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Scoring for the toddler teaching evaluation form reflects the student’s degree of ability to accomplish the tasks outlined on the evaluation form. Use the following continuum description to
score his/her performance.
Level 1: Unsatisfactory Score: 2.6
Performance: A toddler teacher at this level does not understand the concepts underlying the skills of planning and implementation or does not care to apply the knowledge effectively. They
make many mistakes and continue to rely heavily on support and guidance in a highly structured environment. Consequently, performance at this level is below the licensing stand of “do no
harm.”
Level 2: Emerging Score: 3.0
Performance: A toddler teacher at this level is given opportunities to try the use of basic skills learned and observed relating to planning and implementation yet they have fragmented skills in
regards to planning and implementation, with some developed further than others. They continue to learn through trying new skills, making mistakes, and continue to require significant
support and guidance.
Level 3: Developing Score: 3.4
Performance: A toddler teacher at this level has skills relating to planning and implementation that are beginning to be applied more consistently and confidently, and with fewer mistakes,
yet continues to require some support and guidance.
Level 4: Applying Score: 4.0
Performance: A toddler teacher at this level is able to plan and implement effective instruction with minimal input or assistance. They apply with confidence and regularity the skills they
have acquired over their experiences well enough to merit confidence from others with minimal support and guidance.
1. Classroom Environment: Creating and Managing a Learning Environment
Level of performance ‐ The toddler teacher:
4 3 2 1 Comments:
a. Consistently creates an Creates an inviting, accessible, Creates an inviting, accessible, Does not understand how to create a I will need to wait on this
inviting, accessible, safe, and safe, and positive environment safe, and positive environment positive environment that is safe, until your activity plan is
positive environment that most of the time that generally some of the time that accessible, inviting, or promotes implemented but you did a
promotes independence in promotes independence in inconsistently promotes independent exploration and skill nice job of setting up for
exploration, skill exploration, skill development, independence exploration, skill development. Lack of knowledge Carissa. Commented [CJ1]: Waiting to see the 12th.
development, and child‐ and child‐directed play. development, and child‐directed could lead to a harmful, negligent
directed play. play. environment.
b. Always practices Generally practices awareness Practices awareness of the Does not understand the concept of You positioned yourself at
awareness of the of the environment by environment some of the time, room awareness or how to position the sensory table so you
environment by positioning positioning self to see the room inconsistently positioning self to oneself to see the room while at faced the room so you could
self to see the room and and playground most of the see the room and playground. activities or on the playground. see the other areas
playground. time. Behavior resembles negligence.
c. Always follows the health Generally follows the health Inconsistently follows the health Does not understand the health and You scooped sand out of the
and safety procedures and safety procedures outlined and safety procedures outlined safety procedures or how to sensory table after it got
outlined in the student in the student handbook (i.e. in the student handbook (i.e. implement them. Lack of knowledge germy.
handbook (i.e. diapering, diapering, health checks, diapering, health checks, could be considered harmful and
health checks, accident accident reports, fire drills, accident reports, fire drills, negligent.
reports, fire drills, emergency backpack). emergency backpack).
emergency backpack).
d. Consistently leads the Generally leads the routines of Inconsistently leads the routines Does not know the routines, how to
routines of the class the class independently and of the class, somewhat keeps it lead them or how to keep it on
independently and keeps it on schedule. Is on schedule, and is confident schedule. Behavior could be
confidently and always confident most of the time. some of the time. considered negligent.
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keeps routine on schedule.
Name: Brittney Lucero ECD 350L Toddler Lead Teaching Observation Rubric Date: 6/23/17
2. Instruction: Free Play Engagement & Instruction of Children
Level of performance ‐ The toddler teacher:
4 3 2 1 Comments
a. Always shows respect Generally shows respect for Inconsistently shows respect for Does not understand the importance You helped Malia come in
for every child by most children by interacting at some children by interacting at of being engaged with children at their and get engaged in an
interacting at their level, their level, showing interest and their level, sometimes showing level, being respectful to them, or activity right away. You
showing interest and concern for them most of the interest and concern for them making eye contact with them. acknowledged Charles when
concern for them and time and generally making and and inconsistently making and Behavior could be considered he came to the sensory table
making and maintaining maintaining eye contact. maintaining eye contact. negligent and harmful to children. and you told him that we
eye contact. missed him on Wednesday.
b. Consistently promotes Generally promotes Inconsistently promotes Does not understand how to promote You modeled for Charles how
independence in skill independence in skill independence in skill skill development or support children to say “good bye Malia” and
development (including development (including self‐ development (including self‐ at play and actions could be he said it before he left the
self‐help skills), child‐ help skills), child‐directed help skills), child‐directed considered negligent or harmful. sand table. What great way
directed exploration and exploration and play exploration and play with some to promote peer
play purposefully and purposefully and with purpose and confidence. relationships and
confidently. confidence. independence in socializing
with friends. You respected
Leslie and helped Emmarie
understand that she, Leslie,
did not want a hug, but that
Emmarie could give you a
hug if she wanted.
