Teacher/Capstone Student: Shannon Bridges

____________________ Program Name: __Bridges Bright

Horizons____________________
Age range of children: 2.5-5 yrs. (3)
Observer: Meg Gleason
Date:
5/5/16
Wisconsin Preschool Credential
Capstone Observation Checklist
The NAEYC criteria for National Accreditation are used for the Capstone Observation Checklist to demonstrate alignment with the
Standards and to familiarize the student with this national accreditation process.
Note to Qualified Observer completing the Checklist Each item must be scored - refer to the candidates Self
Evaluation Checklist as you observe her/him in the classroom to guide you in rating her/his understanding,
application and performance on each criterion. Candidate should provide you with a copy of their completed SelfEvaluation Checklist.

Competencies
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Implement strategies that support diversity and anti-bias perspectives when working with children, families and community.
Follow governmental regulations and professional standards as they apply to health, safety, and nutrition.
Analyze social, cultural and economic influences on child development.
Analyze the development of children age three through age five.
Establish a developmentally appropriate environment.
Develop activity plans that promote child development and learning.
Document childrens behavior.
Analyze factors that affect the behavior of children.
Practice positive guidance strategies.
Examine the critical role of play.
Demonstrate responsible and ethical behavior as an early childhood education professional.
Implement effective teaching strategies to promote the development and learning of children age 3-5.

Used with permission from NAEYC and adapted by Joan Klinkner MS

COMPETENCY 1. Implement strategies that support diversity and anti-bias perspectives when working with children, families and
community.
2
Observed one
or more
instances or
examples

(Provides examples of and observed behavior consistent with the following)

Strategies to counter bias in child attitudes and behavior
1. Treating all children with equal respect and consideration.
2. Offer activities and discussions to build positive self-identity and valuing of differences.
3. Avoiding stereotypes in language references firefighter instead of fireman, etc.
4. Intervening when children tease or reject others.
Strategies to counter bias in materials and adult attitudes and behavior
5. Multicultural materials (dolls, play props, books, pictures, posters, play food, clothing items, etc.) reflect
the lives of the children and families as well as the diversity found in society, including gender, age,
language, and abilities no stereotypical representations (images of members of ethnic groups in only
traditional garb or only females in nurturing roles, only males as construction workers or doctors, etc.),
reflect
range of
diversity,
especially
childrenorand
families
program.
6. No
observed
use
of stereotypical
language
bias
towardinorthe
against
a child or group

1
Observed
missed
opportunities
or partial

0
Observed
evidence
contrary to
this criterion

2
2
2
2

Comments: Shannon talked to all children to challenge and encourage them to succeed. She was happy to see a child who spelled words and a child who
sang ABSs or other skills. Children were wearing self-decorated crowns and if they chose to call themselves, queen (boy or girl), prince or kingshe
accepted that and read a book that depicted several cultures and displayed a wall of images where children were choosing to play different sports. If a child
teases, she models and asks the child to please move or step away to allow the other tp play peacefully.
COMPETENCY 2. Follow governmental regulations and professional standards as they apply to health, safety, and nutrition.
2
Observed
one or more
instances or
examples

1. Teacher supervises children by positioning self to see as many children as possible. Teacher is
aware of childrens location at all times, and monitors by sound when they may be out of visual
range (as when toileting, etc.). Teacher implements effective child tracking procedures.

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

2. Proper hand-washing procedures are followed by teacher and children; teacher supervises
2
children in hand-washing and provides assistance where needed.
2
3. Regular cleaning and sanitizing of furnishings and equipment is scheduled and completed.
4. Procedures for standard precautions are understood and used, including cleaning and sanitizing
2
of surfaces, use of gloves and barriers to minimize contact with body fluids, cleaning spills as they
occur, cleaning and sanitizing toys that have been mouthed or exposed to body fluids.
2
5. Teacher is aware of childrens special health care needs, nutrition needs or allergies and conducts
daily health checks as children arrive. (Child allergies or health concerns listed in room, informal
health checks observed, etc.)
2
6. Medications, and topical products (such as sunscreen, insect repellant, etc.) are handled,
administered and recorded according to licensing regulations. (Review medical log and permission
forms).
7. Teacher uses care routines such as toileting, meal and nap routines as opportunities to build
2
relationships, language, concepts (food classification, nutrition, healthy living, manners, etc.) and
to build childs self-awareness, social interaction and self-help skills.
2
8. At meal and snack times, teacher sits and eats with children and engages them in conversation.
9. Teacher handles and serves food using proper safety precautions and sanitary techniques.
2
10. Teacher coaches and supports children as they learn to participate in daily cleanup and
2
maintenance of the classroom.
11. Toileting routines are conducted according to health and safety procedures children using (and
2
learning to use) toilets are supported in hygiene practices and practicing self-help skills.
12. Nap routines are conducted according to safety procedures - cots are appropriately spaced,
1
children are allowed to rest when tired and not made to stay on cots if unable to sleep, are
appropriately supervised when sleeping, etc.
Comments: Children were counted and an assistant supervised a few while Shannon took others in to wash their hands. She watched closely
outside and they were asked to outdoor toys away. The children all sat on a large pillow with Ms. Shannon to look at a book. Children were
encouraged to wipe their noses when feasible. Ms. Shannon is aware of allergies, special needs such as ADHD and health issues such as
eczema. She encourages children to answer open-ended questions during the story. Shannon stated that the children sleep for a bit after lunch
but often wake when they hear after school children come in from school.

