Student Teacher: Jessica Howard

University Supervisor: Sarah

Johnson

Date: 6-30-15
Evaluation Key:
U (0) = Unsatisfactory (A toddler teacher at this level does not understand the concepts underlying these skills or does
not care to apply the knowledge effectively. Consequently, performance at this level is below the licensing stand of do
no harm.)
O (2.6) = Observing (A toddler teacher at this level is given opportunities to try the use of basic skills they have learned
and observed and can do so with a lot of support in a highly structured environment.)
E (3) = Emerging (A toddler teacher at this level is fragmented with some skills developed further than others. Toddler
teachers learn through trying new skills and by making mistakes and continues to require significant support and
guidance.)
D (3.4) = Developing (A toddler teacher at this level has skills that are beginning to be applied with more confidence, and
fewer mistakes, yet continues to require support and guidance.)
A (4) = Applying (A toddler teacher at this level is beginning to apply with regularity the skills they have acquired over
their experiences well enough to merit confidence from others and minimal support and guidance.)

Formative Observation Focus

Classroom/Playground Procedures:

Rati
ng
3.8

I practice classroom awareness and position myself to see the

classroom
I practice playground awareness and position myself to see the
playground
I follow the health procedures outlined in the handbooks (i.e. diapering,
accident reports, fire drills, take emergency backpack outside etc.)
I keep the routine of the class on schedule
I lead the routines of the classroom independently and confidently
Free Play Engagement of Children:

3.8

I interact at the toddler's level

I show respect for the toddlers by showing interest/concern for them
I promote independence in the toddlers as they play and explore
I set expectations, and explain and follow through on expectations
appropriately
I use a variety of strategies to engage children and support them
Large Group Activity Teaching Instructions & Engagement of
Children
I introduce my activity appropriately

4.0

I set expectations for involvement and model how to participate in the

activity
I hand out and collect props in an organized manner
I transition appropriately between activities
I manage all childrens behaviors in a large group efficiently
Teacher Presence During Class & Gathering Time:

4.0

I am professional in appearance and demeanor

I am enthusiastic in attitude
I use appropriate grammar and syntax
I use appropriate tone and volume of voice
I am confident interacting with children one-on-one
I am confident presenting and interacting with chidlren in large group
activities
I make eye contact with children during one-on-one and large group
activities
Professional Commitment & Responsibility
Lead Teaching Observation Focus
I am punctual arriving to lab on my lead day or other set-up times
I am prepared for my lead day with all my materials and plans for my

4.0

Comments:
Even though you were not
able to get to Carter after he
threw the bowling ball down
the slide, you delegated to
another teacher to go and
take care of it. You had good
positioning in the classroom
and playground to see as
much of the area as possible,
and then be able to address
concerns as the cam up. Be
careful about using "Can
you," when requesting the
children to complete an
activity or task. You started
to ask Carter if he could do
something, but you stopped
yourself and changed it to
"Let's go..." Carter was
attempting to play in the
sensory table. Encourage
him to engage and give him
strategies to try the activity
out. It's good and important
for him to try any new
sensory activity. Be sure to
follow through when giving
instructions and redirection.
You told Tristan "We don't
throw things," when he threw
the bowling pin, but did not
give him an alternative
appropriate behavior. Be
sure to follow through with
the positive at the end and
reinforce that. Large Group:
You practed the actions
before doing the Hokey
Pokey-nicely done especially
as you had never done it
before. You had smoth
transition between y our
activities and gave good
positive reinforcement to
Tristan when he followed
instructions by giving him a
turn to choose.

teachers
I am courteous in my interactions with parents
I lead pre and post conference meetings with direction and confidence
I accept guidance and suggestion from my supervisors and peers
I communicate with my supervisors and peers in a professional manner
OVERALL SCORE

3.9

Percentage =
Score (100 pts) =

98%
98

Lead Teaching Observation Focus: You worked on Kyla's goal

with the colored blocks. You used different language strategies
at the sensory table as well as asking questions about the
sensory experience. You are very confident in your interactions
with toddlers.