|
|
1
|
2
|
3
|
4
|
|
|
Work Schedule/Break
Schedule (based on gray area of time clock)
|
Late for work 5 or
more times
|
Late for work 2 or
more times
|
Ready to start prior
to schedule. Late no more than 1 time
|
Ready to start work
prior to schedule and never late for work
|
____
|
|
Lesson Plan
|
Does not create a lesson
plan that is DAP, needs to be modified to conform to
DAP
|
Attempts to create
a lesson plan following DAP, but needs to make corrections
|
DAP lesson plan needs
less to 2 corrections to modify
|
Creates a DAP lesson
plan
|
____
|
|
Reflection
|
Does not submit Reflection
Teacher's reflection on lesson plan does not provide
an accurate objective description of the lesson plan
|
Teacher's reflection
provides a partially accurate and objective description
of the lesson plan, but does not cite specific positive
and negatives characteristics. Teacher make global suggestions
as to how the lesson might be improved.
|
Teacher's reflection
provides an accurate and objective description of the
lesson, and cites specific positive and negative characteristic
suggestions as how the lesson might improve.
|
Reflection on the lesson
plan is highly accurate and perceptive, and cites specific
examples that were not fully successfully, for at least
some of the children. Teacher draws on extensive repertoire
to suggest alternative strategies.
|
____
|
|
Engaged in Play
(indoors and outdoors)
|
Does not engage in
play with children. Easily distracted, needs to be reminded
to interact and engage in play with children
|
Teacher engages with
child is limited to small group activities and computer
time.
|
Engages in play with
children. Stays focused on children most of the time.
|
Engages in play with
children. Stays focused on children and task.
|
____
|
|
Time Management
|
Rarely gets things
done by the deadline, group may or may not have to adjust
schedule because of this person's inadequate time
management
|
Does not get task done
on time consistently and/or students are often waiting
for the teacher to complete task. (Tends to procrastinate)
|
Usually uses time well
throughout planning time, but may have procrastinated
on one thing. Group does not have to adjust deadlines
or work responsibilities because of this person's
procrastination.
|
Consistently uses time
well throughout planning time to ensure everything is
ready for projects prior to lesson. Group does not have
to adjust schedule or work responsibilities because
of this person's procrastination. (Group may be children
or CO-teachers)
|
____
|
|
Anecdotal Notes
Observation Work Sampling
|
Is not consistent with
anecdotal notes/observations and work sampling. May
or may not need reminders to complete task.
|
Needs no more than
two reminders a month to complete anecdotal notes/observation
and work sampling
|
Maintains anecdotal
notes/observation and work sampling on most children
|
Maintains anecdotal
notes/observation and work sampling on all children
|
____
|
|
teacher establishes
a respectful environment for a diverse population of
learners
|
Appreciates and understands
the need to establish nurturing relationships.
|
and... Establishes
an inviting, respectful, inclusive, flexible and supportive
learning environment.
|
And Maintains a positive
and nurturing learning environment
|
and... Encourages and
advises others to provide a nurturing and positive learning
environment for all learners.
|
____
|
|
Teacher adapts their
teaching for the benefit of all learners
|
Recognizes that learners
have a variety of learning needs.
|
And Collaborates with
specialists who can support the special learning needs
of learners.
|
And Understands the
roles and collaborates with the full range of support
specialists to help meet the special needs of all learners.
|
And Anticipates the
unique learning needs of learners and solicits assistance
from within and outside the learning environment to
address those needs.
|
____
|
|
Teacher works collaboratively
with the families
|
Responds to caregiver
and community concerns.
|
And Communicates and
collaborates with the home and community for the benefit
of learners
|
and... Recognizes obstacles
to caregiver and community participation and conscientiously
seeks solutions to overcome them.
|
And Promotes trust
and understanding throughout the learning community
|
____
|
|
Teachers align their
instruction with DAP Curriculum
|
__Demonstrates an awareness
of the developmentally appropriate curriculum and references
it in the preparation of lesson plans. Integrates
literacy instruction and/or literacy strategies within
the content areas
|
and... Understands
the developmentally appropriate curriculum, uses it
in preparation of lesson plans, and applies strategies
to make the curriculum rigorous and relevant. Integrates
effective literacy instruction throughout the curriculum
and as appropriate in the content area
|
and... Develops
and applies strategies based on the developmentally
appropriate curriculum standards developed by professional
organizations to make the curriculum balanced, rigorous
and relevant. Evaluates and reflects upon the effectiveness
of literacy instruction and as appropriate in the content
areas.
|
And Assists colleagues
in applying such strategies in their learning environments.
Makes necessary changes to instructional practice
to improve learner growth.
|
____
|
|
Ready to start work
according to schedule (includes break time, I count
the gray area)
|
Late for work 3 or
more times
|
Late for work 2 to
3 times
|
Ready to start work
prior to schedule. Late for work 1 time
|
Ready to start work
prior to schedule. (5 minutes early consistently)
|
____
|
|
Environment, materials
reflect lesson/theme
|
Has a conventional
furniture arrangement, hard-to-access materials, and
few wall displays that support lesson/theme
|
Organizes furniture
and materials to support the lesson, with only a few
decorative displays that support lesson/theme.
|
Organizes classroom
furniture, materials, and displays to support unit and
lesson goals.
|
Artfully uses room
arrangement, materials, and displays to maximize student
learning of all material.
|
____
|
|
Recognizes Parents
as a valuable resource. Looks towards the community
as a viable resource
|
Does not reach out
for extra support from parents or the community.
|
Asks parents to volunteer
in the classroom and contribute extra resources
|
Reaches out to families
and community agencies to bring in volunteers and additional
resources.
|
Successfully enlists
classroom volunteers and extra resources from homes
and the community.
|
____
|
|
Has a working relationship
with the director
|
Bottles up concerns
or constantly complains, and is not open to help. And/or
Is very defensive about criticism and resistant to changing
classroom practice.
|
Is reluctant to share
concerns with the administration or ask for help and/or
Is somewhat defensive but does listen to feedback and
suggestions.
|
Keeps the director
informed about concerns and asks for help when it's
needed and/or Listens thoughtfully to director's viewpoints
and responds constructively to suggestions and criticism.
|
Informs the director
of any concerns and reaches out for help and suggestions
when needed. And/or Actively seeks out feedback and
suggestions and uses them to improve performance.
|
____
|
|
Engages in play
with children during indoor and outdoor play. (Outside
of small groups)
|
Rarely is observed
engaged in play with children Outside of small group
time, and/or is often engaged in conversation with fellow
teachers unrelated to work.
|
Engages in play with
reminders, and/or is sometimes heard engaged in conversation
with co-teachers, unrelated to children.
|
Engages in play with
children. Stays focused on children most of the time
|
Is actively involved
with children during play, motivating and supporting
active learning and problem solving.
|
____
|
| |
|
|
|
Total---->
|
____
|