Edited Second Lead Teaching

ECD 350L Lab Experience with Toddlers: 2nd Toddler Lead Teaching Observation Rubric
Name: LeAnne Berta Date: 11/13/19 Semester: Fall Faculty: Sister Swenson
Scoring for the toddler teaching evaluation form reflects the student’s degree of ability to accomplish the tasks outlined on the evaluation form. Use the following
continuum description to score his/her performance.
Level 1: Unsatisfactory Score:
Performance: A toddler teacher at this level does not understand the concepts underlying the skills of planning and implementation or does not care to apply the
knowledge effectively. They make many mistakes and continue to rely heavily on support and guidance in a highly structured environment. Consequently, performance
at this level is below the licensing stand of “do no harm.”
Level 2: Emerging Score:
Performance: A toddler teacher at this level is given opportunities to try the use of basic skills learned and observed relating to planning and implementation yet they
have fragmented skills in regards to planning and implementation, with some developed further than others. They continue to learn through trying new skills, making
mistakes, and continue to require significant support and guidance.
Level 3: Developing Score:
Performance: A toddler teacher at this level has skills relating to planning and implementation that are beginning to be applied more consistently and confidently, and
with fewer mistakes, yet continues to require some support and guidance.
Level 4: Applying Score:
Performance: A toddler teacher at this level is able to plan and implement effective instruction with minimal input or assistance. They apply with confidence and
regularity the skills they have acquired over their experiences well enough to merit confidence from others with minimal support and guidance.
1. Classroom Environment: Creating and Managing a Learning Environment (20%)
Level of performance - The toddler teacher:
Applying Developing Emerging Unsatisfactory Comments:
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a. Four or more of the activities Activities (at least three) are Activities (two or more) are Does not understand how to You do such a good job planning
are inviting, accessible, safe, generally inviting, accessible, inconsistent in accessibility, create an environment that is activities. I like to hear your ideas
and have a variety of materials and safe with some variety in safety, and variety and safe, accessible, inviting, or that in our meetings. I appreciate that
that promote independence in materials and promote inconsistently promote promotes independent you have taken the time to really
exploration, skill development, independence in exploration, independence, exploration, skill exploration and skill think about the needs and
and child-directed play. skill development, and child- development, and child- development. Lack of interests of the toddlers in your
directed play some of the time. directed play. knowledge could lead to a planning. The toddlers respond
harmful, negligent environment. well to your activiites. I would like
to see more adjustments on
Wednesday to your activities to
continue to engage the toddlers.
Your art was not as successful
today as it was on Monday. They
may have responded more to
bigger but similiar changes. What if
we had pictures of animals or of
toddlers to stick to the board. This
would have gone with what was
going on in the room and could
have engaged them more.
Seriously , though you do a good
job planning.
5.0 - 4.5 points 4.45 - 4.0 points 3.95 - 3.5 points 3.45 - 0 points 4.7
Page 2 of 11
b. Practices room and Generally practices room and Inconsistently practices room Does not understand the There were moments that you
playground awareness by playground awareness by and playground awareness by concept of room awareness, could have adjusted your body
positioning self to see the areas, positioning self to see the areas positioning self to see the areas positioning oneself to see areas position in order to see the room
with the intention of acting as and acting as needed most of and/or inconsistently acting as or how to act with intention on better. For example, when you
needed to resolve issues or the time. needed. what is observed. Behavior were in blocks your back was
evening out teacher/child resembles negligence. turned so you couldn't see flop and
ratios. drop, sensory or art. If you would
have slid to the back by the
cupboards you would have been
better able to see the classroom. I
also would have liked to see you
looking around the room
frequently to do a "head count" as
a mom or teacher we are
constantly counting heads even if
we aren't award that we are doing
it :) This would also help you with
seeing some of the behaviors that
need to be addressed in the room.
c. Follows all the health and Generally follows the health and Inconsistently follows the health Does not understand the health The lock wasn't put in place after
safety procedures on the lead safety procedures on the lead and safety procedures on the and safety procedures of the XXX came into the room (you did
teaching checklist, established teaching checklist, activities, lead teaching checklist, lead teaching checklist, planned catch it on your own later in the
for each activity, and outlined in and in the student handbook activities, and in the student activities, or student handbook day). Because of XXX's
the student handbook (i.e. hand with no more than two handbook with three or more or how to implement them. development he can jump off the
washing, nose wiping, omissions (i.e. hand washing, omissions (i.e. hand washing, Lack of knowledge could be balance bean independently but
emergency backpack, diapering, nose wiping, emergency nose wiping, emergency considered harmful and you did well with assisting the
health checks, accident reports, backpack, diapering, health backpack, diapering, health negligent. other toddlers on the balance
fire drills). checks, accident reports, fire checks, accident reports, fire beam when they wanted to copy
drills). drills). XXX. It would have been better to
redirect XXX when he was running
because then the other toddlers
ran and they aren't as coordinated.
