If N/A indicate here

(Points)

If “N/A” explain

1.5–3

4.5–6

7.5–9

10.5–2

13.5–15

Neglects or avoids conversations with families and/or colleagues.

Leaves family interactions to other program staff.

Assists families in handling separations during arrival and dismissal.

Shares comments about the child from observations of positive family-child interactions.

The greeting lets the observer know that the student has learned something unique about this family and child.

Is available to families to answer questions and address concerns for example, is consistently available to families during pick up time.

Offers few or no means for families to communicate.

Connects the family’s responsive behavior to the children’s positive development.

Acknowledges how a families’ goals positively affect the child’s well-being.

In meetings, discusses information that reinforces how much the family means to the child (e.g., pictures the child draws that includes family members, acting as one of the family members in dramatic play, etc.).

Impairs co-worker effectiveness in working with children or families.

Discriminates against a co-worker because of sex, race, national origin, religious beliefs or other affiliations, age, marital status/family structure, disability, or sexual orientation.

Shares information appropriately with colleagues about children or programmatic observations.

At times engages in gossip and/or negativity with co-workers.

Acknowledges co-worker’s professional achievement.

Expresses views regarding the personal attributes or professional conduct of a co-worker based on firsthand knowledge and relevant to the interests of children and programs.

Communicates needs and asks for assistance when needed.

Contributes and supports a professional work environment.

Engages in psychological abuse or coercion, such as repeatedly yells at children or makes threats to establish control.

Is repeatedly sarcastic or disrespectful.

Consistently fails to be aware of children who need extra support, assistance, or attention.

Is unresponsive to or dismissive of children and provides the same level of assistance to all children, regardless of their individual needs.

Ineffectively addresses children’s problems and concerns.

The children rarely seek support, share their ideas, or respond to student’s questions.

Acknowledges children’s feelings without judgement.

Sometimes acknowledges effort, but at other times uses rewards and praise.

Maintains appropriate voice volume.

Is occasionally sarcastic or

disrespectful such as using threats or a loud voice to establish control.

Recognizes children who need extra support, assistance, or attention.

Is responsive to children sometimes but at other times is more dismissive or unresponsive, matching her support to the needs and abilities of some children but not others.

Most of time is effective at addressing children’s problems and concerns.

The children sometimes seek support from, share their ideas with, or respond to student’s questions.

Establishes relationships with children by

• Physical proximity

• Shared activities

• Peer assistance

• Matched affect

• Social conversation

Shows respect with

• Eye contact

• Warm, calm voice

• Respectful language

• Cooperation and/or sharing

Many, positive interactions among the group (teacher: child, child: child) as seen with smiling, laughter, enthusiasm, verbal affection, physical affection, and positive expectations.

Demonstrates patience throughout prolonged periods of discord or unrest in the classroom.

Consistently acknowledges children’s efforts, without using rewards and praise.

Environment lacks both space and materials for children to work together.

Schedule lacks opportunities for children to work together.

      express ideas;

      accept the ideas of others;

      ask others to join their activities;

      pay attention to peers;

      offer encouragement and appropriate affection to other children;

      understand the impact that their words and actions have on others and their environment;

      greet others and enter into play with peers;

      share personal stories about their interests and   experiences;

      asks other children questions about themselves

Environment has space OR materials for children to work together.

Schedule provides opportunities for children to work together.

Environment has space AND materials for children to work together.

Opportunities for children to work together are incorporated throughout the day, both through planned activities and spontaneous experiences.

Children wait long periods of time (over 2 minutes for toddlers and over 3 minutes for preschool age children) without cognitive stimulation.

Learning centers do not have enough space and/or materials for children to comfortably explore.

Classroom is too loud (ex. adjoining classroom, no plush materials to absorb sound, educators shouting, too many people in the space, etc.)

Sometimes uses preventative management techniques such as setting reasonable & positive expectations, offering choices, & daily scheduling.

Uses narration and description of ongoing interactions to identify prosocial behaviors.

Guides and support children to use language to communicate needs and to gain control of physical impulses.

Often uses narration and description of ongoing interactions to identify prosocial behaviors.