c. Always sets suitable Generally sets suitable Inconsistently sets somewhat Does not understand how to set With just a verbal prompt
behavioral expectations behavioral expectations for suitable behavioral expectations expectations for children or follow and watching you helped
for every child, explains, most children and explains, and for some children, explains, and through. Behavior could be considered Charles remember how to
and follows through follows through appropriately follows through some of the negligent or harmful. use the slide.
appropriately. most of the time. time.
d. Consistently uses a Uses some strategies to support Inconsistently uses a few Does not understand how to support You identified shapes with
variety of strategies to most toddlers in their skill strategies to support some children in their development and Malia as she played in the
support every toddler in development and language toddlers in their skill behavior could be considered sand with cookie cutters,
their skill development acquisition most of the time. development and language negligent or harmful. acknowledging her
and language acquisition. acquisition some of the time. discoveries and using
language. You also asked
Malia to hand Charles a
cookie cutter and she did!
This supports her goal of
sharing. You also talked
about shapes like triangles
when you were with them.
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Name: Brittney Lucero ECD 350L Toddler Lead Teaching Observation Rubric Date: 6/23/17
3. Instruction: Large Group Engagement & Instruction of Children
Level of performance ‐ The toddler teacher:
4 3 2 1 Comments
a. Consistently leads large Generally leads large group and Inconsistently leads large group Does not understand how to prepare Your large group area was
group and all transitions all transitions independently and some transitions for or lead large group. Behavior prepped and ready.
independently and and confidently including independently, including could be considered irresponsible.
confidently including preparing the large group area preparing the large group area
preparing the large group and being ready with all and being ready with all materials
area and being ready with materials before gathering the before gathering the children. Is
all materials before children most of the time. somewhat confident.
gathering the children.
b. Always introduces Generally introduces activities, Inconsistently introduces Does not know how to introduce the You had the children give the
activities, sets expectations sets expectations for activities, sets expectations for activities, set expectations for bells back to Evonne, which
for involvement, models involvement, models how to involvement, models how to involvement, model how to was great because it was
how to participate, and participate, and hands out and participate, and hands out and participate, or hand out and collect specific and they knew what
hands out and collects collects props confidently and collects props somewhat props from the children. Behavior to do.
props confidently and appropriately. confidently and appropriately. could be considered irresponsible.
appropriately.
c. Consistently engages the Generally engages most of the Inconsistently engages some of Does not know how to engage You had Charles right with
children in the activities children in the activities the children in the activities with children in a group activity or manage you when you transitioned to
appropriately with purpose appropriately with purpose and purpose and somewhat their behavior. Actions could be Large group. You needed to
and confidently manages confidently manages most of confidently manages some of the considered negligent and/or take his hand and have him
all children’s behaviors the children’s behaviors during children’s behaviors during large irresponsible. come with you. The bells
during large group large group efficiently and group. brought another level of
efficiently and effectively. effectively. engagement to the activity
which was great to see. You
had them shake the bells
before and then you had
them shake them at the end.
You also were continually
telling them what was
coming next and how they
could participate. You were
scripting the whole large
group which kept them
engaged. This is the BEST
large group we have had!
4. Teacher Presence in the Classroom
Level of performance ‐ The toddler teacher:
4 3 2 1 Comments
a. Is always professionally Is generally professionally Inconsistently dresses Does not understand appropriate Yes.
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Name: Brittney Lucero ECD 350L Toddler Lead Teaching Observation Rubric Date: 6/23/17
5. Professional Commitment & Responsibility
Level of performance ‐ The toddler teacher:
4 3 2 1 Comments
home and all set‐up instructions for support teachers. and negligent.
instructions for support teachers.
teachers.
c. Consistently starts and Generally starts and leads pre Inconsistently starts and leads pre Does not respect the pre and post
leads pre and post and post conferences on time and post conferences on time conference process of collaboration
conferences on time with with confidence, purpose and with some confidence, purpose and review of child progress or know
confidence, purpose and direction collaborating with lab and direction sometimes how to implement them. Behavior is
direction collaborating with team and, reviewing child collaborating with lab team and, considered irresponsible and
lab team and, reviewing progress most of the time reviewing child progress. negligent.
child progress.
d. Is always courteous in Is generally courteous in Is inconsistently courteous in Does not understand respectful
communication and communication and communication and interactions communication. Interactions are
interactions with parents, interactions with parents, with parents, peers, community considered disrespectful.
peers, community peers, community partners, partners, mentors, and faculty.
partners, mentors, and mentors, and faculty.
faculty.
Overall Score:
6/23/17 – (17 items) Raw Score = 3.9 or 66.8/68 – 98%
7/7/17 (2 remaining items) Raw Score =
Final Score =
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