TSR Section 3: Curriculum Fidelity Supplementary Observational Tool

Title Page

Instructions: This checklist is designed to support coaches in collecting observational evidence related to TSR Section (3): Curriculum Fidelity. To use in conjunction with a coaching observation, you can complete selected items (that correspond to the activity observed, or what occurred directly beforehand or afterwards). To complete the full tool, it is recommended to do a series of short visits over 1-2 weeks. Additional guidance may be provided by your program's early learning leadership. Reminder: The TSR performance appraisal is not a snapshot observation, but rather evidence of consistent performance over time. This checklist should not be used as a sole source of evidence for the performance appraisal, but can be used to fill in gaps with evidence previously collected.

TSR CRITERIA & INDICATORS

Curriculum plan is posted. (1.2)
Date Observed
Specific Evidence
Observed activities are consistent with the current week's approved curriculum plan. (1.3, 3.2)
Date Observed
Specific Evidence
The current curriculum theme is clearly evident in classroom activities, materials and/or displays. (3.1)
Date Observed
Specific Evidence

Daily schedule/routine is being followed, with an appropriate amount of time spent in each element (per program guidelines), including gross motor. (3.1, 3.4)
Date Observed
Specific Evidence
The daily schedule is posted (with words and pictures), and used with children (e.g., marker on appropriate time of day). (1.2, 3.2)
Date Observed
Specific Evidence
Children know the schedule and what comes next. (3.3)
Date Observed
Specific Evidence
During transitions, teachers follow all required safety and tracking procedures. (1.2)
Date Observed
Specific Evidence
Transitions minimize wait time; are developmentally appropriate; and used as learning opportunities. (2.5)
Date Observed
Specific Evidence

Small groups are implemented with a beginning, middle and end. (1.2)
Date Observed
Specific Evidence
Teacher has clearly prepared for the small group activity (materials and process). (1.3)
Date Observed
Specific Evidence
Small group activities are interactive and engaging for children, with a balance of teacher and child initiation. (3.1)
Date Observed
Specific Evidence

Circle time/opening meeting usually lasts no longer than 15 minutes. (1.1)
Date Observed
Specific Evidence
Circle time/opening meeting is interactive and engaging for children, with the length of time adjusted when needed. (3.1)
Date Observed
Specific Evidence
Children and teachers both provide input into circle time activities (e.g., suggesting movements to songs). (3.4)
Date Observed
Specific Evidence

Read-aloud does not replace or unduly extend Circle Time. (1.1)
Date Observed
Specific Evidence
Teacher has clearly previewed book (i.e., is comfortable with the text). (1.2)
Date Observed
Specific Evidence
Teacher reads the book's title and author, but only discusses book concepts selectively and until it's evident that children understand them. (1.3)
Date Observed
Specific Evidence
Read-alouds are interactive and engaging for children. (3.1)
Date Observed
Specific Evidence

During choice time, children choose from a variety of areas/activities in the classroom. (1.1)
Date Observed
Specific Evidence
Children use a system for checking in and out of centers (name tag, symbol, etc). (1.2)
Date Observed
Specific Evidence
Teachers may occasionally sit back and observe children, but the majority of their time is spent interacting with children. (3.3)
Date Observed
Specific Evidence

Teachers work collaboratively to ensure supervision of all children in all parts of outdoor play area. (1.1)
Date Observed
Specific Evidence
Teacher is engaged with children throughout outside time, joining in children's play as well as promoting gross motor activities. (3.1)
Date Observed
Specific Evidence