Skillfully guides and supports children to use language to communicate needs and to gain control of physical impulses.

Provide children with expectations that are clear, age-appropriate and applied in a consistent way.

Rules and expectations are absent, unclear, or inconsistently enforced.

Shows favoritism or bias in enforcing rules.

Is reactive, and monitoring is absent or ineffective.

Ineffective attempts to redirect challenging behavior; results in challenging behavior continuing and escalating.

Rarely focuses on positives or uses subtle cues.

Considers how the routine, schedule, physical environment and/or activities may be contributing to problems, instead of blaming the children for challenging behaviors, and takes steps to modify them.

Reinforce positive behavior by recognizing children’s positive actions.

Ignore simple inappropriate negative behavior that is disruptive.

Plans for appropriate behavior through the environment by arranging furniture and other materials to encourage active learning and independence.

Plans daily scheduling that prevents boredom, waiting, hurriedness, with time to relax and enjoy activities; A daily routine with ample opportunity for children to select activities and move between them at their own pace and one that gives children ample notice of transitions ahead of time.

Use calming strategies that work best for individual children.

Allows children to participate in the establishment of rules, policies and procedures where appropriate and feasible.

Misses opportunities to help children engage in social problem solving.

Does not utilize evidence-based strategies for conflict transformation.

Forces children to apologize.

Quick to impose consequences, assign time-out, or offer rewards for compliant behavior.

Uses competition, comparison, or criticism to control classroom.

      Separates the child from the environment, with the child in immediate and direct supervision until the child regains self-control and can re-join the group;

      Removes anything within the child’s reach that is a potential danger to the child or others.

      If necessary, uses another adult to support and assist in calming the child until the child is able to regain self-control.

      Talks calmly to the child

      Teaches conflict resolution skills and scaffolds their use.

Acknowledges when children successfully negotiate their own solutions.

Uses positive terms for rules; states expected behavior rather than what not to do.

Makes sure all parties in a dispute feel respected and safe.

Encourages children to try to resolve their own disputes without teacher intervention

Helps children know how make amends if they so desire.

Implements a universal curriculum that does not support children based on their unique attributes.

There is no relationship of new concepts from the curriculum to the children’s everyday lives

The children do not appear interested or involved in the lessons or activities.

Helps children navigate multiple home and school cultural codes, norms and expectations.

Integrates early childhood curriculum areas into play, projects and other experiences that reflect the specific needs of each child and that are meaningful to them.

Children may be engaged or interested for periods of time, but at other times they are not involved.

Some attempts to relate new concepts from the curriculum to the children’s everyday lives

Uses a variety of modalities including auditory, visual, tactile and movement, as well as a variety of materials, to effectively engage children during activities and lessons.

Children are consistently interested and involved in activities and lessons.

Consistently relates new concepts from the curriculum to the children’s everyday lives.

Is rigid, inflexible, and controlling with plans.

Rarely supports the children’s ideas;

Most classroom activities are teacher-driven, product oriented.

Materials offered don’t allow the opportunity to freely manipulate.

Unsupportive of child autonomy and leadership.

May follow the children’s lead at times and be more directive during others.

Sometimes provides support for child autonomy and leadership and at other times fails to do so.

Somewhat controlling of children’ movement and placement during activities.

Provides consistent support for child autonomy and leadership.

Children are permitted to choose activities

and peer relationships during free play, meal times, outdoor play and other experiences when appropriate.”

      a variety of family structures

      specific details about the community in which they live

      the physical and geographic characteristics of their local environment.

      basic economic concepts

      a variety of family structures

      specific details about the community in which they live

      physical and geographic characteristics of their local environment

      basic economic concepts

See Definition of Terms for example of skills to teach.

Uses pet names for children rather than their first names.

Emphasizes obedience and compliance.

Uses false questions or choices for required behaviors (e.g., “Wouldn’t you like to hang up your coat now?”; “Come inside now, okay?”)

Actively engages individual children in conversation, both in group settings and when they are working alone.

When needs to talk with individual children, tries to do so privately rather than publicly.

Uses children’s names when addressing them.

Children have chances to learn that other people may have different feelings than they do.

