Circle one age group/grade:

Section 1. Physical Environment

Documentation/examples (15 points)

A. Equipment (general listing of large items)

1. Indoors: Chairs, tables, carpet for reading or circle time, backpacks, desks,
bookshelf, whiteboard, file cabinet, and computer(s).

“They become more comfortable and interactive with books and read-aloud times and
often enjoy partner reading, where more able readers pair up with beginning readers…”
(Copple and Bredekamp 208).

2. Outdoors: Trees, basketball courts, playground, benches, community, a field

of grass, and other equipment.

“With teaching and opportunity to practice, they can learn to ride a bike, jump rope, play
a sport, or an instrument, write, swim and rollerblade” (Copple and Bredekamp 260).
 B. Room arrangement (drawing of room arrangement):

C. Centers (include type of each center and materials available to children within
that center)

Pens, pencils, markers, scissors, colored pencils, glue, paper, paint, tissue, erasers,
and pencil sharpeners.

*D. EVALUATION (15 points)

The physical environment of the classroom can be seen as a community where

everyone plays a role and feels important as mentioned in the textbook, “Children have
opportunities to act as leaders and helpers with specific tasks; all children are given a
chance to participate and are drawn into class activities in a variety of ways'' (Copple
and Bredekamp 260). As opposed to teachers who have children sit at their desks all
their and limit interaction with their peers. These teachers are always talking to the
students as a whole when they should also be doing one on ones with the students.
According to the text on page 220, “A climate of respect for all members of the
classroom community is crucial for children’s well-being in kindergarten”.
Section 2. Curriculum (make an appointment with the teacher for an interview)

Documentation/Examples (15 points)

A. Philosophy

1. Teacher's philosophy (interview of teacher):

"My philosophy is that the teacher should provide the students with a safe and caring
environment by having a positive attitude, patience, and lending an ear to all of their
students. Every child is unique so all activities that are hands-on or not, will help them
develop their potential, connect to their own lives, activate student engagement and
teamwork, and be able to accept themselves and those around them. I also believe that
the teacher must learn to be more encouraging and inspiring. We owe it to the
community, parents, and students because they have entrusted us to be their mentors,
second mothers/fathers, and teach them something they will remember for the rest of
their lives; whether it is academically or a characteristic”.

2. Center/School philosophy (copy of statement):

The Ollie Detwiler Elementary School community works in unity to promote academic
excellence, mutual respect, and an appreciation of cultural diversity.

B. Goals (What children are expected to learn)

1. Program goals (should be found in the parent handbook)

Provide a challenging, enriching, and meaningful curriculum

Establish an environment that is safe and conducive to learning

Respect and celebrate a diverse community of learners

“At its best, kindergarten experiences nurture positive approaches to learning and
prepare children for the more rigorous academic expectations of the primary grades”
(Copple and Bredekamp 188).

2. Classroom goals (interview of teacher)

Students will be able to read, write, and perform math, at grade level or above by the
time of graduation

Students will develop good coping and problem-solving skills that will allow them to
meet challenges positively.

Students will know the necessary tools to achieve academic success to build skills and
confidence to become productive.
 C. Lesson Plans (A copy of at least one week’s plans)

*E. EVALUATION (15 points)

A teacher's methods of teaching depend on what worked for them and what works for
the students. The teacher also has control over what is learned so she can ensure that
all objectives are met. The teacher is also aware of all the strengths and weaknesses of
the students so she can hold group meetings and show everyone the same strategies
so they will pick the best for them instead of teaching the whole class how to do one
thing when half of them already understand and become bored. This is developmentally
appropriate unlike choosing accessible material and rewarding the students every time
they do simple things, or do not challenge themselves; “Teachers choose materials
based on entertainment value and popular culture fads, such as stickers from a new
movie. Candy and other sweets are often used as incentives'' (Copple and Bredekamp
222).