This domain describes specific teaching behaviors that help children develop skills to regulate their own behavior, get the most learning out of each day, and maintain interest in learning activities. Missed ECEAP Dimension Indicators and Feedback Statements Opportunities Standard Behavioral Markers Met/ Not Met E-8 Child Guidance Clear behavior Behavior 3. Establishing consistent, reasonable expectations Management expectations. Clear expectations, Met Not Met The teacher’s ability to consistency, clarity of rules provide clear Proactive 5. Foreshadowing events and expectations behavioral by letting children know what will happen Anticipates problem next. expectations and use behavior or escalation, low Met Not Met reactivity, monitors effective methods to prevent and redirect Redirection of 8. Involving children in defining simple, misbehavior. misbehavior clear classroom limits. Met Not Met Effective reduction of misbehavior, attention to 9. Coaching appropriate behavior. the positive, uses subtle Met Not Met cues to redirect, efficient redirection 11. Redirecting to an activity that matches Student behavior the child’s energy level. Frequent compliance, little Met Not Met aggression and defiance E-3 Daily Routine Maximizing learning Productivity 2. Offer ample time for unrushed time How well the teacher activities and transitions. Provision of activities, manages instructional Met Not Met choice when finished, few time and routines and disruptions, effective 3. Minimize the number of transitions so provides activities for completion of managerial that there is more productive time and students so they have tasks, pacing less waiting. Routines the opportunity to be Met Not Met involved in learning Students know what to do, clear instructions, little activities. wandering Transitions Brief, explicit learning opportunities within Preparation Materials ready and accessible, knows lessons
This domain describes specific teaching behaviors that help children develop skills to regulate their own behavior, get the most learning out of each day, and maintain interest in learning activities. Dimension Indicators and Behavioral Markers Feedback Statements Missed Opportunities ECEAP Standard Met/ Not Met Behavior Management The teacher’s ability to provide clear behavioral expectations and use effective methods to prevent and redirect misbehavior. Clear behavior expectations Clear expectations, consistency, clarity of rules E-8 Child Guidance 3. Establishing consistent, reasonable expectations. Met Not Met 5. Foreshadowing events and expectations by letting children know what will happen next. Met Not Met 8. Involving children in defining simple, clear classroom limits. Met Not Met 9. Coaching appropriate behavior. Met Not Met 11. Redirecting to an activity that matches the child’s energy level. Met Not Met Proactive Anticipates problem behavior or escalation, low reactivity, monitors Redirection of misbehavior Effective reduction of misbehavior, attention to the positive, uses subtle cues to redirect, efficient redirection Student behavior Frequent compliance, little aggression and defiance Productivity How well the teacher manages instructional time and routines and provides activities for students so they have the opportunity to be involved in learning activities. Maximizing learning time Provision of activities, choice when finished, few disruptions, effective completion of managerial tasks, pacing E-3 Daily Routine 2. Offer ample time for unrushed activities and transitions. Met Not Met 3. Minimize the number of transitions so that there is more productive time and less waiting. Met Not Met Routines Students know what to do, clear instructions, little wandering Transitions Brief, explicit learning opportunities within Preparation Materials ready and accessible, knows lessons
Pre_K_CLASS_Observation_Feedback_including_ECEAP_standards.docx