Bridgewater State University 

College of Education & Allied Studies 

Student-At-Risk During Field Placement Report 

Procedure:

If a BSU and/or site supervisor is concerned about a student successfully completing ECPK 481 or 492; the BSU supervisor will complete this form.

The BSU supervisor meets with the student and if possible the site supervisor to discuss the form.  The goal of the meeting is to agree on the goals, a timeline and plan for improvement.  The BSU supervisor will distribute the written plan for improvement to student, the site supervisor, the Early Education and Care Practicum Liaison (currently Dr. Susan Eliason) and the Elementary and Early Childhood Education Department Chair (currently Dr. Patricia Emmons).

The BSU supervisor coaches, mentors, and monitors the student’s progress toward the improvement goals. If the student shows sufficient improvement, no further action will be recommended.

If the student doesn’t significantly improve, the BSU supervisor informs the Elementary and Early Childhood Department Chair and the Early Education and Care Practicum Liaison and they can recommend further action to the College of Education and Allied Studies Dean’s office.

To: ___________________________________Date: __________________

(BSU ECPK 481 or 492 Student)

From: __________________________and __________________________

(Site Supervisor)                                                    (BSU Supervisor)

Field Placement Location: _________________________________________

(ECPK 481 or ECPK 492 school/agency and  city/town)

You are receiving this report because you have been identified by your site supervisor and/or BSU supervisor as being at-risk in terms of successful completion of the practicum and/or demonstration of the professional dispositions required for fulfilling the course requirements.  This report identifies areas of concern from the field experience evaluation which meets the Massachusetts Department of Early Education and Care (EEC) Standards and the National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation Programs.  The report lists short term goals and timelines for performance improvement. 

(1) AREA 1: INTERACTIONS:

1. Scaffolds POSITIVE PEER INTERACTIONS.
   1. EEC 1.A.5. Provides for and encourages group play and co-construction of ideas and plans. NAEYC 4a
   2. EEC 1.A.8. Promotes and scaffolds pro-social behaviors among children, including cooperating, helping, and taking turns. NAEYC 4b
2. INTERACTIONS WITH CHILDREN are positive.
   1. EEC 1.B.3. Has meaningful conversations with children and is responsive to their needs, temperaments, learning styles and interests. NAEYC 4a
   2. EEC 1.B.4. Frequently uses open-ended questions and statements with children to extend and deepen their communication of ideas, experiences, desires, and intentions. NAEYC 5c
   3. EEC 1.B.5. Talks with individual children as opposed to the whole group most of the time. NAEYC 4a
3. MANAGES CHILDREN’S BEHAVIOR in a positive manner.
   1. EEC 1.E.3 & 1.E.6. Uses preventative management techniques such as setting reasonable & positive expectations, offering choices, facility arrangement, & daily scheduling. NAEYC 4c
   2. EEC 1.E.3 & 1.E.4. Uses positive techniques of guidance, including providing opportunities for children to verbalize feelings, modeling, redirection, positive reinforcement, & encouragement rather than competition/comparison/criticism. NAEYC 4b
   3. EEC 1.E.6. Encourages self-discipline through encouraging and scaffolding children’s attempts to resolve their own conflicts. NAEYC 1c
4. Provides opportunity for FAMILY INPUT into the program.
   2. EEC 2.L.2. 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. NAEYC 2b
   3. EEC 2.L.1. Participates in procedures that encourage families to participate in the children’s learning. NAEYC 2c

These are the areas of concern about interactions:

In order to address these concerns, you will need to:

(2) AREA 2: CURRICULUM AND INSTRUCTION:

1. LEARNING OBJECTIVES support the learning needs of individual children
   2. EEC 2.E.1. Planning goals and activities allow for a range of abilities and interests. NAEYC 5c
   3. EEC 2.G.9. Takes advantage of teachable moments to build on individual children’s interests and extends activities that individual children initiate. NAEYC 3a
   4. EEC 2.E.6. Plans activities and provides materials that increase in complexity and challenge as children’s understandings and skills develop. NAEYC 5c
2. ACTIVITIES, MATERIALS, AND EQUIPMENT promote educational goals through concrete learning
   2. EEC 2.G.2 & 2.G.3, Provides visible and readily accessible teaching materials and equipment so children may select, repeat, and extend experiences with minimum assistance. NAEYC
   3. EEC 2.D.1. Plans learning experiences intentionally to support problem solving, critical thinking, communication, and social skills. NAEYC 5b
   4. EEC 2.D.2. Plans learning experiences intentionally to focus on important and meaningful aspects of the children’s personal experiences, their community, and the larger world around them in ways they can understand and relate to. NAEYC 5c
   5. EEC 2.D.3. Plans meaningful, developmentally appropriate learning experiences that provide balanced attention to all the developmental domains, including:
      1. Mathematical and scientific concepts and skills.
      2. Language and literacy development.

• Self-expression through the visual arts, music, dance, and dramatic play.

1. Socio-emotional understanding of self and others.
2. Physical development and movement.  NAEYC 5c

3. Uses CHILD ASSESSMENT to plan for and modify the instructional program as needed.
   2. EEC 2.F.8. Plans and faithfully implements assessments of learning objectives in written activity plans that capture individual differences. NAEYC 3b
   3. GN2. Regularly records observations and gathers evidence to identify what children have learned.
   4. NAEYC 3c
   5. EEC 2.F.11. Uses information gathered from formal and informal observations and assessments to adapt activities, teaching practices, routines, and the setting to meet the needs of children. NAEYC 4d

These are the areas of concern within the area of curriculum and instruction:

In order to address these concerns, you will need to:

(3) College of Education and Allied Studies Professional Dispositions 

• CEAS Disposition 1: Demonstrates respect for human diversity, community and cultural perspectives.
• CEAS Disposition 2:  Collaborates with others (faculty, supervising practitioners, colleagues, peers, students, and families) in a thoughtful and considerate manner.
• CEAS Disposition 3:  Demonstrates clear understanding of legal and moral obligations of the profession, mandated reporting responsibilities, and confidentially.
• CEAS Disposition 4:  Demonstrates respect for childrens’ differences and provides fair and equitable access to all learners and believes that all children can learn.
• CEAS Disposition 5:  Communicates effectively and professionally in speech, writing, and nonverbal contexts.
• CEAS Disposition 6:  Demonstrates professional demeanor and a passion for teaching.
• CEAS Disposition 7:  Is receptive to constructive feedback and reflects on their work, behavior, and/or practice.
• CEAS Disposition 8:  Exhibits personal integrity and professional conduct with all members of the learning community

These are the areas of concern within these BSU professional dispositions:

To address the concern, the student will:

I ______________________met with my site supervisor and my BSU supervisor to discuss the areas of concern in this report and I understand the steps I must take in order to address these concerns.  A follow-up meeting will be held on __________________________, at which time I will bring evidence to support progress toward addressing the standards identified in this report.

• ______________________________________ Date: _____________
• (BSU Student Signature)
• ________________________________   Date: __________________
• (Site Supervisor’s Signature)
• ________________________________   Date: __________________
• (BSU supervisor’s Signature)

Summary of Follow-up Meeting 

Date: _________________

Progress since first report:

Recommendations:

Date of future follow-up meeting(s): _______________________________________________