Teacher: Haley Date:

WeighDistinguished Proficient Developing Unsatisfactory Possible Earned

17% Classroom Environment 17 100%
Materials are in the Materials are set up Some materials are Most materials are
classroom, set up and and organized with a missing or missing or
ready for the children good flow. Children unorganized or not unorganized or not
so the teacher can participate with prepared before prepared before
doesn’t need to leave adults and peers. children arrive. children arrive.
the classroom. The
materials are
organized with a good
flow to promote
exploration. Children
1 can participate with
adults and peers.

(10-9 points) (8.9 - 8 points) (7.9 - 7 points) (6.9 - 0 points) 10 10

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
and wiped down. The and wiped down. wiped. from previous days is
2 setup of the left out. Surfaces are
classroom is warm dirty.
and 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 20 100%
 Engages in Calls all children by Calls all children by Fails to call children
meaningful name and engages in name, including those by name OR calls
conversations and personal who are late. children
interactions with conversation-- condescending or
children in all areas of including those who derogatory names.
the environment at come late. Limits interactions to
3 their intellectual level a few children.
throughout the day.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Consistently employs Employs positive Occasionally employs Flat or negative affect
positive affect: smiles, affect: smiles, laughs, some positive affect. throughout the day.
laughs, interacts with interacts with energy
energy and and appropriate levels
appropriate levels of of enthusiasm most
4 enthusiasm. of the time.

(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
positioning and throughout the day as children as evidenced extended periods of
visually scans and evidenced by by some visually time, including
moving throughout appropriate scanning and moving preparation, with
the room responding positioning, visually throughout the room limited response to
where needed. scanning, and moving but with little or no needs. Fails to notice
Responds throughout the room response. when the door opens
5 appropriately when responding where or others enter the
others enter the needed. room.
room.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Consistently Often anticipates and Responds in a timely Unresponsive or slow
anticipates and predicts children's manner to meet to respond to
predicts children's needs and acts before children's needs. children's needs.
6 needs and responds behavior occurs.
in a timely manner.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
 Consistently guides Often guides children Distracts children to Ignores situations.
children in a way that toward appropriate convenient activities
meets their needs activities that address by changing the
and preserves the their needs. direction of their play
intent of their or making them
activity; redirects forget what they
7 children to do what wanted to do.
they want to do in an
appropriate way.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Consistently keeps Keeps some promises Keeps some promises, Makes unrealistic
promises--explains with some but with little or no promises with little or
ideas and feelings in explanation of explanation of no explanation, talks
a truthful manner. context. context. down to children,
placates them, passes
judgments without
8 addressing feelings.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
Listens, appropriately Listens and attends to Attends to children. Focus is on adult
questions, attends children's interests, needs and plans.
and responds using abilities and concerns.
child-understood
language to individual
children's interests,
abilities, and
9 concerns.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
 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; supports consequences, and redirection, natural support, redirection,
redirection; uses provides consequences, and natural
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/environmen Talks with children through in setting the and does not follow
ts for children to calmly, often working tone for these to through in setting the
interact with one with some children to happen. Uses tone for these to
another. Encourages use problem- solving guidance techniques happen. Uses
perspective taking skills with consistent that distract children, guidance techniques
and empathy in success. such as blowing that control children,
children. Talks with bubbles, put your such as timeout, stern
10 children calmly, with finger on your nose, looks, negatively-
appropriate empathy, etc. phrased directions,
consistently working shame, etc.
together with all
children to use
problem-solving skills.

(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
16% Teacher-Directed Large Group Gatherings (Gathering Time and Opening/Closing Circles) 16 97%
 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 and bring children over OR children are
Gathering Area. transitions children to and/or prepare them simply given
Transitions children to a position and for gathering time. directions to sit.
a position and behavior that Transition is so
behavior that prepares them for the routine, it’s boring.
prepares them for lesson.
departure and is
responsive to
11 classroom routines,
children, and builds
classroom
community.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4) (1.3 - 0 points) 2 1.8
Immediately gets Immediately gets Attention getter is a Attention getter is
children’s attention children’s attention question or an oral missing.
with an interesting with an interesting narrative.
and dynamic introduction as
introduction as evidenced by
evidenced by attention given to the
attention given to the teacher.
teacher. The
introduction is
12 developmentally
appropriate and
based on gathering
time content.

