Teacher: Leah Date: 10/19/18

Weight
Distinguished Proficient Developing Unsatisfactory Possible Earned Comments
17% Classroom Environment 17 99%
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 Leah is exceptionally skilled at creating
materials are
really engaging and multisensory self-
organized with a
good flow to selected activities. Her centers are
promote beautiful! She had pumpkin
exploration. Children exploration, car wash, and piano
can participate with exploration.
(10-9 points) (8.9 - 8 points) (7.9 - 7 points) (6.9 - 0 points) 10 9.8
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 Her room is always well planned and
classroom is warm dirty. very 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 92%
Engages in Calls all children by Calls all children by Fails to call children
meaningful name and engages name, including by name OR calls
conversations and in personal those who are late. children
interactions with conversation-- condescending or
3 children in all areas including those who derogatory names.
of the environment come late. Limits interactions to Leah engages in very meaningful
at their intellectual a few children. conversation uses open ended
level throughout the questions to enrich playful scripts.
3

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.3
Consistently employs Employs positive Occasionally Flat or negative Leah is very animated by varying her
positive affect: affect: smiles, employs some affect throughout the
voice levels. She speaks clearly and
smiles, laughs, laughs, interacts with positive affect. day.
repeats and modifies questions as
interacts with energy energy and
meeded. She is good at adjusting
and appropriate appropriate levels of
4 volume to match the activity. She is
levels of enthusiasm. enthusiasm most of
the time. energetic and uses a good balance of
enthusiasm and calm to focus and
engage children.
(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 Leah was very aware of every child in
positioning and throughout the day children as extended periods of each center that she was scanning
visually scans and as evidenced by evidenced by some time, including especially in dramatic play and Abbey
moving throughout appropriate visually scanning and preparation, with had to leave to work on observations so
the room responding positioning, visually moving throughout limited response to Leah was head teacher for a time. She
5 where needed. scanning, and the room but with needs. Fails to notice
can work or positioning herself so she
Responds moving throughout little or no response. when the door opens
can scan the whole room. Leah was
appropriately when the room responding or others enter the
arranging small focus although she
others enter the where needed. room.
room. quickly rounding up Benjamin who had
gone to hide in dramatic play area.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.1
Consistently Often anticipates Responds in a timely Unresponsive or slow Leah has great pacing in opening and
anticipates and and predicts manner to meet to respond to closing to keep up with the attention
predicts children's children's needs and children's needs. children's needs. span of the three-year-olds. She
needs and responds acts before behavior anticipated the problems that might
6 in a timely manner. occurs. occuring using musical instruments and
created some suggestions for using the
instruments.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.3
 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
7 intent of their needs. or making them
activity; redirects forget what they Leah follow the children's lead and
children to do what wanted to do. guides then towards appropriate
they want to do in an activities.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.3
Consistently keeps Keeps some Keeps some Makes unrealistic
Leah is earnest and honest following
promises--explains promises with some promises, but with promises with little or
through with her commitments and
ideas and feelings in explanation of little or no no explanation, talks
a truthful manner. context. explanation of down to children, requests, for example, when there
context. placates them, wasn't sufficient space at the snack
8 tabke she helped the children examine a
passes judgments
without addressing giant sunflower. As soon as there was
feelings. space at the table she helped the
children find a chair for a snack.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.4
Listens, Listens and attends Attends to children. Focus is on adult Leah moved from center activity to
appropriately to children's needs and plans. activity checking on children asking open
questions, attends interests, abilities ended questions. She was watching and
and responds using and concerns.
adding to their play scripts and
9 child-understood reflectively talking about their plans,
language to
and acknowledging their creations. She
individual children's
interests, abilities, has good conversations with the
and concerns. children.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.3
 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 the and does not follow
nts for children to calmly, often tone for these to through in setting the
10 interact with one working with some happen. Uses tone for these to
another. Encourages children to use guidance techniques happen. Uses
perspective taking problem- solving that distract children, guidance techniques
and empathy in skills with consistent such as blowing that control children,
children. Talks with success. bubbles, put your such as timeout,
children calmly, with finger on your nose, stern looks,
appropriate etc. negatively-phrased
empathy, directions, shame, Leah helps the children problems solve
consistently working etc. and envolves the children in a dialogue
together with all about they play plans.
children to use
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.1
16% Teacher-Directed Large Group Gatherings (Gathering Time and Opening/Closing Circles) 16 93%
 As first children finish As first children finish Transition is started Attempts transition
with clean up, begins clean up, begins a too late or too early. when children are
a creative, engaging creative, engaging Transition fails to sitting and waiting,
transition activity to transition activity bring children over OR children are
gathering. and transitions and/or prepare them simply given
Transitions children children to a position for gathering time. directions to sit.
