Professional Documents
Culture Documents
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:
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:
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:
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:
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 (20%)
Level of performance ‐ The toddler teacher:
Applying Developing Emerging Unsatisfactory Comments:
a. Four or more of the activities Activities (at least three) are Activities (two or more) are Does not understand how to
are inviting, accessible, safe, generally inviting, accessible, inconsistent in accessibility, create an environment that is
and have a variety of materials and safe with some variety in safety, and variety and safe, accessible, inviting, or that The pet care dramatic play had a
that promote independence in materials and promote inconsistently promote promotes independent variety of props and soft animals for
exploration, skill development, independence in exploration, independence, exploration, skill exploration and skill the children to play with and
and child‐directed play. skill development, and child‐ development, and child‐ development. Lack of explore. The flop and drop area had
directed play some of the time. directed play. knowledge could lead to a a variety of books that promoted
harmful, negligent environment. movement and different actions for
the toddlers to explore doing with
their bodies. The block area had
new wooden house objects and
plastic people for the children to
create with. Finally your gross
motor building a snowman activity
was set up with with attractive and
safe props for the children to build
a 2 dimensional snowman with.
Item Score:
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ECD 350L 3rd Toddler Lead Teaching Observation Rubric
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ECD 350L 3rd Toddler Lead Teaching Observation Rubric
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ECD 350L 3rd Toddler Lead Teaching Observation Rubric
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ECD 350L 3rd Toddler Lead Teaching Observation Rubric
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ECD 350L 3rd Toddler Lead Teaching Observation Rubric
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ECD 350L 3rd Toddler Lead Teaching Observation Rubric
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