Score 3 2 1 Appropriate Student remains consistently Student usually interacts Student sometimes Interaction engaged through discussion and appropriately, may be interacts appropriately, observation. Interacts at child’s eye weak in one area weak in more than one level with a friendly tone of voice area. Seems disengaged and facial expression. Uses much of the time appropriate body language, eye contact, posture, space, gestures and signals. 2. Guidance Consistently teaches and supports Student demonstrates Student has difficulty routines and guides behavior; some of these strategies teaching and supporting approaches situations with a calm, to guide behavior. routines and guiding firm manner. Defines and maintains behavior; may avoid limits clearly. Uses positive situations that need direction, redirection, choices, guidance from a teacher. problem solving and develops skills. Models acceptable and desirable behavior. Student balances listening and Student uses some of the Student uses only 3. Facilitates talking appropriately to enhance strategies to open directed approach to Learning and Development learning. Uses open-ended conversations; has learning, questions to build, sustain and difficulty sustaining questions or praises; extend children’s learning; extends them. brings in models to copy, play/learning by building on or avoids opportunities for children’s interest and/or responsive meaningful interactions planning 4. Safety and Student consistently is aware of Student uses position for Student is unaware of Supervision supervision and safety; remains alert safety and protection, adult placement to protect to total situation. Helps explain sometimes moving for safety both indoors and safety rules in age appropriate enhanced supervision. outdoors manner 5. Learning Plan Demonstrates thoughtful plans and Creates and implements Student lacks appropriate Implementation implementation of developmentally developmentally approach to development appropriate activities and appropriate activity. and implementation of encourages exploration and Student is not always learning experience. May discovery. Student is fully prepared. prepared and may ignore seem unaware of Activity is adjusted as needed, children’s pace and individual differences and respecting children’s pace and learning style. needs. learning style. 6. Professional Student is reliable, dependable and Student takes Student appears Behavior prepared. Interacts appropriately and responsibility for own unprepared and does not professionally with other adults. activity, but may not take responsibility for Participates in clean up and other participate in other materials, set up, clean up classroom responsibilities. classroom routines and and classroom routines. responsibilities. Student appears Student sometimes seems comfortable, relaxed, uncomfortable or unhappy 7. General positive with the children Disposition
Score 3 2 1 Appropriate Interaction Student remains consistently engaged through discussion and observation. Interacts at child’s eye level with a friendly tone of voice and facial expression. Uses appropriate body language, eye contact, posture, space, gestures and signals. Student usually interacts appropriately, may be weak in one area Student sometimes interacts appropriately, weak in more than one area. Seems disengaged much of the time 2. Guidance Consistently teaches and supports routines and guides behavior; approaches situations with a calm, firm manner. Defines and maintains limits clearly. Uses positive direction, redirection, choices, problem solving and develops skills. Models acceptable and desirable behavior. Student demonstrates some of these strategies to guide behavior. Student has difficulty teaching and supporting routines and guiding behavior; may avoid situations that need guidance from a teacher. 3. Facilitates Learning and Development Student balances listening and talking appropriately to enhance learning. Uses open-ended questions to build, sustain and extend children’s learning; extends play/learning by building on children’s interest and/or responsive planning Student uses some of the strategies to open conversations; has difficulty sustaining them. Student uses only approach to learning, directed questions or praises; brings in models to copy, or avoids opportunities for meaningful interactions 4. Safety and Supervision Student consistently is aware of supervision and safety; remains alert to total situation. Helps explain safety rules in age appropriate manner Student uses position for safety and protection, sometimes moving for enhanced supervision. Student is unaware of adult placement to protect safety both indoors and outdoors 5. Learning Plan Implementation Demonstrates thoughtful plans and implementation of developmentally appropriate activities and encourages exploration and discovery. Student is fully prepared. Activity is adjusted as needed, respecting children’s pace and learning style. Creates and implements developmentally appropriate activity. Student is not always prepared and may ignore children’s pace and learning style. Student lacks appropriate approach to development and implementation of learning experience. May seem unaware of individual differences and needs. 6. Professional Behavior Student is reliable, dependable and prepared. Interacts appropriately and professionally with other adults. Participates in clean up and other classroom responsibilities. Student takes responsibility for own activity, but may not participate in other classroom routines and responsibilities. Student appears unprepared and does not take responsibility for materials, set up, clean up and classroom routines. 7. General Disposition Student appears comfortable, relaxed, positive Student sometimes seems uncomfortable or unhappy with the children
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