Supports the executive functioning (reflecting, analyzing, planning and evaluating) of children.  See Definition of Terms for guidance.

Teaches children to recognize and name their emotions.

Models socially appropriate behaviors such as assisting others and asking for help when needed.

Uses pleasantries such as please, thank you and excuse me.

Acknowledges own moods and names emotions.

Acknowledges children’s moods and names children’s emotions.

Tailors communications to individual children, rather than giving general instructions or reminders to the group.

Teaches children to express emotions.

Teaches executive functioning to children.  See Definition of Terms for guidance.

Gross motor skills concepts are rarely discussed or presented to children

When outdoors, engages in conversations with colleagues or other adults rather than interacting with children.

Provides time, space, and materials daily that support a variety of gross motor skills, including rolling, crawling, running, jumping, throwing, and hopping.

Provides time, space, and materials daily that support a variety of fine motor skills, including grasping, pinching, scribbling, drawing, cutting, tying, zipping, buttoning, using cutlery, opening lunch boxes and food bags.

Conscientiously provides, maintains and facilitates learning centers designed to support fine motor development.

Actively facilitates gross motor skills during indoor and outdoor play experiences.

Does not  seek opportunities to converse with individual children, and when does so often does it at a distance with a loud voice.

The majority of the teacher’s

questions are closed-ended.

Rarely, if ever, repeats or extends the children’s responses.

Rarely maps his or her own actions and the children’s actions through language and description.

Does not use advanced language with children.

At times, uses words that children may not understand and may provide explanations or examples of these words.

The teacher asks a mix of

closed-ended and open-ended

questions.

Sometimes repeats or extends the children’s responses.

Occasionally maps own actions and the children’s actions through language and description.

Student makes attempts to communicate with children in their home language(s), (Ex. learns greetings, words such as bathroom, mother, father, etc.)

There are frequent conversations in the classroom.

Supports children’s communication and conversation among their peers (toddler and preschool) and uses verbal mapping when needed.

Asks many open-ended questions.

Often repeats or extends the children’s’ responses.

Often uses advanced or complex language with children.

Examples of print: Labels, classroom rules/routines, signs, posted letters, words, or sentences.

Literacy skills are rarely discussed or presented to children.

Classroom materials and learning centers are not labeled.

Does not use Dialogic Reading Skills.

Books are in disrepair (torn, pages folded, etc.) and do not provide a variety of literary experiences.

Provides books relate to current learning topics, themes, or activities.

Writing materials and literacy activities are readily available in art, dramatic play, and one or more other learning centers.

Helps children write the words and messages they are trying to communicate.

Posts printed words about topics of current at children’s eye level or makes available on laminated cards.

Models the process of print writing.

Classroom materials and learning centers are labeled.

Children are read to at least 3 times/week through planned reading activities.

Some Dialogic Reading skills are utilized when reading to children (Ex. C-R-O-W-D, proper introduction of the book, reintroducing books multiple times.)

Books are in good condition, offer a variety of literary experiences and are age appropriate.

Writing materials and literacy activities are readily available in all learning centers.

Models ways of writing is used in daily life: Shopping lists, letters, cards, journals/diaries, notes, e-mail, online-posts.

Focuses children’s attention on significant learning objectives for literacy skill development.

Classroom materials and learning centers are labeled in all home languages spoken by the children enrolled in the classroom.

Children are read to daily through planned reading activities and/or spontaneous reading opportunities.

All Dialogic Reading skills are utilized when reading to children.

Books support current classroom curriculum/activities.

Number concepts: The understanding of cardinal and ordinal number systems as related to objects and quantities and the static and dynamic nature of these relationships.

See Definition of Terms for examples.

Mathematical concepts are rarely discussed or presented to children.

Provides opportunities for children to learn mathematical concepts.

Supports learning using materials available to children in the activity centers such as Unifix Cubes and counting bears

Support for mathematical concepts is offered in all learning centers and during outdoor play.

Focuses children’s attention on significant learning objectives in mathematics

Facilitates activities that have children solve problems and apply knowledge.

Formulates games or challenges to promote mathematical thinking throughout daily routines (e.g., counting the number of stairs to the slide, singing counting songs during transitions, etc.)

Science concepts are rarely discussed or presented to children.

Provides opportunities for children to see and learn about

science concepts.

Supports learning using materials available to children in the activity centers such as sensory materials and simple tools.

Support for scientific concepts is offered in all learning centers.

Focuses children’s attention on significant learning objectives in Science

Facilitates activities that encourage children to think, ask questions, and make predictions about natural and physical facts or occurrences directly observable by the senses.

Uses the natural environment outside the classroom to promote children’s observation, exploration, and experimentation.

Supports passive use of television, videos, DVDs, and other non-interactive technologies and media

Uses technology to extend and support active, hands-on, creative, and authentic engagement with those around them and with their world.

Offers technology that is developmentally appropriate.

Promotes equitable access to technology and interactive media experiences for the children in their care and for families.

Understands and appropriately uses any assistive technology utilized by children with special needs.

Uses technology to strengthen home and school connection.

The Arts are rarely discussed or presented to children.

Children are often filling in worksheets, coloring provided images, or assembling adult-designed pieces in a predetermined fashion.

•

Children have chances opportunities to develop and practice art skills. through various forms of art media

Most activities are designed for children to make meaningful decisions and generate creative solutions, not follow a script.

Integrates children’s home languages and cultures into the environment through music, visual arts, dance, and theater.

Materials that support the arts are integrated throughout the learning environment.

Art activities are integrated with the curriculum, theme and/or current children’s interests.

Children have chances to appreciate culturally diverse arts in their learning environment.

Is unsupportive of child autonomy and leadership.

Is highly controlling of children’ movement and placement during activities.

Sometimes provides opportunities for children to develop autonomy and leadership skills, and at other times fails to do so.

This is already added to language/communication.

Somewhat controlling of children’s movement and placement during activities.

Children are allowed to leave large and small group gatherings when needed (ex. offered choice to read a book or work on a puzzle instead).

Opportunities for children to develop autonomy and leadership skills is offered daily.

Children have freedom of movement and placement during activities.

Children are provided opportunities to participate in decision making (ex. choose which book to read, songs to sing, etc.)

Uses group time, circle routines, or teacher-led activity stations to do most planned instruction.

Occasionally modifies classroom materials to fit each child’s learning style.

Some activities use topics and teaching strategies that make them interesting to children.

Uses knowledge of children’s unique attributes to individualize interactions.

Modifies classroom materials, when necessary, to fit each child’s learning style.

Most activities use topics and teaching strategies that make them interesting to children.

Uses a variety of modalities including auditory, visual, and movement.

Uses a variety of materials to effectively interest students and gain their participation during activities and lessons.

Uses group time to introduce activities and make them intriguing to children, leaving the main exploration and learning for choice time.

Does not follow up children’s initial offerings with requests for further details about the idea or experience they shared.

Concentrates on the accuracy or believability of children’s statements.

Accepts children’s offerings rather than correcting or challenging them.

      using open-ended conversational starters;

      asking for clarification;

      picking up on possible desires or intentions;

      asking follow-up questions.

Affirms value of children’s offerings, often asking others to pick up on child’s idea, thereby creating feedback loops for extended group discourse.

Asks “how” and “I wonder why” questions, encouraging analysis and reasoning.

Makes suggestions that challenge children to go deeper with their investigation

Many activities are designed for children to work together so they will communicate, compare, and coordinate their solutions.

Does not recognize or scaffold children’s curiosities that occur in unplanned learning opportunities.

Does not adjust expectations of children in response to their demonstrated mood, level of engagement, or interests.

Many activities provide information for children to memorize rather than understand

Scaffolds learning by offering suggestions for other strategies or goals children might explore.

Occasionally joins children in their play.

Departs from planned activities if children show interest in a different topic or activity.

Provides materials that increase in complexity and challenge as children’s understandings and skills develop.

Guides children to activities that will challenge them.

Circulates as children work, routinely asking questions about their pursuits that invite them to explain their thinking or broaden their goals.

Co-plays with children, using skillful modeling and scaffolding to broaden their themes and add complexity to their goals and strategies.

Offers materials or assistance to allow children to continue to pursue questions or goals they initiated.