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d. Leads all the routines of the Generally leads the routines of Inconsistently leads the routines Does not know the routines, I did notice you watching the clock
class confidently and the class independently (with of the class (with a lot of how to lead them or how to to ensure that the classroom
independently (without any some help) and keeps it on support), somewhat keeps it on keep the class on schedule. routine was on time.
help) and keeps the routine of schedule. Is confident most of schedule, and is confident some Behavior could be considered
the class on schedule. the time. of the time. negligent.
Category Score: 91%
2. Instruction: Free Play Engagement & Instruction of Children (20%)
Applying Developing Emerging Unsatisfactory Comments
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a. Shows respect for every child Generally shows respect for Inconsistently shows respect for Does not understand the You do a good job interacting at
by interacting at their level, most children by interacting at some children by interacting at importance of being engaged the toddler level. You did well with
showing interest and concern their level, showing interest and their level, sometimes showing with children at their level, showing interest. Today I heard
for them and making and concern for them most of the interest and concern for them being respectful to them, or you talk to XXX and describe what
maintaining eye contact. time and generally making and and inconsistently making and making eye contact with them. he was doing which showed
maintaining eye contact. maintaining eye contact. Behavior could be considered interest in XXX. We had multiple
negligent and harmful to children that cried today when
children. they got hurt. I would have liked to
see you address their tears more
instead of asking if they were okay.
For example, you could have said
"Oh no it hurts our knee when it
gets hit with a block. It makes us
cry. Should we rub it better or give
it a kiss better." Also when XXX ran
off to blocks with XXX's "toy" you
needed to address both of the
toddlers feelings. Tell XXX that, "it
hurts our feelings when our friends
take our toys. Let's go ask XXX if
we can have our toy back." Then
point out to XXX XXX's tears, "XXX
look XXX is crying because it hurts
our friends feelings when we take
toys that they were playing with.
Let's give the toys back to XXX and
go play with.... together."
5.0 - 4.5 points 4.45 - 4.0 points 3.95 - 3.5 points 3.45 - 0 points 4
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b. Promotes independence in Generally promotes Inconsistently promotes Does not understand how to We had more toddlers today
skill development and independence in skill independence in skill promote independence in skill willing to explore and participate in
encourages child-directed development (including self- development (including self- development or support activities. I would like to see you
exploration/play at each activity help skills), child-directed help skills), child-directed children at play or during the adjust your play to their ideas and
and during all aspects of the exploration and play exploration and play with some routines of the class. Actions how they are playing instead of
routine. purposefully and with purpose and confidence. could be considered negligent trying to show them how to play
confidence. or harmful. with the toys. Saying things like,
"XXX should we make a garage or a
ramp for our truck" This opens it
up for him to direct your play and
be more independent.
5.0 - 4.5 points 4.45 - 4.0 points 3.95 - 3.5 points 3.45 - 0 point 4.2
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c. Consistently sets suitable Generally sets suitable Inconsistently sets somewhat Does not understand how to set At one point we had a race track
behavioral expectations for behavioral expectations for suitable behavioral expectations expectations and follow through between the snack table and
every child during play and the most children and explains, and for some children, explains, and for children during play or the dramatic play. I would have liked
routines of the class by follows through appropriately follows through some of the routines of the class. Behavior to see you go over and address
explaining and following most of the time. time. could be considered negligent their behavior and redirect them to
through appropriately. or harmful. not run like they were. Setting
behavioral expectations is the task
that I see you struggle with the
most in lab. You are so sweet that
it is hard for you to find that
"teacher voice." I do hear you
trying to explain why we don't
things when you are by the toddler
but I would like to see you get up
and move to a situation when it is
occurring and address it when you
are lead teacher, for example, the
race track we had. As the lead it is
your responsibility to address
these issues even if your support
teacher is closer. I would like to see
you go over to the toddlers, kneel
down, make sure you have eye
contact with them and explain and
redirect them.