(2 - 1.8 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 reflect unfamiliar with lesson
flexibility and Knows the sequence lack of preparation. plan content. Relies
effectiveness. and content without Frequently refers to extensively on written
13 extensively referring written notes. notes.
to written notes.
13

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Provides Teaches ITBE/overall Gathering time Gathering time
developmentally goals in activities are activities are not
appropriate developmentally developmentally developmentally
opportunities and appropriate ways that appropriate for most appropriate for most
time to explore the are apparent to of the children in the of the children in the
ITBE/overall goals in children in gathering group. group.
14 ways that are time.
apparent to children
in gathering time.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Uses multi-sensorial, Uses a variety of Teaching strategies Teaching strategies
hands-on, effective, effective and creative are limited. Visual are closed-ended
creative teaching teaching strategies aids used effectively, questions and/or
strategies that use that use actual but are not large lecture-style
actual objects when objects when enough for all presentations.
possible, or high possible, or high children to see, or are
quality, creative visual quality, creative visual not creative and of
aids when logical. aids when logical. good quality.
Teaches before Teaches before
15 assessing. Asks assessing. Asks
appropriate open- appropriate open-
ended questions. ended questions.

(2 - 1.8 points) (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 throughout reminders throughout limited success.
gathering time. gathering time.
Signals support Attempts to signal
teachers when support teachers
needed and/or when needed.
adjusts teaching
16 strategies and
activities to re-
establish
expectations.

(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 Reads and follows hear me …” or asking
and follows cues of cues of children to children to raise
children to make make gathering hands).
gathering activities activities responsive
responsive to the to the children.
children and engages Invites children to be
children in content. active participants in
Invites children to be activities and
active participants in conversation, allows
activities and them time to
17 conversation, allows respond, and
them time to appropriately
respond, and manages children’s
appropriately responses.
manages children’s
responses.
 (2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.9
Engages the children Engages the children Engages the children Uses “cutesy” tone of
through enthusiastic through enthusiastic through enthusiastic 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. Sustains and volume. Sustains and volume. Sustains takes too long on
an appropriate pace an appropriate pace an appropriate pace content.
(not too fast or slow) (not too fast or slow) (not too fast or slow) Inappropriate turn-
while maintaining a while maintaining a while maintaining a taking and waiting.
calm learning calm learning calm learning
environment. Has no environment. Has few environment. Has
gaps or down time; gaps or down time. gaps or down time.
18 includes narration Minimizes turn taking Some turn taking
during transitions. and waiting for and/or waiting for
Minimizes turn taking participation. participation.
and waiting for
participation.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
20% Child-Directed Activities 20 99%
 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 are
developmental developmental developmentally
domain and the domain. Some inappropriate and
children participate activities teach the product focused.
in meaningful ways. ITBE (overall
Some activities teach goals)/social
the ITBE(overall competency
19 goals)/social building/anchors.
competency Activities are
building/anchors. processed focused.
Activities are
processed focused.

(2.5-2.3 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 to activities where indoor and outdoor indoor and outdoor
the diverse children play, actively opportunities for opportunities for
backgrounds and explore, create, and children to play, children to play,
abilities of children, participate in multi- actively explore, actively explore,
where children play, sensory, hands-on, create, and create, and
actively explore, and first-hand participate in multi- participate in multi-
create, and experiences sensory, hands-on, sensory, hands-on,
participate in multi- throughout the and first-hand and first-hand
sensory, hands-on, indoor and outdoor experiences. experiences. Does not
and first-hand environment. allow children to
experiences express, ask
throughout the questions, construct
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
20 communication,
interactions, and
relationship-building
(sharing, taking
turns, trading,
working together).
Appears to be
teaching children
rather than a
lesson/activities.

(2.5-2.3 Points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
 Adapts and facilitates Most activities are Some activities (based Activities fail to
activities (based on based on child on child interests and engage children,
child interests and interests and development) prevent potentially
development) to development and minimize/prevent challenging behavior,
minimize/prevent minimize/prevent potentially and/or promote a
potentially potentially challenging or variety of play.
challenging or challenging or disruptive behaviors.
disruptive behaviors. disruptive behaviors. Few activities
Adjusts environment Most activities promote a variety of
to make it more child- promote a variety of play (isolated, parallel
directed and adapts play (isolated, parallel and cooperative) and
activities to promote and cooperative) and support positive
a variety of play support positive communication,
(isolated, parallel and communication, interactions, and
cooperative) support interactions, and relationship-building
positive relationship-building (sharing, taking turns,
communication, (sharing, taking turns, trading, working
21 interactions, and trading, working together).
relationship-building together).
(sharing, taking turns,
trading, working
together.

