Lead Teaching Implementation Rubric

Comments
Score

1
1

2
2
Work on this! Room
awareness was great when
you were transitioning
between activities, but was
focused on the activity when
you were involved in the
activity. Keep looking around

You seemed a little stressed

at first, but relaxed after the
children arrived!

Aware of each child throughout the day as evidenced by visually scanning and moving throughout the room.

1.3
2
2
2

Followed children's needs in

group times well!
2
Quite a social and quiet
classroom for 3-year-olds!

Student Name__ Brittany __ Date _ 2015 Feb 23 _ Topic __ Fruit ____

Observer ___MG__________________________________
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 Lesson plan for faculty is in box.
1 Followed faculty suggestions on plan
Lab Time
Relating to Children
2 Greets children by name;
2 Stays at childs eye level appropriately throughout the day.
Room Awareness

2
2

2
2
2
2

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

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
2 variety).
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-engage children, Recognizes opportunities to
2 meaningfully engage children in self-selected activities).
Provides opportunities for children to physically, socially and cognitively engage in learning experiences
2 throughout each aspect of the self-selected activity time.
2 Encourages children to discover for themselves with active participation.
Self-Selected
Activity selection and adaptation
2 Ensures a balance of activities throughout the room and across developmental domains.

Lead Teaching Implementation Rubric

they moved around quite a
bit

Very minimal set-up, but can

be the star area of the room!

2
2
2
0
1.8
2
2

0.5

2
A pretty good job of involving
them

2
2
2
0.5

When you started singing the

first time was the right time!
Getting the mats was a
transition, but distracted
from your transition
Your song was, the mats were
not!

2
2
2
2
2
2
2

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 activities 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
2 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,
2 giving children specific tasks when needed.
Prioritizes Clean up
2 Cleans gathering area in a timely manner to ensure the next transition is smooth and timely.
2 Provides direction for "messier" areas of the room to get cleaned first or with the most children.
2
Encourages children to clean throughout the day as they finish a project or make messes.
Transition to gathering

Begins transition immediately as first children complete clean up.

2
2
2

1.8
2
2
2
2

2
Utilizes a creative, engaging transition activity with a clear connection to ideas to be emphasized.
2
2
Transitions children to a position and behavior that prepares them for the next activity.
Gathering Time
Intro
Immediately gets childrens attention with an interesting introduction as evidenced by where they are paying
2 attention.
Implementation
2 Follows plan with minor deviations.
2 Opportunities to explore the ideas to be emphasized are apparent in gathering time.
2 Knows the sequence without referring to the lesson plan.
2 Knows stories, songs, finger plays well and presents them with enthusiasm.
DAP

Lead Teaching Implementation Rubric

Little squeaky, but I think it

will go away when you are
not as nervous
Only ask if they have a choice.
"Do you want to sing a song
now?" or I don't think they
now what a honeydew melon
is!

Pictures (real would have

been better)
Some times you asked first-and strawberry's grow on a
vine, blackberry's are the
seed from a bush.

1.5

2
5

2
2

2
2

2
2

1.8

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 responds
appropriately.
2

1.5

1.5

2
2
2

0.5
2
2
smaller parachute would have
been better

Gathering time activities are developmentally appropriate for the children in the group.
Material Effectiveness
Visual aids used effectively; large enough for all children to see; creative and of good quality
Uses actual objects
Teaching Strategies/ Methods
Communicates expectations (where to sit, how to interact, etc.)
Maintains childrens interest and engagement throughout the gathering time.

Asks appropriate open-ended questions or engages children in content rather than over-using gimmicks (Put
your finger on your nose, "If you can hear me, . . . ", etc., or asking children to raise hands).
Shows the ability to use a variety of methods and material to teach a concept.

Teaches before assessing

Pacing/ Rate
2 Sustains an appropriate pace while maintaining a calm learning environment.
2 Ensures that there are no gaps or unplanned down time
2 Uses narrative to transition between activities.
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 "turn-taking" approach that requires
2 some children to wait while other children are moved.
Leadership
2 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
2 for closing circle.
Closing
2

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

Lead Teaching Implementation Rubric

they loved the parachute!
and I don't think they've done
it much--have they? You got
them involved in the story--a
lot!

Repetition for this age is

really very good--but it gets a
little boring for us!

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.
2

2
2

2
2

2
2

2
2
115.7
0.948

Teaches concepts (instead of merely entertaining children) in most other activities. One meaningful activity to
review/assess ideas to be emphasized.

Has enough activities planned to keep children engaged for 15-20 minutes
2
2 Is prompt and ready for children to depart.
Professionalism
Dress
2 Well groomed, dresses appropriately, looks professional, and has modest coverage
Promptness
2 Punctual; keeps day on schedule
Professional Conduct
Maintains confidentiality in all matters (e.g. ensures material is removed from copy machine). Follows
2 program policies and procedures.
Relating with Families Professionally
2 Greets, speaks, and interacts positively with families.
Demeanor
Enthusiastic, maintains appropriate eye contact, smiles and appears excited to be there, projects voice, is not
2 reliant on lesson plan, and appears to be in charge
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
2 nonverbal communication. Maintains composure in difficult situations.
Team Relations
2 Is friendly to and respectful of all team members.
122

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric