Education Classroom Observation

• Provider / Site

• Room number/teacher

• Conducted on

  Date

• Prepared by

Lesson plan

• Is a current lesson plan and daily schedule prominently posted?<br>Education 6 and 10

  Yes

  No

  N/A

• Do planned activities support the development and progress of children in the five essential domains?<br>Language and Literacy Development<br>Cognition and General Knowledge <br>Approaches to Learning <br>Social-Emotional development <br> Physical development and Health<br>642 (f)(3)(E), Education 10<br><br>

  Yes

  No

  N/A

• Do lesson plan activities integrate educational aspects of:<br> health?<br> nutrition?<br> social-emotional <br>1304.21 (c)(1)(iii)

  Yes

  No

  N/A

• Do lesson plans and daily schedule include times for teacher directed activities and child initiated activities?<br>1304.21 (a)(1)(iv), Education 10<br>

  Yes

  No

  N/A

• Does the daily schedule include indoor and outdoor activities? <br>Education 4 and 6

  Yes

  No

  N/A

• Do lesson plans and daily schedule include activities / lessons for:<br> large group?<br> small group?<br> individual learning? <br>Education 6 and 10

  Yes

  No

  N/A

Environment

• Is the indoor and outdoor environment:<br> arranged / organized into learning centers?<br> allow for individual activities and social<br> interactions? <br> separate noisy and quiet activities? <br><br>Education 4 and 14

  Yes

  No

  N/A

• Do the indoor and outdoor spaces support and respect gender, cultural and linguistic background and family composition of all children?<br>Education 4

  Yes

  No

  N/A

• Do the learning interest centers provide:<br> adequate space for activities?<br> a variety of experiences to experiment/explore?<br> unobstructed supervision?<br>Education 14

  Yes

  No

  N/A

• Are toys, equipment and materials:<br> stored in an orderly fashion when not in use?<br> sufficient to sustain learning?<br>Education 14<br>

  Yes

  No

  N/A

• Did the setting reflect the implementation of curriculum experiences that promote Cognition and General Knowledge?<br>(examples: numbers concepts / quantities, geometry / spatial sense, measurements / comparison, numbers relationships / operations, patterns, scientific skills / method, conceptual knowledge of the natural and physical world, family and community, people and the environment, history and events, reasoning / problem solving, symbolic representation)<br>642 (f)(3)(E)

  Yes

  No

  N/A

• Did the setting reflect the implementation of curriculum experiences that promote Approaches to Learning?<br>(examples: initiative / curiosity, persistence / attentiveness, cooperation, music, art, creative movement / dance, drama)<br>642 (f)(3)(E)<br>

  Yes

  No

  N/A

• Did the setting reflect the implementation of curriculum experiences that promote Language and Literacy?<br>(examples: book appreciation, alphabet knowledge, early writing, phonological awareness, print concepts, expressive/receptive language)<br>642 (f)(3)(E)

  Yes

  No

  N/A

• Did the setting reflect the implementation of curriculum experiences that promote Physical Development and Health?<br>(examples: gross motor skills, health knowledge / practice, fine motor skills)<br>642 (f)(3)(E)<br>

  Yes

  No

  N/A

• Did the setting reflect the implementation of curriculum experiences that promote Social and Emotional Development?<br>(examples: social relationships, self-concept / self-efficacy, emotional / behavioral health, self-regulation)<br>642 (f)(3)(E)

  Yes

  No

  N/A

Individualizations

• Does the teacher document individualized instruction and activities (to include modifications and/or accommodations) for ALL children into the lesson plans?<br>1304.20 (f)(1), Education 3 and 10

  Yes

  No

  N/A

• Does the teacher use information to develop goals and plan experiences that respond to each child's individual characteristics, interests, strengths and needs? <br>Check sources used by teacher:<br> Ongoing observations and formal and informal<br> assessments<br> Insights from each child's family <br> Developmental (ASQ-3), Behavioral (ASQ-SE)<br> and Sensory (vision/hearing) screenings, <br> medical / dental evaluations and treatments and<br> mental wellness referrals<br> IEP goals for children with disabilities<br> o Other __________________________________<br>1304.20 (f)(1), Education 3

  Yes

  No

  N/A

• Does the teacher include IEP goals in the lesson plans to support individualization for children with disabilities? <br>1308.19 (k), Education 3 and 10

  Yes

  No

  N/A

• Does the teacher monitor the progress of children with suspected disabilities or who do not qualify for Special Education? Indicate how teacher documents. <br>1304.20 (f)(1), Disabilities 2, 3 and Education 3

  Yes

  No

  N/A

• Are the observed methods of discipline and guidance individualized and constructive? Are they used to encourage self-esteem, self-control and self-direction?<br>Education 11

  Yes

  No

  N/A

Assessments

• Are assessments being completed by the assessment checkpoint dates? <br>Education 7, ChildPlus Benchmark Due Date Guide <br>

  Yes

  No

  N/A

• Are assessments conducted in the child's home language?<br>1304.21 (a)(1)(i)

  Yes

  No

  N/A

Parent involvement

• Do teachers consult with the parent when developmental problems are suspected or identified? How is this documented?<br>1304.20 (e)(1), Health 10

  Yes

  No

  N/A

• Does the teacher involve parents in their child's education?<br>1304.21 (a)(2)(i), Education 6

  Yes

  No

  N/A

• City monitoring staff

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