Teacher: Date:

WeightDistinguished 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 unorganized missing or unorganized
ready for the children good flow. Children can or not prepared before or not prepared before
so the teacher doesn’t participate with adults children arrive. children arrive.
need to leave the and peers.
classroom. The
1 materials are organized
with a good flow to
promote exploration.
Children 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 The appearance of the Some items are put Boxes and toy tubs are
classroom is neat and classroom is neat and away; some are left on cupboards,
orderly. All surfaces are orderly. All surfaces are out. Some surfaces are furniture, and
cleaned and wiped cleaned and wiped cleaned and wiped. countertops. Artwork
2 down. The setup of the down. from previous days is
classroom is warm and left out. Surfaces are
inviting. dirty.
(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 97%
Engages in meaningful Calls all children by Calls all children by Fails to call children by
conversations and name and engages in name, including those name OR calls children
interactions with personal who are late. condescending or
children in all areas of conversation--including derogatory names.
the environment at those who come late. Limits interactions to a
3 their intellectual level 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
4 energy and appropriate and appropriate levels
levels of enthusiasm. of enthusiasm most 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
5 where needed. scanning, and moving but with little or no needs. Fails to notice
Responds throughout the room response. when the door opens
appropriately when responding where or others enter the
others enter the room. needed. 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 in behavior occurs.
a timely manner.
(2.5 - 2.3 points) (2.2 - 2 points) (1.9 - 1.7 points) (1.6 - 0 points) 2.5 2.3
Consistently guides Often guides children Distracts children to Ignores situations.
children in a way that toward appropriate convenient activities by
meets their needs and activities that address changing the direction
preserves the intent of their needs. of their play or making
7 their activity; redirects them forget what they
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 2.3
Consistently keeps Keeps some promises Keeps some promises, Makes unrealistic
promises--explains with some explanation but with little or no promises with little or
ideas and feelings in a of context. explanation of context. no explanation, talks
truthful manner. down to children,
8 placates them, passes
judgments without
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 needs
questions, attends and children's interests, and plans.
responds using child- abilities and concerns.
understood language
9 to individual children's
interests, abilities, and
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 consequences,
natural consequences; opportunities/ opportunities/ and opportunities/
and provides environments for environments for environments for
opportunities/ children to interact children to interact, children to interact,
activities/environment with one another. Talks but does not follow and does not follow
s for children to with children calmly, through in setting the through in setting the
interact with one often working with tone for these to tone for these to
10 another. Encourages some children to use happen. Uses guidance happen. Uses guidance
perspective taking and problem- solving skills techniques that techniques that control
empathy in children. with consistent distract children, such children, such as
Talks with children success. as blowing bubbles, timeout, stern looks,
calmly, with put your finger on your negatively-phrased
appropriate empathy, nose, etc. directions, shame, etc.
consistently working
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 2.2
16% Teacher-Directed Large Group Gatherings (Gathering Time and Opening/Closing Circles) 16 99%
 As first children finish As first children finish Transition is started Attempts transition
with small focus, small focus, begins a too late or too early. when children are
begins a creative, creative, engaging Transition fails to bring sitting and waiting, OR
engaging transition transition activity and children over and/or children are simply
activity to closing transitions children to prepare them for given directions to sit.
circle. Transitions a position and behavior closing circle and
children to a position that prepares them for departure. Transition is
and behavior that the lesson. so routine, it’s boring.
prepares them for
departure and is
11 responsive to
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 2