to a position and and behavior that Transition is so
11 behavior that prepares them for routine, it’s boring.
prepares them for the lesson.
gathering time and is
responsive to
classroom routines, Gathering time is a seamless transition
children, and builds because the children are already
classroom gathered for opening circle.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4) (1.3 - 0 points) 2 1.7
Immediately gets Immediately gets Attention getter is a Attention getter is
Leah transitioned into her IBTEs by
children’s attention children’s attention question or an oral missing.
introducing her guest and explained that
with an interesting with an interesting narrative.
and dynamic introduction as music is made different ways. Mrs.
introduction as evidenced by Davis then added to the conversation by
evidenced by attention given to pulling out her instruments and
12 explaining how to make sounds with a
attention given to the teacher.
the teacher. The flute by blowing air but by picking and
introduction is strumming on her guitar. Leah's plan to
developmentally have a guest instrumentalist was very
appropriate and engaging!
based
(2 - 1.8on gathering
points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
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. Leah was very familiar with her plans
13 effectiveness. and content without preparation. Relies extensively on and communicated her plans in prelab.
extensively referring Frequently refers to written notes.
She never looked at her 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 1.8
 Provides Teaches ITBE/overall Gathering time Gathering time
developmentally goals in activities are activities are not Leah planned to have Mrs. Davis let the
appropriate developmentally developmentally developmentally children strum the guitar pluck the
opportunities and appropriate ways appropriate for most appropriate for most strings and sing along with the flute.
time to explore the that are apparent to of the children in the of the children in the The parent was there for 7 minutes and
ITBE/overall goals in children in gathering group. group. it was very developmentally
ways that are time. appropriate. Her guest repeated Leah's
14 apparent to children IBTEs of "Some instruments make noise
in gathering time. when you blow into them like the flute,
clarinet, recorder, trumpet and
oboe."Some instruments make noise
when you pluck or use a bow on the
strings like guitars, banjos, harps,
violins, and cellos."
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.8
Uses multi-sensorial, Uses a variety of Teaching strategies Teaching strategies
hands-on, effective, effective and are limited. Visual are closed-ended
creative teaching creative teaching aids used effectively, questions and/or
strategies that use strategies that use but are not large lecture-style
actual objects when actual objects when enough for all presentations.
possible, or high possible, or high children to see, or are Allowing the children to strum and pluck
15 the guitar and sing along with the flute
quality, creative quality, creative not creative and of
visual aids when visual aids when good quality. was very appropriate for this age. Leah
logical. Teaches logical. Teaches preassessed to fill the gap of how
before assessing. before assessing. sounds are made with particular
Asks appropriate Asks appropriate instruments.
open-ended
(2 - 1.8 points) open-ended
(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 interact, to sit, how to interact, or attempts to
etc.) from the etc.) from the communicate
beginning with beginning with expectations with
reminders reminders limited success.
throughout gathering throughout gathering
16 time. Signals time. Attempts to
support teachers signal support
when needed and/or teachers when
adjusts teaching needed.
strategies and
activities to re- Leah explained where to sit and how to
establish listen to Mrs. Davis.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.8
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.
17 to the children and Invites children to be
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 Leah invited the children to participate
conversation, allows appropriately in Mrs. Davis' presentation and used her
them time to manages children’s voice and face to show interest in the
respond, and responses. guest parent visitor.
appropriately
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
 Engages the children Engages the children Engages the children Uses “cutesy” tone
through enthusiastic through enthusiastic through enthusiastic of 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. and volume. and volume. takes too long on
Sustains an Sustains an Sustains an content.
18 appropriate pace appropriate pace appropriate pace Inappropriate turn-
There were no gaps or down time. Her
(not too fast or slow) (not too fast or slow) (not too fast or slow) taking and waiting.
opening circle was ideal! Her voice is
while maintaining a while maintaining a while maintaining a
calm learning calm learning calm learning animated to keep and maintian their
environment. Has no environment. Has environment. Has attention. Leah has a kind and
gaps or down time; few gaps or down gaps or down time. energetic presence. She varied her voice
includes narration time. Minimizes turn Some turn taking from high to low especially in the Billy
during transitions. taking and waiting and/or waiting for Goats Gruff story! Leah is a great
Minimizes turn for participation. participation. balance of calm and energy.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.8
20% Child-Directed Activities 20 96%
 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
19 children participate activities teach the product focused.
in meaningful ways. ITBE (overall
Some activities teach goals)/social
the ITBE(overall competency
goals)/social building/anchors.
competency Activities are The children were completely engrossed
building/anchors. processed focused. in her exceptional self-selected
Activities are activities.
processed
(2.5-2.3focused.
points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.4
 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
20 indoor and outdoor knowledge, or reflect
environment. Most about the world in
activities promote a which they live.
variety of play
(isolated, parallel
and cooperative)
and support positive She could be aware that the nylon car
communication, tips over easily and the children will
interactions, and have to play car and not tip over the car.
relationship-building Her variety and activities were
(sharing, taking exceptional! The children were
turns, trading, especially engaged in building a train
working together).
track,
Appears to be
(2.5-2.3 Points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.4
 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 promote a variety of promote a variety of
environment to play (isolated, play (isolated,
21 make it more child- parallel and parallel and
directed and adapts cooperative) and cooperative) and Leah was attentive and would reiterate
activities to promote support positive support positive the rules as needed encouraging the
a variety of play communication, communication, children to share, take turns, and use
(isolated, parallel and interactions, and interactions, and the car wash props and instruments
cooperative) support relationship-building relationship-building appropriately. She asked Alma if he
positive (sharing, taking (sharing, taking
wanted to go outside several times.
communication, turns, trading, turns, trading,
Alma wanted to play train and didn't
interactions, and working together). working together).
want to go outside until later. She didn't
relationship-building
(sharing, taking force him, but didn't need to ask him
turns, trading, again until later.
(2.5-2.3 Points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.2
Social interaction and Several activities Some prepared Few or no activities
productive play are provide sustained activities provide provided sustained
facilitated by social interaction sustained social social interaction or
teachers; children and/or play. interaction and/or play.
22 All of the teachers encouraged the
demonstrate play.
prolonged children to explore more intently and to
interaction and deepen their play scripts.
(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.4
 Activities and child Teacher responds Activities are age Activities are
goals are integrated. effectively to needs appropriate. inappropriate for
Teacher responds of individual children, Teachers attempt to children in
effectively and based on previously- respond to some classroom.
23 creatively to needs discussed goals, individual needs. Leah responded creatively in her centers
of individual children while implementing encouraging the children to use
while implementing lesson plan. materials through open ended
lesson plan. questioning.
(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 Her activities were so thoughtfully
24 that are ready to activities. activities, although activities. planned that she didn't need to adapt
go. alternate activities many of them. At focus activities she
are available, OR a
quickly moved instruments and added
few materials are
books if needed.
added to existing
(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.4
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. The children really enjoyed the bubble
activities added if activities added if is available for Or adequate time is machine by catching and the bubbles
needed. Adequate needed. Adequate outdoor play. not available for with tools and wands. Many children
25 time is available for time is available for outdoor play. played the bongo drums and had a
outdoor play. outdoor play. chance to play air guitar and bongo
Playground is drums. The children would play the
cleaned bean bag toss if the teachers
independently by demonstrated according to Leah's plan.
team after the
(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.4
 Dramatic play has an Dramatic play has an Dramatic play is set Dramatic play is not Whitney, Carter, and Evelyn played
obvious script obvious script and up with limited set up or set up is not interactivly with prompting from Leah
supported by props that support props. Script is inviting or engaging. and Abbey to use their words to not tell
intentional selection the script and unclear. Dramatic
friends to go away, and spit, but to
of props that support children's play. play may have math
invite them to play on the bus. Whitney
the script and Dramatic play has a OR literacy
did change words and the three girls
children's play. math and literacy components.
Dramatic play has a component. Teacher then invited Leslie to play who was
math and literacy facilitates some happy just to sit in the middle of the
26 component that are bus. Ruby washed the bus clean.
social, math, literacy
used meaningfully. play. Whitney and Leslie whispered on the
Props and roles bus together. The children had
maintain sustained sustained activity from parallel to
play. Teacher cooperative play and were able to work
facilitates social, through more complex play situations
math, literacy play because of the availability of so many
appropriately, as props.
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 92%
 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 clean teachers. Fails to cue
that it is time to clean that it is time to clean up. Participates in children and teachers
up. Actively up. Actively clean up and gives that it is time to clean
participates in clean participates in clean children general up or cues children
up and models up and models instructions to clean and/or teachers
appropriate behavior appropriate behavior up. harshly. Fails to
and attitude for and attitude for engage children in
27 children. Actively children. Actively clean up. Gathering
involves children in involves children in area not cleaned in
clean up, including clean up, giving time to start
those who resist children specific gathering time Leah used the clean up song and dance
cleaning up. Cleans tasks when needed. punctually. Messy promptly on time and encouraged and
gathering area in a Cleans gathering areas left for support involved many children to start cleaning
timely manner to area in a timely teachers to clean. especially Owen, Leslie, and Alma. She
ensure the next manner to ensure effectively used the cymbals to get the
transition is smooth the next transition is children to come dance on the rug and
and timely. smooth and timely. dismissed each group by singing if your
Encourages children happy and you know it.
to
(5 clean throughout
-4.5 points) (4.4 - 4 points) (3.9 - 3.5 points) (3.4 - 0 points) 5 4.6
10% Teacher-Directed Small Groups 10 97%
 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
28 children predictable children predictable somewhat chaotic.
expectations. expectations. Uses disorganized.
Involves all children the "turn-taking"
while some are being approach that
transitioned to focus requires some The cymbals were very effective and
activities. children to wait while movement song!
(5 - 4.5 points) (4.4 - 4 points) (4.3 - 3.5 points) (3.4 - 0 points) 5 4.8
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. occurring. Focuses
and teachers as and teachers as Somewhat aware of on adult tasks to the
needed. Redirects needed. If focus what is happening in exclusion of needs.
children and/or adds activities are running small groups and
materials well, prepares the attempts to help.
29 responsively, as room for checkout by Leah rotated all the instruments in a
needed. If focus putting children's timely manner and the children were
activities are running work in lockers and very engaged in trying each of the
well, prepares the getting ready for instruments. Her pacing was excellent
room for checkout by closing circle.
on this activity. The children were so
putting children's
engaged that they didn't need to read a
work in lockers and
book.
getting ready for
(5 - 4.5 points) (4.4 - 4 points) (4.3 - 3.5 points) (3.4 - 0 points) 5 4.9
12% Professionalism 12 91%
 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 Leah added many of her supervisor and
improvements most faculty suggestions on plan. and faculty suggestions.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.5
Well groomed, looks Follows BYUI Violates BYUI
professional, follows standards and has standards and/or
31 BYUI standards, and modest coverage. lacks modest
has modest coverage from the
I love your guitar earrings and boots.
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) in classroom. 2) balance of teachers
Ensures child count is Ensures child count is in classroom. 2)
posted and updated posted and updated Ensures child count is
as needed. 3) as needed. 3) posted and updated
32 Ensures head count Ensures head count as needed. 3)
She could be aware that the nylon car
is done routinely, at a is done routinely, at a Ensures head count
tips over easily and the children will
minimum when minimum when is done routinely, at a
children return to children return to minimum when have to play car and not tip over the car
classroom from classroom from children return to and position herself where she can see
playground or other playground or other classroom from everyone as the head teacher. She kept
outside of class outside of class playground or other communication going with other
activities. 4) Ensures activities. 4) Ensures outside of class teachers. All of the level 1 teachers are
all children have an all children have an activities. 4) Ensures still developing head teaching skills.
opportunity for opportunity for all children have an Her variety and activities were
snack. 5) Checks on snack. 5) Checks on opportunity for exceptional! She directed focus activity
playground. playground. snack. 5) Checks on very skillfully and intentionally.
Effectively teams
(3 - 2.7 points) Effectively teams
(2.6 - 2.4 points) playground. Relies
(2.3 - 2.1 points) (2 - 0 points) 3 2.7
Punctual; responsive Punctual; mostly Punctual; keeps day Late. Does not keep
with schedule; keeps day on on schedule with day on schedule Leah was very aware of her time and
children are schedule. reminders. even with reminders. was preparing for what came next on
33 engaged, but
the schedule while still monitering what
teacher is ready with was happening in the present.
next activity.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.9
 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
34 confidentiality. program policies and reminders. procedures.
Follows program procedures. If Leah had a questions about a policy
policies and she would inquire, repeat the policy,
procedures. and implement it.
(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
I was imporessed that Leah took the
language and language and professional professional
time to find a parent musician and she
vocabulary relevant vocabulary relevant language and language and
to the context. Uses to the context. Uses vocabulary relevant vocabulary. Uses encouraged Leslie's family to stay at
respectful verbal and respectful verbal and to the context. Uses disrespectful verbal preschool until Leslie was ready to stay
nonverbal nonverbal respectful verbal and or nonverbal at preschool. Leslie's sister was treated
communication. communication. nonverbal communication. like one of the class members and her
35 Develops Consistently communication. Loses composure in mother was able to leave later without
professional maintains Frequently maintains difficult situations. any problems. Leah is very positive and
relationships with composure in difficult composure in difficult appreciative of the other teachers. She
others. Consistently situations. situations. seemed a bit rushed at prelab. She can
maintains take a deep breath and slowly explain
composure in difficult her plans in a focused fashion.
situations.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.8
100 94%
94.3