5.0 - 4.5 points 4.45 - 4.0 points 3.95 - 3.5 points 3.45 - 0 points 4
d. Consistently uses atleast five Uses some strategies to support Inconsistently uses a few Does not use strategies or You are good at parallel play and
strategies to support every most toddlers in their skill strategies to support some understand how to support self talk but what other strategies
toddler in their skill development and language toddlers in their skill children in their development could you engage to help the
development and language acquisition most of the time. development and language and behavior could be toddlers goals and development.
acquisition. acquisition some of the time. considered negligent or Remember this could be things
harmful. that we talked about in class, you
have learned in other classes
and/or things you have observed
that have worked.
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Category Score: 82%
3. Instruction: Large Group Engagement & Instruction of Children (20%)
I appreciated that you discussed
a. Consistently leads large group Generally leads large group and Inconsistently leads large group Does not understand how to
preparing the large group area in
and all transitions all transitions independently and some transitions prepare for or lead large group.
pre lab and assigned your support
independently and confidently and confidently including independently, including Behavior could be considered
teachers specific tasks. The
including preparing the large preparing the large group area preparing the large group area irresponsible.
toddlers respond well to your large
group area and being ready and being ready with all and being ready with all
group activity. You did well being
with all materials before materials before gathering the materials before gathering the
in front of the room when you
gathering the children. children most of the time. children. Is somewhat
started singing which helped
confident.
prepare the toddlers for your large
group activity.
7 - 6.3 points 6.23 - 5.6 points 5.53 - 4.9 points 4.83 - 0 points 6.3
b. Confidently introduces Generally introduces activities, Inconsistently introduces Lacks confidence and does not When you were introducing the
activities, sets expectations for sets expectations for activities, sets expectations for know how to introduce the activity and asking them to practice
involvement, models how to involvement, models how to involvement, models how to activities, set expectations for marching or eating make sure you
participate, and hands out and participate, and hands out and participate, and hands out and involvement, model how to are asking them by name to show
collects props appropriately. collects props confidently and collects props somewhat participate, or hand out and you. You did tell Lauretta once that
appropriately. confidently and appropriately. collect props from the children. she had good marching. If you use
Behavior could be considered their names more you would have
irresponsible. more participation. The toddlers
really enjoy your activity
c. Consistently engages the Generally engages most of the Inconsistently engages some of Does not know how to engage The toddlers respond well to your
children in the activities children in the activities the children in the activities children in a group activity or large group. I would have liked to
appropriately with purpose and appropriately with purpose and with purpose and somewhat manage their behavior. Actions see you address more toddlers by
confidently manages all confidently manages most of confidently manages some of could be considered negligent name during large group to keep
children’s behaviors during the children’s behaviors during the children’s behaviors during and/or irresponsible. them engaged. Especially those
large group efficiently and large group efficiently and large group. who are hesitant to participate.
effectively. effectively.
Category Score: 90%
Page 8 of 11
4. Teacher Presence in the Classroom (20%)

a. Is professionally dressed Is generally professionally Inconsistently dresses Does not understand Dress and grooming standards are
(based on toddler lab standards) dressed, well-groomed and professionally, may be appropriate dress, grooming appropriate for toddler lab.
well-groomed and demonstrates proper hygiene. somewhat casual in dress, and hygiene standards.
demonstrates proper hygiene. grooming and hygiene.
6 - 5.4 points 5.34 - 4.8 points 4.74 - 4.2 points 4.14 - 0 points 6
b. Consistently shows Generally shows enthusiasm Inconsistently shows Does not show enjoyment at You have great enthusiasm. You
enthusiasm and a positive and a positive attitude as they enthusiasm and a positive being with children and has a have a quiet voice which isn't a bad
attitude as he/she engages and engage and support most of the attitude as they engage and negative attitude about thing but you need to work on
supports children individually children individually and as a support some of the children engaging with them. finding that teacher voice which
and as a group. group. individually and as a group. will help with your classroom
management and setting
expectations. The toddlers respond
well to your positive attitude.
c. Consistently uses appropriate Generally uses appropriate Inconsistently uses appropriate Does not use appropriate Watch your yes/no questions.
statements and questions with statements and questions with statements and questions with language with children or tone Today you asked XXX if he was
children including appropriate children including appropriate children including appropriate and volume of voice. going down the slide. The only way
grammar (no “guys or o.k.'s”), grammar (no slang terms such grammar (no slang terms such Communications are considered he could have answered is with a
syntax, tone, and volume of as “guys”), syntax, tone, and “guys”), syntax, tone, and inappropriate or disrespectful. yes/no answer which wouldn't
voice as they talk with children volume of voice as they talk volume of voice as they talk expand his language. You also said
in both one-on-one and group with children in both one-on- with children in both one-on- to XXX "are you going to put that
situations. one and group situations. one and group situations. hat on?"
