FLPL123 Field Practice 1 FINAL Evaluation Form > STUDENTS ARE REQUIRED TO DOWNLOAD THIS DOCUMENT FROM THE COURSE PAGE AND PRINT IT OFF FOR THEIR HOST EDUCATOR IN WEEK 6. > STUDENTS WILL PROVIDE THIS DOCUMENT AND THEIR STUDENT COMPETENCY EVALUATION FOR THE HOST EDUCATOR IN WEEK 6 FOR REVIEW, PRIOR TO COMPLETION OF THE FINAL EVALUATION ‘Student Name: £ eqane Shee Hon Date/Semester:_Gemeaher 2 Age Group “Ti Toddler Qce-lnoo Host Site: Schad Mouse Clay cace | Benck’ in Nilloge Host Educator Sasa Aayan 8 ECE practtioners in training will begin to examine children’s development and their needs associated with the growth process. Becoming a keen observer will be key in understanding and responding to children and their play interests, strengths and areas requiring further development. Building responsive relationships and scaffolding children’s learning socially, emotionally, physically and cognitively will be ‘paramount to overall student success. ‘Students will begin to work collaboratively with theit mentors and contribute to the quality of the learning environment as well heaith and safety of the environment. Practice will reflect adherence to current legisiation, regulations, and program policies. Setting learning goals and regular reflection on children’s responses and development wil ilustrate professional growth. Deitze, B., Foundations of Early Childhood Education, 2006, Person Ed, Toronto. Host Educator signature: Student Signature (reviewed with host): Date of Completion: Students are required to submit a scanned copy of the completed final evaluation AND the student competency evaluation to D2L drop box folder after completion in Week 7.‘Assisis in designing quality play based environments and experiences Vv ‘Shows evidence of using resources to build meaningful experiences that are built from children’s interests Vv Please provide a short summary of the experiences the student has had as it relates to strengths and areas of growth. When Planina ION Si Cc dei 1 Perea : activities Section reating Quality Learning Environments Outcome: Build inclusive early leaming environments that support diverse, equitable and accessible developmental and experiential learning opportunities for all children Section 2: Creating Quality Leaming Environments, ‘Exceeds Expectations ‘Meets Expectations Working Towards Unsatisfactory Not Applicable NA Recognizes that all children have different learning styles. ‘and considers this when designing creative environments & learning ‘opportunities. vw Recognizes children’s unique characteristics when preparing ‘experiences and environments for learning (Cultural, linguistic, personality, development) vo Promotes learning opportunities in a natural environment that fosters an appreciation for the outdoor learning environment Recognizes individual abiities as well as differences, strives to celebrate differences and provide options within the learning environment Works towards establishing relationships with children and their familiesField Evaluation Sections 1. Designing Curricula Include: 2. Creating Quality Learning Environments 3, Supporting Children’s learning 4. Building Responsive relat tionships 5, Promoting safe, healthy and quality early learning environments. 6. Demonstrating Professior nai Knowledge and Behaviour RATING SCALE Exceeds Expectations Exceeds expectations of a Semester 2 ECE student. Independently performs this competency/skill following instruction within this specific practice setting and seeking, support appropriately. Meets Expectations ‘Consistently meets expectations of @ Semester 2 ECE student. Minimal supervision required to perform this competency/skill following instruction within this specific practice setting. Secks support most of the time as required. ‘Working towards Inconsistent in meeting expectations of a Semester 2 ECE student. Requires assistance and ‘guidance to perform this competency/skill and/or does not seek support as required. Unsatisfactory Difficulty meeting expectations of a Semester 2 ECE student, Requires direct supervision to perform competency/skill. Support sought inappropriately. [Not Applicable (N/A) Competency/skill not utilized or assessed at this agency or to this date. Please indicate your expectation by placing a (check) in the appropriate column SECTION 1: DESIGNING CURRICULA Outcome: Designing Curricula: Demonstrate the ability to design play-based meaningful early learning curricula through observed abilities, interests and ideas of the children ‘Section 1: Designing Exceeds | Meets Working | Unsatisfactory |” Not Applicable Expectations | Expectations | Towards serves, identifies and documents the learning of individual and groups of children. Demonstrates an understanding of the continuum of development Evaluates planned play baséd experiences and their ability to meet the interests and developmental needs of the children.Please provide a short summary of the experiences the student has had as it relates to strengths and areas of growth Leanne {aay ghion could : be smd a bartout how tet ne kore es ae uld have d&lerent ASNG ESporttty Bhuaer's Gar do WN Fhevr Childrer « ‘Outcome: Use a variety of observation and documentation strategies to review, support and promote children’s learning ‘Section 3: Exceeds | Meets Working | Unsatisfactory | Not Applicable ‘Supporting Children’s Expectations | Expectations | Towards Leaming: ‘Uses observations of children to objectively see children's ‘capabilities and potential. This will then influence their thinking | ¥/ i ‘about the learning and teaching process. ‘Observations: Understands the relationship and connections between focused observation & the playing and learning races. | procs ‘Thoughifully able to use the role of an observer and researcher in understanding play interests, identifying materials children are interested in and determining the skills or knowledge children currently have or are working towards Recognizes the importance of the reflective process in using ‘observation to inform and to wv support pedagogical documentation. Please provide a short summary of the experiences the student has had as it relates to strengths and areas of growth. dur ch “ola ton aathe r Jon,‘Section 4, Building Responsive Relationships (Outcome: Establish and maintain intentional and responsive relationships with individual children, groups of children, families and team and families. Section 4: Exceeds | Meets ‘Not Applicable Building Responsive Expectations | Expectations Relationships. NA. Relationships with Children Intentionally in relationships with children: Being present and in the moment with the child, individualized connections that grow 4 relationships and extending leaming through building relationships.( engagement, eye contact, narration of play, animated playfulness, ‘open ended questions) ‘Attuned to the needs of children and fosters the understanding and ‘expression of emotions, feelings and empathy ‘Works to identify prosocial behaviour’s and advocates for respectful dialogue between children ATS Promotes techriques which are respectful, supportive ‘and supports children's v attempts at self-regulation, Relationship with Adutts Parbicipales a3 a member of the team in an open, respectful and professional manner showing positive VY attitudes towards team members and families and conduct becoming ofa | professional in this field Initiates and engages in welcoming and authentic ‘olotensnipe win fomiien | showing attention to inclusiveness and agency ‘expectations for student involvement. iPlease provide a short summary of the experiences the student has had as it relates to strengths and areas of growth Leann woths well asa team member ands orloys al fo help Out well ape foge behoviar for the ch yo Kalow + Section 5.Promoting safe, healthy and quality early learning environments. ‘Outcome: Assess, develop and maintain safe, healthy and quality early learning environments based on ‘current legislation, agency policies and evidence-based practices in early learning. (Standards of practice quote pg 17, ECE Standards pg 12, ) ‘Section &: ‘Exceeds | Meeis ‘Working | Unsatisfactory | Not Applicable Promoting safe, healthy and | Expectations | Expectations | Towards quality early leaming NA. environments. ‘Oban and forniiarze themselves with information Concerning relevant medical | Conditions, exceptionalties, allergies, food restrictions, and medical requirements Plan and adapt equipment, practices, or experiences fo enhance safety and ‘accessibility for children both indoors and outdoors Responds appropriately to unsafe and emergency situations Supervise effectively including: positoning in the room, scanning regulary and avoiding unnecessary adult conversation Implement practices that safety and model a healthy lifestyle ‘Promote reguiar, healthy physical activity in all children both indoors and outdoors. v a a promote personal and team We vPlease provide a short summary of the experiences the student has had as it relates to strengths and areas of growth. cannes avaus lectirg oul for the childter's health *salety, TZ phece 15a s9ll_she wall elu and help wilh out even bere, aslied, Also mates sure the childten follow thous hk wth Ocogerly wih ur aihmnom /lund> oubre ‘Section 6.Demonstrating Professional Knowledge and Behaviour ‘Outcome: Professional Knowledge and Behaviour , Accountability and Ethical Standards: Pedagogy related to early learning, daily actions demonstrate ethical practice as well as writen, verbal, nonverbal ‘and electronic communication ( ECE Program Standards) Code of Ethics and Standards of Practice hito:/collegeofece.on.ca/en/PubliciNews/Pages/The-Code-of-Ethics-and.the-Standards-of Practice aspx ‘Section 6: Exceeds | Meets Working | Unsatisfactory | Not Applicable Demonstrating Professional Expectations | Expectations | Towards Knowledge and Behaviour NA. Works collaboratively with mentors through active listening, embracing feedback and using ito facilitate change, modeling respectful interactions, and dispiaying an ‘open attitude to the mentoring process Professionalism is clearly ‘shown through all forms of ‘communication: writing shows attention to detail, all verbal ‘communication is respectful, ‘open and honest and nonverbal ‘communication is consistent with the intended message - Professional knowledge relating / vo V to children’s development and best practices is understood and applied ‘Communicates information ‘comprehensively, concisely, accurately, objectively and in a timely manner. Attention to ‘confidentiality in and outside of | the workplace is evident. Practices in compliance with the ECE Code of Ethics and Standards of PracticePlease provide a short summary of the experiences the student has had as itrelates fo strengths and areas of growth. L ‘ © obessi Sh, Stegates—and Son Fire .She Was a Goat work ethic ‘Other comments: You ore o srondeg fat worle + Learme -% wish 1 i 7 7LIST TASKS FOR HOST EDUCATOR Leanne Stretton ‘Schoolhouse Playcare Brooklin village Sarah A. College Evaluator: | Nikki Pollard FLPL123 TASKS COMPLETED BY THE STUDENT FOR THE HOST EDUCATOR ‘WEEK | STUDENT PLACEMENT TASKS DATE ‘STUDENT INITIALS T | Student Contact Tatorination 29/06/2015 | 'FLPLI23 Field Placoment Policy Handbook has been given to the Host immunization Forms, current Vulnerable Sector Police Check (6 ‘mo.), CPR (1 yr) and Standard First Aid (3 yrs.) to supervisor ‘Sign Confidentiality Professional Code of Conduct Policy “Personal Introduction Document completed by the student and posted in clear view for parent/statf “Complete Orientation checklist (initial and date by Hosvstudent “Communication Seript (date initial Host student) 3} Focused Obra and pnd exprcns sass WA Hostat weekly meeting hSuly J saanpias Tears, Type peice ame wh de SRR: Zeek tate ios for endumion feedback sire ce thou Mid Tem Student Compeeney Fora [ SALY (3 ‘eran ition) AND prove your Het wit he Mid Term [Saini fr evew and completion | -2 Focused Observations “planned experience sheets” shared with host "Mid-term Student Task Cheeklist dated and initialed by the student and signed and dated by Host FP eoae J experienc. Type epee orm wi Sade Sagion gen wibe Hos fr evelnion fecdbock'sinarae (wil SE Nose pe” experones) |Saly 26 | Complete | extended Teaming experience “Complete 1 group time reflection hag “Provide your Host with your Final Student Competency Form A {ongoing sel-reflection) AND provide your Host with the Final “Evaluation for review and completion [7 [-Lebeamentin ox eaing deat 0) “ptandune inking For completed and signed by Host Aug) MoS Taec Coals dean une oy stent and siged | MS and dated by Hos rast competed and signed by Host od stdeat - Aree emia msspmtty etnies | SUDIZ\ | 4 # Bp a MID TERM HOST EDUCATOR SIGNATURE: E FINAL HOST EDUCATOR FINAL SIGNATURE: 2 =ECE Placement Attendance Record Student Name: | Teanne Stretton Host Educator Name: Saran A eee A Host site| ccrool House Ploycace, Srocklin Village | > Host Educators will need to verify attendance with initials after the student has filled in the hhours/dates EACH DAY. > aw aN me e DED AND IN THE CATO} > MAKE-UP DAYS MUST ALSO BE IN THE EVE ABSENC > ADOCTOR'S NOTE 5 REQUIRED FOR ALL ABSENCE DO TO ILLNESS. > Stu int th ete, ‘submit this form atthe en ent Date Tie-In Time-Out | Totalhours | Host Educator initials/ include date | & reason of absence days [une 292015 | SVS ae | A215 eon, y June 30-2015 [R65 g wet July 62015 | Sam July 72015 1O54G ac [duly 13 2015 |d Sacd July 142015 | — July 202015 [D> | Fc duly 212015 1415 com, July 272015 |G.157 een (July 28 2015 Bis am Aug 32015 | Loliday 7 [aug 42015 [4% gc [| U 15 gen Aug 102015 1311S am WiSom PS Augi12015 RriSaco | 11S em ~W Indicate Dates of required “Make-up Days” [Bate Time-in Time- Out Total Hours Comments uy a Sus Huis) S Buy sl[eis [Vis 1S BR Rook,