Wisconsin Assistant Child Care

Teacher
Certificate Program Checklist for
Assessment
The intent of the Wisconsin Assistant Child Care Teacher (ACCT )Certificate Program is to recognize a
student's mastery of employability skills valued by employers, to help students explore their career
interests, and to provide a state credential of student mastery. This program allows:
students and workers to document their assistant child care teacher skills
employers to assess the skills they are looking for in quality employees
educators to customize instruction to help students to acquire skills that assistant child care
teachers require

Areas Completed
Assistant Child Care Teacher Competencies

Investigate the necessity for and purpose of quality group care for young children
Illustrate factors that affect space organization such as program goals, group size, licensing rules,
etc.
Discriminate among the varying stages of child development
Analyze techniques of positive guidance for interacting with young children
Select developmentally appropriate activities, equipment, and materials for children
Explore career advancement opportunities within child care services
Apply the USDA dietary guidelines for children and infants
Identify center responsibilities related to health and safety of children
Identify modifications needed for children with special needs

Student complete 10 hours of volunteer experience in a licensed child care facility.

STUDENT INFORMATION
Student/Employee Name
Daniella Charbonneau

School District
North Fond du Lac
School Telephone Area/No.
(920)-929-3740

Workplace Mentor
Ginnie Harney
Students Position

Supervising Teachers Email

Jill Lewinski
jlewinski@nfdlschools.org
School Name and Address: (Street, City, State, and Zip)
325 McKinley St, North Fond du Lac, WI 54935
Supervising Teacher

School Fax Area/No.

Mentors E-Mail Address

GHARNEY@nfdlschools.org

Mentors Phone

Start Date

Teachers Assistant
3-10-16
Work-Based Learning Site (Employer name, street address, city, state, zip code)
Early Learning Center
The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status
or parental status, sexual orientation, or disability. 08/11

Primary Responsibilities: observing children's abilities

Directions for Evaluator or Employer

Thank you for your help in mentoring an entry-level employee at the beginning of their work experiences to become a
more effective future employee. Please use the certificate program assessment to rate the employee based on the 32-1 scale. Select the appropriate work experience environment code or codes to show where the student has
demonstrated the skills or attitudes. Be sure to provide as much feedback as possible to the student under
comments. If you cannot assess the employee on some of the items due to lack of access to practice or opportunity
to observe the skill, please rank the student at a 1 level and provide ways for the student to gain this experience in the
goal section after the category.

School: Please review this Assistant Child Care Teacher Certificate Program Assessment with
the participating employee and ensure that s/he understands the items to be assessed. Between the
employer, community based partner, or the school, all items must be rated.

Certification: In order to receive a State Certificate in Assistant Child Care Teacher, the
employee skill rating must be at least 18 points, with a minimum of a 2 rating for each assessed skill
standard.

Rating Scale:
Code:
3
2
1

Work Experience Environment

Exceeds Expectations: Exceeds entry-level

criteria; requires minimal supervision; consistently

displays this behavior
Meets Expectations: Meets entry-level criteria;
requires some supervision; often displays this behavior
Working to Meet Expectations: Needs
improvement; requires much assistance and
supervision; rarely displays behavior

SB School Based (Supervising Teacher)

WB Work Based (Workplace Mentor)
CB
Community Based or Service Agency
Based

Assistant Child Care Teacher Skills

Rating
Environment

Introduction to Child Care

1. Investigate the necessity for and purpose of quality group care for
young children

Students demonstrate their competence when they:

Identify trends that impact child care

Differentiate among the various types of quality child care programs

Point out the historical contributions that have influenced how child care
services are currently provided

Choose one here:

Choose one or more

here:

WB SB CB

Job Specific Examples:

Children were seen as savages and that they didnt need to be shown affection, but now we know

that their physical well-beings need to be supported. By supporting a child and showing them affection the
child will feel more secure both physically and mentally. Nurturing and showing them affection also allows
children to become more social by interacting with others outside of their home. By treating a child and
showing them that you care about them allows them to become an individual.
Comments:

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status
or parental status, sexual orientation, or disability. 08/11

Goals:

Center Environment
2. Illustrate factors that affect space organization such as program goals, group size,
licensing rules, etc.

Choose one here:

Students demonstrate their competence when they:

Describe the safety of physical space of a child care center

Describe the impact of licensing has on center space

Discuss the room arrangement for each of the classroom areas

Choose one or more

here:

WB SB CB

Job Specific Examples:

In the classroom or playroom, door handles should be lowered for an easier exit. Also in the

classroom/playroom each child should have a rectangular 35 square foot area, and every outlet in reach of
a child should be covered. The door to the classroom/playroom should only open one way so children dont
get hit in the face by the door. For outdoor areas usually the requirement is 75 to 200 square feet per child.
And for the childs safety, there is a requirement that there should be a certain amount of wood chips to be
placed on the ground.
Comments:

Goals:

Children
3. Discriminate among the varying stages of child development

Students demonstrate their competence when they:

Identify developmentally appropriate practice for each age

Differentiate among physical, intellectual, social, emotional, and moral

development

Choose one here:

Choose one or more

here:

WB SB CB

Job Specific Examples: Daps will change on the developmental milestones of the child. NAEYC is a

reliable place to find out the ages and stages of a child. DAP is hands on, uses all senses, and there are
no winners or losers. Children explore and predict through hands on props and activities. The basic of
NAEYC is to teach children using DAP guidelines; three theories of development are: behaviorist- give
reinforcements, maturationist-child cant learn until he is old enough, and constructivist-children learn
through interacting with the environment.

Comments:

Goals:

Guiding Children

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status
or parental status, sexual orientation, or disability. 08/11

4. Analyze techniques of positive guidance for interacting with young

children

Choose one here:

Students demonstrate their competence when they:

Identify appropriate behavioral limits for a child based on the

developmentally appropriate practice

Cite resources for positive guidance when caring for children

Cite state licensing rules related to guiding children

Identify strategies for handling behavioral issues

Choose one or more

here:

WB SB CB

Job Specific Examples: The lack of affection and nurturance a child gets is a big reason why children

lash out on others. You need to guide the child by using positive manners or otherwise its just going to be
worse. You can visit this website http://www.naeyc.org/tyc/article/planning-for-positive-guidance to learn
how to guide a child by using positive manners. To find out state licensing rules relating to guiding children
click on this link and you will find how to guide a child on page 66,
http://www.dcf.wisconsin.gov/childcare/licensed/CommManuals/GCC/dcf_p_pfs4024.pdf .
An example of how to use positive guidance is by removing the child from the situation in a non-humiliating
way. You could also redirect the child, by having them do a different activity.

Comments:

Goals:

Activities Curriculum
5. Select developmentally appropriate activities, equipment, and
materials for children
Students demonstrate their competence when they:

Include a learning objective

Include materials needed

Are developmentally appropriate for the age

Are referenced appropriately

Choose one here:

Choose one or more

here:

WB SB CB

Job Specific Examples: Historically there have been multiple influences on early development of

learning. Developmentally appropriate practices include: choosing learning activities that are appropriate
for a childs emotional, social, physical, and mental development. There are predictable developmental
milestones that I have observed in the classroom.

Comments:

Goals:

Professional Development
6. Explore career advancement opportunities within child care services

Choose one here:

Students demonstrate their competence when they:

Identify the roles and functions of individuals engaged in early childhood,

education, and services

Analyze opportunities for employment

Summarize education and training requirements and opportunities for

career paths in child care services

Explain the role of professional organizations in education and early

childhood

Choose one or more

here:

WB SB CB

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status
or parental status, sexual orientation, or disability. 08/11

Job Specific Examples: Approved Training is training awarded a specific tier as approved by The

Registry and taught by a Registry approved trainer. 2 Montessori Credential accredited by MACTE only.
Other out-of-state Credentials submitted will be evaluated on an individual basis. 3 Must be taken in the
role of Mentor. 4 Equivalent is the 9-12 credit technical diploma from Northeast Wisconsin Technical
College. 5Each individual Registry Credential eligible for Level 9 is comprised of 4 specific courses (12
total credits) per Credential. 6 Each individual Registry Credential eligible for Level 10 is comprised of 6
specific courses (18 total credits) per Credential. 7One-year diploma comprised of specific coursework
from WTCS totaling 24 or more credits. Other out-of-state Credentials submitted will be evaluated on an
individual basis. 8DPI licenses recognized are for Professional Educator license type. Substitute teacher
and/or instructional aide are not eligible. 9 Credits calculated as semester credit.

Comments:

Goals:

Food and Nutrition

7. Apply the USDA dietary guidelines for children and infants
Students demonstrate their competence when they:

Identify the nutritional needs of children

Describe safety modifications of food choices for children of different ages

and abilities

Explain modifications for children with special dietary needs and restrictions

Explain procedures for food safety, storage, preparation and handling

Choose one here:

Choose one or more

here:

WB SB CB

Job Specific Examples: USDA recently revised the CACFP meal patterns to ensure children and adults

have access to healthy, balanced meals throughout the day. Under the new child and adult meal patterns,
meals served will include a greater variety of vegetables and fruit, more whole grains, and less added sugar
and saturated fat. The changes made to the meal patterns are based on the Dietary Guidelines for
Americans, scientific recommendations from the National Academy of Medicine, and stakeholder input.
CACFP centers and day care homes must comply with the new meal patterns by October 1, 2017.

Comments:

Goals:

Health and Safety

8. Identify center responsibilities related to health and safety of children

Choose one here:

Students demonstrate their competence when they:

Relate the WI licensing rules and regulations

Identify first aid, emergency, sanitary and routine care procedures

Obtain SIDS training

Obtain the Shaken Baby Syndrome certification

Obtain Child Abuse prevention training

Choose one or more

here:

WB SB CB

Job Specific Examples: Age of Children Minimum Number of Child Care Workers to Children,

Maximum Number of Children in a Group:

Birth to 2 Years 1:4 8
2 years to 2 Years 1:6 12
The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status
or parental status, sexual orientation, or disability. 08/11

2 Years to 3 Years 1:8 16

3 Years to 4 Years 1:10 20
4 Years to 5 Years 1:13 24
5 Years to 6 Years 1:17 34
6 Years and Over 1:18 36
(c) When 8 or fewer children are present in a center, there shall be a second adult available.

Comments:

Goals:

Special Needs
9. Identify modifications needed for children with special needs
Students demonstrate their competence when they:

Explain the need for inclusive programming

Identify specific modifications for special needs children

Choose one here:

Choose one or more

here:

WB SB CB
Job Specific Examples: Accommodations are changes in how a student accesses information and

demonstrates learning. Accommodations include presentation of a lesson, instructional strategies, student

response format and procedures, time/scheduling, environment, equipment, and assignment structurepaper/pencil work. Modifications are changes in what a student is expected to learn. Modifications are made
to provide a student with opportunities to participate productively along with other students in classroom and
school learning experiences. Modifications include changes in: instructional level, content/curriculum,
performance criteria, and assignment structure-paper/pencil work.

Comments:

Goals:

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status
or parental status, sexual orientation, or disability. 08/11