Facilitates interactions, curriculum sequences and materials that build from basic understandings and skills towards greater depth and complexity.

Creates connections, extensions, and variations of core activities so children can pursue them in different ways and at different levels of complexity.

Unclear and/or inconsistent procedures for getting students’ attention, managing transitions, or the distribution and collection of materials or supplies

When needed, teachers support children in performing daily cleanup and maintenance jobs in the classroom.

Adults and children work together until everyone is ready to transition to the next activity.

Has materials ready prior to starting activities with children.

Uses music, songs, or predictable noises to signal transitions.

Uses visual cues such as mini-schedules posted near transition locations provide visual prompts for the next transition or schedule change.

Turns transition times into learning opportunities with games, songs, or challenges.

Limits the number of daily transitions to allow for a natural flow.

Communicates and collaborates with co-workers to ensure proper child supervision throughout transitions (including toileting).

Works with co-workers to ensure that the schedule supports all children, provides a balance of structure and free play, quiet and active time, and avoids conflicts with other classrooms.

Large and small group gatherings are engaging and brief (max. 10 minutes for toddlers and 15 minutes for preschool).

Activities and feedback focus on “right” answers.

In teacher-led activities, children are expected to follow instructions and arrive at scripted solutions.

Some planned activities can be done more than one way or have more than one solution.

Some activities encourage children to work collaboratively on artistic expression in coming up with a solution or product.

Some activities and sharing sessions are designed so children share their creative reasoning, not just their solutions.

Emphasis is placed on children sharing their reasoning rather than simply coming up with the right answer.

Most activities are designed for children to make meaningful decisions and generate creative solutions, not follow a script.

Uses one type of observation and documentation methods.

Uses 2-3 observation and documentation methods.

Uses 4 or more observation and documentation methods.

Child assessment is not informed by child observation and documentation.

Does not use an evidence-based child assessment tool.

Child assessment is occasionally informed by child observation and documentation (50% or less).

Uses an evidence-based child assessment tool and also other unresearched assessment tools.

Child assessment is always informed by child observation and documentation (100%).

Uses only evidence-based child assessment tools.

Does not collaborate with others in goal setting.

Is unaware of the referral process.

Does not initiate the referral process when necessary.

Demonstrates some collaboration with others in goal setting (ex. 1-2 times during the semester).

Is aware of the referral process and contributes as appropriate for position in the program.

Demonstrates regular collaboration with others in goal setting (ex. 3 or more times during the semester).

Uses aggregate assessment data to modify curriculum, activities, classroom routine and the learning environment.

Occasionally uses individual child assessment data (50%-80%) to modify curriculum, activities, classroom routine and the learning environment.

Primarily uses individual child assessment data (more than 80%) to modify curriculum, activities, classroom routine and the learning environment.

Uses aggregate assessment data to modify instruction.

Occasionally uses individual child assessment data (50%-80%)  to modify instruction.

Primarily uses individual child assessment data (more than 80%) to modify instruction.

The program environment does not support health practices.

Arranges the setting so children can carry out personal hygiene and self-care activities independently.

Cleans and sanitizes food-serving tables and high chairs after each use.

Encourages children and models, when washing their hands before meals and snacks, to rub their hands vigorously for at least 20 seconds, including back of hands, wrists, between the fingers, under and around any jewelry, and under fingernails

Encourages children and models washing or sanitizing their hands after playing in water that is shared by two or more people AND after touching sand or dirt.

At times, acknowledges and comment on children’s use of healthy practices.

Encourages children to explore healthy and nutritious foods that children are not allergic to.

Learns important health terms in families’ home languages to ensure all children understand how to keep themselves healthy.

Safety concepts are rarely discussed or presented to children.

The program environment is unsafe.

Ensures preschoolers are in sight most of the time, with the exception of brief periods (up to five minutes, in a safe environment — such as child’s use of the toilet) when a child cannot be seen but can still be heard.

Toxic substances are inaccessible to children.

When talking with individual children, makes the child comfortable while positioning self so can still monitor the rest of the children.

Reminds children of a safety rule.

At times, acknowledges and comment on children’s use of safe practices.

There are classroom experiences and materials that increase children’s awareness of safety rules in their classroom, home, and community.

