supported by props that support props. Script is not inviting or
intentional selection the script and unclear. Dramatic engaging.
of props that support children's play. play may have math
the script and Dramatic play has a OR literacy
children's play. math and literacy components.
Dramatic play has a component. Teacher
math and literacy facilitates some
26 component that are social, math, literacy
used meaningfully. play.
Props and roles
maintain sustained
play. Teacher
facilitates social, I loved the bakery set up. Let's think of
math, literacy play ways to have teacher modeling as well to
appropriately, as
support the children.
needed.
(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
5% Clean Up 5 100%
Gives adequate Gives adequate Gives a clean up Fails to give a clean
warning (5 minutes is warning (5 minutes is warning. up warning, or gives
typical). typical). Appropriately cues a warning only after
Appropriately cues Appropriately cues children and teachers reminded by support
children and teachers children and teachers that it is time to teachers. Fails to cue
that it is time to that it is time to clean up. Participates children and teachers
clean up. Actively clean up. Actively in clean up and gives that it is time to
participates in clean participates in clean children general clean up or cues
up and models up and models instructions to clean children and/or
appropriate behavior appropriate behavior up. teachers harshly.
and attitude for and attitude for Fails to engage
children. Actively children. Actively children in clean up.
involves children in involves children in Gathering area not
27 clean up, including clean up, giving cleaned in time to You gave a five minute warning and told
those who resist children specific start gathering time
cleaning up. Cleans tasks when needed. punctually. Messy
children to clean who were done in one
gathering area in a Cleans gathering area areas left for support area. Try to give them specific things to
timely manner to in a timely manner to teachers to clean. clean so they don't start running in
ensure the next ensure the next circles. Shaelie was also in need of a
transition is smooth transition is smooth support teacher which no one noticed
and timely. and timely.
with Beckham. Let's try giving Beckham
Encourages children
to clean throughout 5,4,3,2,1 minute warnings before clean
the day as they up, and see if he wants a special bin to
finish a project or clean up.
make
(5 -4.5messes.
points) (4.4 - 4 points) (3.9 - 3.5 points) (3.4 - 0 points) 5 5
10% Teacher-Directed Small Groups 10 100%
Utilizes a topic- Utilizes a routine- Utilizes an engaging Transition fails to
related, creative, based, engaging transition activity gather children in an
engaging transition transition activity to that gathers children. organized fashion.
activity to gather gather children. Divides children into Transition to small
children. Transition Transition groups, although the focus groups is highly
communicates to the communicates to the transition may be disorganized and
children predictable children predictable somewhat chaotic.
28 expectations. expectations. Uses disorganized.
Involves all children the "turn-taking"
while some are being approach that
transitioned to focus requires some
activities. children to wait
while other children
are moved.
The children had so much fun with this!
(5 - 4.5 points) (4.4 - 4 points) (4.3 - 3.5 points) (3.4 - 0 points) 5 5
Is aware of the room Is aware of the room Prepares the room Prepares small group
during group time during group time for closing circle and while small group is
and helps children and helps children checkout. Somewhat occurring. Focuses
and teachers as and teachers as aware of what is on adult tasks to the
needed. Redirects needed. If focus happening in small exclusion of needs.
children and/or adds activities are running groups and attempts
materials well, prepares the to help.
responsively, as room for checkout by
29 needed. If focus putting children's
activities are running work in lockers and
well, prepares the getting ready for
room for checkout by closing circle.
putting children's I appreciated how you walked around
work in lockers and the classroom during small focus
getting ready for engaging in the different groups and
closing circle.
helping the teachers in their discussions.
(5 - 4.5 points) (4.4 - 4 points) (4.3 - 3.5 points) (3.4 - 0 points) 5 5
12% Professionalism 12 97%
Lesson plan for Lesson plan for Lesson plan is not in Lesson plan is not in
faculty is in box at faculty is in box at faculty box at faculty box at
beginning of lab. beginning of lab. beginning of lab, but beginning of lab and
Followed all faculty Followed all faculty is ready and given to is not ready when
30 suggestions on plan, suggestions on plan. faculty when requested. Followed
plus made additional requested. Followed few or no faculty
improvements most faculty suggestions on plan.
independently. suggestions on plan.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Well groomed, looks Follows BYUI Violates BYUI
professional, follows standards and has standards and/or
BYUI standards, and modest coverage. lacks modest
31
has modest coverage from the
coverage. booth perspective.
(1 point) (.5 point) (0 points) 1 1
Appears to be “in Appears to be “in Inconsistently Shows little or no
charge.” Delegates charge.” Delegates appears to be “in leadership. Not
and follows through and follows through charge.” Delegates responsive to team
effectively by effectively by and follows through suggestions.
consistently doing consistently doing occasionally doing
the following. 1) the following most of some of the
Ensures balance of the time. 1) Ensures following some of
teachers in balance of teachers the time. 1) Ensures
classroom. 2) Ensures in classroom. 2) balance of teachers
child count is posted Ensures child count is in classroom. 2)
and updated as posted and updated Ensures child count is
needed. 3) Ensures as needed. 3) posted and updated
head count is done Ensures head count as needed. 3)
routinely, at a is done routinely, at Ensures head count
32 minimum when a minimum when is done routinely, at
children return to children return to a minimum when
classroom from classroom from children return to
playground or other playground or other classroom from
outside of class outside of class playground or other
activities. 4) Ensures activities. 4) Ensures outside of class
all children have an all children have an activities. 4) Ensures
I saw that you had a balance of being
opportunity for opportunity for all children have an
snack. 5) Checks on snack. 5) Checks on opportunity for
outside and inside checking on the
playground. playground. snack. 5) Checks on teachers. Make sure there is a child
Effectively teams Effectively teams playground. Relies on count on the white boards. This helps us
with colleagues. with colleagues. others’ leadership. make sure we have all of our children
from outside.
(3 - 2.7 points) (2.6 - 2.4 points) (2.3 - 2.1 points) (2 - 0 points) 3 2.6
Punctual; responsive Punctual; mostly Punctual; keeps day Late. Does not keep
with schedule; keeps day on on schedule with day on schedule even
children are schedule. reminders. with reminders.
33 engaged, but
teacher is ready with
next activity.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Diligent in protecting Independently Maintains Breaches
confidentiality in all maintains confidentiality and confidentiality. Fails
matters and helps confidentiality in all follows program to follow program
others to maintain matters. Follows policies with policies and
confidentiality. program policies and reminders. procedures.
34
Follows program procedures.
policies and
procedures.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Uses professional Uses professional Sometimes uses Does not use
language and language and professional professional
vocabulary relevant vocabulary relevant language and language and
to the context. Uses to the context. Uses vocabulary relevant vocabulary. Uses
respectful verbal and respectful verbal and to the context. Uses disrespectful verbal
nonverbal nonverbal respectful verbal and or nonverbal
communication. communication. nonverbal communication.
35 Develops Consistently communication. Loses composure in
professional maintains composure Frequently maintains difficult situations.
relationships with in difficult situations. composure in
others. Consistently difficult situations.
maintains composure
in difficult situations.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
100 98%
98