(2.5-2.3 Points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
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.
demonstrate play.
22 prolonged interaction
and engagement.

(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
 Activities and child Teacher responds Activities are age Activities are
goals are integrated. effectively to needs of appropriate. Teachers inappropriate for
Teacher responds individual children, attempt to respond to children in classroom.
effectively and based on previously- some individual
creatively to needs of discussed goals, while needs.
individual children implementing lesson
23 while implementing plan.
lesson plan.

(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
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 activities. appropriate activities, appropriate activities.
that are ready to go. although alternate
activities are
24 available, OR a few
materials are added
to existing activities.

(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 up Outdoor play is set up Outdoor play is set up Outdoor play is not
and follows the plan. and follows the plan. and follows the plan. set up and/or does
Additional activities Additional activities Adequate time is not follow the plan.
added if needed. added if needed. available for outdoor Or adequate time is
Adequate time is Adequate time is play. not available for
available for outdoor available for outdoor outdoor play.
play. Playground is play.
cleaned
25 independently by
team after the
children leave.

(2.5-2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.5
 Dramatic play has an Dramatic play has an Dramatic play is set Dramatic play is not
obvious script obvious script and up with limited props. set up or set up is not
supported by props that support Script is unclear. inviting or engaging.
intentional selection the script and Dramatic play may
of props that support children's play. have math OR literacy
the script and Dramatic play has a components.
children's play. math and literacy
Dramatic play has a component. Teacher
math and literacy facilitates some social,
component that are math, literacy play.
used meaningfully.
Props and roles
26 maintain sustained
play. Teacher
facilitates social,
math, literacy play
appropriately, as
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 88%
 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 a
typical). Appropriately typical). Appropriately Appropriately cues warning only after
cues children and cues children and children and teachers reminded by support
teachers that it is teachers that it is that it is time to clean teachers. Fails to cue
time to clean up. time to clean up. up. Participates in children and teachers
Actively participates Actively participates clean up and gives that it is time to clean
in clean up and in clean up and children general up or cues children
models appropriate models appropriate instructions to clean and/or teachers
behavior and attitude behavior and attitude up. harshly. Fails to
for children. Actively for children. Actively engage children in
involves children in involves children in clean up. Gathering
clean up, including clean up, giving area not cleaned in
those who resist children specific tasks time to start
cleaning up. Cleans when needed. Cleans gathering time
gathering area in a gathering area in a punctually. Messy
timely manner to timely manner to areas left for support
27 ensure the next ensure the next teachers to clean.
transition is smooth transition is smooth
and timely. and timely.
Encourages children
to clean throughout
the day as they finish
a project or make
messes.

(5 -4.5 points) (4.4 - 4 points) (3.9 - 3.5 points) (3.4 - 0 points) 5 4.4
10% Teacher-Directed Small Groups 10 92%
 Utilizes a topic- Utilizes a routine- Utilizes an engaging Transition fails to
related, creative, based, engaging transition activity that gather children in an
engaging transition transition activity to 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
children predictable children predictable somewhat chaotic.
expectations. Involves expectations. Uses disorganized.
all children while the "turn-taking"
28 some are being approach that
transitioned to focus requires some
activities. children to wait while
other children are
moved.

(5 - 4.5 points) (4.4 - 4 points) (4.3 - 3.5 points) (3.4 - 0 points) 5 4.7
Is aware of the room Is aware of the room Prepares the room for Prepares small group
during group time during group time closing circle and while small group is
and helps children and helps children checkout. Somewhat occurring. Focuses on
and teachers as and teachers as aware of what is adult tasks to the
needed. Redirects needed. If focus happening in small exclusion of needs.
children and/or adds activities are running groups and attempts
materials well, prepares the to help.
responsively, as room for checkout by
needed. If focus putting children's
activities are running work in lockers and
well, prepares the getting ready for
29 room for checkout by closing circle.
putting children's
work in lockers and
getting ready for
closing circle.

(5 - 4.5 points) (4.4 - 4 points) (4.3 - 3.5 points) (3.4 - 0 points) 5 4.5
12% Professionalism 12 97%
 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
suggestions on plan, suggestions on plan. faculty when requested. Followed
30 plus made additional requested. Followed few or no faculty
improvements most faculty suggestions on plan.
independently. suggestions on plan.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
Well groomed, looks Follows BYUI Violates BYUI
professional, follows standards and has standards and/or
BYUI standards, and modest coverage. lacks modest
has modest coverage. coverage from the
31 booth perspective.