COMPETENCY 3. Analyze social, cultural and economic influences on child development.

2
Observed one
or more
instances or
examples

Strategies to understand and honor family culture

1. Process and tools in place to gather information from families (during intake and ongoing) to become
acquainted with and learn from families about their family structure, preferred child-rearing practices; and
information families wish to share about their socioeconomic, linguistic, racial, religious, and cultural
backgrounds. (Enrollment forms, intake interview, emails, phone calls, daily conversations, etc.)
2. Process and tools in place to share information with families about teacher/program philosophy, curriculum,
goals, and practices. (Enrollment/intake interview, emails, phone calls, texts, newsletters, bulletin board
displays, daily conversations, etc.)
3. Process and tools in place to promote regular, effective two-way communication between families and
teacher about childs needs, adjustment, activities and progress. (Informal conversations during arrival and
departure, emails, phone calls, texts, newsletters, conferences, etc.)

1
Observed
missed
opportunities or
partial
evidence

0
Observed
evidence
contrary to this
criterion

2
2

1
4. Family involvement opportunities within the classroom and/or program are provided in ways that respect
family needs and perspectives. These opportunities consider each familys interests and skills and the needs
of the program staff. (Review newsletters, posted messages, etc.)
5. Teachers daily interactions demonstrate knowledge of the children, childrens families, and the social,
2
linguistic, and cultural context in which the children live. (Observe teacher interactions and comments, review
self-evaluation examples.)
6. Teacher plans curriculum and activities that incorporate the social, linguistic, and cultural context in which the
2
children live. (Review lesson plans, self-evaluation examples.)
Comments: Ms. Shannon records information on the internet Daily Connect program that tells a parent when a child arrives, a childs health and mood during
the day, skills or milestones reached, favorite activities, and what the child ate. Ms. Shannon wrote of newsletters, notes, texts, videos when possible and accepts
phone calls. She talks to parents as they pick up children She writes of family parties for special occasions. All children seemed to speak English and a number
were siblings.

COMPETENCY 4. Analyze the development of children age three through age five.
2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Strategies to observe, analyze and adapt to childrens development

2
1. Teacher uses assessments to obtain information on all areas of childrens development and
learning in each domain (Utilizes developmental checklists, screening tools, observation
records, child portfolios that are aligned with WMELS to analyze and identify childs current
level of development across domains.)
2. Teacher uses their knowledge of childrens social relationships, interests, ideas, and skills to tailor
2
learning opportunities for groups and individuals. (Analyzes observations to inform planning
for curriculum activities.)
2
3. Teacher uses their knowledge of individual children to modify strategies and materials to enhance
childrens learning. (Adapts an activity for different children based on their interests or
reactions.)
4. Teacher uses a variety of tools at regular intervals to assess the developmental progress of each
2
child across all domains and shares information with childs family (Tracks childs progress at
regular intervals and schedules conferences with families to discuss developmental checklists,
screening tools, observation records, child portfolios, etc.)
Comments: Shannon uses Ages & Stages Questionnaires to assess each childs development and learning and to provide learning opportunities
that are most likely to develop skills towards a goal. The close relationships Shannon has developed with each child has given her information
about the interests, skills that each child has and the kinds of activities that engage each. She uses observations that are documented in a
portfolio on each child to review progress in each domain and adjust goals with family input.

COMPETENCY 5. Establish a developmentally appropriate environment.

2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Materials and equipment

1. Provide for childrens safety while being appropriately challenging in good repair, age appropriate,
2
addresses range of abilities of children in room, no safety hazards, etc.
2. Rich in variety to encourage exploration, experimentation, and discovery mix of open-ended and
2
self-correcting, cause & effect, sensory appeal, construction, dramatic play, etc.
3. Promote sensory exploration, creative expression, and fine motor learning varying textures
2
and materials (not all plastic), sand, water, art materials, writing implements, opportunities to
practice a range of manipulative skills.
4. Promote gross motor skill practice space and equipment to stimulate a variety of skills,
2
enhance sensory-motor integration, and develop controlled movement (balance, strength,
coordination).
5. Promote
pretend play and interaction between children - promote communication (toy phone)
2
and cooperation to operate (see-saw), and a variety of pretend play props, etc.
6. Organized with appropriate materials to support range of curriculum areas literacy,
2
science/discovery, construction, art, etc.
7. Arranged to support independent use low, open shelves, bins or baskets, picture/word labels,
2
etc.
8. Rotated to reflect changing curriculum and to accommodate new interests and skill levels storage
2
space in center has materials to rotate into and out of room.
9. Able to accommodate childrens special needs as present in room, or modified if needed.
2
10. Washable soft elements that allow groups of children or child and adult to sit in close proximity for
2
conversations or comforting pillows, mats, couch, etc.
11. Some play/learning materials created by teacher - made from variety of found natural, or real
2
materials, or created to support curriculum topics.
12. In sufficient quantities to occupy every child in activities that meet his or her needs.
2
Comments: Materials are provided in a number and variety that create safe play, sensory exploration, fine motor learning, large-muscle play in
different areas of literacy and creativity. Children pretended to be royalty or musicians with instruments. She created drums from different
containers and shakers so that children of different skill levels could participate. Large pillows provided spaces to lie on and soft puppets and
dolls were available to cuddle with.

2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

Indoor space
13. Protected places for children to play individually- defensible spaces to be alone.
2
14. Places for children to play with peers spaces divided by low shelves for partner play.
2
15. Places for children to be all together large open rug area, tables and chairs to sit together for
2
meals, etc.
16. Equipment such as tables and chairs are sized to the children using them childrens feet touch
2
floor and table top is about mid chest height, climbers not too big or too small for children.
17. Space divided into areas that are supplied with materials organized to support play and learning.
2
18. Areas have pathways for children to move between areas without disturbing other children.
2
19. Has ways to moderate or minimize visual and auditory stimulation- window shades, curtains,
2
dimmers, sound absorbing materials, etc.
20. Places for displaying childrens work artwork on walls or shelves, photos of activities, work
2
samples, etc.
21. Defined spaces for families to sign in and out, gather information about childs day parent info
1
board with schedule posted, curriculum activities, parent pockets or bins for notes, clipboards,
child notebooks, place to sit and write or for child to dress/undress, etc.
22. Individual space for each childs belongings - individual hooks for each childs coat/backpack, a
2
separate area to store extra clothing, children's things are individually stored to support organized
access and independence.
23. Teacher has comfortable adult sized places to sit while interacting with children during play,
1
routines and teacher guided activities.
24. Teacher is able to see children in all areas of room.
2
Comments: Children could be seen on the other side of the couch if they wanted space or sit and play their instruments in parallel play. Music
was played to brighten the mood and give children a way to use the Latin beat to play along with or dance to. Childrens pictures and
Masterpieces hung on the walls and mantle. A parent board had lots of information and resources available. Children had hooks for coats and
backpacks. Ms. Shannon may sit on the couch to comfort a child, in the chair at the computer during nap time or a larger chair at the table during
art or meals.

Outdoor space
25. Equipment designed for age and abilities of children using it.
2
26. Teacher is attentive to children during outdoor time and promotes their exploration and discovery.
2
Comments: A variety of balls and beanbags and tunnels and tricycles are available for outside play and Ms. Shannon supervises for safety but
there is space for all to explore with materials.

COMPETENCY 6. Develop activity plans that promote child development and learning.

All criteria may not be observed during the visit. Refer to student documentation for items not observed.

2
Observed
one or more
instances or
examples

Daily Schedule- predictable, yet flexible

1. Posted in room

2. Provides time and support for transitions

3. Includes both indoor and outdoor experiences with outdoor play scheduled at least twice each day

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

4. Incorporates time for play, creative expression, large group, small group, and child-initiated
2
activities.
Comments: A schedule is posted on the wall but is altered to suit the needs and moods of the group. When the children arrived from school, they
were given time to play outside. When they came in they were given an opportunity to create art (marble painting). When that caused some to be
unhappy at not being able to grab materials away, music was played and instruments came out and children were able to be creative with
movement, rhythms and singing.

Health and Physical Development

5. Teacher provides varied opportunities and materials that support fine-motor development.
2
6. Teacher provides varied opportunities and materials that support large-motor experiences that
2
stimulate a variety of skills, that range from familiar to new and challenging, enhance sensory-motor
integration, and development of controlled movement (balance, strength, coordination) and enable
children with varying abilities to have large motor experiences similar to those of their peers (if
present in room) meeting YoungStar criteria for a minimum of 60 minutes of physical activity
daily.
2
7. Teacher
leads varied opportunities to help children learn physical games with rules and structure,
stimulate a variety of skills, enhance sensory-motor integration and development of controlled
movement (balance, strength, coordination) meeting YoungStar criteria for 15 minutes of
teacher- led activities.
Comments: Children were able to build with leggos, put together puzzles, or eat finger food snack. Children had a variety of large motor
experiences outside but could dance or climb on the couch or pillow inside. Ms. Shannon had showed them how to play the bean bag game
outdoors so they were able to continue on their own.

Social and Emotional Development (See Competency 9 for related criteria)

8. Teacher plans varied opportunities for children to recognize and name their own and others
2
feelings.
2
9. Teacher plans varied opportunities for children to practice regulation of their emotions, behavior and
attention.
Comments: Ms. Shannon showed a young child that when he hit another, it made the other cry. She identified a facial expression as angry
looking and asked why. She asked older children to wait for a turn, rather than take a toy from another child.

Language Development and Communication

10. Teacher plans varied opportunities for children to develop communication and vocabulary by
2
responding to questions, communicating needs, thoughts, and experiences, describing things and
events, conversations, and experiences such as field trips.
11. Teacher supports the development and maintenance of the childs home language whenever
2
possible. (Use of familiar words, terms or phrases in childs language, opportunities for child to
see language in print, etc.)
12. Teacher provides opportunities for children to become familiar with print by making print
2
accessible throughout the classroom. Items belonging to a child are labeled with his or her name,
materials are labeled, and print is used to describe some rules and routines.
13. Teacher helps children recognize print and connect it to spoken words.
2
14. Teacher provides children with varied opportunities with books by reading books in an engaging
2
manner in group or individualized settings at least twice a day in full-day programs and at least
once daily in half-day programs. Teacher engages in conversations that help children understand
the content of the book.
2
15. Teacher allows children to explore books on their own and provides places that are conducive to the
quiet enjoyment of books. Children have access to various types of books, including
storybooks, factual books, books with rhymes, alphabet books, and wordless books.
16. Teacher provides children with multiple and varied opportunities to write. Writing materials and
2
activities are readily available in art, dramatic play, and other learning centers. Children are given
the support they need to write on their own, including access to the alphabet (e.g., displayed at eye
level or on laminated cards) and to printed words about topics of current interest.
17. Teacher models functional use of writing and are helps children to discuss the many ways writing
1
is used in daily life. Children have daily opportunities to write or dictate their ideas. Children are
provided needed assistance in writing the words and messages they are trying to communicate.
Various types of writing are supported, including scribbling, letter-like marks, and developmental
spelling.
18. Teacher provides children with multiple and varied opportunities to develop phonological
2
awareness through encouragement to play with the sounds of language, including syllables, word
families, and phonemes, using rhymes, poems, songs, and finger plays, helping to identify
letters and the sounds they represent, to recognize and produce words that have the same
beginning or ending sounds, and supporting childrens self-initiated efforts to write letters that
represent the sounds of words.
Comments: Ms. Shannon had taught a child a song about body parts that he recalled and sang during snack time. She asked children questions
about their weekend plans, read and spell the words from simple books to her. The walls are print rich and scribbles and lines on paper hung on
the wall but writing was not used during the observation time. Songs and rhymes were used and older children spelled out simple words in
books.

Approaches to Learning
2
19. Teacher plans varied opportunities for children to develop a sense of competence and positive
attitudes toward learning, such as persistence, engagement, curiosity, and mastery.
20. Teacher provides children with varied opportunities to gain an appreciation of, and to learn new
2
concepts and vocabulary, and express themselves creatively in ways that reflect diversity through
art, music, drama and dance activities.
2
21. Teacher provides a variety of art tools that are accessible to children to choose freely as well as
during adult guided activities to develop and widen their repertoire of skills that support artistic
expression.
Comments: Children were allowed to use materials for as long as interest was there curiosity, interest and engagement until the child felt s/he
had mastered the skill. Children were given an opportunity to make a marble painting or write on paper or decorate the crown with stickers and
write their names on it or other paper.
Cognition and General Knowledge
22. Teacher provides children with varied opportunities and materials to explore math concepts such as
2
size, shape, color, patterns, quantity, measurement, number awareness, counting, and time.
23. Teacher provides children with varied opportunities and materials to explore science principles and
2
concepts such as observation and investigation of the natural world, living and non-living things,
weather, seasons, the five senses, properties of matter and materials (sink/float,
liquids/solids/gasses, etc.), light and shadows, geologic features, etc. Children are encouraged to
think, question, reason about observed phenomena, collect data and represent and document
findings.
24. Developmentally appropriate use of technology in the classroom such as media such as television,
2
film, videotapes, and audiotapes is limited. (Limited/no use of TV, video, etc. and developmentally
appropriate access to computers are reported and observed.)
Comments: The outdoor bean bag game provided opportunities to throw the bean bag into pockets labeled 1, 2, 3, or 4. Rhythms were practiced
on container drums. Blocks of various shapes including ramps and squares were used with wheeled cars. Balls and cones games were played.

COMPETENCY 7. Document childrens behavior.

2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

1. Teacher regularly talks and listens to children as well as observes them to assess their strengths
2
and needs to inform curriculum and individualize teaching. (Conducts regular observations of
each child through written observations, notes, analysis, etc.)
2. Teacher gathers information from families on their observations of their childs behavior at home
2
to contribute to the assessment process.
3. Teachers notice patterns in childrens challenging behaviors to provide thoughtful, consistent,
2
and individualized responses. (Regular observations are conducted of children exhibiting
challenging behaviors to gain insight into contributing factors.)
Comments: Ms. Shannon uses portfolios based on ASQ assessment and parent input that may be pictures taken over a weekend or at night and
adds observations to the portfolio developed with her YoungStar consultant.

COMPETENCY 8. Analyze factors that affect the behavior of children.

All criteria may not be observed during the visit. Refer to student documentation for items not observed.
1. When dealing with challenging child behavior, teacher assesses the function of the childs
behavior through observation and analysis.
2. When dealing with challenging child behavior, teacher gathers input from childs family on
behavior and goals.
3. Teacher responds to childs challenging behavior in a way that recognizes childs temperament,
abilities, home life and progress (Refer to teachers self-evaluation for examples and observe to
confirm no evidence to the contrary)

2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

2
1
2

0
Observed
evidence
contrary to
this criterion

4. Rather than focus solely on reducing the challenging behavior, teacher focuses on teaching the
2
child social, communication, and emotional regulation skills and using environmental modifications,
activity modifications, adult or peer support, and other teaching strategies to support the childs
appropriate behavior. (Example is observed or provided of a specific situation, and teacher
demonstrates understanding of how the room environment and childs level of social skills
contributes to behavior.)
Comments: Ms. Shannon spoke of children who come as others are napping and is not tired but then has a hard time near the end of the day.
Another child is often independent and another has been diagnosed with ADHD which factors into their behavior at times. She changes activities
to reading a story to settle down or brings out music and instruments if the group is too active for an activity, all to allow each child to choose a
way to express him/herself to avoid unacceptable behavior. Other family situations or parent input was not noted at this observation.

COMPETENCY 9. Practice positive guidance strategies.

All criteria may not be observed during the visit. Refer to student documentation for items not observed.
1. Teacher expresses warmth through behaviors such as physical affection, eye contact, tone of
voice, and smiles and create a positive emotional climate as reflected in behaviors such as frequent
social conversations, joint laughter, and affection. (Examples reported and observed.)
2. Teacher functions as a secure base for children, responding promptly in developmentally
appropriate ways to childrens positive initiations, negative emotions, and feelings of hurt and fear
by providing comfort, supports and assistance. (Examples reported and observed of teacher
offering comfort to child and children checking in for support and encouragement.)
3. Teacher establishes and conveys to children clear and consistent classroom rules and
expectations.
4. Teacher promotes pro-social behavior by interacting in a respectful manner with all staff and
children.
5. Teacher promotes pro-social behavior by modeling turn taking and sharing as well as caring
behaviors, and helping children negotiate their interactions with one another and with shared
materials.

