5D+ staff evaluation

Are
a
P1

U/B/P/D

Evidence

BASIC

P2

UNSATISFACTOR
Y

P3

PROFICIENT

P4
P5

UNSATISFACTOR
Y
N/A

Lesson plans are based off of child observation notes for

individualization.
Lesson plans could be connected each week working with
scaffolding skills. At this time staff rotate weekly lesson
plan writing that are not connected from week to week.
Materials are appropriate for developmental levels of the
children in the classroom.
Teachers did not talk with students about what would be
happening next in their day.

SE1

PROFICIENT

SE2

BASIC

SE3

BASIC

SE4

BASIC

SE5

BASIC

SE6

BASIC

CP1

PROFICIENT

CP2
CP3

N/A
BASIC

CP4

PROFICIENT

CP5

BASIC

CP6

PROFICIENT

CP7

PROFICIENT

Teacher talked with student about her drawing and asked

questions about what could be added.
Teacher let the students pick what book was read and
songs where sang at large group time.
More conversations about what they were doing happened
with children who were already engaged in the activity.
Teacher was able to provide group activities but not small
group activities.
Teacher tried to get child engaged in large group activity
but was not successful, however all other children were
actively participating in group time.
Talk was very back and forth with the teacher and children
but conversations between children were minimal
Teacher brought materials from home even to assist in
planned activity.
Child accepted teachers suggestion for expanding their
block play.
Explaining and re explaining to a child about how to put the
top on the marker.
Individual plans were written for each student but
individual play was not observed
Connected main idea of feelings talked about at large
group time into next activity at the table of making feelings
faces in the mirror.
Children set their own table place for breakfast

A1

PROFICIENT

A2

PROFICIENT

A3
A4
A5

N/A
PROFICIENT
BASIC

A6

N/A

CEC
1
CEC
2
CEC
3
CEC
4

DISTINGUISHED

Classroom set up supports student learning

BASIC

CEC
5
CEC
6
CEC
7

BASIC

Children could have used the IPAD to expand on feelings

lesson and done glad monster sad monster.
Classroom could use more child to child conversations
about the tasks they are working on.
Teacher had to interrupt her conversation about one childs
drawing to keep reminding another child to keep the
markers at the table. Team teachers should have stepped in
to help with the child who was walking away with all the
markers.
There was one child who seemed to be getting corrected or
redirected most through the day.
Teacher interacted with all students in the classroom.

BASIC

Due to a low attendance day behavior norms were not as

evident

PCC
1
PCC
2
PCC
3

PROFICIENT

Participates in staff meetings and reflective supervisions

PROFICIENT

Attending early childhood conference

PROFICIENT

Spoke to all parents who entered the classroom

BASIC
BASIC

PROFICENT

When child spilled her cereal she was given the opportunity
to clean it up first before getting help from the teacher.
Asked children about what they do when they are mad and
home and at school after reading the story about the
dinosaur that gets mad.
Completing teaching strategies gold notes.
Teachers use student observation notes to complete
checkpoints and family conferences and goal setting.

PCC
4
PCC
5
PCC
6

BASIC
BASIC
PROFICIENT

Progress shared with parents during conferences and ASQ

completions
Supports program goals
Friendly encounters with all children and adults in
classroom