Actively works with administration to make sure teachers of preschoolers keep these children in sight most of the time, with the exception of brief periods (up to five minutes, in a safe environment — such as child’s use of the toilet) when a child cannot be seen but can still be heard.

Learns important safety terms in families’ home languages to ensure all children understand how to keep themselves safe.

Reminds children of a safety rule and why it is important.

Works in isolation and doesn’t seek out opportunities to collaborate with colleagues.

Ineffective communication with colleagues.

Shares resources with colleagues.

Collaborates to ensure that the best possible early childhood care and education program is provided.

Seeks support from colleagues as needed

Communicates with colleagues in a culturally sensitive and professional manner.

Communicates with families and colleagues in a culturally sensitive and professional manner.

NOTE

If the program doesn’t allow the student to interact with families, the student should research opportunities for family engagement in the community by attending a local Coordinated Family and Community Engagement meeting and writing a reflection to include in their portfolio.   Select the link above or go to Mass.gov and search.

Shares information about the program or the children that is inappropriate or breaches confidentiality.

Does not seriously respond to a family’s legitimate request to receive or share information about the program or their child.

Makes no attempt to inform families of upcoming or completed learning experiences

Seeks out ways to learn from the families.

Suggests ways families can promote growth and development at home.

Participates in procedures that allow families to stay informed about the program share information about their own observations of their child that help in planning and programming.

Contributes to some of the family engagement activities listed in the Target column.

Demonstrates that they are learning from the families.

Verbally encourages families to promote growth and development at home.

Actively initiates or contributes on a regular basis to family engagement practices such as:

      soliciting families to share personal skills, interests, or artifacts related to classroom projects;

      family curriculum nights;

      volunteering in the classroom or on field trips;

      family council meetings.

      pre-enrollment visits;

      intake visits or questionnaires;

      face-to-face contacts;

      family special events (breakfast, lunches, picnics, end-of-year celebration, holiday events)

Occasionally, activities incorporate aspects of children’s daily lives or the local community.

Activities engage children.

Implements activities that have realistic objectives children can relate to.

Children have opportunities to explore details about the community in which they live.

Uses local community settings and events as resources.

Many indications of community resources

Invites community resources into program or go on a field trip.

Classrooms are designed so teachers can supervise children by sight and sound at all times, without relying on mirrors, cameras, or sound monitors.

See Definition of Terms for examples for the outdoor learning centers.

Many activities require adult assistance to do them.

Many activities are done once, under adult supervision, and then disappear.

Room layout is age-inappropriate or dangerous

Supports activities and materials so children can find them, choose them, and do them without assistance.

Helps to rearranges the classroom, when necessary, so children can continue doing an activity or to help children explore new concepts or topics.

Room layout is developmentally                    appropriate and safe.

Uses facility arrangement as a preventative management technique.

Classroom materials show persons with differing abilities, as well as different ethnic or cultural backgrounds engaged in activities that counteract stereotypical limitations.

The indoor environment supports social and private spaces, restful and active spaces, fine and gross motor development, and exploration of foundational concepts in: literacy; mathematics; science; technology; creative expression and the arts; health and safety; social studies.

The outdoor environment supports

      social and private spaces,

      restful and active spaces,

      physical development,

      exploration of foundational concepts in all content areas

Room layout is optimal or uniquely suitable.

Provides visible and readily accessible teaching materials and equipment so children may select, repeat, and extend experiences with minimum assistance.

Children can often revisit activities.

Rearranges the classroom so children explore new concepts or topics.

Integrates children’s home languages and cultures into the environment through materials.

Minimal or no understanding of reflect the Core Values expressed in the NAEYC code of ethical conduct which addresses responsibilities toward children and their families, colleagues, and their employer.

Unprofessionally challenges the direction of administrators when the rules or expectations seems unreasonable

Handles disagreements with colleagues in private and refrain from talking negatively about colleagues in front of others.

Interact positively with families and other stakeholders.

Conducts self as a professional realizing that their actions reflect directly upon the status and substance of the profession.

Supports the direction of administrators, even if rules or expectations seems unreasonable, and asks for reason privately.