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Teacher/Capstone Student: __________________________________________ Program Name: ______________________________________

Date: ________________________ Age range of children: ________________________ Observer: _______________________________


Wisconsin Preschool Credential
Capstone Observation Checklist

The NAEYC criteria for National Accreditation are used for the Capstone Observation Checklist to demonstrate alignment with the
Standards and to familiarize the student with this national accreditation process.

Note to Qualified Observer completing the Checklist Each item must be scored - refer to the candidates Self Evaluation
Checklist as you observe her/him in the classroom to guide you in rating her/his understanding, application and
performance on each criterion. Candidate should provide you with a copy of their completed Self-Evaluation
Checklist.

Competencies

1. Implement strategies that support diversity and anti-bias perspectives when working with children, families and community.
2. Follow governmental regulations and professional standards as they apply to health, safety, and nutrition.
3. Analyze social, cultural and economic influences on child development.
4. Analyze the development of children age three through age five.
5. Establish a developmentally appropriate environment.
6. Develop activity plans that promote child development and learning.
7. Document childrens behavior.
8. Analyze factors that affect the behavior of children.
9. Practice positive guidance strategies.
10. Examine the critical role of play.
11. Demonstrate responsible and ethical behavior as an early childhood education professional.
12. Implement effective teaching strategies to promote the development and learning of children age 3-5.

Used with permission from NAEYC and adapted by Joan Klinkner MS


COMPETENCY 1. Implement strategies that support diversity and anti-bias perspectives when working with children, families and
community.
2 1 0
Observed Observed Observed
one or more missed evidence
(Provides examples of and observed behavior consistent with the following) instances or opportunities contrary to
examples or partial this criterion
evidence
Strategies to counter bias in child attitudes and behavior
1. Treating all children with equal respect and consideration.
2. Offer activities and discussions to build positive self-identity and valuing of differences.
3. Avoiding stereotypes in language references firefighter instead of fireman, etc.
4. Intervening when children tease or reject others.
Strategies to counter bias in materials and adult attitudes and behavior
5. Multicultural materials (dolls, play props, books, pictures, posters, play food, clothing items, etc.)
reflect the lives of the children and families as well as the diversity found in society, including
gender, age, language, and abilities no stereotypical representations (images of members of
ethnic groups in only traditional garb or only females in nurturing roles, only males as construction
workers or doctors, etc.), reflect range of diversity, especially children and families in the program.
6. No observed use of stereotypical language or bias toward or against a child or group
Comments:

COMPETENCY 2. Follow governmental regulations and professional standards as they apply to health, safety, and nutrition.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
1. Teacher supervises children by positioning self to see as many children as possible. Teacher is
aware of childrens location at all times, and monitors by sound when they may be out of visual
range (as when toileting, etc.). Teacher implements effective child tracking procedures.

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2. Proper hand-washing procedures are followed by teacher and children; teacher supervises
children in hand-washing and provides assistance where needed.
3. Regular cleaning and sanitizing of furnishings and equipment is scheduled and completed.
4. Procedures for standard precautions are understood and used, including cleaning and sanitizing
of surfaces, use of gloves and barriers to minimize contact with body fluids, cleaning spills as they
occur, cleaning and sanitizing toys that have been mouthed or exposed to body fluids.
5. Teacher is aware of childrens special health care needs, nutrition needs or allergies and conducts
daily health checks as children arrive. (Child allergies or health concerns listed in room, informal
health checks observed, etc.)
6. Medications, and topical products (such as sunscreen, insect repellant, etc.) are handled,
administered and recorded according to licensing regulations. (Review medical log and permission
forms).
7. Teacher uses care routines such as toileting, meal and nap routines as opportunities to build
relationships, language, concepts (food classification, nutrition, healthy living, manners, etc.) and
to build childs self-awareness, social interaction and self-help skills.
8. At meal and snack times, teacher sits and eats with children and engages them in conversation.
9. Teacher handles and serves food using proper safety precautions and sanitary techniques.
10. Teacher coaches and supports children as they learn to participate in daily cleanup and
maintenance of the classroom.
11. Toileting routines are conducted according to health and safety procedures children using (and
learning to use) toilets are supported in hygiene practices and practicing self-help skills.
12. Nap routines are conducted according to safety procedures - cots are appropriately spaced,
children are allowed to rest when tired and not made to stay on cots if unable to sleep, are
appropriately supervised when sleeping, etc.
Comments:

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COMPETENCY 3. Analyze social, cultural and economic influences on child development.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
Strategies to understand and honor family culture
1. Process and tools in place to gather information from families (during intake and ongoing) to
become acquainted with and learn from families about their family structure, preferred child-rearing
practices; and information families wish to share about their socioeconomic, linguistic, racial,
religious, and cultural backgrounds. (Enrollment forms, intake interview, emails, phone calls, daily
conversations, etc.)
2. Process and tools in place to share information with families about teacher/program philosophy,
curriculum, goals, and practices. (Enrollment/intake interview, emails, phone calls, texts,
newsletters, bulletin board displays, daily conversations, etc.)
3. Process and tools in place to promote regular, effective two-way communication between
families and teacher about childs needs, adjustment, activities and progress. (Informal
conversations during arrival and departure, emails, phone calls, texts, newsletters, conferences,
etc.)
4. Family involvement opportunities within the classroom and/or program are provided in ways that
respect family needs and perspectives. These opportunities consider each familys interests and
skills and the needs of the program staff. (Review newsletters, posted messages, etc.)
5. Teachers daily interactions demonstrate knowledge of the children, childrens families, and the
social, linguistic, and cultural context in which the children live. (Observe teacher interactions and
comments, review self-evaluation examples.)
6. Teacher plans curriculum and activities that incorporate the social, linguistic, and cultural context in
which the children live. (Review lesson plans, self-evaluation examples.)
Comments:

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COMPETENCY 4. Analyze the development of children age three through age five.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
Strategies to observe, analyze and adapt to childrens development
1. Teacher uses assessments to obtain information on all areas of childrens development and
learning in each domain (Utilizes developmental checklists, screening tools, observation records,
child portfolios that are aligned with WMELS to analyze and identify childs current level of
development across domains.)
2. Teacher uses their knowledge of childrens social relationships, interests, ideas, and skills to tailor
learning opportunities for groups and individuals. (Analyzes observations to inform planning
for curriculum activities.)
3. Teacher uses their knowledge of individual children to modify strategies and materials to enhance
childrens learning. (Adapts an activity for different children based on their interests or
reactions.)
4. Teacher uses a variety of tools at regular intervals to assess the developmental progress of each
child across all domains and shares information with childs family (Tracks childs progress at
regular intervals and schedules conferences with families to discuss developmental checklists,
screening tools, observation records, child portfolios, etc.)
Comments:

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COMPETENCY 5. Establish a developmentally appropriate environment.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
Materials and equipment
1. Provide for childrens safety while being appropriately challenging in good repair, age appropriate,
addresses range of abilities of children in room, no safety hazards, etc.
2. Rich in variety to encourage exploration, experimentation, and discovery mix of open-ended and
self-correcting, cause & effect, sensory appeal, construction, dramatic play, etc.
3. Promote sensory exploration, creative expression, and fine motor learning varying textures
and materials (not all plastic), sand, water, art materials, writing implements, opportunities to
practice a range of manipulative skills.
4. Promote gross motor skill practice space and equipment to stimulate a variety of skills, enhance
sensory-motor integration, and develop controlled movement (balance, strength, coordination).
5. Promote pretend play and interaction between children - promote communication (toy phone)
and cooperation to operate (see-saw), and a variety of pretend play props, etc.
6. Organized with appropriate materials to support range of curriculum areas literacy,
science/discovery, construction, art, etc.
7. Arranged to support independent use low, open shelves, bins or baskets, picture/word labels,
etc.
8. Rotated to reflect changing curriculum and to accommodate new interests and skill levels storage
space in center has materials to rotate into and out of room.
9. Able to accommodate childrens special needs as present in room, or modified if needed.
10. Washable soft elements that allow groups of children or child and adult to sit in close proximity for
conversations or comforting pillows, mats, couch, etc.
11. Some play/learning materials created by teacher - made from variety of found natural, or real
materials, or created to support curriculum topics.
12. In sufficient quantities to occupy every child in activities that meet his or her needs.
Comments:

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2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
Indoor space
13. Protected places for children to play individually- defensible spaces to be alone.
14. Places for children to play with peers spaces divided by low shelves for partner play.
15. Places for children to be all together large open rug area, tables and chairs to sit together for
meals, etc.
16. Equipment such as tables and chairs are sized to the children using them childrens feet touch
floor and table top is about mid chest height, climbers not too big or too small for children.
17. Space divided into areas that are supplied with materials organized to support play and learning.
18. Areas have pathways for children to move between areas without disturbing other children.
19. Has ways to moderate or minimize visual and auditory stimulation- window shades, curtains,
dimmers, sound absorbing materials, etc.
20. Places for displaying childrens work artwork on walls or shelves, photos of activities, work
samples, etc.
21. Defined spaces for families to sign in and out, gather information about childs day parent info
board with schedule posted, curriculum activities, parent pockets or bins for notes, clipboards, child
notebooks, place to sit and write or for child to dress/undress, etc.
22. Individual space for each childs belongings - individual hooks for each childs coat/backpack, a
separate area to store extra clothing, children's things are individually stored to support organized
access and independence.
23. Teacher has comfortable adult sized places to sit while interacting with children during play,
routines and teacher guided activities.
24. Teacher is able to see children in all areas of room.
Comments:

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Outdoor space
25. Equipment designed for age and abilities of children using it.
26. Teacher is attentive to children during outdoor time and promotes their exploration and discovery.
Comments:

COMPETENCY 6. Develop activity plans that promote child development and learning.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
All criteria may not be observed during the visit. Refer to student documentation for items not observed. examples or partial this criterion
evidence
Daily Schedule- predictable, yet flexible
1. Posted in room
2. Provides time and support for transitions
3. Includes both indoor and outdoor experiences with outdoor play scheduled at least twice each day
4. Incorporates time for play, creative expression, large group, small group, and child-initiated
activities.
Comments:

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Health and Physical Development
5. Teacher provides varied opportunities and materials that support fine-motor development.
6. Teacher provides varied opportunities and materials that support large-motor experiences that
stimulate a variety of skills, that range from familiar to new and challenging, enhance sensory-motor
integration, and development of controlled movement (balance, strength, coordination) and enable
children with varying abilities to have large motor experiences similar to those of their peers (if
present in room) meeting YoungStar criteria for a minimum of 60 minutes of physical activity daily.
7. Teacher leads varied opportunities to help children learn physical games with rules and structure,
stimulate a variety of skills, enhance sensory-motor integration and development of controlled
movement (balance, strength, coordination) meeting YoungStar criteria for 15 minutes of teacher-
led activities.
Comments:

Social and Emotional Development (See Competency 9 for related criteria)


8. Teacher plans varied opportunities for children to recognize and name their own and others
feelings.
9. Teacher plans varied opportunities for children to practice regulation of their emotions, behavior and
attention.
Comments:

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Language Development and Communication
10. Teacher plans varied opportunities for children to develop communication and vocabulary by
responding to questions, communicating needs, thoughts, and experiences, describing things and
events, conversations, and experiences such as field trips.
11. Teacher supports the development and maintenance of the childs home language whenever
possible. (Use of familiar words, terms or phrases in childs language, opportunities for child to see
language in print, etc.)
12. Teacher provides opportunities for children to become familiar with print by making print
accessible throughout the classroom. Items belonging to a child are labeled with his or her name,
materials are labeled, and print is used to describe some rules and routines.
13. Teacher helps children recognize print and connect it to spoken words.
14. Teacher provides children with varied opportunities with books by reading books in an engaging
manner in group or individualized settings at least twice a day in full-day programs and at least
once daily in half-day programs. Teacher engages in conversations that help children understand
the content of the book.
15. Teacher allows children to explore books on their own and provides places that are conducive to the
quiet enjoyment of books. Children have access to various types of books, including
storybooks, factual books, books with rhymes, alphabet books, and wordless books.
16. Teacher provides children with multiple and varied opportunities to write. Writing materials and
activities are readily available in art, dramatic play, and other learning centers. Children are given
the support they need to write on their own, including access to the alphabet (e.g., displayed at eye
level or on laminated cards) and to printed words about topics of current interest.
17. Teacher models functional use of writing and are helps children to discuss the many ways writing
is used in daily life. Children have daily opportunities to write or dictate their ideas. Children are
provided needed assistance in writing the words and messages they are trying to communicate.
Various types of writing are supported, including scribbling, letter-like marks, and developmental
spelling.
18. Teacher provides children with multiple and varied opportunities to develop phonological
awareness through encouragement to play with the sounds of language, including syllables, word
families, and phonemes, using rhymes, poems, songs, and finger plays, helping to identify
letters and the sounds they represent, to recognize and produce words that have the same
beginning or ending sounds, and supporting childrens self-initiated efforts to write letters that
represent the sounds of words.
Comments:

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Approaches to Learning
19. Teacher plans varied opportunities for children to develop a sense of competence and positive
attitudes toward learning, such as persistence, engagement, curiosity, and mastery.
20. Teacher provides children with varied opportunities to gain an appreciation of, and to learn new
concepts and vocabulary, and express themselves creatively in ways that reflect diversity through
art, music, drama and dance activities.
21. Teacher provides a variety of art tools that are accessible to children to choose freely as well as
during adult guided activities to develop and widen their repertoire of skills that support artistic
expression.
Comments:

Cognition and General Knowledge


22. Teacher provides children with varied opportunities and materials to explore math concepts such as
size, shape, color, patterns, quantity, measurement, number awareness, counting, and time.
23. Teacher provides children with varied opportunities and materials to explore science principles and
concepts such as observation and investigation of the natural world, living and non-living things,
weather, seasons, the five senses, properties of matter and materials (sink/float,
liquids/solids/gasses, etc.), light and shadows, geologic features, etc. Children are encouraged to
think, question, reason about observed phenomena, collect data and represent and document
findings.
24. Developmentally appropriate use of technology in the classroom such as media such as television,
film, videotapes, and audiotapes is limited. (Limited/no use of TV, video, etc. and developmentally
appropriate access to computers are reported and observed.)
Comments:

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COMPETENCY 7. Document childrens behavior.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
1. Teacher regularly talks and listens to children as well as observes them to assess their strengths
and needs to inform curriculum and individualize teaching. (Conducts regular observations of
each child through written observations, notes, analysis, etc.)
2. Teacher gathers information from families on their observations of their childs behavior at home
to contribute to the assessment process.
3. Teachers notice patterns in childrens challenging behaviors to provide thoughtful, consistent,
and individualized responses. (Regular observations are conducted of children exhibiting
challenging behaviors to gain insight into contributing factors.)
Comments:

COMPETENCY 8. Analyze factors that affect the behavior of children.


2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
All criteria may not be observed during the visit. Refer to student documentation for items not observed. examples or partial this criterion
evidence
1. When dealing with challenging child behavior, teacher assesses the function of the childs
behavior through observation and analysis.
2. When dealing with challenging child behavior, teacher gathers input from childs family on
behavior and goals.
3. Teacher responds to childs challenging behavior in a way that recognizes childs temperament,
abilities, home life and progress (Refer to teachers self-evaluation for examples and observe to
confirm no evidence to the contrary)

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4. Rather than focus solely on reducing the challenging behavior, teacher focuses on teaching the
child social, communication, and emotional regulation skills and using environmental modifications,
activity modifications, adult or peer support, and other teaching strategies to support the childs
appropriate behavior. (Example is observed or provided of a specific situation, and teacher
demonstrates understanding of how the room environment and childs level of social skills
contributes to behavior.)
Comments:

COMPETENCY 9. Practice positive guidance strategies.