Page 9 of 11
d. Consistently demonstrates Generally demonstrates Inconsistently demonstrates Does not understand how to be My suggestions are similar to
flexibility to meet the needs of flexibility to meet the needs of flexibility to meet the needs of flexible and meet the needs of promoting independence in
the children both individually most children both individually some of the children both children during activities and toddlers. I would like to see you
and as a group during all and as a group. individually and as a group. the routine of the class. adapt your play to be more flexible
activities and aspects of the with the toddlers and imagination
daily routine. with play. If you let them direct
you- you will be amazed at their
creativity and they will be engaged
with activities longer. When the
toddlers were so engaged with the
binoculars and looking for animals
you could have directed all of the
toddlers to go on a safari or animal
hunt. We can lead them in
activities we just don't have to
force them to do activities. This
would have addressed multiple
children's goals.
Category Score: 92%
5. Professional Commitment & Responsibility (20%)
a. Is prepared for lead teaching Is generally prepared for their Is inconsistently prepared for Does not understand the need You do a very good job with being
day with revised and approved lead teaching day with revised their lead teaching day with to be prepared for lead day with prepared. Showing up on time and
activity plans, parent handouts, and approved activity plans, revised and approved activity approved plans, parent you consistently are professional in
and send-home activities. parent handouts, and send- plans, parent handouts, and handouts, and send home your course work.
home activities and is generally send-home activities and is activities. Behavior is considered
respectful and responsive to inconsistent in being respectful disrespectful and irresponsible.
feedback. and responsive to feedback.
Page 10 of 11
b. Is punctual arriving to lab Is generally punctual arriving to Is inconsistent in being on time Does not understand the Punctuality and set up is a strength
and other set-up times and is lab and for any other set-up to lab and for any other set-up importance of being on time for of yours. Keep it up. You are
prepared with any materials times and is most always times and is sometimes lab and set-up times, prepared improving on your instructions to
brought from home and all prepared with any materials prepared with materials with materials and plans for support teachers. I have see you
documents and set-up brought from home and set-up brought from home and set-up support teachers. Behavior is grow in your ability to be more
instructions for support instructions for support instructions for support considered irresponsible and direct when speaking to your
teachers. teachers. teachers. negligent. support teachers.
c. Consistently starts and leads Generally starts and leads pre Inconsistently starts and leads Does not start pre and post You have grown a lot in your ability
pre and post conferences on and post conferences on time pre and post conferences on conference on time and does to lead prelab. You have a sweet
time with confidence, purpose with confidence, purpose and time with some confidence, not respect the conference quiet voice but I have been
and direction collaborating with direction collaborating with lab purpose and direction process of collaboration and impressed with the improvements
lab team and reviewing child team and, reviewing child sometimes collaborating with review of child progress or know you have made in leading your
progress. progress most of the time lab team and, reviewing child how to implement them. team. I would still like to see you
progress. Behavior is considered be more confident in your ability to
irresponsible and negligent. discuss strategies and plan for each
individual toddler during pre-lab.
d. Is courteous in Is generally courteous in Is inconsistently courteous in Does not understand respectful This is one of your greatest
communication and interactions communication and interactions communication and interactions communication. Interactions strengths. Parents generally like
with parents, peers, community with parents, peers, community with parents, peers, community are considered disrespectful you and I have been impressed
partners, mentors, and faculty partners, mentors, and faculty partners, mentors, and faculty and harmful with you attention to detail whem
throughout the day. throughout the day. throughout the day. communicating with parents and
faculty.
4 - 3.6 points 3.56 - 3.2 points 3.16 - 2.8 points 2.76 - 0 points 4
Category Score: 93%
Category 1: Classroom Category 2: Free Play Category 3: Large Group Category 4: Presence Category 5: Professionalism
91% 82% 90% 92% 93%
Final Overall Score: 0.89
Final Overall Percentage 89%
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ECD 350L Lab Experience with Toddlers: 2nd Toddler Lead Teaching Observation Rubric

4. Teacher Presence in the Classroom (20%)

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