Lead Teaching Implementation Rubric

Student Name__Clarah Camp_____________________________

Date _______12/11_____
Observer ____Sis. Lawrence_____________________________________________

Score

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%.
Lesson plan for faculty is in box.
Followed faculty suggestions on plan

Lab Time
2

Relating to Children
2 Greets children by name;

Stays at childs eye level appropriately throughout the day.

Engages in conversation and interaction with children

Employs positive affect: smiles, laughs, interacts with energy and appropriate levels of enthusasuim.

Responds in a timely manner to meet children's needs.

1.5

Room Awareness
Aware of each child throughout the day as evidenced by visually scanning and moving throughout the room.
2 Responds in a timely manner when people enter the classroom.

Attentive to children; avoids adult-related tasks

1.5

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

4
2

Self-Selected
2

Activity selection and adaptation

2 Ensures a balance of activities throughout the room and across developmental domains.

Lead Teaching Implementation Rubric

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. (Additional activities added if needed)

Adequate time is available for outdoor play.

Some activites teach the ITBE.

Activities are processed focused

Dramatic play has an obvious script and props that support the script and children's play.

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, giving
2 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.

1.5

Provides direction for "messier" areas of the room to get cleaned first or with the most children.
Encourages children to clean throughout the day as they finish a project or make messes.

Transition to gathering
1.5
2 Begins transition immediately as first children complete clean up.
1.5

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.

Gathering Time
Intro
2

Immediately gets childrens attention with an interesting introduction as evidenced by where they are paying attention.
Implementation

Follows plan with minor deviations.

Provides opportunities and time to explore the ideas to be emphasized in way that they are apparent to children in
gathering time.

Knows the sequence without extensively referring to the lesson plan.

Knows stories, songs, finger plays well and presents them with enthusiasm.

Lead Teaching Implementation Rubric

DAP
2 Gathering time activities are developmentally appropriate for the children in the group.

Material Effectiveness
2

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.

Reads and follows cues of children to make gathering activities responsive to the children.

Uses appropriate voice tone (expressive, animated, energy, not too cutesy) and volume.

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.

1.5

Teaches before assessing

Ensures that there are no gaps or unplanned down time

Uses narrative to transition between activities.

Minimizes turn taking and waiting for participation

Invites children to participate in activities and conversation, allows them time to respond, and responds appropriately.

Pacing/ Rate
Sustains an appropriate pace while maintaining a calm learning environment.

Transition to Small Group

NA

NA

NA
NA

NA
NA

Uses a theme related transition that effectively gets children to the next activity quickly and with minimal confusion.
Involves all children while some are being transitioned to focus activites. Avoids the "turn-taking" approach that
requires some children to wait while other children are moved.
Involves remaining children in a meaningful way while other children are transitioning out of the circle.

Leadership
2 Is aware of the room during groups and helps children and teachers as needed.

If focus activities are running well, prepares the room for checkout by sending children's work home, preparing their
lockers, and getting ready for closing circle.

Closing

Lead Teaching Implementation Rubric

2

2
2

2
2

Has an interesting transition to closing circle that draws children to the large group area.
Activities are interesting, fun, and demonstrate effort to try something new (not the same old boring filler stuff).
Includes a music and/or movement activity. Children can actively participate in activities.
At least one story is presented in a way besides reading a book.
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

Is prompt and ready for children to depart.

Reads children's cues and responds with appropriate activity.

Professionalism
Dress
1

Well groomed, dresses appropriately, looks professional, and has modest coverage
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
1 and procedures.
Relating with Families Professionally

Greets, speaks, and interacts positively with families.

Demeanor
Enthusiastic, maintains appropriate eye contact, smiles and appears excited to be there, projects voice, is not reliant
2 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 nonverbal
2 communication. Maintains composure in difficult situations.

Team Relations
2
2 Is friendly to and respectful of all team members.
134 139
0.96403

Lead Teaching Implementation Rubric

Comments

As the children entered, you were at their level

and addressed them by name. You were
attentive to the children today and interacted
with many of the children. Watch your room
awareness. You seemed quite focused at times
at one table without looking around and moving
around to other areas. You were also preparing
the slide show which preoccupied you from
interacting with the children at times.

Many children had sustained interest in your

activities. You had a nice variety of activities.
Your centers were very engaging. The children
showed sustained interest especially in the
blocks and dramatic play. The other centers
went in spurts of interest from the children.

Lead Teaching Implementation Rubric

Many children had sustained interest in your
activities. You had a nice variety of activities.
Your centers were very engaging. The children
showed sustained interest especially in the
blocks and dramatic play. The other centers
went in spurts of interest from the children.

Clean up time went smoothly today. Your

transition was't ready when you needed.

This went really well today. All the children were

paying attention and enjoyed the lesson. I'm
glad you added the song with shakers. That
seemed to add some variety to the lesson. Of
course the popcorn and movie was a big hit!
You were prepared and confident in your
teaching today.

You were prepared and confident in your

teaching today.

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

You had some nice closing circle activities. You
were trying a variety of new activities. You had
great ways to involve the children.

You were all well prepared for today. You had

everything you needed for your day to go
smoothly. Great job this semester!

SS--Relating to Children

Setting and Reinforcing Expectations

Family Relations

qGreets children by name;

qStays at childs eye level appropriately throughout the day.
qConsistently employs a variety of language stimulation techniques when interacting with children
throughout the preschool day.
qAdjusts language to childrens levels without reverting to baby talk.
q Engages in turn-taking conversations with children; listens and responds to childrens comments.
q Builds feelings of confidence and respect.
q Is aware of special needs and behavior and makes adaptations.
qSUPPORT TEACHER RUBRIC?:
qProvides child choices.
qUses teaching opportunities.
qBuilds trust as appropriate.
qUses a variety of guidance techniques based on the needs of the child.
qSet limits and follows thorough in such a way as to maintain self-respect.
q Intervenes at most effective time.
q Allows child time to respond.

ng Expectations
qClearly communicates behavioral expectations to children (verbally, visually, symbolically) using
positively stated directions and explanations.
q Ensures that children understand expectations and reviews them as needed.
q Maintains consistent expectations for all children and is consistent in reinforcing expectations, yet
adapts for individual differences.
q Models behavioral expectations (what is this?).
Recognizes misbehaviors as a teaching opportunity; creates opportunities to teach appropriate behaviors.

Greets, speaks, and interacts positively with families; uses names,

makes eye contact with adults.
qMaintains composure in difficult situations.
Exhibits sensitivity, tactfulness and responsiveness to families feelings, opinions and nee

, opinions and needs. (Head teachers do not do this except when people come in late?)

ple come in late?)