(1 point) (.5 point) (0 points) 1 1

 Appears to be “in Appears to be “in Inconsistently appears Shows little or no
charge.” Delegates charge.” Delegates to be “in charge.” leadership. Not
and follows through and follows through Delegates and follows responsive to team
effectively by effectively by through occasionally suggestions.
consistently doing the consistently doing the doing some of the
following. 1) Ensures following most of the following some of the
balance of teachers in time. 1) Ensures time. 1) Ensures
classroom. 2) Ensures balance of teachers in balance of teachers in
child count is posted classroom. 2) Ensures classroom. 2) Ensures
and updated as child count is posted child count is posted
needed. 3) Ensures and updated as and updated as
head count is done needed. 3) Ensures needed. 3) Ensures
routinely, at a head count is done head count is done
minimum when routinely, at a routinely, at a
children return to minimum when minimum when
classroom from children return to children return to
playground or other classroom from classroom from
outside of class playground or other playground or other
32 activities. 4) Ensures outside of class outside of class
all children have an activities. 4) Ensures activities. 4) Ensures
opportunity for snack. all children have an all children have an
5) Checks on opportunity for snack. opportunity for snack.
playground. 5) Checks on 5) Checks on
Effectively teams with playground. playground. Relies on
colleagues. Effectively teams with others’ leadership.
colleagues.

(3 - 2.7 points) (2.6 - 2.4 points) (2.3 - 2.1 points) (2 - 0 points) 3 2.8
Punctual; responsive Punctual; mostly Punctual; keeps day Late. Does not keep
with schedule; keeps day on on schedule with day on schedule even
children are engaged, schedule. reminders. with reminders.
but teacher is ready
33 with next activity.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 1.8
 Diligent in protecting Independently Maintains Breaches
confidentiality in all maintains confidentiality and confidentiality. Fails to
matters and helps confidentiality in all follows program follow program
others to maintain matters. Follows policies with policies and
confidentiality. program policies and reminders. procedures.
Follows program procedures.
34 policies and
procedures.

(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
language and language and professional language professional language
vocabulary relevant to vocabulary relevant to and vocabulary and vocabulary. Uses
the context. Uses the context. Uses relevant to the disrespectful verbal or
respectful verbal and respectful verbal and context. Uses nonverbal
nonverbal nonverbal respectful verbal and communication. Loses
communication. communication. nonverbal composure in difficult
Develops Consistently communication. situations.
professional maintains composure Frequently maintains
35 relationships with in difficult situations. composure in difficult
others. Consistently situations.
maintains composure
in difficult situations.

(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
100 98%
97.5
Classroom was set up and clean, you were
well prepared

A parent mentioned as she dropped her

child off "Oh, it looks like there are so
many great things to do today, you are
going to have fun day" Her child smiled
and went happily to the blocks cars and
tracks.
Peek a boo with W! I observed your
conversations at the sensory table,
dramatic play and small group today. You
were able to balance lead teacher
responsibilities and still managed to have
conversations with children and meet their
needs.

Lots of smiles, and positive energy. Haley I

can always expect a lot of fun and
enthusiasim from you. You have this
natural positive attitude.

Looked up 3 times and checked the door.

Noticed a child, not from our lab who
came in and motioned for Morgan to come
and take care of the situation which was
appropriate for you to do as lead teacher

I have observed you today as well as other

days anticipating what children need and
taking th time to respond to them.
Giving W choices of play and engaging him
with the stuffed animals in the block area. I
could see you were trying to engage him in
the block play. Good job! You also
followed him to the loft and continued the
play.

I observed you telling many children you

would help them or get something for
them later like markers for the easel and
you followed through.

Again, you listened to R's questions and

answered appropriately
I've observed you today and several days
stepping up and approaching a child who
needed redirection of some sort. You have
given them choices, listened to their
interests and gone out of you way to meet
their needs. I have watched you follow
through and get them back involved in an
appropriate manner. You have tried with R
and R to get them to clean up and
transition to circle using a variety of
strategies while honoring their feelings.
Even when it was not successful you stayed
with them and asked for help. Thank you
for taking the risk these first days!
The clean up went really quickly with our
new plan for the children so we had
children finished and looking for
something to do. You were inovative and
played the block game with them as more
children came over and we had about half
of the children there. Then you started
your transition song "Baby Shark". The
children loved it and I was able to help R
stay involved because you made it fun.