2
Observed
one or more
instances or
examples

2
2

2
2
2

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

6. Teacher promotes pro-social behavior by helping children use language to communicate their
2
needs and encouraging children to listen to one another, and encouraging and helping children
to provide comfort when others are sad or distressed.
7. Teacher assists children in resolving conflicts by helping them identify feelings, describe
2
problems, and try alternative solutions.
8. Teacher helps children manage their behavior by guiding and supporting children to persist when
2
frustrated, gain control of physical impulses, express negative emotions in ways that do not harm
others or themselves, and play cooperatively with other children.
9. Teacher never uses physical punishment.
2
10. Teacher never uses threats or derogatory remarks, and does not withhold or threaten to withhold
2
food as a form of discipline.
Comments: Ms. Shannon is patient and sees the humor in childrens dance and other fun self-expression and joins in. She is encouraging of
problem solving in cases of disagreements. She gives hugs and holds children to comfort them. Positively stated classroom rules are posted that
state how everyone in the program should treat each other. She sat on the large pillow and children cuddled up to her as she read a book.
Children often want to sit on her lap and she asks the assistant to pick up a child as there wasnt enough room on her lap for all of the children
who wanted to be on her lap.

COMPETENCY 10. Examine the critical role of play.

2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

1. Teachers curriculum plans reflect an emphasis on play-based learning.

2
2
2. Teacher provides ample time for child-directed play and child choice of play materials.
2
3. Teacher joins children in learning centers during play/work time to extend and deepen childrens
learning and model play and prosocial skills.
2
4. Teacher supports childrens social play skills by helping them enter into, sustain and enhance play
with peers.
Comments: Activities were sensory and encouraged exploration of materials. Children were free to find materials to play with and Shannon
joined in leggo building scaffolded with open-ended questions and language. She helped children figure out how to take turns and each have
opportunities when playing a bean bag game outside.

COMPETENCY 11. Demonstrate responsible and ethical behavior as an early childhood education professional.
2
Observed
one or more
instances or
examples

1
Observed
missed
opportunities
or partial
evidence

0
Observed
evidence
contrary to
this criterion

1. Teacher adheres to state licensing regulations

2
2
2. Teacher demonstrates behaviors that align within NAEYC Code of Ethical Conduct, and acts as a
model and advocate for best practice in their program.
3. Teacher communicates and cooperates respectfully with co-workers and functions smoothly as a
2
team to meet child and family needs. Evidence of shared planning or decision making in
classroom activities and/or program practices. FCC providers balance needs of program with
needs of own family.
Comments: Shannon had only minor paperwork infractions on her State Licensing review. She demonstrates ethical conduct and follows best
practices. Ms. Shannon has trained her assistant well and they work together well to meet all of the needs of the children without needing to
remind each other of needs. Ms. Shannon has plans to move to the building next door this summer to give her family upper story living space as
she now has her living space in the basement.

COMPETENCY 12. Implement effective teaching strategies to promote the development and learning of children age 3-5.
Criteria are incorporated into the previous competencies. Note in comment section overall impressions of teaching strategies
demonstrated during observation.
Comments: Ms. Shannon implements a variety of activities that appeal to each of the preschool children and scaffolds childrens play to add
language and problem-solving skills. She gives each child positive regard and encouragement to engage, explore and persist to discover
properties and possibilities in creative ways. She keeps the atmosphere positive and upbeat by modeling joy, caring and flexibility. The preschool
children in the program demonstrate that they feel able to find materials and activities that interest them and seem to know that Shannon is
available to interest them.

Number of
Items

Points Possible
for Competency

1. Implement strategies that support diversity and anti-bias perspectives when working
with children, families and community.

12

12

2. Follow governmental regulations and professional standards as they apply to health,

safety, and nutrition.

12

24

23

3. Analyze social, cultural and economic influences on child development.

12

11

4. Analyze the development of children age three though age five.

5. Establish a developmentally appropriate environment.

26

52

50

6. Develop activity plans that promote child development and learning.

24

50

49

7. Analyze factors that affect the behavior of children.

8. Document childrens behavior.

9. Practice positive guidance strategies.

10

20

20

10. Examine the critical role of play.

11. Demonstrate responsible and ethical behavior as an early childhood education

professional.

12. Implement effective teaching strategies to promote the development and learning of
children age 3-5.

Competency

TOTAL SCORE:

206

Total Score
for
Competency

200