Performance evaluation of professional staff Grid to be used by the Coordinator of Department (or substitute) to evaluate the performance of early childhood

teachers with teaching duties assessed Teacher: ____________________________________________________________________ Moments 1. 2. 3. 4. 5. 6. No Date Period / s Assessor observation _________________________ ___________________________________________ Situations Observation Rate each aspect (which is the specification of parameters) 1-4, as is more or l ess according to the established Parameters a) preparation and organization of the various school activities less on plans produced (long, medium and short term) by the teacher - are in line wit h the curriculum guidelines of the Ministry of Education (OC) and Grouping (PEA, PAA and PCA) - meet the specific group of children and of each, towards the dev elopment of oral language, the approach to writing and numeracy, motor expressio n, visual and musical, emotional wellbeing, emotional and social - contemplate t he different content areas. Specification of parameters 1. º a.1) Correction sc ientific pedagogical nature of the planning of school activities The various les son plans show: (1) interconnection with the curriculum documents that precede t hem, (2) correction in the definition of its components (objectives / competenci es , contents, methodologies and evaluation), (3) coherence and connections betw een them. a.2) the appropriateness of the educational process to the needs of ea ch child and group, taking into account their age and level of development The v arious lesson plans show: (1) diagnosing and regulate the development of oral la nguage and the approach to and escita the mathematics of the group and each chil d, (2) adjustment of the educational process when compared to the diagnosis, in order to promote the development of children. a.3) Creating conditions for parti cipation of children in planning educational activities The various lesson plans show: (1) creation of conditions for the group and each child participates in t he planning of educational activities, (2) intregação concrete proposals of ch ildren in the planning. a.4) Diversity, adaptation and adjustment methodologies and didactic and pedagogical resources used to develop an integrated curriculum lesson plans The various denote: 1) choice of methods and didactic and pedagogic al resources in accordance with the options spelled out in curriculum documents that above, (2) ajustadamento these methodologies and resources to the implement ation of curriculum integration b.1) achievement of the objectives and education al activities in different content areas, taking into account the guidelines dev eloped teaching curricular activities: (1) are consistent with the curriculum gu idelines of the Ministry and the Assembly and the advance planning of teaching, (2) converge to achieve the objectives that guide the content areas concerned. b .2) the use of methodologies and didactic and pedagogical resources suitable for the development of oral language, the approach to writing and mathematics teach ing methodologies and pedagogical resources: (a) conform to the curriculum guide lines of the Ministry and the Assembly and Prior to the planning of teaching, (2 ) converge to the acquisition of language skills, and skills gaps affecting for writing mathematics. b.3) creating situations and learning experiences in the fi eld of motor expression, visual and musical situations and learning experiences offered in the field of expressions (1) comply with the curriculum guidelines of the Ministry and the Assembly and with the planning Prior to teaching, (2) conv erge to the development of motor skills, music and plastic. b.4) Communication s kills and animating the development of educational activities (I CAN NOT REALIZE WHAT THIS MEANS LOOK. OR BETTER, I THINK WHAT THAT MEANS outweigh the OTHER ASP ECTS) 2. Moments of evaluation 3. 4. 5. 6. º TOTAL b) carrying out academic activities in time to the evaluation of the performance of teachers, the school activities directly observed - are in line with the cur riculum guidelines of the Ministry of Education (OC) and Grouping (PEA, PAA and PCA) - are in agreement provided with the planning of teaching - incorporating u nforeseen events triggered by the children, by subject or by other factors of a different order.

c) relationship with the students teaching the pedagogical relationship establis hed by the teacher - is in line with the curriculum guidelines of the Ministry o f Education (OC) and Grouping (PEA,€PAA and APC) and the previous planning of t he teacher - triggers an appropriate climate for the achievement of educational propósitovos. c.1) promoting a climate conducive to the well being and emotional development, emotional and social development of children Use of relational strategies which may enhance the welfare and emotional development, emotional and social group an d every child c.2) Creating an educational environment conducive to the developm ent of learning and interest of children by educational activities Use of relati onal strategies which may enhance the safety and estable necessary to invest in learning tasks. c.3) the granting of equal opportunities for participation, prom oting the integration of children and the adoption of rules of coexistence, coop eration and respect the rules of Appeal stable cohabitation that will: (a) equal participation of all children, (2) their collaboration on their own initiative (3) respect for educators and colleagues c.4) Balance in the exercise of authori ty and appropriateness of actions taken to maintain discipline in the room Use o f stable cohabitation rules that will: (1) remind the children its existence and relevance, (2) take them to conduct themselves they d.1) Diversity and suitabil ity of techniques and tools of observation and recording of diagnostic and forma tive assessment of learning of each child and group techniques and Appeal instru ments, at appropriate times, allow (1) conducting diagnostic evaluation to obtai n data to regulate the learning environment, (2) conduct formative assessment to collect data regarding children's development d.2) the regularity of the assess ment and information to parents and guardians about the capabilities and skills of children and on their development provides that: (1) children and regular mom ents diversified diagnostic and formative assessment, (2) parents and carers wit h adequate , data on capacities and skills of children d.3) the use of formative assessment of children in preparing, organizing and conducting educational acti vities to Appeal procedures, strategies, tools and moments that allow: (1) the g roup and each child to participate the evaluation of educational activities unde rtaken, (2) suggest proposals to be integrated into the planning oporrtunamente d.4) Children's participation in the evaluation of educational activities undert aken Appeal, strategies, tools and moments that allow: (1) the group and each ch ild to participate the evaluation of educational activities undertaken, (2) sugg est proposals to be integrated into the planning oporrtunamente d) The evaluation process of student learning The procedures (diagnostic and for mative) techniques, assessment tools used by teachers - are in line with the cur riculum guidelines of the Ministry of Education (OC) and Grouping (PEA, PAA and PCA ) and the advance planning of teaching - allow collecting data on the progre ss of the children and every one. levels of oral language, the approach to writi ng and numeracy, motor expression, visual and musical, emotional wellbeing, emot ional and social - relate to the different content areas. COMMENTS: