Information
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Observation Evaluator?
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Teachers Name/Classroom?
- Pre-K I Classroom- Mrs. Cunningham
- Pre-K I Classroom- Mrs. Roach
- Pre-II Classroom- Mrs. Lewis
- Pre-II Classroom- Mrs. Workman
- Pre-K III Classroom- Mrs. Buckley
- Pre-K III Classroom- Mrs. Zuniga
- M-F 3s Classroom- Mrs. Forbus
- M-F 3s Classroom- Mrs. Magann
- MWF 3s Classroom- Mrs. Dovgalyuk
- MWF 3s Classroom- Mrs. Colleran
- T/TH 3s Classroom- Mrs. Weiss
- T/TH 3s Classroom- Ms. Tall
- MWF 2s Classroom- Mrs. Ingram
- MWF 2s Classroom- Mrs. Springs
- T/TH 2s Classroom- Mrs. Carr
- MWF Toddlers Classroom- Ms. Tall
- MWF Toddlers Classroom- Mrs. Elliott
- T/TH Toddlers Classroom- Mrs. Webster
- T/TH Toddlers Classroom- Mrs. Wright
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Conducted on
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Prepared by
- Sara Williams- Director
- Tasha Coleman- Assistant
Classroom Observation
- Lesson plan
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Is a current lesson plan and daily schedule prominently posted?<br>
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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><br>
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Do lesson plan activities integrate educational aspects of:<br> Health?<br> Nutrition?<br> Social-Emotional?
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Do lesson plans and daily schedule include times for teacher directed activities and child initiated activities?<br><br>
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Does the daily schedule include indoor and outdoor activities? <br>
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Do lesson plans and daily schedule include activities / lessons for:<br> Large group?<br> Small group?<br> Individual learning?
Environment
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Is the indoor and outdoor environment:<br> Arranged/organized into learning centers?<br> Allow for individual activities and social interactions? <br> Separate noisy and quiet activities? <br><br>
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Do the indoor and outdoor spaces support and respect gender, cultural and linguistic background and family composition of all children?
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Do the learning interest centers provide:<br> Adequate space for activities?<br> A variety of experiences to experiment/explore?<br> Unobstructed supervision?<br>
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Are toys, equipment and materials:<br> Stored in an orderly fashion when not in use?<br> Sufficient to sustain learning?<br>
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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).
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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>
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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).
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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>
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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).
Individualizations
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Does the teacher document individualized instruction and activities (to include modifications and/or accommodations) for ALL children into the lesson plans?
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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 assessments<br> Insights from each child's family <br> Developmental, Behavioral and Sensory (vision/hearing) screenings, medical / dental evaluations and treatments and mental <br> wellness referrals<br> IEP goals for children with disabilities<br> o Other __________________________________
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Does the teacher include IEP goals in the lesson plans to support individualization for children with disabilities? <br>
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Does the teacher monitor the progress of children with suspected disabilities or who do not qualify for Special Education? Indicate how teacher documents.
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Are the observed methods of discipline and guidance individualized and constructive? Are they used to encourage self-esteem, self-control and self-direction?
Assessments
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Are assessments being completed by the assessment checkpoint dates?
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Are assessments conducted in the child's home language?<br>
Parent involvement
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Do teachers consult with the parent when developmental problems are suspected or identified? How is this documented?
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Does the teacher involve parents in their child's education?
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Observers Signiture:
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Select date
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Staff Signature:
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Select date