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 and with an interesting narrative.
dynamic introduction introduction as
as evidenced by evidenced by attention
attention given to the given to the teacher.
12 teacher. The
introduction is
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 1.9
Teaches planned Follows plan with Follows plan with Is unprepared and
content with flexibility minor deviations. deviations that reflect unfamiliar with lesson
and effectiveness. Knows the sequence lack of preparation. plan content. Relies
13 and content without Frequently refers to extensively on written
extensively referring to written notes. notes.
written notes.
(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 time appropriate ways that appropriate for most of appropriate for most of
to explore the are apparent to the children in the the children in the
14 ITBE/overall goals in children in gathering group. group.
ways that are apparent time.
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 are Teaching strategies are
hands-on, effective, effective and creative limited. Visual aids closed-ended
creative teaching teaching strategies that used effectively, but questions and/or
strategies that use use actual objects are not large enough lecture-style
actual objects when when possible, or high for all children to see, presentations.
possible, or high quality, creative visual or are not creative and
15 quality, creative visual aids when logical. of good quality.
aids when logical. Teaches before
Teaches before 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 unclear Does not set
expectations (where to expectations (where to expectations or expectations.
sit, how to interact, sit, how to interact, attempts to
etc.) from the etc.) from the communicate
beginning with beginning with expectations with
reminders throughout reminders throughout limited success.
16 gathering time. Signals gathering time.
support teachers when Attempts to signal
needed and/or adjusts support teachers when
teaching strategies needed.
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 2
 Maintains children’s Maintains children’s Engages children using Little or no
interest and interest and gimmicks (“Put your engagement with
engagement engagement most of finger on your nose,” children.
throughout the the gathering time. “If you can hear me …”
gathering time. Reads Reads and follows cues or asking children to
and follows cues of of children to make raise hands).
children to make gathering activities
gathering activities responsive to the
responsive to the children. Invites
children and engages children to be active
17 children in content. participants in
Invites children to be activities and
active participants in conversation, allows
activities and them time to respond,
conversation, allows and appropriately
them time to respond, manages children’s
and 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 2
Engages the children Engages the children Engages the children Uses “cutesy” tone of
through enthusiastic through enthusiastic through enthusiastic voice, talks too quietly,
affect (facial affect (facial affect (facial or mumbles. Talks
expressions) and expressions) and expressions) and down to children.
appropriate tone of appropriate tone of appropriate tone of Condescending. Rushes
voice (expressive, voice (expressive, voice (expressive, through or takes too
animated, energy) and animated, energy) and animated, energy) and long on content.
volume. Sustains an volume. Sustains an volume. Sustains an Inappropriate turn-
appropriate pace (not appropriate pace (not appropriate pace (not taking and waiting.
18 too fast or slow) while too fast or slow) while too fast or slow) while
maintaining a calm maintaining a calm maintaining a calm
learning environment. learning environment. learning environment.
Has no gaps or down Has few gaps or down Has gaps or down time.
time; includes time. Minimizes turn Some turn taking
narration during taking and waiting for and/or waiting for
transitions. Minimizes participation. participation.
turn taking 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 96%
 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 OR
developmental developmental developmental focus is primarily on
domains. Some domains. Some domains. Activities are one developmental
activities meet more activities meet more processed focused. domain. Activities are
than one than one developmentally
developmental domain developmental inappropriate and
and the children domain. Some product focused.
19 participate in activities teach the
meaningful ways. ITBE (overall goals)
Some activities teach /social competency
the ITBE(overall goals) building/anchors.
/social competency Activities are processed
building/anchors. 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 2.5
 Provides rich, safe and Provides many rich, Provides some rich, Provides few or no rich,
healthy activities that safe and healthy safe and healthy indoor safe and healthy indoor
are responsive to the activities where and outdoor and outdoor
diverse backgrounds children play, actively opportunities for opportunities for
and abilities of explore, create, and children to play, children to play,
children, where participate in multi- actively explore, actively explore,
children play, actively sensory, hands-on, and create, and participate create, and participate
explore, create, and first-hand experiences in multi-sensory, in multi-sensory,
participate in multi- throughout the indoor hands-on, and first- hands-on, and first-
sensory, hands-on, and and outdoor hand experiences. hand experiences.
first-hand experiences environment. Does not allow children
throughout the indoor to express, ask
and outdoor questions, construct
environment. Most knowledge, or reflect
20 activities promote a about the world in
variety of play which they live.
(isolated, parallel and
cooperative) and
support positive
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 engage
activities (based on based on child on child interests and children, prevent
child interests and interests and development) potentially challenging
development) to development and minimize/prevent behavior, and/or
minimize/prevent minimize/prevent potentially challenging promote a variety of
potentially challenging potentially challenging or disruptive behaviors. play.
or disruptive behaviors. or disruptive behaviors. Few activities promote
Adjusts environment Most activities a variety of play
to make it more child- promote a variety of (isolated, parallel and
directed and adapts play (isolated, parallel cooperative) and
activities to promote a and cooperative) and support positive
21 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
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 2.2
Social interaction and Several activities Some prepared Few or no activities
productive play are provide sustained activities provide provided sustained
facilitated by teachers; social interaction sustained social social interaction or
22 children demonstrate and/or play. interaction and/or play.
prolonged interaction play.
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 needs.
23 creatively to needs of discussed goals, while
individual children implementing lesson
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 2.2
 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 appropriate replaced with more replaced with more
appropriate activities activities. appropriate activities, appropriate activities.
24 that are ready to go. although alternate
activities are 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 2.5
Outdoor play is set up Outdoor play is set up Outdoor play is set up Outdoor play is not set
and follows the plan. and follows the plan. and follows the plan. up and/or does not
Additional activities Additional activities Adequate time is follow the plan. Or
added if needed. added if needed. available for outdoor adequate time is not
Adequate time is Adequate time is play. available for outdoor
25 available for outdoor available for outdoor play.
play. Playground is play.
cleaned 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 up Dramatic play is not set
obvious script obvious script and with limited props. up or set up is not
supported by props that support the Script is unclear. inviting or engaging.
intentional selection script and children's Dramatic play may
of props that support play. Dramatic play have math OR literacy
the script and has a math and literacy components.
children's play. component. Teacher
Dramatic play has a facilitates some social,
math and literacy math, literacy play.
26 component that are
used meaningfully.
Props and roles
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 2.2
 5% Clean Up 5 90%
Gives adequate Gives adequate Gives a clean up Fails to give a clean up
warning (5 minutes is warning (5 minutes is warning. Appropriately warning, or gives a
typical). Appropriately typical). Appropriately cues children and warning only after
cues children and cues children and teachers that it is time reminded by support
teachers that it is time teachers that it is time to clean up. teachers. Fails to cue
to clean up. Actively to clean up. Actively Participates in clean up children and teachers
participates in clean up participates in clean up and gives children that it is time to clean
and models and models general instructions to up or cues children
appropriate behavior appropriate behavior clean up. and/or teachers
and attitude for and attitude for harshly. Fails to engage
children. Actively children. Actively children in clean up.
involves children in involves children in Gathering area not
clean up, including clean up, giving cleaned in time to start
27 those who resist children specific tasks gathering time
cleaning up. Cleans when needed. Cleans punctually. Messy
gathering area in a gathering area in a areas left for support
timely manner to timely manner to teachers to clean.
ensure the next ensure the next
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 4.5
10% Teacher-Directed Small Groups 10 100%
Utilizes a topic-related, Utilizes a routine- Utilizes an engaging Transition fails to
creative, engaging based, engaging transition activity that gather children in an
transition activity to transition activity to gathers children. organized fashion.
gather children. gather children. Divides children into Transition to small
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.
28 expectations. Involves expectations. Uses the disorganized.
all children while some "turn-taking" approach
are being transitioned that requires some
to focus 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 5
Is aware of the room Is aware of the room Prepares the room for Prepares small group
during group time and during group time and closing circle and while small group is
helps children and helps children and checkout. Somewhat occurring. Focuses on
teachers as needed. teachers as needed. If aware of what is adult tasks to the
Redirects children focus activities are happening in small exclusion of needs.
and/or adds materials running well, prepares groups and attempts to
responsively, as the room for checkout help.
29 needed. If focus by putting children's
activities are running work in lockers and
well, prepares the getting ready for
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 5
12% Professionalism 12 108%
Lesson plan for faculty Lesson plan for faculty Lesson plan is not in Lesson plan is not in
is in box at beginning is in box at beginning faculty box at faculty box at
of lab. Followed all of lab. Followed all beginning of lab, but is beginning of lab and is
faculty suggestions on faculty suggestions on ready and given to not ready when
30 plan, plus made plan. faculty when requested. Followed
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 standards Violates BYUI
professional, follows and has modest standards and/or lacks
31 BYUI standards, and coverage. modest coverage from
has modest coverage. the booth perspective.
(1 point) (.5 point) (0 points) 1 2
 Appears to be “in Appears to be “in Inconsistently appears Shows little or no
charge.” Delegates and charge.” Delegates and to be “in charge.” leadership. Not
follows through 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
32 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
activities. 4) Ensures all
outside of class outside of class
children have an activities. 4) Ensures all activities. 4) Ensures all
opportunity for snack. children have an children have an
5) Checks on opportunity for snack. opportunity for snack.
playground. Effectively 5) Checks on 5) Checks on
teams with colleagues. playground. Effectively playground. Relies on
teams with colleagues. others’ leadership.
(3 - 2.7 points) (2.6 - 2.4 points) (2.3 - 2.1 points) (2 - 0 points) 3 3
Punctual; responsive Punctual; mostly keeps Punctual; keeps day on Late. Does not keep
with schedule; children day on schedule. schedule with day on schedule even
are engaged, but reminders. with reminders.
33 teacher is ready with
next activity.
(2 - 1.8 points) (1.7 - 1.6 points) (1.5 - 1.4 points) (1.3 - 0 points) 2 2
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 policies
others to maintain matters. Follows policies with and procedures.
34 confidentiality. Follows program policies and reminders.
program policies and procedures.
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 context. disrespectful verbal or
respectful verbal and respectful verbal and Uses respectful verbal nonverbal
nonverbal nonverbal and nonverbal communication. Loses
35 communication. communication. communication. composure in difficult
Develops professional Consistently maintains Frequently maintains situations.
relationships with composure in difficult composure in difficult
others. Consistently situations. 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 99%
98.8
Comments

