Early Childhood Education (ECE)

Field Practice 58/59 Final Evaluation Form

Student: ___Susan Peacock Date/Semester Feb. 2018

Age Group _Preschool Host Site/Educator: Jessica Lindeman

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: Jessica Lindeman, Feb. 26th, 2018

Status as determined by College Evaluator (Please Highlight): PASS

Field Evaluation Sections Include:

1. Designing Curricula
2. Creating Quality Learning Environments
3. Supporting Children’s Learning:
4. Building Responsive relationships
5. Promoting safe, healthy and quality early learning environments.
6. Demonstrating Professional Knowledge and Behaviour

RATING SCALE
Exceeds expectations of a Semester 4 ECE student. Independently performs this
Exceeds Expectations competency/skill following instruction within this specific practice setting and seeks
appropriate support.
Consistently meets expectations of a Semester 4 ECE student. Minimal supervision
Meets Expectations 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
Working towards
guidance to perform this competency/skill and/or does not seek support as required.
Difficulty meeting expectations of a Semester 4 ECE student. Requires direct supervision
Unsatisfactory
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: Exceeds Meets Working Unsatisfactory Not Applicable

Expectations Expectations Towards
.

Observes, identifies and X

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

1. Please provide a short summary of the experiences the student has had as it relates to strengths and
areas of growth.

The student has gained more confidence in herself each time that she has implemented an activity
with the children. She chooses activities that speak to the children’s interests, while the hands on
opportunities have allowed the children to benefit from sensory learning. The student offered a
planting activity where the children had a chance to dig in the soil, which was very enriching and
enlivening for their senses.
 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: Exceeds Meets Working Unsatisfactory Not Applicable
Creating Quality Learning Expectations Expectations Towards
Environments NA.

Recognizes that all children X

have different learning styles
and considers this when
designing creative
environments & learning
opportunities.
Recognizes children’s unique X
characteristics when preparing
experiences and environments
for learning( Cultural, linguistic,
personality, developmental)
Promotes learning X
opportunities in a natural
environment that fosters an
appreciation for the outdoors,
sustainable practices and good
stewardship
Recognizes individual abilities X
as well as differences, strives
to celebrate differences and
provide options within the
learning environment
Works towards establishing X
relationships with children and
their families

2. Please provide a short summary of the experiences the student has had as it relates to strengths and
areas of growth.

During outdoor play, the student helps the children to become engaged in the play environment,
exploring and discovering and making certain observations which get the children excited about
their discoveries in nature.
 Section 3. Supporting Children’s Learning:
Outcome: Use a variety of observation and documentation strategies to review, support and promote
children’s learning
Section 3: Exceeds Meets Working Unsatisfactory Not Applicable
Supporting Children’s Learning: Expectations Expectations Towards

Uses observations of children X

to objectively see children’s
competencies and potential.
This impacts their own thinking
about the learning and
teaching process.
Observations: Understands X
that observing, documenting
and interpreting the child’s
learning process is an integral
part of planning rich play-
based experiences for children
Thoughtfully able to use the X
role of an observer and
researcher in understanding
the play interests, ideas and
theories of the children to
choose appropriate related
materials matching the
children’s skill and knowledge.
Recognizes the importance of X
the reflective process in using
observation to inform and to
support pedagogical
documentation.

3. Please provide a short summary of the experiences the student has had as it relates to strengths and
areas of growth.

The student has a strong capacity to observe each child and then determine what their interests
and preferences are. Student is able to ‘tune in’ to each child and understands then what each
child needs to further their growth and learning potential.
 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: Exceeds Meets Working Unsatisfactory Not Applicable
Building Responsive Relationships Expectations Expectations Towards
NA.

Relationships with Children

Intentionality in relationships with X
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 children and X
fosters the understanding and
expression of emotions, feelings and
empathy
Works to identify prosocial X
behaviours and advocates for
respectful dialogue between children
Promotes techniques which are X
respectful, supportive and supports
children’s attempts at self-regulation.
Relationship with Adults
Participates as a member of the team X
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 X
and authentic relationships with
families showing attention to
inclusiveness and agency
expectations for student
involvement.

4. Please provide a short summary of the experiences the student has had as it relates to strengths and
areas of growth

The student has a very clear understanding of appropriate social behavior that is safe and
friendly for all. She is able to remind children of how to play safely and cooperatively with their
friends and is able to recognize when difficult, threatening behavior is about to disrupt another
child. Student redirects and reminds and anticipates very well.
 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: Exceeds Meets Working Unsatisfactory Not Applicable

Promoting safe, healthy and Expectations Expectations Towards
quality early learning NA.
environments.
Obtain and become familiar X
themselves with information
concerning relevant medical
conditions, exceptionalities,
allergies, food restrictions, and
medical requirements
Plan and adapt equipment, X
practices, or experiences to
enhance safety and
accessibility for children both
indoors and outdoors
Responds appropriately to X
unsafe and emergency
situations
Supervise effectively including: X
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 X
physical activity in all children,
both indoors and outdoors.

5. Please provide a short summary of the experiences the student has had as it relates to strengths and
areas of growth.

Student is very level headed, stays calm in a stressful situation (such as when one boy pushed a
girl down) She responded quickly and calmly, protecting the child who had been pushed and
quickly alerting other staff.
 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-and-the-Standards-of-Practice.aspx

Section 6: Exceeds Meets Working Unsatisfactory Not Applicable

Demonstrating Professional Expectations Expectations Towards
Knowledge and Behaviour NA.

Works collaboratively with mentors X

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 X
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 X
children’s development and best
practices is understood and applied
Communicates information X
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 X
Code of Ethics and Standards of
Practice

6. Please provide a short summary of the experiences the student has had as it relates to strengths and
areas of growth.

Student is very open to feedback and eager to make any adjustments and improvements. She was
eager to learn. I hope that she could appreciate the Waldorf model after spending seven weeks
steeped in it. She understood and modeled one of our essential aspects of Waldorf education
which is to engage in meaningful work which is worthy of imitation. The student engaged in
many meaningful tasks, such as knitting and crocheting in front of the children, which triggered
their curiosity and ignited their interest. Children always watch to see what their teachers are
doing and whether they look ‘engaged and attentive’ in their work. This role modeling needs to
be worthy of the child’s imitation, since this is how they assimilate the world around them.
 Host Educator Summary

Please provide a short overview of the student’s work with your facility or school. Please
include areas where the student has excelled and areas of growth for setting goals as they
continue to advance their skills.

Student has been able to build up confidence in herself the more she got to know the
students and found her place in our program. She was very careful to watch and learn and
respect the learning environment, and once she was comfortable, the student began to
interact more and build meaningful relationships with the children. The student takes real
initiative when it comes to cleaning, organizing, assisting the children in their crafts,
prepping and arranging the room beautifully for the next morning. She has an artistic eye
and spreads her colorful creations around the classroom. She arranged our table center
display. She also created a bean bag interactive game, which was very popular.
She was organized and arrived early each morning and stayed later in order to clean.
Areas of growth include learning to trust that she has the capacity to tell stories and facilitate
games that involve her interacting more deeply with the children. The student can learn to
trust her ‘inner voice’ when bringing stories to the children and singing with them. The
student made up some simple songs to go along with the themes of the day. At Rowan Tree
we try and sing the children through the day, which adds rhythm and predictability.

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 Educator’s
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 Children’s 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?

What did you learn about yourself?