• 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

(3a) Curriculum Theme

  • 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

(3b). Daily Routing & Transitions

  • 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

(3c). Small-Group Time

  • 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

(3d). Circle Time/Opening Meeting

  • 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

(3e). Read-Aloud Activities

  • 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

(3f). Choice Time

  • 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

(3g). Outside Time

  • 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

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