Room looked prepared and inviting. Surfaces

ready and appealing to children.

I saw a lot of interaction and resposiveness

to children. You employed parallel talk, self
talk and a strong interactive style. Remember
yo play! You did play and help play during
much of the day. Also saw a lot of mediation
and helping children work through sharing
and emotional struggles. You are doing very
well.
Great large group! You were prepared,
organized and follow through. You got the
attention right off the bat with the knocking
and inviting the dog in and your husband.
The care portion of gatherings kept their
interest pretty good. Give me a minute to
pick up your pace just a little bit. They love
imitating the actions you did them on the
real dog. He kept them engaged. When you
go to the story they absolutely loved ! Asking
them to sit on the tape and keeping them
knowing what the expectations were helped
keep a smooth anytime. Having them set up
and sit down in the story was a little
distracted but managed very well. Great
story great engaging firsthand experiences!
The children enjoyed the centers today.
There were some Intermatic play going on
call me as usual the sensory table is it
interest. They were here to go outside. We
may want to put a few more activities
outside Because they spent so much
time out there.
Overall there was some great prompting
during cleanup which really helps children
participate in cleaning. He started transition
about right maybe a little earlier could've
helped but about right.

Sport focused worked well. Glad the Plato

was there for children who needed it. Maybe
some tools to work with the doh been
helpful. But the children didn't joy caring for
the puppies.