Your puppets gained their attention right

away and you started right into the story as
I suggested. Having blocks and the real
items there kept their interest

You did not have to refer to you notes, you

knew what was coming next.
Your Simon Says activity encouraged them
to think about their unique differences
(ITBE) and involved them physically to
stand up, participate and be active

Again, puppets, blocks and child

engagement
Your lesson was engaging and you did well
as some of our wandering children got up
and got in front of you. You told the
children to sit on the tape with clear
instructions. Don't be afraid to ask for the
support teachers help in helping a child be
where he needs to be. You can give them
a signal, a look or even verbally tell them
what you need them to do! You are lead
tacher!

The children were engaged throughout.

You used your voice and inthusiasim to
redirect them back to you when some wer
distracted. The Simon Says with
differences such as stand up if you are a
girl got them thinking! Your support
teachers did a good job of helping them
sort out the activity. Good for them! They
asked questions and you answered and
thank goodness some of the teachers
helped out as well.
Excellent, no down time or turn taking. You
were enthusiastic and used your voice to
keep them interested. Pace was good.
Your activities such as the easel and
drawing each other was a hit! Also, they
enjoyed the measuring as long as a teacher
was there to engage them in the activity.
Two of the activities related to your ITBE.
Your phonemic activity went well with
several children engaging in the book area
with the letters. All activities allowed for
process focus rather than a product.
All activities were safe and childen had
hands on experiences in play both inside
and out. I observed all levels of play from
some children playing alone in the sensory
to the busy dramatic play where children
were engaged in social play
Activities were all based on the children's
interests as discovered in preplanning and
assessment from home visits and prior
experieinces at preschool. You made
adjustments with the easel activity even in
letting them draw you when a friend
wasn't present. and supported the
measuring activity when you could.

Yes, you did a great job in preparing your

teachers in how to support the children
and supporting teachers and children
throughout thte day.
I observed several children engaged in the
very activities you had planned for them.
The teachers were aware of their needs
such as sharing, literacy, keeping crayons
on paper! Etc

You had back up activities prepared in the

resource room but you didn't need to use
them. All children stayed enagged and
then went outside and most of the
children stayed out the remainder of the
time.

Out door play was set up with appropriate

planned activities. They really loved the
stilts and it gave J an opportunity to share
and wait his turn as you planned. Outdoor
was a bit late in being cleaned up but got
done. It's our first week!
The children demonstrated even more
involved scripts as they played here for the
third day. Literacy , and math were
addressed Through the numbers on the
clock and the magazines and food boxes. I
did observe the teachers answering
literacy questions and modeling reading
but not the clock.
5 minute warning was given , then song
began and yu started clean up. I observed
you helping several children who were
disinterested and resisted cleaning today
as you usually do. You can signal for more
help from your support teachers on your
lead teaching day because you need to
keep the flow of clean up and get the tubs
etc as well as getting your gathering ready.
All in all a good job. We all need to now
work on having chilren clean up more
throughout the day.
You used Scat the Cat for your transition.
Remember to have them move in some
way that meets your ITBE Children could
partner and hold hands as they walk over.
There was limited waiting and all children
checked their color. It would help if the
teachers had a color for them to see who
they go with. We will all need to do this.

You were well aware of the needed

materials, sat and engaged with some
children in a way where you could still see
the other groups. Just be sure to get up
and float around some to be sure all is
well. Balance your sitting and floating, you
will get it! You were totally aware of the
timing and saw a need to extend the
activity. We probably should plan
extenders for our small group plans in case
they are too short.
Yes
You took the lead very well today. You had
your preplan meeting with your teachers
and ensured they were ready to support
the children and the activity in the way you
planned. You had a great balance of
teachers to children and as I scanned the
room several times during self selected
activities there was a balance of children
engaged across the room. Very nice, it felt
and looked great. I obseved you counting
children often and changing the count as
you wrote on the wall when a child came
in late. You checked on children outside
and counted several times as children
came in. You handled snack very well and I
feel every child had an opportunity

You did a great job staying on schedule.

Gathering time has been running short this
week and so has small group but you were
aware of children and asked for ideas of
what to do to expand the activity and add
paper and crayons or move on to closing.
We will better gage time as the weeks go
on. This just takes experience