2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
All criteria may not be observed during the visit. Refer to student documentation for items not observed. examples or partial this criterion
evidence
1. Teacher expresses warmth through behaviors such as physical affection, eye contact, tone of
voice, and smiles and create a positive emotional climate as reflected in behaviors such as frequent
social conversations, joint laughter, and affection. (Examples reported and observed.)
2. Teacher functions as a secure base for children, responding promptly in developmentally
appropriate ways to childrens positive initiations, negative emotions, and feelings of hurt and fear
by providing comfort, supports and assistance. (Examples reported and observed of teacher
offering comfort to child and children checking in for support and encouragement.)
3. Teacher establishes and conveys to children clear and consistent classroom rules and
expectations.
4. Teacher promotes pro-social behavior by interacting in a respectful manner with all staff and
children.
5. Teacher promotes pro-social behavior by modeling turn taking and sharing as well as caring
behaviors, and helping children negotiate their interactions with one another and with shared
materials.

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6. Teacher promotes pro-social behavior by helping children use language to communicate their
needs and encouraging children to listen to one another, and encouraging and helping children
to provide comfort when others are sad or distressed.
7. Teacher assists children in resolving conflicts by helping them identify feelings, describe
problems, and try alternative solutions.
8. Teacher helps children manage their behavior by guiding and supporting children to persist when
frustrated, gain control of physical impulses, express negative emotions in ways that do not harm
others or themselves, and play cooperatively with other children.
9. Teacher never uses physical punishment.
10. Teacher never uses threats or derogatory remarks, and does not withhold or threaten to withhold
food as a form of discipline.
Comments:

COMPETENCY 10. Examine the critical role of play.


2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
1. Teachers curriculum plans reflect an emphasis on play-based learning.
2. Teacher provides ample time for child-directed play and child choice of play materials.
3. Teacher joins children in learning centers during play/work time to extend and deepen childrens
learning and model play and prosocial skills.
4. Teacher supports childrens social play skills by helping them enter into, sustain and enhance play
with peers.
Comments:

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COMPETENCY 11. Demonstrate responsible and ethical behavior as an early childhood education professional.
2 1 0
Observed Observed Observed
one or more missed evidence
instances or opportunities contrary to
examples or partial this criterion
evidence
1. Teacher adheres to state licensing regulations
2. Teacher demonstrates behaviors that align within NAEYC Code of Ethical Conduct, and acts as a
model and advocate for best practice in their program.
3. Teacher communicates and cooperates respectfully with co-workers and functions smoothly as a
team to meet child and family needs. Evidence of shared planning or decision making in classroom
activities and/or program practices. FCC providers balance needs of program with needs of own
family.
Comments:

COMPETENCY 12. Implement effective teaching strategies to promote the development and learning of children age 3-5.
Criteria are incorporated into the previous competencies. Note in comment section overall impressions of teaching strategies
demonstrated during observation.
Comments:

15
Number of Points Possible Total Score
Competency
Items for Competency for
Competency
1. Implement strategies that support diversity and anti-bias perspectives when working 6 12
with children, families and community.

2. Follow governmental regulations and professional standards as they apply to health, 12 24


safety, and nutrition.

3. Analyze social, cultural and economic influences on child development. 6 12

4. Analyze the development of children age three though age five. 4 8

5. Establish a developmentally appropriate environment. 26 52

6. Develop activity plans that promote child development and learning. 24 48

7. Analyze factors that affect the behavior of children. 3 6

8. Document childrens behavior. 4 8

9. Practice positive guidance strategies. 10 20

10. Examine the critical role of play. 4 8

11. Demonstrate responsible and ethical behavior as an early childhood education 3 6


professional.

12. Implement effective teaching strategies to promote the development and learning of 0 0
children age 3-5.

TOTAL SCORE: 204

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