Student Name__Jessica

Howard_______________________________
Date
__3/16/2015___________
Observer __Sister
Brown__________________________________________
__
Please note: The lesson plan hard copy must be
in the lesson plan or faculty box, and the lesson
plan must reflect the revisions suggested by
faculty, or the implementation score is reduced
by 10%.
Lesson plan for faculty is in box.
Followed faculty suggestions on plan

Sco
re

1
1

1
1

Commen
ts

Lab Time
Relating to Children
2

Greets children by name;

Stays at childs eye level appropriately
throughout the day.
Room Awareness

1.5

1.5

1.5

Aware of each child throughout the day as

evidenced by visually scanning and moving
throughout the room.
Responds in a timely manner to meet children's
needs or when people enter the classroom.
Attentive to children; avoids adult-related tasks
Seems to be aware of what is happening inside
and outside
Leadership
Provides direction for adults in the room (for
example, lets adults know what they need to do
to ensure an activity's success and help children
develop; reminds adults of appropriate
behaviors such as awareness and positioning;
redirects ADULTS to areas of the room where
they are needed and provides rotation to
provide variety).

Continue
to
improve in
room
awareness
. I notice
a few
thorough
looks
around
the room,
but there
is still
room for
improvem
ent in this
area. I
heard the
door
alarms 3
times, but
didn't see
you look
up any of
those
times.

You are
improving
- keep it

Facilitating Learning and

Development

Demonstrates flexibility in responding to the

interests and needs of children (for example,
builds upon ideas and actions initiated by
children, provides support and encouragement
only as necessary for children to independently
accomplish tasks, Uses childrens peers to reengage children, Recognizes opportunities to
meaningfully engage children in self-selected
activities).
Provides opportunities for children to physically,
socially and cognitively engage in learning
experiences throughout each aspect of the selfselected activity time.
Encourages children to discover for themselves
with active participation.

2
Self-Selected
Activity selection and
adaptation

2
2

2
2

2
2
2
2

2
2
2
2

2
Clean up

Ensures a balance of activities throughout the

room and across developmental domains.
Activities are interesting throughout the room as
evidenced by children's participation throughout
the day in multiple areas of the room.
Some activities provided sustained interests.
Some activities provided sustained social
interaction.
Activities that fail to teach and engage children
are replaced with more appropriate activities.
Outdoor play is set up and follows the plan.
Adequate time is available for outdoor play.
Some activites teach the ITBE.
Dramatic play has an obvious script and props
that support the script and children's play.

Wonderful variety of
centers today!
Children visited them
all and were engaged
in the learning
activities. Art and
manipulatives seemed
especially popular.

Preparation for the

transition
2

Gives adequate warning (5 minutes is typical).

Appropriately cues children and teachers that it
is time to clean up; actively involves children in
clean up, giving children specific tasks when
needed.
Prioritizes Clean up

Cleans gathering area in a timely manner to

ensure the next transition is smooth and timely.
Provides direction for "messier" areas of the
room to get cleaned first or with the most
children.
Encourages children to clean throughout the
day as they finish a project or make messes.

2
Transition to
gathering

1.5

Begins transition immediately as first children

complete clean up.
Utilizes a creative, engaging transition activity
with a clear connection to ideas to be
emphasized.
Transitions children to a position and behavior
that prepares them for the next activity.

Gathering
Time
Intro

Immediately gets childrens attention with an

interesting introduction as evidenced by where
they are paying attention.
Implementation
Follows plan with minor deviations.
Opportunities to explore the ideas to be
emphasized are apparent in gathering time.
Knows the sequence without referring to the
lesson plan.
Knows stories, songs, finger plays well and
presents them with enthusiasm.
DAP

Gathering time activities are developmentally

appropriate for the children in the group.

Your transition brought

them over, but add a
way to transition them
to be sitting and ready
to listen/learn.
You
"hooked"
them in
very well!
:)

Material Effectiveness
2
2

Visual aids used effectively; large enough for all

children to see; creative and of good quality
Uses actual objects

2
2
Teaching Strategies/
Methods

2
2

2
2

Communicates expectations (where to sit, how

to interact, etc)
Maintains childrens interest and engagement
throughout the gathering time.
Uses appropriate voice tone (expressive,
animated, energy, not too cutesy) and
volume.
Invites children to participate in activities and
conversation, allows them time to respond, and
responds appropriately.
Asks appropriate open-ended questions or
engages children in content rather than overusing gimmicks (Put your finger on your nose,
"If you can hear me, . . . ", etc., or asking
children to raise hands).
Shows the ability to use a variety of methods
and material to teach a concept.
Teaches before assessing

Children stayed
engaged by making
predictions

Pacing/ Rate
2

2
2

2
2

Sustains an appropriate pace while maintaining

a calm learning environment.
Ensures that there are no gaps or unplanned
down time
Uses narrative to transition between activities.
Transition to Small Group
Uses a theme related transition that effectively
gets children to the next activity quickly and
with minimal confusion.All children are engaged
during the transition. Avoids the "turn-taking"
approach that requires some children to wait
while other children are moved.
Leadership
Is aware of the room during groups and helps
children and teachers as needed.
Prepares the room for checkout by sending
children's work home, preparing their lockers,
and getting ready for closing circle.

Not
observed
- I was in
the other
lab at this
time :(

Closing
2

1.5

2
2

2
2
Professionalis
m

Has an interesting transition to closing circle

that draws children to the large group area.
Activities are interesting, fun, and demonstrate
effort to try something new (not the same old
boring filler stuff). At least one story is
presented in a way besides reading a book.
Includes a music and/or movement activity.
Children can actively participate in activities.
Teaches concepts (instead of merely
entertaining children) in most other activities.
One meaningful activity to review/assess ideas
to be emphasized.
Has enough activities planned to keep children
engaged for 15-20 minutes
Is prompt and ready for children to depart.

Fruit salad - same note

as other transition
You didn't have them
interested until the
milk activity which
was a great way to
review ITBE and
vocabulary used today

Well groomed, dresses appropriately, looks

professional, and has modest coverage

Plans are well detailed

and your lead
teaching day seems to
be organized and not
last-minute
stress/rush. Your
plans are full of
engaging activities
that teach children the
ITBE. :)

Dress
2

2
Promptness

Punctual; keeps day on schedule

Professional Conduct

Maintains confidentiality in all matters (e.g.

ensures material is removed from copy
machine). Follows program policies and
procedures.

2
Relating with Families
Professionally

Greets, speaks, and interacts positively with

families.

2
Demeanor

Enthusiastic, maintains appropriate eye contact,

smiles and appears excited to be there, projects
voice, is not reliant on lesson plan, and appears
to be in charge
Communication
Uses professional language (e.g., avoids OK,
umm, alright, "kids," "you guys," "good
job" ). Uses professional vocabulary relevant to
the content and appropriate to the age of the

learners. Uses respectful nonverbal

communication. Maintains composure in difficult
situations.
Team Relations
2
114

2
116
98%

Is friendly to and respectful of all team

members.